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Perceived Influence of Methods on Effectiveness of Teaching History and Government In Secondary Schools In Rachuonyo North Sub-County, Kenya

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dc.contributor.author ACHIENG’, Martin Loreen
dc.date.accessioned 2021-06-22T08:00:00Z
dc.date.available 2021-06-22T08:00:00Z
dc.date.issued 2021
dc.identifier.uri https://repository.maseno.ac.ke/handle/123456789/4006
dc.description.abstract Teaching methods helps the teachers to deliver contents required of any subject to achieve stated objectives and the desired learning outcomes. There has been continuous drop in performance in History and Government despite the availability of teaching methods to teach the subject. Trends in the Kenya Certificate of Secondary Education (KCSE) History and Government performance from 2014 to 2019 showed that Rachuonyo North Sub-County had been doing poorly compared to other sub-counties in Homa Bay County with fluctuating performance from 4.769, 5.160, 3.480 and 4.684 out of the possible 12.00 over the same period. The purpose of the study was to establish perceived influence of use of teacher-centered, learner-centered and mixed methods on effectiveness of teaching History and Government in Rachuonyo North Sub-County. Objectives of the study were to examine perceived influence of use of teacher-centered methods on effectiveness of teaching History and Government in secondary schools, to determine perceived influence of use of learner-centered methods on effectiveness of teaching History and Government in secondary schools and lastly to establish perceived influence of use of mixed methods on effectiveness of teaching History and Government in secondary schools. The study was based on a conceptual framework with use of methods as independent variable and effectiveness of teaching History and Government as the dependent variable. Descriptive survey was adopted for the study. The study population comprised 2187 Form 4 students and 110 Form 4 teachers of History and Government. Krejcie and Morgan estimation table was used to obtain student sample of 322 while Mugenda and Mugenda 30% formula was used to obtain 34 teachers. Data collection instruments were questionnaires and classroom observation schedule. Test re-test method was used for reliability. Reliability coefficients for students‟ questionnaire was .75, teachers‟ questionnaire was .79 while that of observation schedule was .78. Content and face validity of the instruments were ascertained by expert judgement of supervisors of this thesis. Quantitative data was analyzed using mean scores. Qualitative data was analyzed using themes and sub-themes. The study findings indicated that teacher-centered methods were frequently used but were ineffective for teaching, learner-centered methods were slightly frequently used and were slightly effective for teaching and that mixed methods were infrequently used but were effective for teaching. The study concluded that frequency of use of teacher-centered methods negatively influenced effectiveness of teaching. Frequency of use of learner-centered methods positively influenced effectiveness of teaching and finally the study concluded that frequency of use of mixed methods positively influenced effectiveness of teaching. The study recommended that teacher-centered methods should be accompanied with methods that encourage learner participation. Learner-centered methods should be used under supervision of the teacher. Mixed methods were most effective and should be used more frequently. The above findings could be used by teachers, policy makers and curriculum developers to review methods of teaching History and Government not only in Rachuonyo North but in Kenya as a country. en_US
dc.publisher Maseno University en_US
dc.title Perceived Influence of Methods on Effectiveness of Teaching History and Government In Secondary Schools In Rachuonyo North Sub-County, Kenya en_US
dc.type Article en_US


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