Journal of Pedagogy, Andragogy and Heutagogy in Academic Practice
Journal of Pedagogy, Andragogy and Heutagogy in Academic Practice (JPAHAP) is an indexed (ISSN: 2708-261X) interdisciplinary academic journal in the field of Academic theory and practice covering issues of faculty-centered education (pedagogy), student-centered education (andragogy), and self-directed and transformative (heutagogy) education.
Reimagining Film Education in Kenya: The Influence of the Kenya National Drama and Film Festival (KNDFF)
The inclusion of the film category in the Kenya National Drama and Film Festival (KNDFF) since 2012 has marked a critical shift in how film and performing arts are integrated within Kenya’s education system. As the Competency Based Curriculum (CBC) continues to emphasize learner-cantered, skills-based approaches, the KNDFF emerges as a rich co-curricular platform that aligns closely with CBC’s objectives in creativity, collaboration, communication, and critical thinking. This study examines the evolving influence of the KNDFF on the development of film education in Kenyan schools and colleges. Drawing from ongoing research within the CBC framework, it explores how participation in the festival shapes pedagogical practice, nurtures learner competencies, and contributes to cultural literacy. The discussion also reflects on the methodological framework guiding this inquiry, which incorporates qualitative tools such as interviews, focus group discussions, and document analysis. Preliminary insights highlight the potential of KNDFF in enhancing experiential learning, fostering digital storytelling skills, and reinforcing national identity through film narratives. However, structural challenges—such as limited teacher preparation, lack of formal curricular recognition, and uneven access to production resources—continue to constrain its educational impact. This study contributes to the body of knowledge on co-curricular learning and educational communication by highlighting the intersection between festival-based learning and formal curriculum implementation. The findings provide evidence for policy reforms and curricular adjustments to institutionalize co-curricular platforms like KNDFF within national education systems. This has implications for arts-based education, teacher training, and the development of Kenya’s creative economy.
Film education, Kenya National Drama and Film Festival, arts pedagogy, Competency Based Curriculum, co-curricular learning, creative competencies, curriculum integration
Copyright (c) 2026 Journal of Pedagogy, Andragogy and Heutagogy in Academic Practice
Class Interaction, Reading Comprehension and Learner Achievement in Public Primary Schools in Nairobi County: Advancing the Vision
Adequate class interaction during reading comprehension deepens understanding of texts for higher attainment. However, in situations where learner engagement is undermined, cognitive processes may be skewed lowering accomplishment in reading comprehension. The study focused on effect of class interaction on learner achievement in reading comprehension in public primary schools in Nairobi County, Kenya. The study was anchored on social constructivist theory. The investigation was build on positivist and constructivist schools of thought. Purposive, simple random sampling, Solomon Four Group Design principles and the census model were used to reach a sample of 476 from the eight targeted schools. Quasi-experimental methodology based on Solomon Four Group Design was used yielding 223 learners allocated to experimental while 253 to control groups and 8 teachers of English. Data were captured through reading comprehension tests, questionnaires, in-class observation and follow up discussion sessions. Two models were generated for experimental (Model 1) and Control (Model 2) groups. Key results indicate both experimental and control groups experienced a statistically significant impact from class interaction on reading comprehension ability. However, the effect was greater in the experimental than in control group suggesting that learners in experimental group were able to outperform the colleagues in control group due to teacher training.
class interaction, learner achievement, reading comprehension
Reframing Pedagogy, Technology, and Research in Planning Education: Insights from Kenya
The evolution of urban and regional planning education in Kenya exposes critical gaps in aligning pedagogy, technology, and research approaches with local development realities. Current curricula often replicate Eurocentric planning models that inadequately respond to the socio-cultural, ecological, and spatial complexities of Kenya’s diverse territories. This paper interrogates these cross-cutting issues by drawing insights from a study on the Diffusion of Territorial Planning Philosophies in Kenya. The study adopts a mixed-methods approach, combining document analysis of planning policies, key informant interviews with educators and practitioners, and spatial mapping of planning diffusion patterns. It identifies a persistent theory-practice dichotomy, limited integration of indigenous knowledge systems, and uneven adoption of technological innovations as barriers to contextualised planning education and research. Findings highlight the need for transformative pedagogies that incorporate studio-based learning, participatory planning approaches, and the use of GIS and visualisation tools to foster critical engagement with territorial development issues. Furthermore, the paper argues for methodological pluralism in planning research, emphasising participatory action research and transdisciplinary collaborations to co-produce knowledge with communities. This contribution proposes a conceptual framework that aligns pedagogy, technology, and research as mutually reinforcing pillars for decolonising planning education. The framework underscores the importance of cultivating planners equipped to address Kenya’s development imperatives; including urban-rural linkages, ASAL development, and social cohesion; while affirming cultural identity and territorial integrity. By interrogating these cross-cutting issues, the paper provides pathways for African planning schools to innovate and produce graduates capable of navigating the complexities of contemporary and future development landscapes.
Pedagogy, Research, Territorial Planning, Decolonisation
A Case Study of ABDP’s AFS Methodology and its Alignment with CBE Principles
This study will explore the alignment of the Aquaculture Field School (AFS) methodology, implemented by the Aquaculture Business Development Programme (ABDP) in Kenya, with the principles of Competency-Based Education (CBE). A qualitative case study design will be employed to analyze how AFS pedagogical practices, curriculum structure, and assessment strategies align with CBE principles. Data will be collected through an in-depth review of AFS training manuals, facilitation guides, national education policy documents, and relevant academic literature. It is anticipated that the findings will highlight the strengths of the AFS model in promoting experiential, learner-centered approaches and mastery of defined competencies, while also identifying areas where structured assessment and systematic tracking of learning outcomes could be enhanced. This study is expected to contribute to broader discussions on integrating experiential agricultural training with national education reforms and to demonstrate the potential of field-based methodologies to strengthen competency development.
