Abstract: One common problem in social science is to capture the process of meaning making from both the cognitive and the social/situational perspectives. This paper argues that a combination of Activity Theory and Multimodality can be effective as each have methodological strengths that allow this dual focus. The paper then discusses the application of this proposed methodology to a University Engineering degree class where the students were set the task of building a model bridge.

Keywords: Activity Theory; Multimodality; Meaning Making.
Title: Exploring Meaning Making: Multimodality and Activity Theory as Complimentary Research Designs
Author: Dr. Mohammed Alhuthali
ISSN 2394-9686
International Journal of Novel Research in Education and Learning
Novelty Journals

Abstract:In Kenya, the fundamental challenge facing learning of mathematics in secondary schools is how to enhance students’ conceptual understanding associated with the teaching/learning process. Based on this challenge, the present study investigated the influence of using Problem Solving Approach on secondary school students’ mathematics achievement in Commercial Arithmetics in Kenya. The purpose of this study was to determine whether the use of Problem Solving Approach has any influence on students’ mathematics achievement in Commercial Arithmetics. Students from one hundred and nine schools from Vihiga County formed the population of the study. Stratified random sampling was used to select twelve schools from the 109 schools.  A total of 1459 Form Three students were selected from the twelve schools that participated in the study. The respondents were from national, county and district schools. The Solomon Four-Group design was used in the study. The respondents were assigned in their intact classes to four groups namely; experimental groups 1 and 3, and control groups 2 and 4. All the groups were taught the same content of the topic Commercial Arithmetics. However, groups 1 and 3 were taught using Problem Solving Approach while groups 2 and 4 were taught by conventional methods. Groups 1 and 2 were pre-tested prior to the implementation of the Problem Solving Approach treatment. Mathematics Achievement Test 1 and Mathematics Achievement Test 2 were used to collect data. The instruments’ validity was determined by the researcher, a panel of mathematics educators from the Department of Science and Mathematics Education at Masinde Muliro University of Science and Technology and experienced secondary school mathematics teachers. Reliability coefficients of 0.795 and 0.872 were obtained for Mathematics Achievement Test 1 and Mathematics Achievement Test 2 respectively using Cronbach’s Coefficient alpha formula.  After the treatment, all the four groups were post-tested. Significance of differences between the means of the experimental and control groups on the variables of pre-test and post-test were measured by the t-test and Analysis of Variance. The results show that increased students’ learning occurred among students where Problem Solving Approach was used. The researcher concluded that Problem Solving Approach is an effective teaching approach. It helpful in enhancing the teaching and learning of mathematics, facilitated in making the subject easily understandable to students and consequently their achievement in the subject. Therefore, mathematics educators should encourage mathematics teachers to use it and teacher educators to make it part of the teacher-training curriculum.
Keywords:Problem Solving Approach, Secondary School, Students’ Mathematics Achievement, Kenya.
Title:Influence of Problem Solving Approach on Secondary School Students’ Mathematics Achievement in Commercial Arithmetics in Kenya
Author:Mutange Ronald Ellumbe
ISSN 2394-9686
International Journal of Novel Research in Education and Learning
Novelty Journals

Abstract:In Kenya, the fundamental challenge facing learning of mathematics in secondary schools is how to enhance students’ affective characteristics associated with the teaching/learning process. Based on this challenge, the present study investigated the influence of using Problem Solving Approach on secondary school students’ mathematics self-concept in Commercial Arithmetics in Kenya. The purpose of this study was to determine whether the use of Problem Solving Approach has any influence on students’ mathematics self-concept. Students from one hundred and nine schools from Vihiga County formed the population of the study. Stratified random sampling was used to select twelve schools from the 109 schools.  A total of 1459 Form Three students were selected from the twelve schools that participated in the study. The respondents were from national, county and district schools. The Solomon Four-Group design was used in the study. The respondents were assigned in their intact classes to experimental groups 1 and 3, and control groups 2 and 4. All the groups were taught the same content of the topic Commercial Arithmetics. However, groups 1 and 3 were taught using Problem Solving Approach while groups 2 and 4 were taught by conventional methods. Groups 1 and 2 were pre-tested prior to the implementation of the Problem Solving Approach treatment. Mathematics Self-Concept Questionnaire was used to collect data. The instrument’s validity was determined by the researcher, a panel of mathematics educators from the Department of Science and Mathematics Education at Masinde Muliro University of Science and Technology and experienced secondary school mathematics teachers. A Reliability coefficient of 0.739 was obtained for Mathematics Self-Concept Questionnaire using Cronbach’s Coefficient alpha formula. 
After the treatment, all the four groups were post-tested. Significance of differences between the means of the experimental and control groups on the variables of pre-test and post-test were measured by the t-test and Analysis of Variance. The results show that improved students’ mathematics self-concept occurred among students where Problem Solving Approach was used. The researcher concluded that Problem Solving Approach is an effective teaching approach. It was helpful in enhancing the teaching and learning of mathematics, facilitated in making the subject easily understandable to students and improved their mathematics self-concept and consequently their achievement in the subject. Therefore, mathematics educators should encourage mathematics teachers to use it and teacher educators to make it part of the teacher-training curriculum.

