http://erepository.uonbi.ac.ke/handle/11295/43043 Tue, 28 Apr 2026 12:50:07 GMT 2026-04-28T12:50:07Z http://erepository.uonbi.ac.ke/handle/11295/156040 Perinatal and Early Childhood Development: Education, Innovation, and Sustainable Development Goals Kivuti-Bitok, Lucy; Cheptum, Joyce This chapter looks at the systems approach in addressing the dilemma of investing in neonatal health in resource constraints environment. Is investing in neonatal care the key to attaining sustainable development goals? Is it just or even just to invest in Neonatal care in the midst of competing interests? It applies causal loop diagrams as part of systems dynamics approach in seeking to identify the intended and intended consequences of investing in Neonatal Health. A look into countries have done well in Neonatal health and their investment early childhood education is done in order to give insight into the relationship between the investments. Sat, 01 Jan 2022 00:00:00 GMT http://erepository.uonbi.ac.ke/handle/11295/156040 2022-01-01T00:00:00Z http://erepository.uonbi.ac.ke/handle/11295/156021 Connecting Theory and Practice: Pre-service Science Teachers’ Adoption and Implementation of the Demonstration Method Imonje, Rosemary K.; Akala, Winston; Mutende, Rose A This Study Examined Adoption and Implementation of the Demonstration Method by Bachelor of Education (Bed)science Students’ During Teaching Practice (Tp),which Lasted 14 Weeks. Data Were Collected Using Questionnaires and Interview Schedules. The Data Analysis Techniques Comprised Descriptive and Inferential Analysis. Findings Indicated That I) the School-based Experiential Learning as Designed and Implemented Is Not Sufficient to Modify the Bed(Science) Students’ Prior Frame of Reference for the Integration of Interactive Instructional Practices in the Demonstration Method; Ii) Despite Pedagogical Supervision, the Pedagogical Knowledge and Repertoire of Skills Learnt Was Not Sufficient to Effect a Major Increase in the Instructional Practices Implemented; Iii) the Bed(Science)students’developmental Needs Persisted to the End of Teaching Practice Because the Pedagogical Support Provided on Tp Was Not Sufficient to Address Them;iv) Although Pre-service Teachers Have the Potential for Immediate Improvement of Their Adoption and Implementation of Interactive Instructional Practices, They Require a Clear Frame of Reference Before Exposure to the Context of Their Professional Work Without Which They Cannot Effectively Leverage a Significant Paradigm Shift. the Study Provides Several Recommendations Based on the Findings. Fri, 01 Jan 2021 00:00:00 GMT http://erepository.uonbi.ac.ke/handle/11295/156021 2021-01-01T00:00:00Z http://erepository.uonbi.ac.ke/handle/11295/155653 Promoting acquisition of english language among pupils through the lens of active learning Wabwoba, C. N.; Mugambi, M.; Okoth, U. A. The study focused on promoting acquisition of English language among pupils through the lens of active participation. The study was guided by three objectives: i To determine the extent to which the use of group discussions influence pupils’ acquisition of the English Language, ii To establish whether the use of peer tutoring strategy influence pupils’ acquisition of the English Language and iii)To establish whether the use of dramatization strategy influence pupils’ acquisition of the English language. The study was based on Visible Learning Theory by Hattie. The study used cross sectional design and Purposive sampling was used to select a total of 341 respondents from a target population of 1038.This translated into sample size of 23 directors, 54 teachers and 264 pupils who participated in the study. Data collection was by means of questionnaires and focus group discussions and data was analyzed using SPSS program. The study established that Group discussions, group assignments, and composition reading improved pupils’ acquisition of the English language while dramatization and peer tutoring negatively influenced the acquisition of the English language. The study concluded that a variety of active learning strategies promoted acquisition of English language among learners and teachers were encouraged to use different modes in teaching English language. The study recommended professional development courses for teachers, such as in- service courses, workshops and seminars and Library services to be enhanced in schools. Tue, 31 Aug 2021 00:00:00 GMT http://erepository.uonbi.ac.ke/handle/11295/155653 2021-08-31T00:00:00Z http://erepository.uonbi.ac.ke/handle/11295/155652 Children’s lens in reflective teaching approach: a Pre-School Children’s intervention for social emotional competences in Molo Sub-County, Kenya Gatumu, J. C.; Muriithi, E. M. The paper is derived from a study that examined use of children’s lens in a reflective teaching approach to enhance their learning of social emotional competences (SECs) in Molo Sub-County. The sample comprised of 73 children and 4 teachers where, 37 children and 2 teachers were in the intervention class and 36 children and 2 teachers were in the control class. The study employed a quasi-experimental design with pretest posttest model with a training module for teachers, a semi-structured interview schedule and documentary analysis schedule for teachers and a Devereux Student Strengths Assessment (DESSA) for the children. The two preschool teachers in the intervention class were trained and later guided on how to use children’s lens in a reflective teaching approach. They provided explicit lessons that teach preschool children’s SECs at the same time finding opportunities for them to strengthen their use throughout the school day. Teachers administrated DESSA pretest and posttest to all the children in the sample between a time space of three months. The children’s SECs scores were converted to Standard T-scores and analysed. A statistically significant difference in children’s SECs scores was established using an ANCOVA test. Further, it was found that children’s social emotional cognitive schema grew and developed. At the same time, preschool teachers also’ grew and developed professionally. It is recommended that teachers in preschools in the Sub-County need training and guidance on the use of children’s lens in a reflective teaching approach on children’s SECs. This would happen through workshops on the use of children’s lens in reflective teaching approach, use of children’s lens in reflective teaching approach seminars and use of children’s lens in reflective teaching approach in-service training. In order to have a local resource for teachers in the Sub-County, use of children’s lens in reflective teaching approach and children’s SECs research findings and related scholarly literature should be availed in preschools libraries and resource centers. Tue, 31 Aug 2021 00:00:00 GMT http://erepository.uonbi.ac.ke/handle/11295/155652 2021-08-31T00:00:00Z