Competency-Based Education, Aquaculture Field Schools, ABDP, Experiential Learning, Learner-Centered Approach, Kenya
Correlation between Faculty Members’ Perceptions and Adoption of CBC Instructional Approaches: A Case of Bugema University, Uganda
Educational institutions are currently shifting from a Knowledge-Based Curriculum to a Competency-Based Curriculum. While this practice affects many universities and countries, Uganda is not exceptional. In response, this study was a preliminary research at Bugema University in Uganda before a comprehensive training and implementation of the CBC. The study evaluated the current faculty members’ perceptions, their adoption levels of the CBC, and how their perceptions affect their application of the CBC strategies. The study used the convenient sampling procedures in that 48 faculty members who attended the training participated through a questionnaire. While the study used the descriptive correlational research design, data analysis involved descriptive statistics, ANOVA, t-test and regression analysis. The study established that, to some extent, faculty members applied the CBC principles in the teaching and learning process. There is no significant difference in the application of the CBC principles, according to experience and training. Therefore, experience and training are not good enough to guarantee the application of the CBC principles. On the other hand, the faculty members’ attitude and perceptions, and institutional support influenced the application of the CBC principles. Therefore, institutional support and faculty members’ attitude are the most significant factors in supporting the application of the CBC strategies in the teaching and learning process. The study recommends that there is a need for the university to increase the institutional support in terms of motivation and infrastructure to raise the faculty members’ attitude and actual application of the CBC principles.
Competency-Based Curriculum; Knowledge-Based Curriculum; perceptions; Higher Education.
Challenges experienced during headteacher-parental collaboration on learners’ development of community-based skills in Junior schools, Nyeri County, Kenya
Headteacher parent collaboration is crucial for fostering development of community-based skills (CBS) in Competency Based Curriculum (CBC). Despite policy efforts in Kenya to reform curricula and invigorate parental involvement, the implementation of such policies remains limited in effectiveness. This study aimed at the analysis of challenges that limit headteacher-parental collaboration on learners’ development of community -based skills in Junior Schools Nyeri county, Kenya. Guided by the Social System Theory, the study employed a descriptive research design and utilized both qualitative and quantitative methods to provide a comprehensive understanding of the phenomenon. The target population comprised 389 junior schools, with each school represented by a headteacher and a Grade 8 parent member of the Board of Management (BOM), and a total of 1170 junior school teachers. Using 10% of the target population a sample of 39 schools ,39 parents and 117 teachers was selected. Data were collected through structured questionnaires for headteachers and teachers and interviews guide for parents. The reliability of the instruments was established through a pilot study, resulting a Cronbach’s alpha coefficient of 0.7. Quantitative data were analysed using descriptive statistics while qualitative data underwent content analysis to identify emerging themes. Results indicated that 44.1% of the respondents occasionally experience challenges, 42.9 frequently and 13% never. The findings also revealed that major challenges included lack of set strategies of headteacher-parental collaborations on acquisition of community-based skills at 82.1%, inadequate resources to develop CBS at 71.8% and time constraints for teachers at 69.3%, were found to hinder effective collaboration. The study recommended the use of authentic leadership, stakeholder training, and policy reinforcement to strengthen headteacher-parental collaboration.
Challenges, Headteacher-parent collaboration, Community-based skills, Junior schools
Influence of Teacher Assessment Techniques on the Implementation of Competency-Based Curriculum in Public Primary Schools in Kisumu Central Sub-County, Kenya
Although Kenya has transitioned to the Competency Based Curriculum, many public primary school teachers still face challenges in planning and preparation, resulting in uneven lesson delivery and alignment. This study investigated how teachers’ assessment techniques affected the implementation of Competency Based Curriculum in public primary schools in Kisumu Central Sub-County. Guided by Shulman’s Pedagogical Content Knowledge Theory, the research employed a descriptive design. The target population included 671 teachers from 27 schools, with a purposive sample of 108 respondents comprising headteachers and classroom teachers. Data were collected using structured questionnaires and analyzed through descriptive statistics, correlation, and regression in Statistical Package for the Social Sciences. The study concluded that the implementation of the Competency Based Curriculum in Kisumu Central Subcounty was generally positive, with teachers effectively delivering content and promoting critical thinking, problem solving, collaboration, and talent development. Teachers’ consistent, fair, and reflective assessment practices played a key role in this success, supported by professional development, peer review, and feedback mechanisms. Correlation and regression analyses showed a significant positive relationship, with r = 0.544 and R² = 0.419, confirming that these assessment techniques substantially influenced curriculum outcomes. The study recommended regular teacher training and structured feedback systems to strengthen assessment practices and improve learner-centered teaching.
Teachers’ assessment techniques, Competency-Based Curriculum (CBC), Curriculum implementation, Professional development, Learner-centered teaching.
Sociology of Assessment with Reference to Competency-Based Curriculum (CBC) Assessment in Kenya
Competency-Based Education (CBE) has emerged as a significant reform effort in educational systems worldwide. At its core, CBE focuses on students demonstrating mastery of specific skills and knowledge. In the field of education, people and performances are counted, graded, evaluated and judged for a wide variety of purposes. How and why have such practices evolved? What social purposes do they serve? What are the implications of assessment practices of all kinds for individuals and for segments of society such as different socioeconomic or ethnic groups? These are some of the important questions about the relationship between education, assessment and society that constitute a ‘sociology of assessment’. It is increasingly acknowledged that educational assessment is a deeply social activity, a social construct and a social tool that reflects the needs of a given society at a given time. It is a tool of great social power and needs to be understood as such. The question that underpins the sociology of educational assessment is as follows - how does assessment affect contemporary educational policy, provision and practice? Educational assessment plays a crucial role in shaping learners; academic trajectories, career opportunities, and social mobility. A sociological approach to scrutinizing educational assessment provides theoretical and practical tools to challenge the long-established assumption that the language of educational assessment in the form of grades, marks, levels and percentages is objective, accurate, fair, and meaningful. The sociology of assessment examines how assessment practices shape individuals, social structures, and societal norms, going beyond the technical aspects of evaluation to consider its social functions and consequences. In this regard, this paper explores sociological perspectives on educational assessment with specific reference to the implementation of the Competency-Based Curriculum (CBC) in Kenya. The main objective of this paper is to explore the sociological dimensions of assessment practices within Kenya’s CBC framework. From a sociological standpoint, various theories offer distinct insights into how assessments function within society - such as conflict theory, functionalism, symbolic interactionism and feminist theory - interpret educational assessment in the Kenyan context, especially in light of the transition to the Competency-Based Curriculum (CBC). The paper argues that for CBC assessment to be meaningful and equitable, it must be critically aligned with the socio-cultural and economic realities of Kenyan learners. For educators and academics, this paper offers a reflective social lens on the role of assessment in shaping educational experiences and outcomes, while also providing insights into creating more inclusive, context-responsive assessment strategies within competency-based education systems.
