http://erepository.uonbi.ac.ke/handle/11295/10320 2026-04-28T15:13:55Z 2026-04-28T15:13:55Z Kulo, S. A. Odundo, P. http://erepository.uonbi.ac.ke/handle/11295/163598 2023-05-02T11:15:01Z 2023-03-31T00:00:00Z

Home Environment and Utilization of English Language in Public Day Secondary Schools in Bunyala Sub County, Busia, Kenya Kulo, S. A.; Odundo, P. Home environment as a context of learning outcome contributes to learner social interaction and self-actualization towards using English in a school setting. School systems expect learners to be competent in the English language being the medium for learning and instruction. However, social interaction at school and home varies, resulting in a need for more English input. The study focused on establishing the influence of the home environment on the utilization of the English language in school. Emphasizing language use at home, provision of reading materials, and attitude towards learning the English language, the study used descriptive survey design in six public day secondary schools in Bunyala Sub County. Bronfenbrenners ecological systems theory and Krashen's Input Hypothesis theory were used in the study with a sample of 160 from two learners and 12 parents. Primary data was collected using self - administered questionnaires and an interview guide. The findings revealed that learners used their mother tongue while away from school, which interfered with the usage of English at school. In addition, most parents needed to be economically empowered to provide extra reading materials and a favorable reading atmosphere for learners to have sufficient English language input. Most parents had low academic backgrounds and did not monitor learners' knowledge of the English language. The study concluded that the home environment influenced the utilization of the English language. The study recommends that parents develop a positive attitude towards the need for learners to know the English language for successful learning.

2023-03-31T00:00:00Z Anyiendah, M. S. Odundo, P. A. Ganira, L. K. http://erepository.uonbi.ac.ke/handle/11295/163597 2023-05-02T10:54:15Z 2023-03-31T00:00:00Z

Funding and Spending of TVET Curriculum for Sustainable Development: Policy Options Achievements and Constraints Anyiendah, M. S.; Odundo, P. A.; Ganira, L. K. The study examined the status of Technical and Vocational Education and Training (TVET) in the County Government of Vihiga. The focus on TVET is premised on the fact that TVET education is a devolved function. A phenomenological research design was adopted for the study. Relevant policy documents were scrutinized, interviews were conducted, and a questionnaire was administered. The findings were analyzed thematically. A total of 25 managers from the registered and licensed TVET centers in the county were involved. The five TVET officers in the five sub-counties of Vihiga were also participants in the study. Further, 50 instructors and 75 TVET students were involved in the study. The study participants agreed that the issue of funding, spending, curriculum, and policy options need to be addressed. Although the sector faces numerous constraints, the sector has made valuable progress in addressing youth unemployability in the county.

2023-03-31T00:00:00Z Murigu, J. N. http://erepository.uonbi.ac.ke/handle/11295/163596 2023-05-02T10:27:31Z 2023-03-31T00:00:00Z

A Systematic Review on the Correlation between using Video Games as Instructional Strategies and Academic Success among Learners in Secondary Schools in Kenya Murigu, J. N. Journal of Pedagogy, Andragogy and Heutagogy in Academic Practice (JPAHAP)ISSN: 2708-261X,Vol. 4. No.1. (2023) pp 26-33http://uonjournals.uonbi.ac.ke/ojs/index.php/pedagogy-26 -| Journal of Pedagogy, Andragogy and Heutagogy in Academic Practice-Vol 4, No 1. (2023) pp 26-33ABSTRACTDeveloping countries, including Kenya, are still making inroads in adopting technology in learning. Mainly, the Covid-19 pandemic led to the proliferation of technology integration in learning to salvage learning time at basic education levels. The increasing use of technology in education has enabled the adoption of multi-disciplinary approaches in instructional designs. In Kenya, educators are embracing innovative ideas, including using video games as instructional strategies in learning. This study investigates the efficiency of digital video games-based learning in promoting self-efficacy to improve academic achievement among learners at basic education levels. The systematic review gathered data from a credible Google Scholar online database and selected credible and reliable articles, especially peer-reviewed sources from high levels of evidence. The study's findings indicated a direct correlation between utilizingvideo games as instructional design and increased self-efficacy among learners. Thus, the study findings will prove valuable to education stakeholders in Kenya, especially the KICD, in identifying instructional designs that can promote academic achievement in Kenya.

2023-03-31T00:00:00Z Mwinzi, Joe M http://erepository.uonbi.ac.ke/handle/11295/100745 2017-03-29T04:58:12Z 2016-01-01T00:00:00Z

Reconceptualising research methodology in philosophy of education Mwinzi, Joe M In education theory and practice, philosophy serves as an instrument of action to facilitate the process of inquiry. The implication is that philosophy which is an independent academic discipline is only required to give direction to theoretical and practi cal realms of education. In this case, philosophical methods, principles, theories, perspectives are used to solve an experienced problem that is perceived to overawe education either in its theoretical or practical dimension. Accordingly, Kani and Sa’ad ( 2015:21) argue that a philosophical research is an activity of investigation which is defined as both a scientific and an abstract search for knowledge, or any systematic enquiry that is envisaged to establish novel facts, solve new or existing problems, p rove new ideas, or develop new theories. A philosophical research in education is either a scientific or an abstract attempt which aims at finding solutions to educational questions based on a clearly identifiable technique. Hitherto, the current approach to research in philosophy of education seems to be confined to the strategies of exploring problems within the discipline of philosophy. A glaring problem is that philosophy of education and philosophy itself are two distinct disciplines and the two are ne ither tantamount nor proxies. Therefore, this blatant negation provides the contextual basis of this paper.

2016-01-01T00:00:00Z