dc.contributor.author | Gunga, Samson O | |
dc.contributor.author | Odundo, P A | |
dc.date.accessioned | 2013-06-14T14:53:22Z | |
dc.date.available | 2013-06-14T14:53:22Z | |
dc.date.issued | 2013 | |
dc.identifier.citation | Gunga, S, Odundo P. 2013. Effects Of Application Of Instructional Methods On Learner Achievement In Business Studies In Secondary Schools In Kenya.. International Journal of Education and Research. 1(5) | en |
dc.identifier.uri | http://erepository.uonbi.ac.ke:8080/xmlui/handle/123456789/34098 | |
dc.description.abstract | Instructional methods influence achievement of students in education continuum. While appropriate
methods enhance learner achievement, inappropriate approaches stifle knowledge retention and
application. While empirical studies in Kenya have focused on subjects such as Kiswahili, Biology
and Mathematics, none has examined the linkage between instructional methods and learning
achievement in business.
Primary data was obtained from 288 form four business studies students across the country. A
mixture of probability and non-probability sampling procedures were used to select students and
teachers for inclusion in the study. Bivariate analysis obtained cross-tabulations with Chi square (χ
)
and one-way Analysis of Variance (ANOVA) for significance tests; while multivariate analysis
obtained β coefficients, Exp(β), -2LL statistic and significance tests. The study found that takeaway
assignments
accounted
for
the
largest
proportion
of
variance
in
improved
student
performance
(9.1%),
brainstorming (8.8%), group discussions (8.3%), dictation (7.9%), lectures (6.3%) and
chalkboard notes (5.9%) thus giving prominence to constructivist approach. | |
dc.language.iso | en | en |
dc.publisher | University of Nairobi | en |
dc.title | Effects Of Application Of Instructional Methods On Learner Achievement In Business Studies In Secondary Schools In Kenya. | en |
dc.type | Article | en |
local.publisher | Department of Educational Foundations,College of Education and External Studies | en |