Sociology of education, sociology of assessment, Competency-Based Curriculum (CBC), assessment, educational equity, Kenya, formative assessment, teacher preparedness, education policy
Advancing Competency-Based Assessment: Integrating Educational Research with Technological Innovation
Competency-Based Assessment (CBA) is central to Kenya’s Competency-Based Curriculum (CBC), emphasizing learner-centered evaluation of skills, values, and attitudes rather than rote knowledge. However, the effective implementation of CBA has encountered several challenges, including limited teacher preparedness, inadequate assessment tools, large class sizes, and resource constraints (Oduor, 2021; Waweru, 2022). These challenges threaten the fidelity of the assessment process and the realization of holistic learner outcomes envisioned by the CBC. Recent studies highlight the potential of creativity and innovation in pedagogy and assessment as transformative strategies to address these barriers (Ngware, 2020). This study explores innovative and creative approaches employed by teachers, schools, and policymakers to mitigate CBA challenges in Kenyan basic education. Guided by a qualitative research design, the study will collect data through interviews, focus group discussions, and document analysis targeting teachers, curriculum implementers, and education officers. The findings are expected to provide insights into practical innovations such as adaptive rubrics, technology-enhanced assessments, peer-to-peer evaluation, and context-specific resource improvisation. The study concludes that fostering creativity and innovation is vital in enhancing the efficiency, fairness, and sustainability of CBA. Ultimately, the research contributes to strengthening policy and practice in the ongoing education reforms in Kenya.
Competency-Based Assessment, Competency-Based Curriculum, Creativity, Innovation, Education Reform, Learner-Centered Assessment, Kenya, Assessment Challenges, Pedagogical Strategies, Educational Innovation
Unpacking Institutional Dynamics of Competency-Based Assessment in Kenya’s Competency-Based Education Academic Ecosystem
This study examines the implementation of Competency-Based Assessment (CBA) within Kenya’s Competency-Based Education (CBE) framework, focusing on public comprehensive schools that integrate early childhood (ECDE), primary, and junior secondary levels under a single administrative structure. Anchored in the national shift from the Competency-Based Curriculum (CBC) to CBE, the study interrogates how institutional, pedagogical, and structural dynamics influence assessment practices, learner experiences, and school leadership. Adopting a qualitative case study design, the research draws on document analysis, key informant interviews, and field-based observations to explore the readiness and capacity of teachers and school heads to implement CBA. Findings reveal a persistent gap between policy aspirations; outlined in the Basic Education Curriculum Framework (2017), the National Curriculum Policy (2019), and Kenya National Examinations Council (KNEC) guidelines; and institutional realities. While policies emphasise formative and performance-based assessment, practice remains constrained by limited teacher preparation, psychological stress linked to accountability pressures, and inadequate assessment tools. Age-diverse cohorts within comprehensive schools further complicate classroom management and assessment delivery. The study also identifies governance fragmentation across curriculum, examination, and teacher management agencies, alongside financing mechanisms; government capitation, NG-CDF allocations, parental contributions, and NGO support; that remain insufficient and inequitable. The paper concludes that strengthening CBA requires targeted teacher professional development, enhanced school leadership, coordinated governance, and sustainable financing. By situating assessment within the broader institutional ecosystem, the study offers actionable insights for policymakers, educators, and stakeholders working towards equitable and effective CBE implementation in Kenya.
competency-based education, comprehensive public schools, financing mechanism
Transforming Pedagogy through the use of Digital Materials by Students Teachers during Teaching Practice in Schools in Kenya: A Paradigm Shift in the 21st Century
Globally education is undergoing digital transformation which means that any successful implementation of the curriculum, requires integration of technology guided by an appropriate pedagogical theory. The objective of the study was to find out the extent to which students teachers use digital materials during teaching practice. The study used descriptive survey design, with a target population of 56 students’ teachers undertaking teaching practice in Mt. Kenya Zone between May to July 2025. A questionnaire was prepared and uploaded in the google form and the link shared with the students’ teachers through what’s up. Descriptive statistics was used to analyse data which was presented in graphs and narratives. Out of 56 students’ teachers, a total of 28 (57.1% females and 43.9% males) completed the questionnaires. 92.9% of the students’ teachers were in their third year, while 82.1% were in public secondary schools. Despite the challenges students’ teachers encountered with teaching practice materials, majority of them 18 (64.3%) preferred to use soft copy materials because they are simple, flexible, reliable, convenient to update, access or retrieve and share when required by the supervisors. A few schools provided students teachers with soft copy materials; computers 2(7.1%), laptops 2(7.1%) and Zeraki analytics 2 (7.1%). Majority 18 (64.4%) of the students’ teachers and supervisors used emails to share teaching practice documents. Examples of digital materials used by students’ teachers; laptop, computers, mobile phones, projectors to show videos, play songs, stories and digital flashcards. Most of the supervisors as reported by 19 (67.9%) shared teaching practice assessment reports through emails. There is need to train student’s teachers on how to integrate technology when teaching, in addition to creating teaching practice application or website, a paradigm shift towards promoting digital transformation in education and enhancing sustainable development.
