Publications

Found 12 results

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2018
6. Muriithi EM. "Effect of teacher characteristics on learner academic achievement in physics in Kenyan secondary schools." International Journal of Education and Research. 2018;6(3):169-178.
Mulwa PK, Muriithi EM. "INFLUENCE OF FACEBOOK AS A PEDAGOGICAL INTERACTION TOOL ON LEARNING OUTCOME AMONG LEARNERS IN SECONDARY SCHOOLS IN KENYA." International Journal of Education and Research. 2018;6(4):19-30. Abstractmulwa-muriithi_facebook.pdfInternational Journal of Education and Research

There is high infiltration of Online Social Networking Platforms in learning institutions in Kenya yet there is dearth of information on how these platforms affect learning outcome. This paper was a systematic desk literature review. The purpose was to establish how leveraging on pedagogical interactions through Facebook affect learning outcome. The reviewers focused on the development of Facebook, its use in education and how its pedagogical interactions affect learning outcome.Articles published in high impact journals including “grey literature” were desk reviewed. The review showed that Facebook has been used by learners mostly for social interactions and not for pedagogical interactions and its use can boast learning outcome. The researcher recommends that learners, teachers and policy makers should accept Facebook as a pedagogical interaction tool.

Muriithi EM, Mulwa PK. "Influence of teacher characteristics in use of project method in teaching physics in Kenyan secondary schools." International Journal of Innovative Research and development (IJIRD. 2018;7(3):129-134.
2016
Ganira K, Odundo P, Kahiga R, Muriithi EM, Mwangi J. "Teacher Sustenance of Emotional Balance among Children aged 4-6 with Disability in Kenya: Addressing Safety, Actualization and Independence. ." International Journal of Technology and Inclusive Education (IJTIE), Special Issue . 2016;3(1):948-955.
2015
2013
Muriithi EM, Gunga SO, Ngesu LM, K’Odhiambo AK, Wachira LN. "1. School Characteristics, Use of Project Method and Learner Achievement in Physics." Journal of Education and Practice. 2013;4(8):196-203. Abstract

The purpose of this study was to investigate how school characteristics affect the usage of the PM and the consequent impact on learner achievement in physics (LAP). Data was collected using Students Achievement Tests (SAT) and questionnaire for physics teachers. Stratified Sampling was applied to select 84 schools comprising boys, girls and mixed schools from seven provinces of Kenya. Statistical Package for Social Sciences (SPSS) was used to analyze the data. ANOVA, chi-square and multiple-regression were used to test the hypothesis. The key findings of the study were that PM enhances the learning of physics; Single sex schools performed better than mixed schools; the type of schools in terms of gender, whether day or boarding were not factors in the usage of project method. In view of these research findings, the researchers recommend that the government come up with a policy that enhances the establishment of more single sex schools, enhance resource mobilization for the teaching of physics, review the teacher training component so as to encompass the PM as an alternative teaching strategy, and in-service physics teachers on the role of school characteristics in the study of physics.

Evanson M. Muriithi1*, Lewis Ngesu2 GS2 LW2 AK2. "Bulling in Kenyan Secondary Schools: Manifestations, causes, consequences and mitigation measures." International Journal of disaster Management and Risk Reduction. 2013;5(1. April 2013):ISSN: 1992-2744.
Evanson M. Muriithi1*, Paul A. Odundo2 JO2 JG2OC. "Project Method and Learner Achievement in Physics in Kenyan Secondary Schools." International Journal of Education and Research . 2013;Vol. 1 No. 7 July 2013.abstract_-international_journal_of_education_and_research_vol._1_no._7_july_2013.docx
Muriithi EM, Gunga SO, Ngesu LM, K’Odhiambo AK, Wachira LN. "Women’s Contributions to the Philosophy of Education: Hermeneutics of Proverbs." International Journal of Education and Research . 2013;Vol. 1 (No. 3). AbstractWebsite

Abstract
This paper uses hermeneutics to make overt what, somehow, has been covert, as far as women’s contributions are concerned in the discipline of philosophy of education. The approach attempts to interpret proverbs within the axiological milieu with a view to exposing them for proper understanding or documentation that takes cognizance of women’s contributions to the discipline. Cultures such as Judaism where women’s contributions to philosophy of education are overt are also considered. It is concluded that within any axiological milieu, women’s contributions to philosophy of education are immense and they await interpretation, documentation and assimilation into contemporary discourses. It is the contention of this paper that what is exposed and genuinely interpreted will usher in the right critical thinking in education dialectics. The paper proposes the concept of intergenderism as an ideal that seeks to recognize at the same time both men and women’s contributions to the philosophy of education.
Key words: milieu, covert, education, hermeneutics, intergenderism, overt, philosophy and women.

2012
MURIITHI EVANSONMURIUKI. CURRICULUM FOR EARLY CHILDHOOD EDUCATION. NAIROBI: CENTRE FOR OPEN AND DISTANCE LEARNING; 2012.
2011
MURIITHI EVANSONMURIUKI. "THE LEARNING OF SCIENCES AMONG THE PHYSICALLY HANDICAPPED STUDENTS." JOURNAL OF EDUCATIONAL MANAGEMENT SOCIETY OF KENYA. 2011.
MURIITHI EVANSONMURIUKI. "PREPARATION AND PLANNING FOR TEACHING SCIENCE COURSES." NAIROBI: CENTRE FOR OPEN AND DISTANCE LEARNING, UON; 2011.

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