Journal of Pedagogy and Curriculum (JPC)

A Effectiveness of special needs education policy implementation in public secondary schools: a comparative analysis of Ruiru and Rarieda sub counties, Kenya

OTIENO ORIEDI — Wed, 11 Sep 2024 00:00:00 +0000

Education is a fundamental human right and plays a crucial role in imparting knowledge and skills that enable beneficiaries to function as agents of economic and social change. The SNE policy was introduced in Kenya in 2009 as a strategy to address the needs of learners with disabilities in the education sector. Despite the implementation of the SNE policy, significant improvement in the provision of education to SNLs in terms of access has yet to be realized in the Ruiru and Rarieda sub-counties. This paper conducted a comparative analysis of the effectiveness of SNEP implementation on access in public secondary schools in Ruiru and Rarieda Sub Counties, Kenya. The study adopted the causal-comparative research design. A sample of 10 principals, 82 SNLs and 57 teachers were selected using purposive, stratified, proportionate and simple random sampling techniques. Data was collected using the Principals’ Interview Guide, Teachers and Special Needs Learners Questionnaires and an Observation Checklist. The reliability of the teachers’ and students’ questionnaires was estimated and found to be 0.835 and 0.799, respectively. The findings showed that the difference in the effectiveness of SNE policy in promoting SNLs' access to education between the Rarieda and Ruiru sub-counties was statistically significant, t(42) = 2.075, p = .044. The study concluded that improvements in SNLs' access to education in Ruiru were higher than in Rarieda. The study recommends that the government create awareness among stakeholders of opportunities for education for PLWDs created by the SNE policy.

Shifting the paradigm: A critical review of educational approaches for fostering learner well-being

Gladys Jerobon Kiptiony — Mon, 06 May 2024 00:00:00 +0000

This critical review investigates how student wellbeing is becoming a central goal of modern education, resulting in a paradigm change. Education systems' long-standing emphasis on academic success has come under fire for allegedly ignoring students' emotional and social needs. This restricted concentration may have negative effects on students, including tension, anxiety, and a feeling of isolation. In order to comprehend the complex nature of student health, this critical review looks at a number of theoretical frameworks related to wellbeing in education, such as social-emotional learning and self-determination theory. The drawbacks of conventional, exam-driven teaching methods are next examined; these methods frequently place a higher priority on rote memorization, rivalry, and outside rewards. These methods may produce a stressful atmosphere that jeopardizes the wellbeing of the students. The review evaluates the efficacy of new approaches meant to put learners' welfare first. Interventions based on mindfulness develop students' capacity for emotional regulation and awareness, which promotes a more peaceful classroom atmosphere. Project-based learning and other student-centered pedagogies provide students agency and encourage self-motivation and a sense of community. Studies indicate that these behaviors result in enhanced mental well-being, academic achievement, social competencies, motivation, engagement, and self-efficacy. Fostering resilient, well-rounded learners requires incorporating student welfare into the educational process. This study recommends that teachers should be properly trained and that classroom efforts are in line with more general school rules. To improve and maximize these wellbeing-focused teaching practices in educational environments, more study is required.

Contribution of authentic relationships to effective learner transformation in teaching of Bible-based courses in chartered Christian universities Nairobi County,Kenya

Margaret Wambui Muhia, John Kitur — Tue, 18 Jun 2024 00:00:00 +0000

The purpose of this study was to assess the contribution of authentic relationships to effective learner transformation in the teaching of Bible-based courses in chartered Christian universities in Nairobi County, Kenya. A lot of resources have been used in training the lecturers to use authentic relationships in teaching, yet little is known about the training impact. The study was based on transformative learning and Biblical worldview theories. The study utilised a descriptive research design to establish the relationship between the use of authentic relationships in the teaching of Bible-based courses and learner transformation. A cross-sectional survey research design was used, focusing on 63 lecturers teaching Bible-based courses. The data was collected using structured, closed-ended questionnaires, which were given to the respondents. The study used regression analysis to find out the relationship between the variables at the 0.05 significance level. The results showed there was a notable correlation between the use of authentic relationships in teaching Bible-based courses and learner transformation. The use of authentic relationships in the learning process provides an educational environment with minimal power distance between the lecturer and learners. This enables students to actively investigate, analyse, and create concepts within real-life situations important to the learner. The researcher recommends that Christian Higher Education should embrace authentic relationships as one of the ways of achieving their vision and mission of transforming learners' knowledge, behaviour, skills, and attitudes.