Digital Materials, Soft Copy Materials; Hard Copy Materials; Digital Technology, Digital Transformation, Information Communication and Technology, Teaching Practice, Paradigm Shift
Exploring the Integration of Key Inquiry Questions in the Competency-Based Curriculum in Lesson Planning and Delivery Among Student Teachers: A Case of the University of Nairobi, Kenya
Kenya’s Competency-Based Education system represents a significant transformation in learning philosophy, aimed at producing empowered, competent and ethical individuals. Inquiry-based learning (IBL) is central to this paradigm and it involves the use of Key Inquiry Questions (KIQs). KIQs focus and direct research, boost student curiosity, promote deeper understanding and critical thinking and encourage meaningful engagement with a subject. Empirical research shows that despite the shift, teachers use close and teacher-directed questions that emphasize recall rather than exploration. The purpose of this study was to examine the extent to which student teachers from the University of Nairobi incorporated KIQs in their lesson planning and delivery during their teaching practice. A descriptive survey design was employed. Using purposive sampling, 18 University of Nairobi student teachers from Junior Secondary and Pre-primary schools were involved. The student teachers were from four teaching practice zones: Eastern, Nairobi, Nakuru and Kakamega. Research instruments used were questionnaires, a lesson plan evaluation tool and observation schedules. Data collected was analyzed using content analysis and descriptive statistics. Findings show that majority of the student teachers’ KIQs 26 (67%) from their lesson plans were relevant, appropriate and aligned with learning outcomes, most of the KIQs 36 (80%) were not incorporated into the parts of a lesson plan, an average number of students teachers 18 (50%) did not use the KIQs in the lesson delivery, though they were indicated in the lesson plan, majority of the student teachers 8 (44%) used the KIQs during the lesson delivery, while only 3 (17%) use them during the lesson’s conclusion. The study recommends strengthening training on KIQs in teacher education programmes and enhancing practical training on KIQ development and use.
Key Inquiry Questions, Student teachers, Competence-Based Education, Inquiry- based learning, Teaching practice
Influence of Pre-primary Teachers’ Perception of Competence Based Education on Learner Achievement in Mathematical Activities in Bungoma County, Kenya
Appropriate teacher perception is significant for sustainability of competency based Education (CBE) for maximum learner achievement across learning areas. However,negative attitude may compromise teacher motivation towards CBE which may result into lower learner achievement. Teachers’ negative attitudes towards CBE may be occasioned by improper Institutionalization leading to incompetency in Mathematical Activities (MA) literacy among pre-primary learners. Although research has unearthed nexus between teacher perception of CBE and possible learner acquisition of pertinent skills across learning areas; none has focused on MA. This study examined influence of pre-primary teachers’ perception of CBE on learner achievement in MA in Bungoma County, with intention to enhance MA instruction and guide institutionalization of best CBE pedagogical approaches for exemplary learner achievement in numeracy skills. Teacher perception of CBE was examined in terms of instructional activities, lesson duration and syllabus relevance to learner needs. Competent Performance Model by McClelland (1973) informed this study to explain performance effectiveness. Descriptive survey research design was employed. Eight sub counties were selected purposively. Subsequent selection of 2 PP teachers from each sub county, to represent rural/urban features of PP centers in Bungoma were sampled. Total of 16 teachers of MA, 16 host primary schools head teachers, 260 PP2 learners and 8 CSOs were purposively sampled to participate in study. Data were collected using questionnaire, lesson observation and interview guide tools. Content analysis analyzed data whose findings indicated that PP teachers appreciated MA at 62.5%, viewed lesson duration for CBE MA as inadequate, at 75.95% and viewed MA syllabus content, relevant for level of PP learners, at 85.46%. Based on findings, it is recommended that duration for MA lesson should be made commensurate with experiences accorded varied concepts, County government should employ and capacity build more PP teachers and sensitize parents on their role in CBE, to amplify learner achievement in MA.
perception, achievement, competence-based curriculum, teacher readiness, syllabus relevance.
Harnessing Competency-Based Education, Artificial Intelligence, and Pedagogical Innovation in Geospatial Science: A Literature Review of Trends and Opportunities in Kenyan Higher Education
As Kenya’s universities align with the national Competency-Based Curriculum (CBC), there is an increasing need to reimagine higher education programs, particularly in technical fields such as Earth and Geospatial Sciences through the lenses of pedagogy, technology, and research. This literature review critically examines global and regional scholarly work on the integration of competency-based education (CBE) and artificial intelligence (AI) within geospatial science education, with a focus on the Kenyan context. The review explores how learner-centered pedagogies and digital technologies are reshaping geospatial teaching and learning, enabling students to acquire, apply, and demonstrate practical competencies in spatial analysis, environmental monitoring, remote sensing, and GIS-based modeling. Key themes from the literature include the effectiveness of AI-powered tools such as intelligent GIS tutors, automated image classifiers, and adaptive learning platforms in enhancing skill development; the pedagogical shift toward project-based and field-oriented learning; and the importance of curriculum alignment with labor market needs. The review also highlights emerging challenges such as digital infrastructure limitations, unequal access to geospatial technologies, and the need for continuous faculty development in both AI and CBE methodologies. Based on the reviewed studies, the paper proposes a conceptual framework to guide the integration of AI-supported, competency-based pedagogy in Earth and Geospatial Science programs in Kenya across different education levels. The framework underscores the importance of open-source technologies, interdisciplinary collaboration, and evidence-informed strategies to bridge the gap between academic training and real-world geospatial applications.
