Guardat en:
| Autors principals: | , , , |
|---|---|
| Format: | Recurso digital |
| Idioma: | anglès |
| Publicat: |
Zenodo
2005
|
| Matèries: | |
| Accés en línia: | https://doi.org/10.5281/zenodo.18809222 |
| Etiquetes: |
Afegir etiqueta
Sense etiquetes, Sigues el primer a etiquetar aquest registre!
|
Taula de continguts:
- <p>Methodological evaluation of secondary school systems in Kenya is crucial for understanding their effectiveness and identifying areas for improvement. A comprehensive search strategy was employed using multiple databases, including PubMed and Web of Science, with predefined inclusion criteria based on randomized field trials conducted in Kenya between and . Studies were assessed for methodological quality using the Cochrane Risk of Bias tool. A notable finding is that schools implementing student-led project-based learning showed a statistically significant improvement in agricultural knowledge scores (mean difference = 4.6, CI: [1.5, 7.8]), with a high degree of confidence in these results. The review highlights the importance of robust methodological design and suggests that incorporating student-led projects could enhance educational outcomes in agricultural studies. Future research should focus on replicating findings across different regions and contexts to validate the effectiveness of this intervention. Additionally, ongoing support for teachers is recommended to maintain programme sustainability.</p>