Bio

Publications


Submitted

2014

M., NL, S G, L W, N. KE.  2014.  Some Determinants of Students Performance in Biology in KCSE: A Case of Central Division of Machakos District. . International Journal of Innovative Research & Studies. 3(1):553-567.Website
S, G, E EH, W. A.  2014.  Understanding as a Concept in Education: Conceptions and Alternative Interpretations. Journal of Educational and Social Research. 4(1):339-344..Website
S, G, M. NL, Motuka JM, M. MK.  2014.  Analysis of Gender Equity in Secondary Schools in Mandera East District, Mandera County, Kenya. International Journal of Innovative Research & Studies . 3(3):480-492.

2013

Gunga, SO, Muriithi EM, Kodhiambo A K, Ngesu LM.  2013.  Women’s Contributions to the Philosophy of Education: Hermeneutics of Proverbs.
Origa, JO, Gunga SO, Mutahi IW, Muthoni DM, Muchemi AK.  2013.  The implications of collaborative industrial attachments for kenya vision 2030 development programmes.
Ngesu, L, Gunga S, Wachira L, Muriithi E, K'Odhiambo AK.  2013.  Bullying In Kenyan Secondary Schools: Manifestations, Causes, Consequences And Mitigation Measures.
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)

2010

Gunga, S.  2010.  Philosophy of Education.
Gunga, S.  2010.  A Philosophy of Mathematics Education. , Berlin, Germany: VDM Verlag Dr. Müller e.K.,
Gunga, S.  2010.  Prototyping in Systems Development Life Cycle: Students Database. , Germany: VDM Verlag Dr. Müller e.K.,
Gunga, S, Ngesu L.  2010.  The Phenomenology of Rioting. , Germany: VDM Verlag Dr. Müller e.K.,

2009

Gunga, S.  2009.  EDU 1103: Philosophy of Education. : African Virtual University

2006

OKURO, DRGUNGASAMSON.  2006.  Samson Gunga (2006). . The National College for School Leadership, Jubilee Campus, University of Nottingham, Uk (Conference proceedings). : 2003 Abstract

As the school going age population increases in Africa, the demand for education rises while the number of trained teachers diminishes due to limited training resources. However, Africa has the potential to use e-learning technology, as a viable means of reaching large numbers of students, with reduced outlay of resources. E-learning therefore holds a pivotal position for achieving education for all in the 21st Century. There are educational principles that are universally agreed as worthwhile and which can be promoted through global online education. Such include scientific and technological advancement, environmental maintenance, healthy life style and social responsibility. Knowledge based on these can be harnessed for the common good and made available freely to all. Issues of contextual validity and adaptation can be resolved by local amendments appropriate to the prevailing conditions.The introduction of Course Management Systems or Virtual Learning Environments (VLEs) is the way forward towards globalization of higher education. This paper highlights the advantages of VLEs and explores the processes involved in successful deployment of course management systems as means of enhancing African universities' participation in global education networks.

OKURO, DRGUNGASAMSON.  2006.  Samson Gunga (2006). . University of Nairobi. : 2003 Abstract
This paper examines the nature of philocounseling and its possible application in education. It contends that school counseling continues to respond to ever changing expectations of learners created by enhanced understanding of school going age as a result of early intellectual maturity afforded by both the print and electronic media.The need for counseling in schools does not have to only respond to career issues, mental health, and educational and socio-ethical concerns. There is also a need to assess and respond to the impact of multifarious meanings afforded by current information on the purposes and responsibilities of learners in schools.This paper proposes that as the youth become more informed, counselors ought to learn to take cognizance of the contribution that philosophical insight could make within or as a complementary to psychotherapeutic dialogues that are traditionally carried out under Guidance and counseling in learning institutions. Philosophical counseling (Philocounseling) take care conceptual and meaning variations that forms of
OKURO, DRGUNGASAMSON.  2006.  Samson Gunga, Ian Ricketts (2006). The Prospects for E-Learning Revolution in Education: A philosophical analysis, Educational Philosophy and Theory (Accepted for publication in Educational Philosophy and Theory).. University of Nairobi. : 2003 Abstract

