Abstract: Professional development provides continued effort for the teachers to improve on their skills. However, there have been challenges in terms of developing proper frameworks that influence student academic achievement in connection with teacher professional development. Academic performance of schools in Seme Sub County for the last three years was below the expected pass mark of mean grade of 5.5 in KCSE as compared to other neighboring sub-counties. This study examined the influence of teacher professional development on academic achievement of secondary school students in Seme Sub-County. Descriptive and correlational research designs were applied. Simple random sampling was used to select 217 teachers from 525 and saturated sampling was used to draw 32 principals from 35 for the study. Stratified sampling was used to select three schools for pilot study. Data was collected using questionnaires, interview schedule and document analysis. Experts in the department of Education Psychology determined the content validity of the instruments. Reliability was determined using test re-test method and a coefficient of .70 was established for the instruments. Quantitative data was analyzed using percentages, frequencies and Pearson’s r. Qualitative data was transcribed, categorized and then reported thematically. There was a positive correlation between teacher professional development and student academic achievement. The Teachers Service Commission may use the findings of the study to ensure that teachers are given a chance for professional development. KEMI will use the findings to identify the training needs of the teachers and professional development to help in enhancing the performance of the students. The ministry of education can make use of the results of the research to modify the teacher development strategies with the view of improving student achievement.

Abstract: The study investigated the influence of cognitive abilities among secondary school students towards their academic achievement. Specifically, the study focused on factors influencing various cognitive abilities among students in public secondary schools and measures for improving cognitive ability to students’ academic achievement in public secondary schools. The study was guided by Social Intelligence Theory. The study employed convergent mixed methods approach. The study sample was99respondentsthat consisted of 9 school heads, 36 teachers and54 students from a population of 945. Stratified random sampling technique was used to select teachers and students while purposive sampling was used for school heads. Data were collected by using questionnaires and interview guide. The validity of the study was attained through the guidance and advice of the researcher supervisor. Reliability index, TQr>0.989 and SQr = 0.989, was obtained using Cronbach Alpha Method. Data were analysed using descriptive statistics. The study established that personal interest in the subject matter, level of distractions in the learning environment, teachers’ guidance and modeling and cultural background are factors influencing various cognitive abilities among students. In conclusion, creating conducive learning environments, fostering effective teacher-student interactions and promoting mental well-being are strategic measures to enhance cognitive abilities for improving students’ academic achievement. The study recommends that stakeholders and teachers need to devise ways of motivating students through identifying each student’s ability and employ enough teachers so as to create more student-teacher interaction.

Abstract: The study examined effects of cooperative learning strategy on Students’ Academic Achievement in work, energy and power in 12YBE secondary schools of Gasabo district. This study employed quasi-experimental design, using non-equivalent quasi-experimental design. Purposive sampling technique was used to select two schools for the study. One intact class in each school was used as the control group and the other class as the experimental group. The sample size consisted of 200 students comprising 94 in the control group and 106 in the experimental group. The experimental group was taught work, energy and power using cooperative learning ( learning together) while the control group was taught using the traditional way of teaching work, energy and power. Research instrument used for the study for data collection was Physics Achievement Test (PAT). The instrument was developed by the researcher in order to measure the rate of students’ academic achievement in physics. The instrument was administered to the students before treatment to determine the level of knowledge about the subject matter (pre-test). Then, the same instrument administered again after the treatment had been given to obtain the post test scores. The scores of the students were analysed using mean and standard deviation. The hypotheses were tested at .05 level of significance using t-test. The study found that Cooperative learning method enhances active student participation and interaction. This quality led to significant learning effect in Physics. It was recommended that science teachers should be encouraged to adopt cooperative teaching/learning strategy so as to enhance active students’ participation in scientific operation.

