Since it may take longer for countries such as Kenya to be confident in instituting continuous programmes that will develop all her teachers professionally, the cascade model provides an easy way out to address this concern. All this was aimed at improving their efficiency in teaching and academic performance of the students.
The schools Principals were included in the study for the purpose of triangulation. Naturally, the higher the gap between levels, the more the dilution and misinterpretation that is likely to take place. Attention is thus drawn to what classroom practices, utilisation of available equipment and materials and approaches and methodologies that are employed in content delivery.
Kothari describe an ex post facto as a research where the researcher has no control over the variables and can only report what has already happened or observe what is happening. What is required instead is an approach, or set of approaches that will work in countries such as Kenya.
Background Information Teachers are probably the most important human resource a country has. Any changes in the practice of the teachers, the use of facilities, the attitude of students in these subjects and progress in student performance must be noticeable by the principal as the supervisor of academic programmes in the school.
The index score varied between 13, indicating the least extent of practice, and 65, indicating the highest extent of practice. Such include the making of lesson plans, inviting other teachers to observe their lessons as they taught and involving students in project work. When the sampled teachers were asked about their gender, 75 The three-tier and two-tier cascade approach used for primary and secondary schools in Kenya, respectively according to Gathumbi et al.
Such developments need to be facilitated and nurtured by an external agency.
According to Strengthening of Mathematics and Science in Secondary Education SMASSE,the objectives of Mathematics and Science teaching in Kenya have largely not been achieved as indicated by the poor performance of the students in national examinations.
INSET can be organized for a variety of reasons such as certification of untrained teachers, introduction of new curriculum or teaching methodology, upgrading the content, introducing a new supervisory system amongst other reasons Thuku, The first questionnaire was administered to the teachers and the second questionnaire was administered to the Headteachers.
Bantwinip. This then indicates some weakness in the application of PDSI principle in the classroom situation. The descriptive statistics included frequencies, percentages and means.
The index score varied between 13, indicating the least extent of practice, and 65, indicating the highest extent of practice. Even where they are adequate, the quality of student achievement in Mathematics and Science education is not always high.
According to a survey, there are noted disparities in pupil—teacher ratios PTR across counties in Kenya: Continuing professional development through sustainable in-service teacher training system in Kenya, Malawi and Zambia.
This suggests a wide range of teaching experience in schools, mixing new and old teachers.
Other researchers such as Hardman are in support of this view by advocating for an active involvement of teachers in a collaborative environment if TCPD has to be effective. Population of the Study According to the Koibatek District Education Office, as at SeptemberKoibatek District had 23 secondary schools of different types as indicated in Table 1 below.effects of smasse programme in–service education and training on the teaching of mathematics and science in secondary schools in koibatek district, kenya michael gacohi kimani dr.
anthony k. sang dr. Strengthening of Mathematics and Science in Secondary Education (SMASSE) In – Service Education and Training (INSET) programme is one of the strategies that the Ministry of Education put in place to strengthen the teaching and learning of Mathematics and Science in secondary schools in Kenya.
effects of smasse programme in–service education and training on the teaching of mathematics and science in secondary schools in koibatek district, kenya MICHAEL GACOHI KIMANI DR. Secondary Education (SMASSE) is to upgrade the capability of young Kenyans in mathematics and sciences (Biology, Chemistry and Physics) through INSET.
government has also institutionalized In-service Education and Training (INSET) of serving science and mathematics teachers under Strengthening of Mathematics and Science in Secondary Education (SMASSE) project and quite a substantial amount of the Ministry of Education [s budget goes towards this course (MoE, ).
effects of smasse programme inservice education and training on the teaching of mathematics and science in secondary schools in koibatek district, kenyaby gacohi effects of smasse programme inservice education and training on the teaching of mathematics and science in secondary schools in koibatek district, kenyamichael gacohi kimanidr.Download