This paper argues that problems in education are caused by non-professional teachers who are employed when trained teachers move in search of promotion friendly activities or financially rewarding duties. This shift of focus means that policy makers in education act without adequate professional guidance. The problems in education, therefore, result from demands made on mainstream education based on misconceptions about what education can offer. It is argued that the implementation of e-learning in education faces the risk of developing on the basis of unproven theories. This scenario increasingly sees the replacement of formal education activities in institutions of learning with non-formal and informal education practices. Given that the contents and influences of non-formal and informal education are not under the control of the teacher, the experiences that learners bring to education settings are increasingly difficult to manage. The paper proposes that by integrating e-learning in teacher education and rewarding 'good teaching', there is a potential for a successful e-learning revolution in education.

OKURO, DRGUNGASAMSON.  2006.  Samson Gunga, Ian Ricketts (2006). Facing the challenges of e-learning initiatives in African universities, British Journal of Educational Technology (Accepted for publication-British Journal of Educational Technology (2006) doi:10.1111/j.1467-8535.2006.0. British Journal of Educational Technology. : 2003 Abstract

This paper explores bringing e-learning to African universities through collaborative networks of public-private partnerships (PPPs). It is envisaged that this approach will solve the dual problem of infrastructural barriers and weak ICT policies. As technology is used more in education, the teachers' roles are increasingly integrated with those of support staff, administrators and technical staff. The needs of e-learning environments suggest the viability of a multi-stakeholder networks to share expertise and resolve issues related to training needs. The paper concludes that collaboration networks that include e-learning sponsors, policy makers, telecommunication network service providers and educators are required to solve the problems of online education in Africa.

OKURO, DRGUNGASAMSON.  2006.  Samson Gunga, Ian Ricketts (2006). The Prospects for E-Learning Revolution in Education: A philosophical analysis, Educational Philosophy and Theory (Accepted for publication in Educational Philosophy and Theor). British Journal of Educational Technology. : 2003 Abstract

This paper explores bringing e-learning to African universities through collaborative networks of public-private partnerships (PPPs). It is envisaged that this approach will solve the dual problem of infrastructural barriers and weak ICT policies. As technology is used more in education, the teachers' roles are increasingly integrated with those of support staff, administrators and technical staff. The needs of e-learning environments suggest the viability of a multi-stakeholder networks to share expertise and resolve issues related to training needs. The paper concludes that collaboration networks that include e-learning sponsors, policy makers, telecommunication network service providers and educators are required to solve the problems of online education in Africa.

OKURO, DRGUNGASAMSON.  2006.  Samson Gunga (2006) . University of Nairobi. : 2003 Abstract

E-learning emphasizes the development of students' self-study capabilities and habits. Based on constructivist theories, it is believed that a community of students can form learning teams able to share experiences online to achieve appropriate educational objectives. The scenario poses a challenge to curricula based teaching requirements, designed around instructional strategies, aimed at allowing students to learn certain things rather than others. This traditional approach is based on the assumption that not all learning experiences that students encounter are educative. The World Wide Web (WWW) from which online education draws it content is a 'network' of all conceivable knowledge and ideas that encourage informal, non-formal and formal education practices. The merger of the three forms of education is a new phenomenon occasioned by the inevitable integration of ICT in education. Since education is about acquisition of knowledge, skills and dispositions that are valued by society, its content is inherently selective. This study proposes that for e-learning to convert to online education, educators need to identify and harmonize principles that define online educational experiences.

OKURO, DRGUNGASAMSON.  2006.  Samson Gunga (2006). . Grande Resort, Ocho Rios, Jamaica. : 2003 Abstract

E-learning emphasizes the development of students' self-study capabilities and habits. Based on constructivist theories, it is believed that a community of students can form learning teams able to share experiences online to achieve appropriate educational objectives. The scenario poses a challenge to curricula based teaching requirements, designed around instructional strategies, aimed at allowing students to learn certain things rather than others. This traditional approach is based on the assumption that not all learning experiences that students encounter are educative. The World Wide Web (WWW) from which online education draws it content is a 'network' of all conceivable knowledge and ideas that encourage informal, non-formal and formal education practices. The merger of the three forms of education is a new phenomenon occasioned by the inevitable integration of ICT in education. Since education is about acquisition of knowledge, skills and dispositions that are valued by society, its content is inherently selective. This study proposes that for e-learning to convert to online education, educators need to identify and harmonize principles that define online educational experiences.

