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Title: Learning resources and cognitive development of students in secondary schools in Emuhaya District, Vihiga County, Kenya
Authors: Agwaro, Ramadhan
Keywords: Learning resources
cognitive development
secondary schools
Issue Date: Oct-2013
Publisher: Kampala International University, College of Education, Open and Distance Learning
Abstract: This study is an academic research entitled “Learning Resources And Cognitive Development Of Students In Secondary Schools In Emuhaya District, Vihiga County, Kenya. The objectives of the study are: To determine the level of learning resources; To determine the level of students cognitive development; To determine if there is significant relationship between the level of learning resources and level of cognitive development among students. Methodology: This study applied a descriptive design and correlational survey design. The descriptive design was applied to describe the variable in terms of level of learning resources and level of cognitive development. Given that the target population is 200 teachers in Emuhaya District a sample of 133 were selected. This study utilized questionnaires for the collection of data. A good level of confidentially was established in the process of distributing the questionnaires. The responses in questionnaires were tabulated, coded and processed using statistical package for social sciences (SPSS). Findings: The tables represent Pearson correlation results of the study dependent and independent variables to assess to association of the variables; Findings revealed that learning resources was positively and significantly associated with cognitive development (r = 0.444). However, physical resources was indicated to negatively relate with cognitive development (r -.346); More surprisingly, electronic resources and print media were not significantly associated with cognitive development. This implies that only one variable is expected to influence cognitive development which is library resources;Study findings revealed that the mean cognitive development for male was 2.2792 while that of female was 2.344. However, t test had no significance difference (t test = -0.494, P>0.05). Condusions: Findings on gender revealed that majority of the teachers were male as compared to the female ones;It was also affirmed that most of the respondents were fairly educated as majority of them had Bachelor’s Degree as their highest level of education while the remaining had reached diploma level of education, Masters and Certificate level; Further findings on the level of learning resources revealed that the number of textbooks available in the school was able to meet the educational requirements of the students; Also findings on availability of laboratories, equipments and specimen showed that the number of laboratories were sufficient for the students to have effective learning since majority of the teachers inferred that laboratories were enough. Recommendations: To improve performance on cognitive development of students in secondary schools, many factors should be addressed, most especially the learning resources. Students should be provided with libraries stocked with text books and much as the laboratories are available in the schools and some have enough equipment, an average of them lacked specimens, and so could not carry out their practical. Therefore, specimens should be provided to students; Computers and stationery are also key resources to learning; they should be stocked in schools for students to use.
Description: A thesis Presented to the college of Higher Degree and Research Kampala International University, Kampala, Uganda in partial fulfillment of the requirements for the Degree of Masters in Educational Administration and Management
Appears in Collections:Masters of Educational Management and Administration - Main and Ishaka Campus

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