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Zenodo
2025
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| Online Access: | https://doi.org/10.5281/zenodo.16417098 |
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| author | Ongek, Margaret Ajowi, Jack Otienoh, Ruth |
| author_facet | Ongek, Margaret Ajowi, Jack Otienoh, Ruth |
| contents | <p><span lang="EN-GB">Geography education equips learners with knowledge and skills to understand and analyse existing relationships among phenomena and help offer solutions to challenges of the world. Being a hands-on, minds-on subject, geography ought to be taught using interactive strategies for better performance. In Kenya, concerns have been raised by stakeholders on how geography is taught in secondary schools in Nyakach because performance has been declining in recent years. This study sought to examine the influence of utilization of discussion teaching strategy on learning and performance of learners in geography in public secondary schools in Nyakach. The study was underpinned by the social constructivists’ theory of learning which postulates that knowledge is believed to be constructed by individual learners in a social setting. The conceptual framework was based on the effect of independent variable (discussion teaching strategy) on the dependent variable (learning and performance in geography).<span> </span>Mixed methods approach was used. Concurrent triangulation design was utilised as both quantitative and qualitative data from various sources and contexts were compared and verified. The study used proportionate stratified, purposive, simple random and saturated sampling to arrive at various sample sizes. Data was collected through questionnaires, interviews, observations, focus group discussions and document analysis. Data obtained were coded for analysis using the Statistical Package for Social Sciences (SPSS) version 29. Quantitative data were analysed by descriptive statistics; frequency distribution, percentages; and means were used to draw inferences based on findings. Qualitative data were subjected to thematic analysis. The main findings of the study were that: 75% teachers use large discussion groups to teach geography while majority of learners prefer small discussion groups which promote deeper understanding of abstract content. Recommendations are; teachers be retooled to enhance their use of small group strategy, funding be increased for geography to improve learning and performance in the subject.</span></p> |
| format | Recurso digital |
| id | zenodo_https___doi_org_10_5281_zenodo_16417098 |
| institution | Zenodo |
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| publishDate | 2025 |
| publisher | Zenodo |
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| spellingShingle | Influence of Use of Discussion Teaching Strategy on Learning and Performance of Learners in Geography in Public Secondary Schools in Nyakach Sub-County, Kenya Ongek, Margaret Ajowi, Jack Otienoh, Ruth <p><span lang="EN-GB">Geography education equips learners with knowledge and skills to understand and analyse existing relationships among phenomena and help offer solutions to challenges of the world. Being a hands-on, minds-on subject, geography ought to be taught using interactive strategies for better performance. In Kenya, concerns have been raised by stakeholders on how geography is taught in secondary schools in Nyakach because performance has been declining in recent years. This study sought to examine the influence of utilization of discussion teaching strategy on learning and performance of learners in geography in public secondary schools in Nyakach. The study was underpinned by the social constructivists’ theory of learning which postulates that knowledge is believed to be constructed by individual learners in a social setting. The conceptual framework was based on the effect of independent variable (discussion teaching strategy) on the dependent variable (learning and performance in geography).<span> </span>Mixed methods approach was used. Concurrent triangulation design was utilised as both quantitative and qualitative data from various sources and contexts were compared and verified. The study used proportionate stratified, purposive, simple random and saturated sampling to arrive at various sample sizes. Data was collected through questionnaires, interviews, observations, focus group discussions and document analysis. Data obtained were coded for analysis using the Statistical Package for Social Sciences (SPSS) version 29. Quantitative data were analysed by descriptive statistics; frequency distribution, percentages; and means were used to draw inferences based on findings. Qualitative data were subjected to thematic analysis. The main findings of the study were that: 75% teachers use large discussion groups to teach geography while majority of learners prefer small discussion groups which promote deeper understanding of abstract content. Recommendations are; teachers be retooled to enhance their use of small group strategy, funding be increased for geography to improve learning and performance in the subject.</span></p> |
| title | Influence of Use of Discussion Teaching Strategy on Learning and Performance of Learners in Geography in Public Secondary Schools in Nyakach Sub-County, Kenya |
| url | https://doi.org/10.5281/zenodo.16417098 |