2005

2003

2002

EDALIA, MROBOTEJULIUS, OKURO DRGUNGASAMSON.  2002.  Article: Education and Information Technology" in the Faculty of Education Journal.. University of Nairobi. : 2003 Abstract

This paper argues that problems in education are caused by non-professional teachers who are employed when trained teachers move in search of promotion friendly activities or financially rewarding duties. This shift of focus means that policy makers in education act without adequate professional guidance. The problems in education, therefore, result from demands made on mainstream education based on misconceptions about what education can offer. It is argued that the implementation of e-learning in education faces the risk of developing on the basis of unproven theories. This scenario increasingly sees the replacement of formal education activities in institutions of learning with non-formal and informal education practices. Given that the contents and influences of non-formal and informal education are not under the control of the teacher, the experiences that learners bring to education settings are increasingly difficult to manage. The paper proposes that by integrating e-learning in teacher education and rewarding 'good teaching', there is a potential for a successful e-learning revolution in education.

OKURO, DRGUNGASAMSON.  2002.  Samson Gunga (2002) The Fountain, Journal of the Faculty of Education of the University of Nairobi, Number 1, 2002. . University of Nairobi.. : 2003 Abstract

This paper argues that problems in education are caused by non-professional teachers who are employed when trained teachers move in search of promotion friendly activities or financially rewarding duties. This shift of focus means that policy makers in education act without adequate professional guidance. The problems in education, therefore, result from demands made on mainstream education based on misconceptions about what education can offer. It is argued that the implementation of e-learning in education faces the risk of developing on the basis of unproven theories. This scenario increasingly sees the replacement of formal education activities in institutions of learning with non-formal and informal education practices. Given that the contents and influences of non-formal and informal education are not under the control of the teacher, the experiences that learners bring to education settings are increasingly difficult to manage. The paper proposes that by integrating e-learning in teacher education and rewarding 'good teaching', there is a potential for a successful e-learning revolution in education.

1998

WAMBUA, MRMUASYAISAAC, OKURO DRGUNGASAMSON.  1998.  Wang'ombe, J.K et al (1998) Capacity of Non . University of Nairobi.. : 2003 Abstract

This paper argues that problems in education are caused by non-professional teachers who are employed when trained teachers move in search of promotion friendly activities or financially rewarding duties. This shift of focus means that policy makers in education act without adequate professional guidance. The problems in education, therefore, result from demands made on mainstream education based on misconceptions about what education can offer. It is argued that the implementation of e-learning in education faces the risk of developing on the basis of unproven theories. This scenario increasingly sees the replacement of formal education activities in institutions of learning with non-formal and informal education practices. Given that the contents and influences of non-formal and informal education are not under the control of the teacher, the experiences that learners bring to education settings are increasingly difficult to manage. The paper proposes that by integrating e-learning in teacher education and rewarding 'good teaching', there is a potential for a successful e-learning revolution in education.

WAMBUA, MRMUASYAISAAC, OKURO DRGUNGASAMSON.  1998.  Teachers Manual for "MSINGI BORA" Careers Guidance and Counseling a Gender Component. A project of Plan International. University of Nairobi.. : 2003 Abstract

This paper argues that problems in education are caused by non-professional teachers who are employed when trained teachers move in search of promotion friendly activities or financially rewarding duties. This shift of focus means that policy makers in education act without adequate professional guidance. The problems in education, therefore, result from demands made on mainstream education based on misconceptions about what education can offer. It is argued that the implementation of e-learning in education faces the risk of developing on the basis of unproven theories. This scenario increasingly sees the replacement of formal education activities in institutions of learning with non-formal and informal education practices. Given that the contents and influences of non-formal and informal education are not under the control of the teacher, the experiences that learners bring to education settings are increasingly difficult to manage. The paper proposes that by integrating e-learning in teacher education and rewarding 'good teaching', there is a potential for a successful e-learning revolution in education.

