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p-Index From 2021 - 2026
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This Author published in this journals
All Journal International Journal of Evaluation and Research in Education (IJERE) Journal Evaluation in Education (JEE)
Karuku, Simon
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Education Social Sciences Other

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Systematic Literature Review: Analysis of the Use of Website-Based Physics Learning Devices to Support Students' Abilities in Learning Physics in High Schools Karuku, Simon
Journal Evaluation in Education (JEE) Vol 4 No 3 (2023): July
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v4i3.336

Abstract

Purpose of the study: This study aims to determine students' abilities with the use of web-based physics teaching materials at the high school level. Methodology:This research is a qualitative research with a systematic literature review research method. The population in this study were 55 articles obtained from Google Scholar with publications ranging from 2017 to 2022. Meanwhile, the sample in this study were 10 articles related to the title of this study. Main Findings: Through the analysis and review of the articles carried out, it can be seen that website-based physics teaching materials are a form of innovation that teachers can use to support physics learning. The use of website-based physics teaching materials can support the ability to think creatively, independent learning, scientific literacy skills, learning outcomes, and competency achievement. Novelty/Originality of this study: The novelty of this research is the discovery of an innovation for educators in achieving learning objectives and supporting students' abilities, namely through the use of website-based physics teaching materials in high school physics learning which is a good innovation used to help teachers achieve learning goals and support students' abilities.
Teacher preparedness for competency-based curriculum in Kenyan schools: training and perceptions prior to implementation Maina Mwangi, Nathan; Karuku, Simon; Obura, Elizabeth
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 1: February 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i1.35742

Abstract

Pre-implementation training and teachers’ perceptions are critical factors influencing successful implementation of a new curriculum. This paper reports on some of the findings from a study that assessed the preparedness of primary school educators to implement the newly introduced competency-based curriculum (CBC) in Kenya. The study participants were primary school teachers and school heads drawn from 37 public elementary schools in Embu, Kenya. Using a mixed-methods approach, both qualitative and quantitative data were gathered through surveys, interviews, and observations. Qualitative data were analyzed using thematic analysis, whereas quantitative data were examined using descriptive and inferential statistics. The study revealed that 95% of teachers had been trained to implement CBC, and 65% of the teachers held negative perceptions toward the new curriculum. The study also established a weak but significant correlation (Spearman’s rho=0.268, p<0.05) between pre-implementation training and teachers’ perceptions on the CBC implementation. The findings suggest that continuous, structured in-service training is critical for CBC success, particularly in building competencies and improving teachers’ perceptions.
Co-Authors Maina Mwangi, Nathan Obura, Elizabeth