Iminza, Rose
3 Publications in AERD
Author Publications
Export PDFSelf-Regulated Learning in Kenyan Classrooms: A Test of ePEARL, a Process e-Portfolio
By Lysenko, Larysa
To align with Kenya 2030 Vision of education for self-reliance, there is a growing need for classroom instruction that develops students' capacity to be in control of their learning. This paper reports a two-year study that tested feasibility of implementing ePEARL, an e-portfolio, in the context of Kenyan public schools. By design, the digital portfolio supports the key learning processes though the phases of self-regulated learning -- forethought, performance, and self-reflection. In this study, students (N=137) from four secondary classrooms used the tool as part of classroom instruction to complete their project assignments. Repeated measures analyses revealed that, over-time, students who demonstrated fuller use of ePEARL made significantly higher gains and reported higher level of self-regulated strategies compared to their classmates who hardly used the tool. The results suggest that in order to yield important benefits, the tool should be meaningfully integrated into classroom instruction.
Perceptions and pedagogical considerations in professional development training for integration of an early literacy program in Kenya
By Wood, Eileen
The present study examines experiences of mentor teachers and their teacher colleagues following three days of professional development training for early literacy instruction and a literacy software program (ABRA). Four Kenyan teacher-mentors were interviewed and 34 teachers were surveyed. Training included program specific and curriculum integration content. Thematic analysis of interviews yielded six themes, which identified perceived barriers and facilitators to adoption and integration of ABRA in the Kenyan elementary school context. Consistent with integration models, barriers involved infrastructure and access to technology, and challenges integrating the pedagogy of the software within the constraints of the existing curriculum. These challenges placed extra burdens on the 'ambassador' role, a key strategic initiative, which may require alternative support for program continuance, adoption, and fostering teachers' professional development. Ambassadors and teachers agreed on the majority of challenges identified. Recommendations were noted to address cultural norms to enhance accessibility of the software.
Learning Mathematics with Interactive Technology in Kenya Grade-one Classes
By Kiforo, Enos
While countries in sub-Saharan Africa have made significant progress towards achieving universal school enrolment, millions of students lack basic numeracy skills. This paper reports the results of a pilot study that aimed at using the Emergent Literacy in Mathematics (ELM) software to teach mathematics in early primary grades in Kenya. Designed as a pre and post-test non-equivalent group research, the study unfolded in 14 grade-one classes from 7 primary public schools. After having learned with ELM for about two terms, the experimental students (N=283) considerably outperformed their peers (N=171) exposed to traditional instruction with the effect sizes of +0.37 on the overall skills measured by a standardised test of mathematics. The impact of ELM activities was the greatest on students’ ability to take language and concepts of mathematics and apply appropriate operations and computation to solve word problems. On this set of skills, the magnitude of difference between the experimental and control groups was +0.77. This study also revealed some positive shifts in the teachers’ perceptions about their practice. The teachers who adopted ELM in their practice reported having gained more confidence in mathematics and comfort in teaching mathematics with computers. © 2022,International Journal of Innovation in Science and Mathematics Education.All Rights Reserved.
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