Competency-Based Education, Artificial Intelligence; Geospatial Science, Pedagogy; Technology
Impacting Constructivism on the Learning of Mathematics among High school Girls in Kenya
Learning Geometry underscores exploring diverse representations such as manipulatives, illustrative drawings, mathematical formulae and learner-based activities targeting development of learners’ potential. Achievement in geometry component of the national examination in Kenya used for placement of candidates into tertiary institutions of learning has registered very low levels. This study investigated the impact of constructivism on the learning of three-dimensional Geometry among secondary school Girls. The study used a quasi-experimental design of non-equivalent groups incorporating a pretest, a teaching experiment and a post-test examination. A total of 3429 learners and 589 teachers participated in the study. The teaching experiment used to determine which, between constructivist approach and conventional approach would yield superior outcomes. Effects of pre-test and instructional approach were controlled. One thousand two hundred and eighty learners (1280) in year three of secondary education participated in the teaching experiment. Analyzed information originated from interviews, questionnaires, pre-test and post-test. Data were analyzed quantitatively and qualitatively. Data collected was analyzed descriptively using mean and standard deviation values, while t-test and ANOVA were used to test the differences between group means at α=0.05 level. Learner participants who used the constructivist approach emerged with better ranks and superior mean scores irrespective of the instructional resources used. Results from the post-test indicate that the constructivist approach is more effective than conventional methods for teaching three D Geometry. Unsatisfactory performance in three-D tasks by female learners was linked to underutilization of concrete instructional resources. The study recommended use of a standard set of tangible materials for teaching and establishment of mathematics resource rooms.
Constructivism, three-Dimensional geometry, geometry concepts, teaching Experiment and learning
Enhancing STEM Competency-Based Education through Emerging Technologies: Pedagogical Innovations for 21st-Century Learning
The integration of emerging technologies into science, technology, engineering, and mathematics (STEM) education is transforming Competency-Based Education (CBE) models pedagogy. The present study examines Artificial Intelligence (AI), virtual labs, simulation software and learning analytics as technologies that enhance teaching and learning in STEM courses. Grounded in constructivist and experiential learning theories, the research investigates how technology can support competencies mastery, personalized learning, and critical thinking by students. Case studies were carried out in sampled Kenyan secondary schools and universities that have adopted the Competency-Based Curriculum (CBC), with emphasis on actual time application of digital tools within STEM teaching. Data were collected through classroom observations, teacher interviews, student focus group discussions and learning performance data analysis from digital learning environments. Findings indicate that technology-enabled pedagogies significantly improve student engagement, formative assessment, and understanding of STEM concepts. For example, students using simulation tools in physics and chemistry showed better mastery of concepts than those in traditional classrooms. Teachers were also able to identify learning gaps and fill them for better inclusivity and personalized instruction through learning analytics. However, the research also indicates some of the challenges including restricted access to digital infrastructure, poor teacher training, and resistance to pedagogical innovation. To tackle such issues, the research advises investment in infrastructure, ongoing professional development for teachers, and stakeholder engagement to support sustainable integration of technology in CBE. In summary, the study emphasizes the catalytic function of emergent technologies in reshaping STEM education with CBE. Instructional design in accordance with technology and student capacities is pivotal in preparing learners with skills to survive in a rapidly evolving, technology-driven world.
Pedagogical innovations; traditional classrooms; digital infrastructure; restricted areas; artificial intelligence; simulation software; virtual laboratories
Step-by-step Instruction and Structured Practice Within Collaborative Learning on Learner Achievement in English Essay Writing in Mashuru Subcounty, Kajiado- Kenya
This study investigated the effect of step-by-step instruction and structured practice within collaborative learning on Form Three learners’ achievement in English essay writing in Mashuru Sub-County, Kajiado County, Kenya. Anchored in Constructivist Learning Theory, the study focused on how scaffolded learning activities, guided practice, and peer collaboration influence essay writing performance. A Solomon Four-Group quasi- experimental design was employed, involving 180 learners, 4 English teachers and 4 school principals. Data collection instruments included standardized essay writing tests, structured questionnaires, observation checklists, and interview schedules. Validity was ensured through expert review and piloting, reliability confirmed using Cronbach’s Alpha. Quantitative analysis using t-tests, ANOVA and multiple regression revealed that learners exposed to step- by-step instruction and structured practice significantly outperformed those in the control groups (p = .000). Regression results showed that step-by-step instruction (β = 0.326, p &lt; .001) was a strong predictor of achievement. Observations highlighted the effectiveness of scaffolded activities and guided writing sessions, supported by peer interaction. Interview data pointed to increased learner confidence, improved idea organization and greater engagement during writing tasks. The study concludes that step-by-step instruction when supported by scaffolding, teacher guidance and peer collaboration positively influence learner achievement in essay writing. It recommends the integration of these strategies into English language instruction to enhance learning outcomes.
Positive Interdependence during Cooperative Learning Strategy and Learner Achievement in Suprasegmental Features in English among Form Three Learners, Webuye West Sub-County, Bungoma-Kenya
Study aimed at determining influence of positive interdependence during cooperative learning on learner achievement in suprasegmental features in English. Sample was drawn from four secondary schools. Four teachers of English language, four principals, two hundred form three learners from Webuye West Sub County were purposively sampled whereas simple and stratified sampling was used to select schools. Solomon four group design was used, basing on social interaction theory by Tom Senninger. Questionnaire sourced data, interview schedule for principals. Data collected and coded was entered into Statistical Package for Social Sciences (SPSS version 25.0) software for analysis. Data analysis yielded multiple linear regression, cross tabulations and frequency distributions for interpretation and discussion. Finding suggested that positive interdependence associated with learner success, as 92.7% of students shared knowledge effectively (M = 3.84, SD = 0.594), and chi-square results supported this with significant value of 42.000 (p = .037), underscoring importance of collaborative learning heightening comprehension of suprasegmental features. The study concludes that positive interdependence influences learners&#39; performance in suprasegmental features. Study recommends that education policymakers should integrate cooperative learning strategies into national curriculum for English education.
Cooperative Learning; English language performance; Form Three Learners; positive interdependence; Suprasegmental.
