EDCI 398 LEARNING RESOURCE PROJECT for Lecturers for teaching practice

1. Introduction
 The Project based learning (PBL) provides learners with real-life
situation problems -promoting the 21St century skills
 Numerous literature indicate that learners in developing
countries perform poorly in their studies due to non-involvement
in hands-on (Ndirangu, Kathuri & Mungai, 2003; Onyesolu,
2009)
 Some universities in Kenya have infused the Learning Resource
Project (LRP) in the teacher training programmes.
 LRP triggers the teacher to be a critical thinker who makes use
of materials from their environment in making learning aids to
assist them in their teaching (Knight et al., 2015).

2.  Competence Based Curriculum (CBC) encourages the
utilization of improvised teaching aids in all subjects
(Republic of Kenya, 2017).
 However, there is little or no literature on LRP in Kenya -
need for this study both within and without the country
 Student teachers present LRP proposals and reports that are
devoid.
 There is a need for the SEDHURED lecturers/TP supervisors
to not only understand the basics of LRP problem
identification, development and evaluattion but the sources
too.

3. LRP Categories
1. Physical: Projects related to the physical sciences such as
astronomy that deal primarily with non-living materials.
2. Biological: Projects that deal with the vital processes of living
these processes are affected as a result of manipulating a variable.
harmed*.
3. Environmental: Projects dealing with human’s relationship with
effect on the earth. The student should show clearly the connection
their environment both in the written and oral presentation.
4. Technology- eg. ICT, technology-engineering eg. bridges
5. Social Studies Connection- Topics may deal with economics,
history, government, anthropology and much more! Check with your
for more great ideas!

4. Sources of LRPs
 Earlier researches, international, regional, LRPs
 KNEC (Chief) Examiners’ Reports
 County/Regional Quality Assurance KNEC Reports
 Sub-county Quality Assurance KNEC Reports
 Divisional/Zonal KNEC Reports
 Reports from Satkeholders such as sponsors, World Bank,
TUSOME, ELIMISHA
 School Departmental Reports, tour around the school-labs,
library
 Problems from the immediate environmment
 others

5. Earlier researches
Chapter One: Introduction To The Study
1.1.2 Background to the Study
 Kenya envisions “industrialized by 2020” and attaining
vision 2030
Modern knowledge-based economies are so heavily
dependent on technology.
Science as an instrument of development plays a
dominant role; Modern technology is advancing on the
wheels of scientific discoveries.
Physics as a branch of science has many applications;
medicine; Security, Transport, industry, sport, ICT-
computers, mobile phones and e - money transfer e.g.
M-Pesa, Zap and Yu-Cash in the Kenyan situation.
However, interest & performance in M/S especially
physics is low; the vision to be industrialized is in doubt.
Table 1.1 shows interest and performance in Physics

6. Year % Mean
score in
Physics
%
Candidature
in Physics
%
Candidature in
Chemistry
%
Candidature
in Biology
2006 40.32 29.69 97.28 89.41
2007 41.32 30.15 96.57 89.38
2008 36.71 30.61 97.92 89.79
2009 31.31 31.33 98.48 89.34
2010 35.13 30.73 97.87 88.76
2011 36.64 29.29 98.34 88.76
Table 1.1 Performance in KCSE Physics Examination and Percentage
Candidature for Science Subjects for the Country (2006 to 2011)
Source: Kenya National Examinations Council (KNEC 2011)

7. KCSE Year/Mean grade 2006 2007 2008 2009 2010
English 4.2755 4.0038 4.3201 5.2010 5.5078
Kiswahili 5.0686 4.4783 4.5627 4.8210 5.3294
Mathematics 2.6151 2.6150 2.6381 3.3530 3.6814
Biology 3.7367 4.4530 4.4391 4.3420 4.8383
Physics 4.9270 4.2797 4.3842 4.4940 5.0465
Chemistry 3.1362 3.7260 3.6726 3.3360 4.0298
History & Government 4.8716 5.5360 5.5372 5.5030 5.8273
Geography 4.9231 4.5860 4.8432 5.0950 5.0884
CRE 6.1957 5.4227 5.5438 5.3580 6.1102
General mean for Sub-county
4.2307 4.7256 4.6573 4.5884 4.9905
Deviation of physics mean from
general mean
+ 0.6963 -0.4459 -0.2731 - 0.0944 + 0.0565
Table 1.3 KCSE Physics Results for Kisii Central Sub-county and the Overall Mean (2006-
2010)
Source: Kisii Central Sub-county KNEC KCSE Analysis Report (2006-2010)

8. YEAR ENTRY
Grade
A to B-
Grade
C+ to C-
Grade
D+ to E
M.S.S.
No % No % No %
2006 1688 300 17.773 525 31.102 863 51.126 4.2307
2007 2207 430 19.483 811 36.747 966 43.770 4.7256
2008 1352 260 19.231 386 28.550 706 52.219 4.3842
2009 1484 211 14.218 404 27.224 869 58.558 4.4936
2010 1480 277 18.716 458 30.946 745 50.338 5.0465
Wastage Rates
As shown in table 1.5, the rates of wastage (E to D+) in physics
are quite high. The candidates who score below C- (minus) in
physics constitute a whole 50% of the physics candidature.
Table 1.5 KCSE Physics Results by Quality of Grades for Kisii Central Sub-county
(2006-2010)
Source: Kisii Central Sub-county KNEC KCSE Analysis Report (2006-2010)

9. KNEC Reports for 2019 KCSE per subject
(Geography)
This report analyses the performance of candidates in
the year 2019 Geography examination papers, paying
special attention to the poorly performed items. It
Looks at what the questions tested, the candidates’
weaknesses and possible reasons for their poor
performance. It also gives advice to Geography
teachers with the aim of improving future
performance in the subject.

11. § There was an improvement in performance in Geography paper one
(312/1) from a mean of 37.85 in 2018 to 47 in 2019.
§ The performance of Geography paper two (312/2) registered an
improvement in performance from a mean of 45.4 in 20 18 to 46 in
2019.
§ The standard deviation in both papers, 18.549 in 312/1 and 17.088 in
312/2, shows a reasonable spread of candidates’ scores from the mean.
- Some questions were performed poorly e.g.
Q. With the aid of well labelled diagrams, describe the processes through
which a wave cut plat-form is formed.
Weaknesses
Many candidates could not define an ocean correctly. Some learners
confused processes of wave erosion with the processes through which a
wave cut platform is formed hence ended up with wrong responses.

12. Advice to teachers
1. Regular revision of the topic aided by ICT simulations would make
mastery of this theory by the learners easier for the candidates_
suggestion for animations
2. Teachers should engage the candidates in discussions on the different
proofs for better understanding of the concept_
3. models for teaching the topic can be made and used
General advise to teachers
The teachers should expose students to discussions and debates and use
of teaching and learning aids like videos, maps, charts and atlases in
geography lessons for the learners to understand better the concepts.
The resources should be carefully chosen.

13. KNEC REPORT for 2017 and 2018 Biology: An extract

16. Problems from the immediate environmment
 The CSL project is meant to promote care for the
family. Eg. for CBC grade Seven, this has been planned
for in the sub strand, Solid – Liquid Mixture separation.
 The project should enable the learner acquire skills
required in water purification.
 The concept of mixture separation will be assessed
during the project as the learner gets an opportunity to
practice hands-on activities by applying acquired
knowledge and skills in separation of mixtures.
 Others- renewable energy sources, communicaton, etc

17. Reports from Satkeholders such as sponsors, World Bank, TUSOME,
ELIMISHA

44. END
Thank You
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