Browsing by Author "Carolyne Omulando"

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    Effect of Pre-reading Activities on Learners’ Performance in Reading Comprehension in Kenyan Secondary Schools
    (2024-07-17) Solomon Manjinji Mutaliani; Carolyne Omulando; Peter L. Barasa
    The goal of teaching the reading skill is to improve achievement for learners, yet the learners' reading comprehension test results in Kenya remain a challenge that requires appropriate intervention strategies. Previous studies have shown that pre-reading activities are facilitative pedagogic strategies that activate readers’ prior knowledge, hence comprehension of new text. Thus, the purpose of this quasi-experimental study was to establish if pre-reading activities had a significant effect on reading comprehension performance in selected secondary schools in Kenya. The study objectives were to assess if there was a difference in performance between learners that used brainstorming and those that used pre-teaching vocabulary; determine if pre-teaching vocabulary and brainstorming have a significant effect on the performance of English as Second Language (ESL) learners in reading comprehension; and, compare the effect of pre-teaching vocabulary and brainstorming on achievement in reading comprehension to determine which of the two pre-reading activities affects the performance of learners in reading comprehension more significantly. The study was underpinned by Reading Comprehension as a Socio-cognitive Processing Model by Ruddell and Ruddell; and Reading Comprehension as Transactional-Socio-Psycholinguistic Model by Goodman. These models respectively propagate the view that through the influence of the language teacher on the readers, and the individual transactions between a reader and the text, meaning is constructed. The study used a quasi-experimental group design. Stratified and purposive sampling techniques were used to select 7 schools, 21 English second language classrooms and 21 language teachers. Data were collected using a reading comprehension test. These data were analyzed using one-way ANOVA. The results of ANOVA showed that at p< .05 value, both pre-teaching vocabulary and brainstorming had a significant effect on the performance of Kenyan English Second Language learners in reading comprehension tests, though pre-teaching vocabulary was comparatively more impactful than brainstorming. The study concluded that teachers need to pre-teach unfamiliar words and/or brainstorm topics in the new text since they are effective pre-reading pedagogic strategies. The study recommended that teacher trainers, relevant Ministry of Education agencies, language teachers, and learners vouch for the use of pre-reading activities as a pedagogic strategy for enhancing reading comprehension.
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    Influence of Pre-reading Activities as Pedagogical Strategies on Reading Comprehension Instructional Practices in Kenyan English Second Language Classrooms
    (2024-07-17) Mutaliani Manjinji Solomon; Carolyne Omulando; Peter Barasa
    Reading is one of the fundamental skills in language learning and all English Second Language (ESL) learners need to acquire it in order to master the language. ESL learners, however, face numerous problems that needeffective strategies to overcome so as to improve reading comprehension. Previous studies have shown that pre-reading activities are facilitative pedagogic strategies that activate readers’ prior knowledge, hence comprehension of new text. Thus, the purpose of this quasi-experimental study was to establish if there was a significant influence ofpre-reading activities as pedagogical strategies on the nature of instructional practices in reading comprehension classrooms in Kenya.The study objectives were to establish differences in teaching and learning processes between pre-teaching vocabulary classrooms and those not exposed to any pre-reading activities; and, examine differences in teaching and learning processes in brainstorming classrooms and those notexposed to any pre-reading activities. The study was underpinned by Reading Comprehension as a Socio-cognitive Processing Model by Ruddell and Ruddell; and Reading Comprehension as Transactional-Socio-Psycholinguistic Model by Goodman. These models respectively propose that through the influence of the language teacher on the readers, and the individual transactions between a reader and the text, meaning is constructed. The study used a quasi-experimental group design. Purposive sampling was used to select 7 schools, 21 ESL classrooms, and 21teachersof English. Data were collected using pre-teaching sessions and an observation checklist. These data were analyzed using content and deductive thematic analyses. Appropriate themes were generated and presented as narrations in line with the respective objectives of the study. Results of data analysis showed that the differences in instructional practices between vocabulary pre-teaching, brain storming, and control classrooms were significant. The study concluded that teachers need to use such pedagogic strategies as pre-teaching vocabulary and/or brainstorming before exposing the learners to a reading text to enhance comprehension. The study therefore, recommended that English language teachers, the Kenya Institute of Curriculum Development, language educators, and the Ministry of Education advocate for the use of pre-reading activities as a pedagogic strategy to facilitate reading comprehension. Journal of Research in Education and Technology 1(2)Received: August 24, 2023Revised: September 20, 2023Accepted:September 25, 2023
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    The effect of COVID-19 pandemic on emotional wellbeing of education instructors: A perspective of Kenya’s private schools
    (2024-07-17) Hillary Busolo; Caren Jerop; Carolyne Omulando
    The COVID-19 pandemic phenomenon generated inordinate strain and experiences across a wide range of sectors in Kenya, with the education segment introduced to its own set of unique challenges. Some instructors in private learning institutions joined the job seeking market once again as several schools indefinitely closed down. This often-neededreskilling and turned out to be frustrating as the job opportunities kept shrinking rapidly. This study looked at the effect of COVID-19 pandemic education disruption on emotional wellbeing of education instructors, with a focus on private schools’ teachers in Kenya. Data was collected from 367 respondents who completed a closed ended questionnaire and quantitative analysis was undertaken. The results revealed that there is a significant effect of COVID-19 pandemic education disruption on private school teachers’ emotional wellbeing. The prediction equation based on the unstandardized coefficients was statistically significant, F 1,365= 46.035, p < 0.001 and accountedfor approximately 11.2% of the variance of emotional wellbeing (R2 = 0.112, Adjusted R2= 0.110). Therefore, hypothesis stated as COVID-19 pandemic education disruption has no significant effect on Kenyan private school teachers’ emotional wellbeing was not supported. The moderating effect of emotional and physical support did not significantly account for more variance with R2Change = .009, p > .024. The findings supported the hypothesis that emotional and physical support does not moderate the effect of Covid-19 pandemic education disruption on Kenya private school teachers’ emotional wellbeing
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    Towards Using Multiple Languages of Instruction to Enhance Comprehension andParticipation in Linguistically Diverse Schools in Uganda.
    (International Journal of Education and Research, 2024-07-17) Muhammed Nyanzi-Kabanda; Carolyne Omulando; Peter L. Barasa
    Primary schools in Uganda have to choose one medium of instruction (MOI) to be used by teachers in the lower primary classes under a Mother Tongue-based Multilingual Education (MT-MLE) model. The national Language of Instruction (LOI) policy requires all schools to choose between a familiar indigenous language and English (the second language) except those in urban areas that may use English right from the start. This paper discusses how choice and use of the languages chosen as MOI impacts on the level of learner comprehension and participation. The objective of this paper is to investigate the degree of learner participation when different MOI types are used for instruction. A qualitative approach was used to collect and analyse data from participants in purposively selected case schools. Data were generated and collected, using lesson observation and documentary analysis from lower primary classes in purposively selected schools located in linguistically diverse communities. Analysis of data was done and the findings indicate that effective learner participation varies with the degree of familiarity of the language(s) used as MOI to the pupils. The paper makes recommendations on how effective learner participation can be realised using different combinations of pedagogical practices and MOI choices under the prevailing LIE policy.