CONTEXTUALIZED SCIENCE LEARNING AND STUDENT’S TRANSITION FROM SECONDARY SCHOOL TO UNIVERSITY: THE CASE OF A PUBLIC DAY SECONDARY SCHOOL IN KENYA
Bibliographic record
Abstract
Day schools do not offer boarding facilities, so students report to school in the morning, have their lessons the whole day, and go back home in the evening. In Kenya, Day school students hardly qualify for University admission, partly because of lack of science learning facilities. This research investigated whether contextualized Science learning at a local jua kali workshop could improve students interest and understanding in STEM related concepts and hence contribute to their transition to University. The investigation employed a case study approach where Form three (Grade 11) students from a Day secondary school experienced a 9-week contextualized science learning that involved a full day interaction with Jua Kali1 artisans. The interaction involved students moving in groups at the workshop, observing the processes and discussing relevant scientific concepts with the artisans. Later in school, the groups were tasked with discussing and sharing their best learnt science concepts with the entire class through presentations. The following year, the same students sat for the Kenya Certificate of Secondary Education (KCSE) examination, a National examination done countrywide at the end of secondary school cycle, and the one that determines student's transition to University. In Kenyan Education System, a student with grade C+ and above qualifies for University admission, according to Joint Admission Board (JAB), the body that determines University entrance grades. Based on minimum grade of C+, the school performance improved significantly from 47.48% to 68.4% (X 2 =7.110'P=0. 008.From this research, Jua kali workshops could act as a sustainable science learning laboratory for disadvantaged schools with the artisans teaching in collaboration with regular teachers. Thus Contextualized learning using student's local environment could help improve Day school students transition to University.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.004 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".