PhD Theses: Department of Department of Education and Social Scienceshttp://repository.embuni.ac.ke/handle/123456789/6122024-03-29T12:01:25Z2024-03-29T12:01:25ZThe discourse of televised political news interviews and ethnic polarization in KenyaOmoke, Lillian Kemuntohttp://repository.embuni.ac.ke/handle/embuni/42882023-11-10T13:15:18Z2017-01-01T00:00:00ZThe discourse of televised political news interviews and ethnic polarization in Kenya
Omoke, Lillian Kemunto
Political interviews have been used as genres for dissemination of political information. The way they are presented is a subject of concern as they are thought to be causing division among the Kenyan audience along political party and hence ethnic lines. The purpose of this study is to look at the discursive practices in political news interviews and the interpretation they are given by the audience that may lead to ethnic polarization. The main objective of this study was to analyze the influence of televised political news interviews on ethnic polarization in Kenya. Two theories were used to support this study: Theory of Media Framing and Critical Discourse Analysis. The fusion of these approaches was helpful in showing how messages are selected and packaged and the ideological influences they have. The study adopted a qualitative design. A total of 6 recorded televised interviews were studied, two from Citizen TV and one from each the other stations samples (KTN, NTV, K24, KBC). Data collection and analysis was simultaneously done by transcribing the political news interviews and interpreting them using the Critical Discourse Analysis approach. Other data collection methods such as in-depth interviews, focus group discussions and document analysis were employed. Data presentation was done through discussing the interpretation against the institutional, societal, historical and political contexts in which the interviews were conducted. The findings showed that linguistic features are used subtly to cause polarization and it was established that the naming and referencing strategy was commonly used to create an US vs THEM mentality among audiences hence polarization. It was also established that the media treat audiences as markets and products hence presenting sensational news to attract ratings and eventually profits. It was concluded that political news interviews actually lead to ethnic polarization based on the production processes, language use, and ideological stands and through the use of media frames. The key recommendation from the study was that there should be audience awareness programmes on the processes and operations of the media.
Thesis
2017-01-01T00:00:00ZDoes Inquiry-Based Learning Approach In Chemistry Practical Lessons Affect Students’ Nzomo Attitudes And Self-Efficacy In Chemistry? A Case Of Meru South Sub-County,KenyaMaina, Samuelhttp://repository.embuni.ac.ke/handle/embuni/42812023-09-21T13:48:00Z2023-05-01T00:00:00ZDoes Inquiry-Based Learning Approach In Chemistry Practical Lessons Affect Students’ Nzomo Attitudes And Self-Efficacy In Chemistry? A Case Of Meru South Sub-County,Kenya
Maina, Samuel
xiv
ABSTRACT
Chemistry is a crucial subject for a country like Kenya that seeks to be industrialized by the year 2030. Even though the subject is important, performance in the subject has been declining consistently in Kenya. A decline in performance in Chemistry has also been reported in Meru South Sub-County. The decline in performance has been attributed to teacher-centered learning methodologies, negative attitudes of students towards the subject and low self-efficacy. Teachers have been encouraged to use Inquiry-Based Learning (IBL) approach in teaching of Chemistry and particularly in practical lessons because it has been associated with improved attitudes and self-efficacy. However, little is known on the uptake of inquiry-based learning approach by teachers in Chemistry practical lessons and how it is related to students’ attitudes and self-efficacy in Chemistry in Meru South Sub-County secondary schools. The purpose of this research was to examine the utilization of inquiry-based learning approach in Chemistry practical lessons, and determine the relationship between the utilization of inquiry-based learning approach and selected performance predictors i.e. students’ attitudes and self-efficacy in Chemistry. The study was guided by the Vygotsky’s social constructivism theory which emphasizes on the role of social interactions and active construction of knowledge. A mixed method research design was employed in this study. The target population was all secondary schools in Meru South Sub-County. Stratified and purposive sampling was used to select both public and private secondary schools. Purposive sampling was used to select 42 form three Chemistry teachers while 357 students were chosen for the research using basic random selection. Data collection was done using practical lesson observation schedule, teacher’s questionnaire, student’s questionnaire, and document analysis framework. Results revealed that teachers used inquiry-based learning approach in Chemistry practical lessons once a week (mean = 3.89). Results from correlation and regression analysis revealed that there is a significant positive relationship between inquiry-based learning and students’ attitudes towards Chemistry (r = .9972, p = .000, t = 58.285, p = 0.00). Besides, it was established that inquiry-based learning is positively associated with students’ efficacy beliefs in Chemistry (β= 0.903, p < 0.05). From the study findings, it was concluded that inquiry-based learning approach is an effective teaching technique for enhancing positive attitudes towards Chemistry among students as well as improving their confidence in Chemistry. The study findings are significant in the education sector in improving teacher training programs and calls for shift from teacher-centered teaching methodologies to learner centered teaching methodologies among practicing teachers.
