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Integrating Computer Science Education in Kenyan Secondary Schools

ISSN-2223-4985
Journal from gdlhub / 2012-06-22 15:31:09
Oleh : Florence Y. Odera , International Journal of Information and Communication Technology Research
Dibuat : 2012-06-22, dengan 1 file

Keyword : Science, computers, teaching/learning, improve science education
Url : http://esjournals.org/journaloftechnology/archive/vol1no5/vol1no5_6.pdf
Sumber pengambilan dokumen : Internet

For many years science educators in Kenyan secondary schools hoped that the use of science apparatus supplied by

Science Equipment Production unit (SEPU) would substantially help teachers to provide students with efficient and

effective opportunities to learn science, products, and processes. But this has not improved students‟ performances in

examinations. Research findings from developed countries have pointed out the capabilities of computers to improve

students‟ scientific knowledge. This happens when students are taught to use computers as tools for thinking, creating and

adapt computers to fit their own needs such as students written simulations, science interfacing. Computers have now been

available in Kenyan secondary schools for over ten years. This article presents the results of a study that investigated the

use of computers in teaching and learning science in public secondary schools in Kenya. The purpose of the study was to

find out if science teachers use computers to help improve the quality of science education. Related literature for this study

revealed that teaching/learning science subjects with computer helps to improve students performance in examination. This

study was based on a descriptive survey. The area of study was Kisumu Municipality and the study population consisted of

22 head teachers, 1200students and 44science teachers. Saturated sampling was used to select a sample of 20 head

teachers, while purposive sampling was used to select a sample of 20 science teachers. At the same time, simple random

sampling was used to select a sample of 400 students. Data was collected by use of questionnaire, document analysis guide

and observation schedule. Data analysis involved use of descriptive statistics that included graphics, percentages and

frequencies. The finding showed that there was inadequate provision of computers in secondary schools. Very few science

teachers used computers in teaching/learning science. The study recommended that Head teachers should purchase more

computes and provide adequate facilities such as computer laboratory, and trained manpower.

Deskripsi Alternatif :

For many years science educators in Kenyan secondary schools hoped that the use of science apparatus supplied by

Science Equipment Production unit (SEPU) would substantially help teachers to provide students with efficient and

effective opportunities to learn science, products, and processes. But this has not improved students‟ performances in

examinations. Research findings from developed countries have pointed out the capabilities of computers to improve

students‟ scientific knowledge. This happens when students are taught to use computers as tools for thinking, creating and

adapt computers to fit their own needs such as students written simulations, science interfacing. Computers have now been

available in Kenyan secondary schools for over ten years. This article presents the results of a study that investigated the

use of computers in teaching and learning science in public secondary schools in Kenya. The purpose of the study was to

find out if science teachers use computers to help improve the quality of science education. Related literature for this study

revealed that teaching/learning science subjects with computer helps to improve students performance in examination. This

study was based on a descriptive survey. The area of study was Kisumu Municipality and the study population consisted of

22 head teachers, 1200students and 44science teachers. Saturated sampling was used to select a sample of 20 head

teachers, while purposive sampling was used to select a sample of 20 science teachers. At the same time, simple random

sampling was used to select a sample of 400 students. Data was collected by use of questionnaire, document analysis guide

and observation schedule. Data analysis involved use of descriptive statistics that included graphics, percentages and

frequencies. The finding showed that there was inadequate provision of computers in secondary schools. Very few science

teachers used computers in teaching/learning science. The study recommended that Head teachers should purchase more

computes and provide adequate facilities such as computer laboratory, and trained manpower.

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