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Based Teacher Education Programme in Africa Nazarene University and Egerton University, Kenya

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Based Teacher Education Programme in Africa Nazarene University and Egerton University, Kenya COMPARATIVE EVALUATION OF THE IMPLEMENTATION OF THE SCHOOL- BASED TEACHER EDUCATION PROGRAMME IN AFRICA NAZARENE UNIVERSITY AND EGERTON UNIVERSITY, KENYA. MWALW’A SHEM NGAAMBA THE CATHOLIC UNIVERSITY OF EASTERN AFRICA 2013 COMPARATIVE EVALUATION OF THE IMPLEMENTATION OF THE SCHOOL- BASED TEACHER EDUCATION PROGRAMME IN AFRICA NAZARENE UNIVERSITY AND EGERTON UNIVERSITY, KENYA. SHEM N. MWALW’A A Dissertation Submitted to the Faculty of Education in Partial Fulfilment of the Requirements for the Award of the Degree of Doctor of Philosophy of the Catholic University of Eastern Africa in Educational Research and Evaluation DEPARTMENT OF EDUCATIONAL RESEARCH AND EVALUATION FACULTY OF EDUCATION THE CATHOLIC UNIVERSITY OF EASTERN AFRICA SEPTEMBER, 2013 ii DECLARATION This evaluationis my original work and has not been presented for a degree in any other university. No part of this evaluationmay be reproduced without the prior permission of the author and/or the Catholic University of Eastern Africa. Signature______________________________ ________________________ Shem Ngaamba Mwalw’a Date PhD/ED/1014644 This evaluationreport has been submitted with our approval as University supervisors. Supervisors: Signature______________________________ ________________________ Dr. Githui Kimamo Date Associate Dean-School of Education Mount Kenya University P.O. Box 342-01000 Thika Signature______________________________ ________________________ Rev. Prof. Peter I. Gichure Date Director-Academic Linkages The Catholic University of Eastern Africa P.O. Box 62157-00200 Nairobi i DEDICATION I dedicate this work to my wife Mercy Ngaamba, our son Ethan Muuo and our daughter Hadassah Munanye, allwho endured bouts of my non-participation in precious family involvements as I completed my studies; to Mercy for ever being there for me;to Ethan, even though partially comprehending the situation, for always promising and executing it to pray that I complete the work; to Hadassah, despite being oblivious of reasons for my concentration at the desk, for her constant smile. ii ABSTRACT In order to meet the need for teacher development and achieve professional enhancement among teachers, many universities worldwide, the ones in Kenya included, have adopted Bachelor of Education school-based programmes. The programmes are a mode of delivery that conveniently fits into the teachers’ professional calendar because they are conducted during the school holidays when teachers are not required in their posting stations. Africa Nazarene University (ANU) and Egerton University (private and public universities respectively) are examples of universities in Kenya that have embraced the Bachelor of Education school-based programmes. Even though the implementation of these programmes has been in progress for some time, no evaluation had been conducted to determine the progress of the process. This evaluation was conducted in order to determine whether the implementation process of the school-based programmes at Africa Nazarene and Egerton Universities was being carried out appropriately, establish any challenges encountered in the implementation process as well as suggest ways of overcoming those difficulties. The evaluation employeda combination of both qualitative and quantitative research paradigms. The quantitative paradigm involved descriptive statistics as well as ex post facto designs while the qualitative (naturalistic) paradigm comprised of comparisons and discussion of data especially collected through interviews and checklists. This evaluation adopted the Context Input, Process and Product (CIPP) model whose key proponent is Daniel Stufflebeam (1971) but did not deal with the product stage because it was a formative evaluation dealing with the evaluation of the implementation process. The target population were university school-based students, lecturers, co-ordinators and HOD’s of those programmes in ANU and Egerton Universtiy.All the respondents targeted were from the faculties/schools of education in the respective universities.Proportionate sampling techniques devised by Yamane were used to obtain the student sample for study. Data was collected using questionnaires, interview guides, checklist and document analysis guide. In order to ensure reliability of the instruments, the researcher used split half for pilot testing, then the scores obtained from the likert scale items were subjected to Cronbach alpha coefficient. Scores obtained from the items that were not in the likert scale were subjected to Spearman- Brown coefficient. A reliability coefficient index of 0.83 was obtained in both cases respectively. Both qualitative and quantitative