Thesis
2023-05-01T00:00:00ZContribution of the Agricultural Teaching Approaches to Food Security: A Case of Secondary Schools in Embu County, KenyaNjura Joseph, Hellenhttp://repository.embuni.ac.ke/handle/embuni/40542022-03-30T13:54:54Z2020-11-01T00:00:00ZContribution of the Agricultural Teaching Approaches to Food Security: A Case of Secondary Schools in Embu County, Kenya
Njura Joseph, Hellen
Continued food insecurity is a major global concern especially in Africa and Kenya in particular. The threats of the desert locust and the novel Corona Virus (Covid-19) pandemic have further accelerated this challenge. Despite her vast productive land, Kenya has been importing staple food particularly maize while her citizens have been pleading with the government to provide food especially maize flour. The youth on the other hand, cannot adequately employ the agricultural skills developed for food security despite the continued teaching of agriculture at various levels of education. The purpose of this study was to establish the contribution of the agricultural teaching approaches in secondary schools in solving the problem of food insecurity in Kenya. The study employed a descriptive survey design for objective one where qualitative data were collected and correlational research design for objectives two, three and four where both qualitative and quantitative data were obtained. A total of 198 schools in Embu County, 46,340 students, 235 agriculture teachers and 46,340 parents/guardians were targeted. The Krejcie and Morgan sample size determination procedure was employed to reach a sample size of 68 schools, 376 students, 111 agriculture teachers and 323 parents/guardians. Purposive sampling, stratified random sampling, systematic random sampling, simple random sampling as well as proportionate sampling were adopted for the county, the schools, agriculture teachers, the parents/guardians as well as the students in their focus groups respectively. Data were collected using a Students‟ Focus Group Discussion Guide, an Agriculture Teachers‟ Interview Schedule and a parents/guardians‟ questionnaire. It was then analysed using descriptive and inferential statistics. Content validity was established through expert judgment and a pilot study while Cronbach‟s alpha was calculated using SPSS version 23 to measure the reliability of the instruments. The key study findings revealed that it is the practical based agriculture teaching approaches that have major contributions to skills development for food security. Though a teaching method, digital learning was not mentioned as a standalone approach used in agriculture classes. The findings further showed that there are major constraints in the teaching and learning of secondary school agriculture that negatively impact on skills development for food security. The study concluded that agricultural teaching approaches should mainly be practical based emphasizing on the psychomotor domain. The major recommendations are that the study findings should guide the Kenyan education policymakers to develop a guideline on incorporation of agriculture practical sessions on secondary school timetables, school-community based agriculture projects and holiday-based field attachments for students for better skills development as targeted by the Competence Based Curriculum (CBC). When incorporated into the theory, the approaches can be avenues for enhanced skills development for food security emanating from the secondary school level.
2020-11-01T00:00:00ZCONTRIBUTION OF THE AGRICULTURAL TEACHING APPROACHES TO FOOD SECURITY: A CASE OF SECONDARY SCHOOLS IN EMBU COUNTY, KENYANjura, Hellen Josephhttp://repository.embuni.ac.ke/handle/embuni/36552020-10-28T00:05:50Z2020-09-27T00:00:00ZCONTRIBUTION OF THE AGRICULTURAL TEACHING APPROACHES TO FOOD SECURITY: A CASE OF SECONDARY SCHOOLS IN EMBU COUNTY, KENYA
Njura, Hellen Joseph
Continued food insecurity is a major global concern especially in Africa and Kenya in particular. The threats of the desert locust and the novel Corona Virus (Covid-19) pandemic have further accelerated this challenge. Despite her vast productive land,
Kenya has been importing staple food particularly maize while her citizens have been pleading with the government to provide food especially maize flour. The youth on the other hand, cannot adequately employ the agricultural skills developed for
food security despite the continued teaching of agriculture at various levels of education. The purpose of this study was to establish the contribution of the agricultural teaching approaches in secondary schools in solving the problem of food
insecurity in Kenya. The study employed a descriptive survey design for objective one where qualitative data were collected and correlational research design for objectives two, three and four where both qualitative and quantitative data were
obtained. A total of 198 schools in Embu County, 46,340 students, 235 agriculture teachers and 46,340 parents/guardians were targeted. The Krejcie and Morgan sample size determination procedure was employed to reach a sample size of 68
schools, 376 students, 111 agriculture teachers and 323 parents/guardians. Purposive sampling, stratified random sampling, systematic random sampling, simple random sampling as well as proportionate sampling were adopted for the county, the schools, agriculture teachers, the parents/guardians as well as the students in their focus groups respectively. Data were collected using a Students‟ Focus Group Discussion Guide, an Agriculture Teachers‟ Interview Schedule and parents/guardians‟ questionnaire. It was then analysed using descriptive and inferential statistics. Content validity was established through expert judgment and a pilot study while Cronbach‟s alpha was calculated using SPSS version 23 to measure the reliability of
the instruments. The key study findings revealed that it is the practical based agriculture teaching approaches that have major contributions to skills development for food security. Though a teaching method, digital learning was not mentioned as a standalone approach used in agriculture classes. The findings further showed that there are major constraints in the teaching and learning of secondary school agriculture that negatively impact on skills development for food security. The study
concluded that agricultural teaching approaches should mainly be practical based emphasizing on the psychomotor domain. The major recommendations are that the study findings should guide the Kenyan education policymakers to develop a guideline on incorporation of agriculture practical sessions on secondary school timetables, school-community based agriculture projects and holiday-based field attachments for students for better skills development as targeted by the Competence Based Curriculum (CBC). When incorporated into the theory, the approaches can be avenues for enhanced skills development for food security emanating from the secondary school level.
2020-09-27T00:00:00Z