Bio

P. Kyalo Mulwa Biography

Mr. Mulwa Peter Kyalo is currently serving as a Tutorial Fellow in the Department of Educational Communication and Technology, School of Education in the College of Education and External Studies (CEES), University of Nairobi. He previously (Between July 2012 and June 2015), served  as a Chief ICT Officer at the ICT Centre stationed at the College of Agriculture and Veterinary Sciences (CAVS) as the ICT Officer in Charge responsible for managing and coordinating the ICT functions and activities in the college on behalf of the Director, ICT Centre, University of Nairobi.

Publications


2018

Muriithi, EM, Mulwa PK.  2018.  Influence of Teacher Characteristics in Use of Project Method in Teaching Physics in Kenyan Secondary Schools. International Journal of Innovative Research & Development. 7(3):129-134. Abstractinfluence_of_teacher_characteristics_in_use_of_project_method_in_teaching_physics_in_kenyan_secondary_schools.pdfInternational Journal of Innovative Research & Development

Physics is one of the science subjects offered in Kenyan secondary schools. Several methods are employed by the teachers in teaching physics. Project method has been cited as a key method because it is leaner-centered and very effective in enabling learners to acquire scientific knowledge and skills. The choice and use of project method is determined by several factors like nature of content to be learned, availability of teaching resources, time available for teaching, learner and teacher characteristics among others. The purpose of this study was to determine the relationship between teacher’s characteristics and the level of usage of project method in the teaching of physics. Stratified random sampling was used to select 84 teachers from the former eight provinces of the Republic of Kenya. Data relating to teacher characteristics and their level usage of project method was collected using a questionnaire. SPSS computer package was used to analyze the data. Level of usage of project method was determined by analyzing the mean score from the responses given by the teachers on the frequency of using the method. Hypotheses were tested at 95% level of confidence. Relationship between teacher characteristics and level of usage of project method was analyzed using Chi square. The key findings of the study were that teachers with pedagogical skills have high level of use of project method in teaching physics than those without, whereas age and gender did not influence level of use of the method. In view of the findings, the researcher recommends that physics be taught by qualified teachers with pedagogical skills and frequent in-servicing of physics teachers to be undertaken irrespective of their age and gender.

Mulwa, PK, Muriithi EM.  2018.  INFLUENCE OF FACEBOOK AS A PEDAGOGICAL INTERACTION TOOL ON LEARNING OUTCOME AMONG LEARNERS IN SECONDARY SCHOOLS IN KENYA. International Journal of Education and Research . 6(4):19-30. Abstractinfluence_of_facebook_as_a_pedagogical_interaction_tool_on_learning_outcome_among_learners_in_secondary_schools_in_kenya.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.
Keywords: Pedagogical interaction, Facebook, Learning outcome.

2015

2014

2011

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