Abstract: Studies and practices have shown that pre-school science is a play based learning activity and in science lessons it may be easy to find materials and equipment for teaching science in schools not used or inadequate. This study aimed at assessing teachers’ competence on the use of science instructional resources in Teaching Science Activities among Pre-primary children in Ndhiwa Sub-County, Homa Bay County, Kenya. The study adopted descriptive survey design. Targeting 14 public pre- schools 42 pre-school teachers, 14 head teachers and 700 pre-school children. Simple random sampling was used to sample 38 pre-school teachers, 248 pre-school children and 14 head teachers. The study was quantitative in nature where questionnaires were used to collect data from teachers. Research validity of the instrument was established by content validity technique where the instrument or tools were given to experts from the departments and the supervisors to assess and give their expertise advice, while the reliability of the instrument was also tested using the test-retest technique and reliability co-efficient computed to indicate how reliable data collection tools were. Qualitative data was analyzed based on the themes while quantitative data was analyzed using numeric measures from the scores of various responses, i.e. the correlation analysis used Pearson’s product moment correlation coefficient, r. where ** correlation is significant at the 0.01 level (2-tailed).   The study found that the instructional resources in teaching science activities were available but not adequate. Most of the teachers had an average competence having been given specific training on how to use instructional resources in teaching science activities in their training. The study recommends that the county government should ensure that all the pre-schools are provided with adequate instructional resources through adequate funding. The ministry of education under the county government should take an initiative to provide sufficient in – service training programmes on the use of instructional resources in teaching science activities to prepare teachers with skills to be involved in pre-school science to improve the performance and mastery of content. The management should provide more instructional resources and train teachers on how to use the resources to enhance their competency and delivery.

Keywords: Teachers’ Competence, Instructional Resources, Science Activities.

Title: Teachers’ Competence on the use of Science Instructional Resources in Teaching Science Activities among Pre-Primary Children in Ndhiwa Sub-County, Homa Bay County, Kenya

Author: Odhiambo Edwin Odegi, Roseline A. Juma, Lazarus Millan Okello

ISSN 2394-9686

International Journal of Novel Research in Education and Learning

Novelty Journals

Abstract: In this paper, the overview of the main points related to electronic exam platforms during covid-19 has been presented.  The research community emphasizes that investigating electronic exams during the covid-19 pandemic is vital among education institutions worldwide.  We intend to develop such a system in our next article.

Keywords: Electronic Exam, Covid-19 ,Web-Based Expert System.

Title: Review Paper of Electronic Exam Platform during Covid-19

Author: Mansour Jud Fathi Ali, Omar Ismael Al-Sanjary, Asma Ali Budalal

ISSN 2394-9686

International Journal of Novel Research in Education and Learning

Novelty Journals

Abstract: The purpose of this was to survey the influence of institutional induction on promoting student’s academic achievement in public secondary school education. The research was guided by objective which assessed influence of induction on learner academic achievement. The study adopted concurrent triangulation research design. A sample involving 56 public secondary schools whereby 68 principals, 370 teachers and 398 students was drawn from Migori County education fraternity population. simple random sampling was used to get 370 teachers and stratified random sampling technique was used to get 398 students. Data for the study was collected by the use of three different questionnaires and three different interview schedules. All pre-testing procedure for Reliability of instruments was based on reliability coefficient of 0.79 indexes whereby a reliability coefficient of 0.77 was achieved. The data collected was summarized and analysed qualitatively and quantitatively. Inferential statistics was used whereby Regression was used to gauge influence of teacher management induction on student academic achievement. The research revealed that teacher induction had no significant influence on learner academic achievement in secondary schools Therefore, the study concluded that administrators should put in place measures to enhance teacher Induction. In conclusion, institutional managers should design proactive processes that can improve teacher and learner induction.

Keywords: Induction, institutions, education, Academic Achievement, students.

Title: Effect of Induction on Students Academic Achievement in Migori County, Kenya

Author: Paul Alela Oguta, Sheila Akinyi Alela

ISSN 2394-9686

International Journal of Novel Research in Education and Learning

Novelty Journals

Abstract: This study investigated the influence of teachers’ classroom practices on pre-primary learners’ mastery of number activity concepts among public pre-primary learners in Embakasi Sub County Nairobi. The target population comprised of the 25 public pre-primary,75 pre-primary teachers, 25 centre managers, 3 Sub County ECD Coordinator and 1536 pre-primary learners. A sample size of 25 public pre-primary, 25 centre managers, 3 Sub County ECD Coordinator and 461 learners was considered for the study. The study utilized cluster, simple random and saturation sampling techniques to select participants while questionnaires, interview Schedule, and observation checklist were used to collect data. Descriptive and inferential statistics were used to analyse quantitative data with the aid of Statistical Package for Social Sciences (SPSS) version 23 while qualitative data was analysed thematically. Findings indicated that teacher classroom instructional practices statistically and positively influence mastery of number activity concepts among pre-primary learners in Embakasi Sub County.The study recommends for adequate and appropriate teachers’ instructional practices among pre-primary learners.The study further recommends that the government strengthens teachers’ instructional practices by organizing for regular in-servicing, seminars and workshops to enhance teachers’ instructional practices.

Keywords: teachers’ classroom practices, pre-primary learners’, ECD Coordinator.

Title: Influence of Teachers’ Classroom Practices on Mastery of Number Activity Concepts among Pre-primary learners in Embakasi Sub County, Nairobi

Author: Lydia Gesare Ondieki, Benson Odongo, Mary Anyango Onditi

ISSN 2394-9686

International Journal of Novel Research in Education and Learning

Novelty Journals

Abstract: The paper examines collaborative learning approaches and projects it as an extremely useful teaching/learning method for professional development programmes of educators. It explains what professional development represents and how it can contribute to worker’s job enhancement/performance to ultimately affect students’ academic achievement and overall school goal attainment. The paper is also of the opinion that professional development should not be a one-off process but should be systematic, sustainable and of such quality to meet the contemporary development needs of 21^st Century educators in Nigeria. Challenges to professional development and specific areas needing attention for skills enhancement among educators in today’s world are also highlighted. The challenges, the author noted are not insurmountable but must be tackled headlong by taking the necessary steps to improve the programmes. In the light of this, a number of recommendations are made, one of which is that educational organizations should put policies in place to guide the planning and implementation of professional development for all educators in institutions at all level to ensure quality, systematization and sustainability of the programmes

Keywords: Collaborative Learning Approach, Professional Development, Sustainability, Practitioners, Educational System.

Title: Honing Collaborative Learning Approaches for Sustainable Professional Development among Practitioners in the Educational System in Nigeria

Author: Okogbaa, Veronica Emem

ISSN 2394-9686

International Journal of Novel Research in Education and Learning

Novelty Journals