Computer Based Pedagogy And Pupils’ Academic Performance In Science In Public Primary Schools Of Mumias West Sub County, Kakamega County.

Abstract

Computer invention being one of the most epoch-making invention of the 21st century, computers have fundamentally altered every aspect of people’s lives, including the education domain. The purpose of this study was to establish the influence of the computer-based pedagogy (CBP) on pupil’s academic performance in science in public primary schools of Mumias West sub county, Kakamega County. The study sought to examine the following: use of computer-based pedagogy (CBP) on pupils’ performance in science; relevance of computer-based pedagogy on effective teaching and learning of science; influence of teachers’ attitude towards computer-based pedagogy (CBP) on pupils’ performance; and in public primary schools in Mumias West sub county, Kakamega County. The study employed a descriptive research design. The data was analyzed with the help of a computer program, SPSS version 23 and Microsoft Excel. The sample consisted of eight science teachers, 8 head teachers, one SCQASO and 312 class eight pupils from the 8 primary schools sampled for the study. A total of 329 participants from the anticipated 384 respondents participated in the study representing a return rate of 86%. Two sets of questionnaires for science teachers and pupils were used to collect data for the study. Head teachers and SCQASO were interviewed. On the use of computer-based pedagogy in schools on pupils’ performance the study established that there was a lower usage of CBP in public primary schools of Mumias West Sub-county in Kakamega County. Unavailability of ICT resources in public primary schools was a major hindrance toward computer-based pedagogy in the teaching of science in public primary schools.The major learning outcomes created when science teachers use computer based approaches in teaching sciences included: pupils became more interested vii to learn if materials from the internet were used in teaching; computer programs helped in saving time in classroom activities; weak pupils become more interested to learn if teachers use a computer in teaching; computer based teaching motivated pupils to learn and participate in classroom activities; computer based teaching provided greater attention and discipline of pupils in the learning process than the traditional way of teaching; computer based teaching application did not inhibit teachers’ creativity; use of computers in education increased the amount of human interaction; use of computer technology in classroom activities helped to improved pupils’ scores. Teachers’skill level in IT had a significant influence in predicting the attitude of science teachers in the use of computer-based pedagogy in the teaching of sciences in public primary schools in the sub-county. Majority of the science teachers had a positive attitude toward CBP. Teachers’ positive attitudes toward CBP could be attributed to their vision of technology itself, their experiences with it and cultural conditions surrounding its introduction in schools and its subsequent diffusion into their educational practice. Use of computer-based technology required high administrative support in terms of acquisition of necessary devices and materials such as the projector, laptops, internet and others that complement the approach. All pupils in schools using CBP had a positive attitude towards the approach compared to traditional approaches. CBP as a teaching approach aroused pupils’ interest in learning science, made learning more enjoyable, led to greater pupils’ involvement, encouraged commitment in the subject and enable pupils to grasp science concepts easily which further translated to pupils registering improved scores in sciences.In order to enhance the use of computer based pedagogy (CBP) on pupil’s academic performance in science in public primary schools, the recommendations were viii in three folds: at government level through the Ministry of National Treasury and Ministry of Education should allocate adequate funds for in its national budgetary allocations for acquisition of CBP materials like a projector, laptop, desktop, photocopier, digital camera, science software/CD ROM and internet connectivity in all public primary schools; the school level through its BOM by mobilizing funds for the acquisition of CBP materials; and at teachers level by co-opting pupils in the use of CBP programs/practices for any meaningful science activity in order to make science lessons more interesting, more involving and more rewarding to the pupils.