Keywords: Problem Solving Approach, Secondary School, Students’ Mathematics Self-Concept, Kenya.
Title: Influence of Problem Solving Approach on Secondary School Students’ Mathematics Self-Concept in Commercial Arithmetics in Kenya
Author: Mutange Ronald Ellumbe
ISSN 2394-9686
International Journal of Novel Research in Education and Learning
Novelty Journals

Abstract: Integration of video-podcasts has effectively promoted listening comprehension but its suitable length is yet to be known. The main objective of the present study is to identify the difference between the varied number of video-podcasts used and students’ performance in listening comprehension. The study investigated the effects of video-podcasts integration on listening comprehension from the perspective of varied number of Video-Podcasts used in instructions. The twelve-week quantitative study employed a quasi-experimental pre-test post-test design.  A total of 120 samples included in a control and three experimental groups. ANOVA analysis revealed an overall significant difference amongst the four groups. All the three experimental groups outperformed the control group. However, no significant difference was found between the control group and the 5 video-podcast group; and between 10 and 15 video-podcasts groups. The significant difference, however, was noted when the control group was compared to 10 and 15 video-podcast groups. Similarly, the difference between 5 and 10 video-podcast groups; and between 5 and 15 video-podcast groups was also significant. The findings imply that video-podcasts are useful resource for enhancing EFL learners’ listening comprehension. However, their appropriate length needs to be considered for the desired results.

Keywords: dual-coding, EFL learners, input, listening comprehension, multimedia, Saudi, video-podcasts.
Title: Finding the Best Length of Video-Podcasts: Effects of Varied numbers of Video-Podcast Used on Listening Comprehension of Saudi Undergraduates
Author: Shahid Hussain Shahid, Zuraina Ali
ISSN 2394-9686
International Journal of Novel Research in Education and Learning
Novelty Journals

Abstract:The purpose of the study was to explore the use of computers in supervision of curriculum in secondary schools in Seme sub-county, Kisumu County. Objectives that guided the study were: to find out challenges facing use of computers in supervision of curriculum in secondary schools and to find out mitigation measures on effective use of computer in supervision of curriculum in secondary schools. Descriptive survey research design was used. A Technology Acceptance Model Theory and Conceptual Framework were used. The study populations were 193 teachers, 95 HOD’s and 95 key school officials. Saturated random sampling technique was employed to pick out a sample of 19 principals, 193 teachers, 95HODs and 95 key school officials. The instruments of data collection were questionnaire, interview and document analysis. Reliability of the instruments was addressed through piloting in 4 schools within the sub-county. Test retest method of reliability was employed to ascertain the reliability co-efficient of the instruments at 0.6. Validity was conducted through expert judgment by the two supervisors. Quantitative data was analyzed using descriptive statistics while qualitative data was analyzed in an ongoing process as themes and sub themes of the study emerged. On the concern about challenges facing use of computers, the study found out that insufficient number of computers, lack of computer skills, resistance to change, shortage of power, lack of computer resources and lack of support from school management were real threats to the use of computers in supervision of curriculum. On the issue of mitigation measures, the study established that the government should be in the forefront to purchase computers for secondary schools, change of attitude in farvour of use of computers, training of staff and administration personnel and availing of computer resources. It was concluded that benefits on use of computers in curriculum supervision have not yet been tapped in secondary schools. It was recommended that schools should espouse the use of computers in implementing curriculum supervision as a yardstick of efficiency in curriculum delivery.  A study on the extent of use of computers in supervision of curriculum supervision in secondary schools would broaden the understanding of the current study.

Keywords:Acceptance Model Theory and Conceptual Framework, curriculum in secondary schools.
Title: Use of Computers in Supervision of Curriculum in Secondary Schools in Seme Sub-County, Kisumu County, Kenya
Author: Patrick Odhiambo Obala, Dr.  Mwebi Benard, Prof. Michael Okello Okwara
ISSN 2394-9686
International Journal of Novel Research in Education and Learning
Novelty Journals