Browsing by Author "Sammy M. Mutisya"

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    Conceptual Understanding of Science Process Skills and Gender Stereotyping: A Critical Component for Inquiry Teaching of Science in Kenya’s Primary Schools
    (Asian Journal of Social Sciences & Humanities, 2024-12-23) Sammy M. Mutisya; Stephen Rotich; Paul K. Rotich
    This paper examined Kenya’s Strengthening of Mathematics and Science Education (SMASE) In-service Education Training (INSET) trainers’ conceptual understanding of basic science process skills (BSPS) and their gender based stereotypes regarding pupils’ ability in BSPS. Teachers Process Skills Questionnaire (TPSQ) was used to collect data from 187 trainers. Data analysis included tabulation of percentages and Chi-squire test of relationship. The findings of this study revealed that (i) SMASE trainers had very poor conceptual understanding of basic science process skills, (ii) SMASE trainers held gender based stereotypes about boys’ and girls’ ability in BSPS and (iii) there was a statistically significant relationship between the gender of the SMASE trainers and their gender stereotypes. The authors recommended that (i) SMASE trainers be inducted in science process skills and be subjected to a science process skill proficiency test before being recommended as INSET trainers, (ii) Primary Teacher Education for pre-service teachers to ensure trainees develops conceptual understanding of science process skills as outlined in the Kenya’s Primary Teacher Education Science Syllabus and (iii) awareness on gender issues in terms of instruction and assessment be created among primary school teacher and pre-service training of primary school teachers.
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    Preparation to teach science in Kenya’s primary schools
    (International Journal of Development and Sustainability, 2024-12-24) Sammy M. Mutisya
    This study determined Primary Teacher Education (PTE) Trainees’ perceptions regarding their conceptual understanding of science subject content and Science Process Skills (SPS). The study further determined trainees’ opinion regarding teaching of science in primary schools. A descriptive survey research design was used and stratified proportionate random sampling technique was used to select 131 trainees from science and 169 trainees from arts options. The study found out that overall trainees rated their conceptual understanding of science content and SPS to be average. More trainees in the science option than in the arts option rated their conceptual understanding of science content and SPS to be high and further indicated that subject specialization was necessary and only those trainees who specialize in science should teach science in primary school. They also indicated they would opt to teach science during training and after training. Hence trainees specializing in science were more prepared to teach science than trainees specializing in arts subject. The study recommends that subject specialization be abolished in PTE or teachers who specialize in science during training teach science in primary schools.
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    TESSA Open Education Resources: A Springboard for Kenya’s Competency Based Curriculum
    (Pan-Commonwealth Forum, 9-12 September 2019, Edinburgh, Scotland., 2024-12-23) Sammy M. Mutisya
    Low availability and access to quality educational materials are some of the likely impediments to implementation of a curriculum. This study explored Open Education Practices (OEP) and in particular the use of TESSA Open Educational Resources (OER) for modeling pedagogies for Kenya’s learner centered Competency Based Curriculum. Eighty-six educators participated in the study. A literature review revealed that both CBC and TESSA OERs focus on the learner. The study revealed that some teachers had access to digital devices and Internet thus could easily access TESSA OERs. The majority (74.0%-100%) agreed that: TESSA OERs content was relevant, a core part of the curriculum, understandable and usable in teaching and modeling learner-centered pedagogy. Teachers also agreed that TESSA OERs promote students’ engagement in learning, enabled teachers’ account for learners’ prior knowledge and appropriate for effecting changes proposed in CBC. Teachers finally indicated they were willing to advocate use of TESSA OERs among their peers. The study recommends policy changes by Kenya’s Ministry of Education, Teacher Service Commission and Kenya Institute of Curriculum Development to open uptake of OEPs in the implementation of CBC and retraining of teacher educators to make meaningful change in teachers’ instructional methodology.