Abstract: The study looked at the influence of teachers’ attitudes towards information communication technology (ICT), on learners’ academic achievement in geography in public secondary schools in Nyamira county, Kenya. The major aim was to assess the teachers’ attitudes towards ICT usage. The study used three questionnaires and one interview schedule to collect data from 190 public secondary schools and 6 education quality assurance officers. The data was collected and coded by using statistical package for social sciences (SPSS) for analysis, use of mixed method approach was used, where descriptive and inferential statistics were analyzed and presented in form of tables. The main issues faced by teachers might have contributed to the limited use of ICT in teaching and learning process, hence affecting learners’ academic achievements in geography. Teachers’ attitudes will be solved when; pre –training, workshops for capacity building and in-service courses for ICT will be enhanced in all learning institutions. The study therefore recommends that teachers get trained for the implementation of ICT in teaching and learning to be enhanced and improvement of infrastructure.

Abstract: The influence of sport participation on the academic achievement of students has been a topic of debate for decades. The study sought to evaluate the challenges facing students’ participation in sports activities and assess the effects of students’ participation in sports activities on their educational achievement in secondary schools in Arusha district. Green’s Model of Sport Development Theory guided the study. A convergent mixed methods design was adopted to collect both quantitative and qualitative data concurrently using questionnaires and interview guides respectively. The sample size were 81 form four students selected using stratified and simple random sampling technique while 6 school heads and 6 sport teachers and one DEO purposively selected. Validity was established through experts’ judgment whereas reliability test(r = 0.856) of the questionnaires was determined, after a pilot study through test re-test technique and results correlated at Cronbach Alpha coefficient. Qualitative data were analyzed thematically alongside research questions whereas quantitative data were analyzed using descriptive statistics and presented in tables. Findings established that inadequate playing ground, high cost of sports and games materials, lack of interest in sports from students and lack of qualified personnel in coaching pose challenge to smooth running of sports programmes in schools. The study further found that sports improve students’ health, social, increase mental alertness and prepares students for future career. The study recommends that Ministry of Education should formulate good policies on sports, initiate sports academies, introduce games as a subject, provide physical facilities, train sport masters and mistresses as coaches.

Abstract: There have been various strategies used by teachers of English while teaching integrated English approach. The achievement of linguistic skills amongst learners depends on teachers’ strategies of teaching. The aim of this paper was to investigate the teachers’ use of feedback in teaching integrated English and its influence on achievement of linguistic skills among students in public secondary schools in Bungoma County, Kenya. The study utilized descriptive survey research design using mixed methods approach. A sample size of 251 teachers, 371 students and 134 heads of languages department was used. Purposive, Proportionate and simple random sampling techniques were used to obtain the respondents. Data was collected using questionnaires, interviews and observation. The validity of the instrument was tested through expert judgment while reliability was achieved using Cronbach Alpha. Quantitative data from the questionnaires was analysed by use of frequencies and percentages. Qualitative data obtained from interviews and classroom observations was analysed thematically and presented in narrations and quotations. The study found out that most teachers did not make use of feedback to learners leading to low achievement of linguistic skills among learners. Thus, challenges students encountered were not addressed. The research recommends that there is need for teachers to use feedback in the teaching integrated English. Use of feedback enables teachers to understand individual challenges facing students thus enhancing acquisition of linguistic skills. The findings of this study will be significant to teachers of English to re-evaluate their teaching strategies that enhances students’ acquisition of linguistic skills.

Abstract: The teaching of mathematics still follows the traditional pattern which is identified to be ineffective and a factor responsible for the poor performance. The aim of this paper was to determine the effect of mind mapping in mathematics instruction on learner achievement, motivation and attitude in secondary schools in Nandi County, Kenya. The study used Quasi-experimental research design using pre-test and posttest. The target population for the study was 4761 form 2 students and 212 Mathematics teachers. The study adopted purposive sampling in selecting county schools followed by simple random sampling. Data was collected using Mathematics performance tests. Reliability was determined through test-retest approach and a reliability coefficient of 0.82 was obtained. Data was analyzed using mean, Standard error and t-test. The results showed that in both the pretest and posttest examinations, there was a significant difference in students’ performance when subjected to both mind mapping teaching strategy and the traditional methods of teaching mathematics since the p-values were less than 0.05. This shows that generally, the use of mind maps enhances students’ performance in mathematics but does not favour any gender. The study concluded that despite the difference in male and female student achievement in mathematics, greater difference was achieved when mind maps were used. It was recommended that the use of mind mapping need to be encouraged in teaching and learning owing to its positive effects on boosting students’ academic achievement.

