Abstract: Biology practical activity is at the heart of mastery of biology education and it is believed that if there is no practice either individually or in a group, all what have been learnt become inert knowledge. Therefore assessing provision of enabling conditions in biology practicals among public secondary schools is important to identify root cause and forward the way for the improvement. This study investigated provision of enabling conditions in biology practicals among public secondary schools in Lugari, Kakamega County, Kenya. A descriptive survey research design was used to assess students’ participation, compare their participation at the implementation stage and to determine factors affecting participation at the implementation stage of biology practicals. The respondents were also categorized per class level. A random sample of 10 public schools was selected from which 300 students were proportionally selected. Questionnaires and observation schedules were used to collect data. Data were analyzed using descriptive and inferential statistics. The study revealed that most of the sampled schools performed biology practicals less than five times with majority of them not using notebooks for practicals. Sample schools sometimes discussed practicals of the results. As such it is recommended that they need to take advantage of the positive attitudes students have towards biology practical work to involve them in as many activities as possible in order to enhance the acquisition of the various biological scientific skills. The study also recommends that all public secondary schools should have laboratories with adequate supplies of equipment and reagents for practical work where biology process skills can be practiced and tested.

Keywords: Biology, Enabling Conditions, Kakamega County, Practicals, Public Secondary school.

Title: PROVISION OF ENABLING CONDITIONS IN BIOLOGY PRACTICALS AMONG PUBLIC SECONDARY SCHOOLS IN LUGARI, KAKAMEGA COUNTY, KENYA

Author: JOYCE NEKESA NGAKHALA

ISSN 2394-9686

International Journal of Novel Research in Education and Learning

Novelty Journals

Abstract: The main purpose of this study was assessing the impact of large class size on speaking skill. Descriptive analytical method was employed to accomplish the study. The qualitative data were analyzed using percentage using (SPSS) and the qualitative data were elaborated and narrated in words. The achieved finding of the study revealed that large class size affects negatively on students speaking skill performance. The result of study also revealed that, although teachers are trying to minimize the impact of large class size, their commitment was not significantly as required. Finally, based on the major findings, possible recommendations were far warded so as to minimize the impact of the large class size. The study recommends that, teachers should use different appreciate methods and strategies to create small class size with the large class size. Moreover, it is recommended teachers should plan their lesson beforehand, so that they can use the time allotted properly. Furthermore, teachers should draw the attention of individual students to help and should establish good teacher-student’s relationships and rapport by addressing students by their names in order to solve the problem of teachers’ ignorance especially when the students feel that they are neglected. Besides, teachers should encourage students to express themselves in English without using mother tongue.

Keywords: Students’ numbers – communicative activities – students’ performance – the impact – teaching methods.

Title: Exploring the Difficulties that English Language Teachers Encounter When Teaching the Speaking Skill in a Large Class Size

Author: Shames Eldin Mohammed Alnour Hassan Zaroog

ISSN 2394-9686

International Journal of Novel Research in Education and Learning

Novelty Journals

Abstract: The purpose of this article is to Examine how frequently English language teachers practice grammar teaching in terms of forms, meanings and functions in teaching grammar at Sudanese Secondary School Levels in Khartoum State. In order to answer the purposed question, Secondary School teachers were chosen for the questionnaire, an interview was held with experts and the classroom observation or visitation was conducted. The study found that it is found that most of the EFL /ESL teachers do not practice drills to teach grammar. EFL/ESL teachers were asked whether they teach grammar via role plays and games and most of their responses are that, they do not use such activities effectively and continuously. The overall findings include that, group work, individual work and problem solving activities are not effectively used to teach grammatical contents. Very few teachers were found that they present new grammar items in meaningful contexts and guided dialogues. EFL/ESL teachers do not present new grammar items using mimes, pictures and real objects (realia). Some teachers use inductive method in teaching grammar. However, most of them use deductive method. Another finding indicates that teachers do not use listening texts and present grammar using patterns in isolation.

