Constructivist Teaching Models at Strathmore University Nairobi, Kenya

Acosta, Arlene Suson (2013) Constructivist Teaching Models at Strathmore University Nairobi, Kenya. PhD thesis, University of Baguio.

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Abstract

It was the major purpose of this study to determine the status of implementation of Case-based Teaching and Inquiry-based Teaching at Strathmore University, Nairobi, Kenya. The study made use of the descriptive survey research design. The survey focused on the teachers' and students' knowledge, practice, attainment of objectives, effectiveness and problems encountered in the implementation of the two teaching models. The population of the study was composed of a total enumeration of 52 teachers and a random sample of 635 students. The student sample was drawn based on Slovin's formula of sample size. The data-gathering tool was a questionnaire which was validated and reliability-tested. The data were quantified and interpreted by means of weighted frequencies, weighted means, percentages and rank. The null hypothesis was tested through the t-test . Regarding Case-based Teaching, the level of knowledge of the respondents is very much; it was often practised; the objectives were moderately attained; it was perceived as very effective; slightly serious problems were encountered. As regards Inquiry based Teaching, the level of knowledge of the respondents is moderate; it was often practised;' the objectives were moderately attained; it was perceived as moderately effective; and slightly serious problems were encountered. Knowledge-based practice/application of Case-based Teaching and Inquiry-based Teaching empowers teachers to be creative and innovative. Administrative support enhances teachers' efforts toward greater extent of attainment of the objectives of Case-based Teaching and Inquiry-based Teaching. The teachers and students in Strathmore University are aware of the effectiveness of Case-based Teaching and Inquiry-based Teaching and such awareness can spur them to constantly improve their professional skills in the effective implementation of these constructivist approaches. The application of student-centered teaching models, particularly Case-based and Inquiry-based Teaching models, is beset with challenges. The issue is how to meet these challenges fruitfully and find time to exploit and remedy them. The answer lies in the collaboration with administrative officials and parents toward effective implementation of Case-based teaching and Inquiry-based teaching.

Item Type:	Thesis (PhD)
Uncontrolled Keywords:	Constructivist Teaching Models: Effectiveness and Problems
Subjects:	L Education > LG Individual institutions (Asia. Africa)
Divisions:	Africana
Depositing User:	Mr Christopher Mapunda
Date Deposited:	02 Jun 2015 06:18
Last Modified:	20 Feb 2018 12:21
URI:	http://thesisbank.jhia.ac.ke/id/eprint/184

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