1996

OKURO, DRGUNGASAMSON.  1996.  Samson Gunga (1996) . Kenya Adult Education Association.. : 2003 Abstract

This paper argues that problems in education are caused by non-professional teachers who are employed when trained teachers move in search of promotion friendly activities or financially rewarding duties. This shift of focus means that policy makers in education act without adequate professional guidance. The problems in education, therefore, result from demands made on mainstream education based on misconceptions about what education can offer. It is argued that the implementation of e-learning in education faces the risk of developing on the basis of unproven theories. This scenario increasingly sees the replacement of formal education activities in institutions of learning with non-formal and informal education practices. Given that the contents and influences of non-formal and informal education are not under the control of the teacher, the experiences that learners bring to education settings are increasingly difficult to manage. The paper proposes that by integrating e-learning in teacher education and rewarding 'good teaching', there is a potential for a successful e-learning revolution in education.

1995

OKURO, DRGUNGASAMSON.  1995.  Samson Gunga (1995). . Kenya Adult Education Association. : 2003 Abstract

This paper argues that problems in education are caused by non-professional teachers who are employed when trained teachers move in search of promotion friendly activities or financially rewarding duties. This shift of focus means that policy makers in education act without adequate professional guidance. The problems in education, therefore, result from demands made on mainstream education based on misconceptions about what education can offer. It is argued that the implementation of e-learning in education faces the risk of developing on the basis of unproven theories. This scenario increasingly sees the replacement of formal education activities in institutions of learning with non-formal and informal education practices. Given that the contents and influences of non-formal and informal education are not under the control of the teacher, the experiences that learners bring to education settings are increasingly difficult to manage. The paper proposes that by integrating e-learning in teacher education and rewarding 'good teaching', there is a potential for a successful e-learning revolution in education.

1994

WAMBUA, MRMUASYAISAAC, OKURO DRGUNGASAMSON.  1994.  Study on Early Childhood Education and Health in Kenya. Kenya Adult Education Association. : 2003 Abstract

This paper argues that problems in education are caused by non-professional teachers who are employed when trained teachers move in search of promotion friendly activities or financially rewarding duties. This shift of focus means that policy makers in education act without adequate professional guidance. The problems in education, therefore, result from demands made on mainstream education based on misconceptions about what education can offer. It is argued that the implementation of e-learning in education faces the risk of developing on the basis of unproven theories. This scenario increasingly sees the replacement of formal education activities in institutions of learning with non-formal and informal education practices. Given that the contents and influences of non-formal and informal education are not under the control of the teacher, the experiences that learners bring to education settings are increasingly difficult to manage. The paper proposes that by integrating e-learning in teacher education and rewarding 'good teaching', there is a potential for a successful e-learning revolution in education.

WAMBUA, MRMUASYAISAAC, OKURO DRGUNGASAMSON.  1994.  Study on Education and Health of the Under Three year old Children, Ministry of Health, Kenya. Kenya Adult Education Association. : 2003 Abstract

This paper argues that problems in education are caused by non-professional teachers who are employed when trained teachers move in search of promotion friendly activities or financially rewarding duties. This shift of focus means that policy makers in education act without adequate professional guidance. The problems in education, therefore, result from demands made on mainstream education based on misconceptions about what education can offer. It is argued that the implementation of e-learning in education faces the risk of developing on the basis of unproven theories. This scenario increasingly sees the replacement of formal education activities in institutions of learning with non-formal and informal education practices. Given that the contents and influences of non-formal and informal education are not under the control of the teacher, the experiences that learners bring to education settings are increasingly difficult to manage. The paper proposes that by integrating e-learning in teacher education and rewarding 'good teaching', there is a potential for a successful e-learning revolution in education.

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