data analysis procedures were used to analyse data. Quantitative data was analysed using the Statistical Package for Social Scientists (SPSS). Quantitative data analysis largely involved inferential statistics (particularly t-test) and descriptive statistics, specifically; distribution tables, frequencies and percentages. In order to be able to effectively analyse qualitative data, the researcher adopted the thematic analysis to identify expected and unexpected theme categories reflected in the data which he then constructed into narratives. The findings of the study revealed that the teaching methods and techniques used in the school-based programme were appropriate but a variety of teaching approaches needed to be employed in teaching, students and lecturers needed to be better prepared variously for the sessions, resources were available but not adequate and that there were administrative and other challenges harbouring proper implementation of the programme. Even though differences were noted between ANU and Egerton University in their implementation process, they were not significant. The evaluator recommended that improvements needed to be done in the areas that had been highlighted with challenges. iii ACKNOWLEDGEMENTS Space and time would not be sufficient for me to acknowledge all those who were instrumental in shaping this work but foremost,I am dully and sincerely grateful to God for his unfailing grace, love and protection over the entire period of my PhD studies. His empowering strength steered me on even when the journey was hard pressing. I am greatly indebted to my supervisors Dr. Githui Kimamo and Prof. Peter Gichure for their selfless and tireless work in walking with me the entire research journey to this successful completion. Their scholarly imprints on this work from its conceptualization to development of the ideas embedded in this document are a testimony of dedication and devotion. May God bless them. The foundation of this dissertation was laid at the course work level and therefore, my lecturers played a major inspirational role. I am grateful to Prof. Paul Ogula, Prof. Majawa, Prof. Winston Akala, Dr. Paschal Wambiya, Dr. Kawasonga, Dr. Ayako and Dr. Mumbi Karanja, just to mention a few, all of them distinguished educationists who, through the course work laid in me a firm foundation in Research and Evaluation.The presence and warmth of classmates in encouraging one another was a vital aspect of this dissertation and I am grateful to them for their unfailing support. The special input inmany hours of critiquing this work dedicated by Dr. Catherine Mumiukha cannot be overlooked. Thank you for your sacrificial contribution in this noble course.It is my humble submission that the Catholic University of Eastern Africa availed me the opportunity to access its institutional wealth of scholarly treasures, and for this I am sincerely grateful. Without stutter, I am sincerely thankful to my dear wife Mercy Ngaamba for her unwaivered and passionate belief in my ability to accomplish this academic programme successfully. Your never staggering support is proudly applauded. Special gratitude goes to my sister-in-law, Lina Mwasi for your technical facilitation as well as my brother, Mark Mwalw’a for his technical resourcefulness. To all extended family and friends, I am grateful for all your input in all the ways that you supported me. Lastly, my sincere appreciation to all school-based students, lecturers, coordinators, HOD’s, library and IT staff, all from Africa Nazarene University and Egerton University, who spent their precious time and responded to my instruments as well as availed relevant documents that were used to shape this study. iv TABLE OF CONTENTS DECLARATION ........................................................................................................................ i DEDICATION ........................................................................................................................... ii ABSTRACT ............................................................................................................................. iii ACKNOWLEDGEMENTS....................................................................................................... iv TABLE OF CONTENTS ............................................................................................................v LIST OF TABLES ................................................................................................................... xii ACRONYMS AND ABBREVIATIONS .................................................................................. xv CHAPTER ONE .........................................................................................................................1 INTRODUCTION ......................................................................................................................1
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