Influence of Illustrative Examples on Mastery of Concepts in Business Studies in Secondary Schools in Nairobi County, Kenya
Strategically sequenced instructional content in business studies anchors capabilities in particular learning area promoting enhanced knowledge construction. Constantly engaging learning through assignment intertwined with illustrative example propagates enthusiasm for increased learning experiences. When instructional content incorporates unclear organization novice is exposed to undesirable experience challenging creativity and imagination for self-directed learning. The objective of this study was to; establish influence of illustrative examples on mastery of concept in business studies. The study is underpinned by Cognitive Load theory. The study adopts mixed-methods approach; Solomon four-group design, using quantitative data from teachers and learners. Data were collected using structured questionnaires and analysed using frequency distribution and chi square test for descriptive and regression analysis and Anova for inferential statistics. The findings revealed that illustrative examples significantly contribute to mastery of concepts in business studies in secondary schools in Nairobi, Kenya. Hypothesis testing results led to rejection of the null hypothesis, affirming significant influence of illustrative examples in improving mastery of information among learners. The study recommends that there is need for targeted teacher training programs to adopt innovative teaching strategies, alongside regular reviews of textbook content for relevance and accuracy. Additionally, policymakers should ensure resource allocation for quality instructional materials and professional development to create an integrated and effective educational system.
Illustrative examples, worked out examples, Peer learning, business studies, mastery of concepts, Cognitive load theory
Secondary School Teachers and Learners' Views on Technology-guided Instruction of English Language Phonation, Likuyani, Kenya
Favourable teacher and learner attitude towards technology-guided instruction may enhance acquirement of top-notch English language phonation skills. Although studies have investigated teachers and learners' perceptions of technology infused classes, none has focused on English phonation instruction in Likuyani, Kenya. Study aimed at examining secondary school teachers and learners' views on technology-guided instruction of English Language Phonation, Likuyani, Kenya, with intent to unearth knowledge that would inform stakeholders in educational sphere for enhanced language teaching. Relatedly, views on technology-guided phonation instruction were investigated in terms of institutional support, teacher readiness and learner readiness, as key components, subsequently generating one specific objective from each study variable. Study sample comprised 4 teachers and 200 form two learners of English language from 4 Sub County secondary schools. Stratified and simple random sampling were used to select schools, while teachers and learners were purposively determined. Technology-Organization-Environment theory informed study. Questionnaire and interview schedules collected respondents' views, while checklist established institutional support. Universal ethical practices of social science research guided study. Data collected was thematically analysed. Findings revealed positive teachers and learners' attitude towards technology- embedded instruction. However, unfavorable perception of institutional support for technology-guided instruction was established. Study concluded that teachers and learners view technology infused instruction as pivotal in English phonation class, however; inadequate institutional support is likely to lower achievement. Study recommends appropriate structuration of institutional support for technology embedded class which may actuate amplified achievement in English language phonation, for enhanced oral skills.
English language phonation, institutional support, learner readiness, teacher readiness, technology-guided instruction
Undergraduate Students Perceptions of ChatGPT and Its Impact on English Essay Writing Performance at the University of Nairobi
English writing skills are important for academic success, yet many undergraduates still struggle with clarity, coherence, and creativity. With the rise of generative AI, tools such as ChatGPT are increasingly used to support academic writing, but little is known about how students perceptions shape their effectiveness. This study examined the influence of undergraduate perceptions on the use of ChatGPT for English essay writing among 341 first- year Bachelor of Education students at the University of Nairobi. Guided by Constructivist Learning Theory and Cognitive Load Theory, the study employed a quasi-experimental one- group pre-test/post-test design. Data were collected using standardized writing assessments, structured questionnaires, classroom observations, and interviews. Results showed that students with positive perceptions of ChatGPT achieved the greatest improvements in clarity, coherence, and creativity. ANOVA confirmed statistically significant effects of perceptions on writing performance, F (1,266) = 136.5, p &lt; .001. Students who found ChatGPT user- friendly, motivating, and supportive improved from a mean score of 20.0 to 25.2, while those with negative perceptions improved only from 20.0 to 21.7. Observations and qualitative data indicated that positive perceptions encouraged greater engagement, independent practice, and confidence in writing tasks. The study concludes that student perceptions are critical in realizing the benefits of AI tools in higher education and recommends structured integration of ChatGPT within pedagogical frameworks that foster motivation, critical evaluation, and self-directed learning.
tudent Perceptions, ChatGPT, Essay Writing Skills, Higher Education, Artificial Intelligence.
Effect of Frequently Studying with Instrumental Music on Academic Achievement in Physics among Secondary School Students: A Case Study of Kodero Bara High School
Listening to music while performing other tasks is a common feature in multi-tasking. Instrumental music is known to have beneficial effects to learning subjects while multi-tasking by increasing multiple intelligences, increasing concentration and creating a relaxed learning environment. Instrumental music is a resource that is not financially burdening and is easiest to implement when infused in studying. This paper explored academic achievement of students in physics experiments when they frequently study while Instrumental music is playing in the background. Quasi- experimental study design was used in this study. A control group studied physics during prep without Instrumental music playing in the background while experimental groups studied physics during prep while Instrumental music was playing in the background. There were two experimental groups. One experimental group frequently studied physics during prep while Instrumental music was playing in the background for all their study periods. The other experimental group frequently studied physics during prep with Instrumental music playing in the background for half of their study periods. The study targeted 987 Form Three physics students in Rongo Sub- County. Purposive sampling was used to select one school that has a relatively bigger population of students taking Physics. All Form Three students in the sampled school formed the sample population of 93 students. Data was collected using achievement tests and a questionnaire. Qualitative data was analysed thematically and presented using descriptive statistics. ANOVA was used to analyse quantitative data and test the study’s hypothesis. The study found no significant difference in achievement between students who frequently study with Instrumental music and those who do not. It is important however to note that the group that studied with Instrumental music for all their study periods performed minimally better than the group that studied in silence for all their study periods (mean of 40.0 and 39.625 respectively). Therefore, based on the findings of the study on this objective, it does appear that Instrumental music does not negatively affect the achievement of students in achievement tests when they frequently study with Instrumental music playing in the background.