Abstract: The teaching of mathematics still follows the traditional pattern which is identified to be ineffective and a factor responsible for the poor performance. Students’ performance in mathematics in secondary schools in Nandi County is deemed to be poor in comparison to other subjects. The aim of this study was to investigate the effect of mind mapping in mathematics instruction on learner achievement in secondary schools in Nandi County. The target population was 4761 form 2 students. The study adopted purposive sampling in selecting county schools followed by simple random sampling. Data was collected using Mathematics performance tests. Data was analyzed using mean, Standard error and t-test. The results showed that experimental group performed better than control group. There was no significant difference in scores of students between the experimental and control group for pre-test scores (p=.991). However, post-test scores showed a significant difference in scores between the experimental group and the control group (p=.000). The study concluded that use of mind maps as an intervention programme in teaching has a positive impact on students’ achievement. It was recommended that the use of mind mapping need to be encouraged in teaching and learning owing to its positive effects on boosting students’ academic achievement. Findings of the study would be of immense benefit to Secondary school teachers as they would acquire new instructional strategy. This will make the teaching of mathematics more interesting and thus improve teachers’ effectiveness.

Received October 10, 2020; Reviewed October 17, 2020; Accepted October 19, 2020

Abstract: This study aimed at determining contribution of learner competence in six Biology practical process skills on form two learners’ achievement in Gucha South sub-County, Kisii County in Kenya. Solomon’s four non-equivalent control group design was used. The objectives for the study were: To determine the contribution of Biology Practical Process Skills Teaching Approach (BPPSTA) to learners’ achievement in biology and to establish the gender difference in achievement among learners taught using BPPSTA. The study was guided by Constructionism theory as proposed by Seymour Papert. The sample size comprised of 401 form two students out of a target population of 2,946. Data was collected using Biology Practical Observation Schedule (BPOS), Process Skills Assessment Test (PSAT) and Biology Achievement Test (BAT). Means and standard deviations were used to compare the group performances then one-way ANOVA and t- test at α = 0.05 significance level were used to test the hypotheses. The study found that BPPSTA positively contributed to learner achievement with males significantly achievement higher than females. It is concluded that BPPSTA led to an improved learner attainment in biology however, this performance did vary by gender. The study findings may provide insights to the Biology teachers on the appropriate improvement in the administration of practical activities in Biology lessons. The study recommends that biology instruction should lay emphasis on the use of BPPSTA with a greater effort being put in place to engage the female learners more.

Received March 19, 2020; Reviewed March 21, 2020; Accepted March 22, 2020

Abstract: This research was aimed at finding out the effect of use of computer simulations on academic achievement of form two learners in physics in Ainamoi Sub-County in Kericho County. The overall students’ performance in physics nationally and in Ainamoi Sub-county at Kenya Certificate of Secondary Examination level remained low over the past years. The research objectives were to determine: the effect of using computer simulation on attitude of the experimental groups towards computer simulated Physics lessons, and the difference between academic achievement of the control group and the experimental group in Physics after treatment. The study applied Quasi-Experimental Design involving Solomon-(Four) Non-Equivalent Control Group approach. Study sample consisted of 200 Form two students and 4 Physics teachers from 4 mixed day Schools sampled purposively. Data was collected using a Standardized Physics Achievement Test (SPAT)and Student Questionnaire on Attitudes towards Computer Simulated Physics Lesson Scale (ATCSPLS). The experimental groups were taught Magnetic Effect of an Electric Current using computer simulations. The two control groups on the other hand were taught the same content using conventional methods of instruction. Findings indicated that there was a statistically significant relationship between use of computer simulations and attitude towards Physics lessons (r=0.560, p=0.000). The study revealed that there was a statistically significant difference in academic achievement between the control and experimental groups (t= -7.531, df=193.338, p=0.000). It was recommended that learning should integrate computer simulations in Physics subject since they enhance positive attitude in learners and also high academic achievement.