Keywords: Communicative Language Teaching, Grammar teaching, Approaches-Methods.

Title: Examining How Frequently English Language Teachers Practice Grammar Teaching in Terms of Forms, Meanings and Functions

Author: Shames Eldin Mohammed Alnour Hassan Zaroog

ISSN 2394-9686

International Journal of Novel Research in Education and Learning

Novelty Journals

Abstract: This study was an assessment on teachers’ attitude towards the implementation of instructional leadership in public secondary schools in Mbita Sub-County, Homa-Bay County. The study used a descriptive survey and target population were the teachers and head Teacher Which Constituted 104 respondents with a sample size of 55 respondents. This study explained the concept of teachers’ attitude towards the implementation of instructional leadership in public secondary schools in Mbita Sub-County, Homa Bay County, Kenya. Questionnaires were used as the data collection tool. The study was premised on the contingency management theory by Fielder. According to Fielder (1964) contingency approach to management is based on the theory that management effectiveness is contingent, or dependent upon the interplay between the application of management behaviors and specific situations. The reliability of the research instruments was determined using Cronbach’s Alpha and a coefficient of r˃.6 was reported. The data obtained were analysed using Statistical Package for Social Sciences (SPSS) version 22. The study established that the teachers like the way instructional leadership is carried out and they help their leaders to ensure effective management of the school affairs. The study equally found out that teachers carry out their assignments within the goals and aspirations of the schools. This is because of the positive direction demonstrated to them through the school leadership which promotes accountability. The study recommends that the Ministry of Education needs to organize frequent trainings on instructional leadership for the teachers in order to fully understand and embrace this kind of leadership. Equally, the head teachers need to mentor the teachers on instructional leadership requirements and roles in order to enable the teachers take up such responsibilities in future. Finally, the stakeholders to appreciate the fact that management of schools depend very much on the circumstances/environment under which it is carried out and therefore allow flexibility in cases where some of the rules have been adjusted to meet the needs of a particular school.

Keywords: Assessment, Teachers’ Attitude, Instructional Leadership, Public Secondary Schools.

Title: AN ASSESSMENT ON TEACHERS’ ATTITUDE TOWARDS THE IMPLEMENTATION OF INSTRUCTIONAL LEADERSHIP IN PUBLIC SECONDARY SCHOOLS, THE CASE OF MBITA SUB-COUNTY, HOMA BAY COUNTY, KENYA

Author: PUAL BARAZA OTIENO, HEZEKIAH OTIENO OMOLLO

ISSN 2394-9686

International Journal of Novel Research in Education and Learning

Novelty Journals

Abstract: The purpose of this publication was to evaluate teacher motivation processes and their impact on student academic performance in public secondary school education. The research was guided by an objective which assessed teacher motivation processes. The study adopted concurrent triangulation research design. The target population for this study was 1493 teachers in 202 public secondary schools in Migori County, Kenya. Simple random sampling was used to get 400 teachers. Data for the study was collected by the use of questionnaires and interview schedules. Validity of questionnaires was tested during the pilot study in schools which were finally not sampled for the study in Migori County. The data collected was summarized and analyzed qualitatively and quantitatively. Inferential statistics was used whereby Mean Standard Scores Standard Deviation, Variance and Skewness were used to assess teacher motivation processes and impact on student academic performance. The research revealed that whereas teachers’ tours, institutional meals, refresher courses and involvement in decision making impacted on student achievement; promotion on merit, rewards, incentives, housing and comfortable workload did not impact on academic performance.

Keywords: Motivation, Student performance, Staff Tours, Achievement Rewards, Incentives, Teacher Workload, and Decision Making.

Title: Teacher Motivation Methods and their Impact on Student Academic Performance

Author: Paul Alela Oguta

ISSN 2394-9686

International Journal of Novel Research in Education and Learning

Novelty Journals