Instrumental music; multi-tasking; multiple intelligence; achievement; learning environment; multi-intelligence; concentration
Educational Technology and Innovation in English Language Pedagogy in Nigeria: A Review of Inhibiting Factors
It is a common knowledge that the advent of educational technology has revolutionized pedagogical approaches across disciplines, particularly in language education. In English Language pedagogy, digital tools and innovations promise enhanced learner engagement, personalized instruction, and multimodal communicative competence. However, the adoption and effective utilization of these innovations remain limited in many educational contexts, especially in developing countries such as Nigeria. In view of this situation, this paper investigates the key impediments to the implementation of educational technology in English language pedagogy. Using a qualitative, thematic approach based on literature synthesis and field observations, the paper identifies several categories of inhibitions which are: infrastructural limitations, teacher resistance and incompetence, policy and curriculum rigidity, socio-economic and cultural barriers, as well as language-specific issues as central challenges. In conclusion, this paper recommends context-responsive strategies that could bridge the digital divide and ensure that technological innovation translates into pedagogical advancement and overall educational development.
ducational technology, English language pedagogy, innovation, inhibiting factors.
High School Use of Computers for the Teaching and Learning Design and Technology: A Case Study of Botswana Government Schools
This study examines the integration of computers in the teaching and learning of Design and Technology in Botswana government high schools. In a bid to modernise its education system, the government of Botswana has invested in digital technologies in a variety of ways to fast-track the digital development of the country. Despite the growing emphasis on digital literacy and technology-enhanced education, limited research exists on how computer resources are utilised in practical subjects like D&amp;T within Botswana’s educational framework. This can be seen through the introduction of wifi in public places and the issuing of laptop computers to both students and teachers in high schools. The paper seeks to establish whether this move is delivering the expected returns on investments. Using a qualitative case study approach, this research explores the availability of computer resources, teacher preparedness, student engagement, and the challenges faced in implementing computer-aided instruction in D&amp;T classrooms. Data was collected through classroom observations, interviews with teachers and students, and analysis of school policy documents. It will be conducted from a select few conveniently chosen sample of schools in the capital city of Gaborone and its environs. The findings reveal disparities in resource allocation, varying levels of teacher confidence in using technology, and systemic barriers such as inadequate infrastructure and curriculum alignment. The study highlights the potential benefits of computer integration in fostering creativity and technical skills while underscoring the need for targeted teacher training, improved resource distribution, and policy support.
Computer-assisted learning, Design and Technology, Botswana, high schools, teacher preparedness, digital resources.
Influence of Interactive Learning Tools in Computer-Assisted Learning on Achievement in English Reading Comprehension among Form Two Secondary School learners in Embakasi Sub-County
This study investigated influence of interactive learning tools in Computer-Assisted Learning (CAL) on secondary school learners’ achievement in English reading comprehension in Embakasi Sub-County, Nairobi, Kenya. Research focused on three key CAL components: educational software applications, interactive multimedia, and virtual learning platforms, all aimed at enhancing learner engagement and comprehension. Guided by constructivist learning theory, the study employed a Solomon Four-Group experimental design involving 286 Form Two students from four secondary schools. Participants were divided into Experimental Groups (E1 and E2) and Control Groups (C1 and C2). Data collection tools included pre- and post-tests in reading comprehension, questionnaires for learners and teachers, and interviews with school principals. Statistical analysis using SPSS involved descriptive statistics, t-tests, ANOVA, and regression analysis. Findings revealed no significant difference in baseline pre-test scores between E1 and C1 (p > .05), confirming group equivalence. However, post-test results showed that learners in the experimental groups, who were exposed to interactive CAL tools, outperformed those in the control groups. ANOVA results were statistically significant (p = .000), and Post Hoc analysis confirmed that difference was due to the intervention. Regression analysis further indicated a strong predictive relationship between interactive tools and learner achievement (R² = 0.6402; β = 0.119, p = 0.014). The study concludes that interactive CAL tools enhance reading comprehension by offering dynamic and student-centered learning experiences. It recommends the integration of CAL tools in English instruction to support diverse learning needs and improve reading outcomes in secondary schools.
Computer-Assisted Learning (CAL), Interactive Learning Tools, Reading Comprehension Achievement, Educational Technology.
Empowering Educators: The Role of Prompt Engineering for Generative AI in Enhancing Master Trainer Delivery within South Sudan Accelerated Secondary Education Program (ASEP)
The rapidly evolving landscape of Artificial Intelligence presents unprecedented opportunities for educational innovation, particularly in challenging contexts where traditional resource limitations persist. This paper explores the potential of Prompt Engineering for Generative AI (GenAI), specifically utilizing Gemini 2.5 Flash, to significantly enhance the pedagogical delivery of Master Trainers within South Sudan, Accelerated Secondary Education Program (ASEP). We address the core research question: Can prompt engineering effectively enhance the delivery and impact of ASEP Master trainers in South Sudan? The study employs a quantitative-methods approach. Initially, a pre-test KAP survey will be administered to a sample of ASEP Master Trainers during an upcoming WTI induction, assessing their baseline Knowledge, Attitudes, and Practices (KAP) towards Artificial Intelligence, with a specific focus on Large Language Models (LLMs) used in GenAI applications. Subsequently, a controlled intervention will be conducted where participants will receive targeted training on Prompt Engineering techniques. Their performance in AI Knowledge acquisition, attitudinal change and lesson plan development will be comparatively evaluated against post-assessment KAP survey to gauge shifts in attitudes and confidence levels regarding AI integration in their professional practice. This paper aims to demonstrate innovative approaches to informal education delivery, particularly in empowering educators to leverage cutting-edge technology for enhanced pedagogical effectiveness and inform AI-driven prompt generation protocols for Master Trainers for ASEP in South Sudan. Insights from this study will also serve as a foundational pillar for broader professional practice discussions within the education sector and inform avenues for extended inquiry within the author’s doctoral research.
Master Trainers, Accelerated Secondary Education Program, Lesson Planning, Pedagogy, Andragogy, Educational Innovation, Educational Technology, Prompt Engineering, Generative AI, Large Language Model (LLM), and Gemini 2.5 Flash.
The Role of Edtech in Balancing Standardized and Personalized Learning: A Case Study of Kidato School
The education sector in Africa faces persistent challenges such as student–teacher ratios as high as 50:1 contributing to low learning outcomes and a widening skill. This study investigates whether EdTech can balance the competing demands of standardized and personalized learning in K–12 education. While standardized curricula ensure comparability, personalized learning fosters individual engagement and pacing. The research uses Kidato School, a Kenya-based hybrid learning institution, as a case study to examine how EdTech enables the co-existence of both models. Adopting a qualitative case study approach, the study draws on document analysis, semi-structured interviews with key stakeholders, and a review of Kidato’s digital learning platforms to examine how technology-enabled systems and small-group virtual instruction support curriculum standardization while accommodating learner diversity. The findings reveal that EdTech serves as both a framework enforcer and a personalization engine. LMS-driven structures and standardized content ensure alignment with the Curriculum, while differentiated instruction and elective enrichment programs tailor learning to individual needs. This dual functionality demonstrates that EdTech can actively reconcile the objectives of standardization and personalization rather than forcing a trade-off between the two. This study provides empirical evidence on how EdTech can be strategically deployed to bridge the gap between standardized curriculum goals and learner-centered approaches. Beyond informing pedagogy, these findings challenge policymakers to reimagine the role of technology as an indispensable lever for transforming education systems, reframing success measuring from literacy rates to the transformative mandate of developing future-ready innovators.
EdTech, Personalized Learning, Standardized Curriculum, Hybrid Education, Kidato School, Kenya, Adaptive Learning
Effect of Monitoring School System Support Structures on Achievement of Adaptive Skills Among Autistic Learners in Early Years in Tharaka Nithi County - Kenya: Analysis of Discrete Learning Method
Discrete learning support acquirement of adaptive skills among autistic learners for adaptability, particularly when school support structures are monitored. Support structures such as instructional resources, teacher competence and teaching time may strengthen teaching and learning abilities which influence acquisition of adaptive skills for survival. Inefficient monitoring could lead to a failure in achieving educational goals, ultimately resulting in societal disintegration. The study sought to establish effect of monitoring school support structures on achievement in adaptive skills among autistic learners in Tharaka Nithi County. The study applied executive dysfunction theory, which believes that autistic learners may struggle with important skills such as organization, flexible thinking, and planning, which may be improved with an enabling learning environment. The study utilized a mixed-research design, combining qualitative and quantitative data analysis. The sample size comprised 151 learners living with autism and 73 teachers both purposively sampled as well as 30 parents conveniently sampled. The findings indicated a statistically significant relationship between adaptive skill achievement and the monitoring of school support structure (Beta=-0.784, p value= 0.000). Insinuating that achievement of adaptive skills is enhanced through effective use of instructional resources, enhanced teacher competence, and proper time management. The study recommended creating a system for ongoing communication and collaboration among stakeholders to effectively monitor and adapt support structures. The study further emphasizes personalized monitoring plans for autistic learners and the integration of family into school monitoring policies. Future research should explore the impact of school support structures like guidance, counselling, peer networks, and teacher mentorship programs on learners' adaptive skill acquisition.
Monitoring, Instruction resources, teacher competence, instruction time, adaptive skills.
Exploring the impact of the Nature of Teachers’ Disposition towards Mathematics Pedagogical Simulation Methods on Mathematics Attainment among Grade Children in Loitokitok Sub-County, Kajiado County, Kenya
The study examines the impact of teachers&#39; dispositions towards mathematics pedagogical simulation methods on the mathematics achievement of grade three children in Loitokitok Sub- County, Kajiado County, Kenya. Based on Gardner theory of multiple intelligences (MI), this quasi-experimental design selected 1,842 participants from 12 schools using a stratified random sampling method. The study aimed to investigate the effects of the nature of teachers’ attitudes and different pedagogical simulation methods on children’s mathematics attainment. Data collection involved pre- and post-tests, classroom observations, and questionnaires targeting mathematics teachers. We argue that the nature of teachers’ attitudes towards teaching mathematics using various types of pedagogical simulation methods can improve mathematical outcomes in a mathematics classroom. The analysis revealed a statistically significant improvement in mathematics attainment among children taught by teachers with positive attitudes towards different types and sources of mathematics pedagogical simulation methods. This underscores the need for teachers to have a positive attitude towards a multifaceted teaching method. The results emphasise the importance of teachers having a positive attitude towards teaching mathematics using various types and sources of pedagogical simulation methods, which underline the need for teachers to adopt a positive attitude towards multifaceted, diverse instructional methods. The study recommends integrating diverse pedagogical simulation strategies into the mathematics curriculum and providing teachers with ongoing professional development to enhance their instructional practices. By adopting a more nuanced approach to teaching mathematics with a positive attitude, teachers can support children in learning mathematics optimally in the classroom.
Nature of teachers; disposition; Mathematical pedagogical simulation methods; Mathematics attainment
Role of Teacher Instructional Strategies in Letter Knowledge and Writing Skills among PP2 Preschool Learners in Starehe Sub-County, Nairobi
Letter knowledge forms a critical foundation for literacy development in early childhood education. Despite its importance, there is limited research on how teacher support—particularly instructional strategies—impacts the writing abilities of preschool learners in Starehe Sub-County, Nairobi Kenya. This study explores the relationship between teaching approaches and early writing development among PP2 learners across government and private pre-schools. Grounded in Vygotsky’s Sociocultural Theory, Gardner’s Theory of Multiple Intelligences, Bronfenbrenner’s Ecological Systems Theory, and Constructivist Learning Theory, the research highlights the role of social interaction, environmental context, and differentiated instruction in shaping children’s early literacy skills. A quasi-experimental design was employed, with participants including preschool learners, teachers, and school administrators. Stratified random sampling was used to select schools, and data were collected through classroom document analysis, questionnaires, and key informant interviews. Descriptive and inferential statistics were used to assess data validity and reliability. Ethical considerations such as informed consent and confidentiality were strictly observed. Although findings are forthcoming, this study is expected to offer valuable insights for educators, curriculum developers, and policymakers seeking to enhance early writing instruction. It aims to inform effective literacy practices and policy decisions that support improved outcomes in early childhood education.
Literacy development; instructional strategies; letter knowledge; writing skills; literacy practices; literacy skills