Professor Mark I.O. Okere

Professor Mark I. O. Okere (PhD)

Department of Curriculum, Instruction and Educational Management.

Faculty of Education and Community Studies

P.O. Box 536—20115

Egerton, Kenya

Year

Degree

Institution

1986

PhD

University of London

1982

MSC

University of Nairobi

1977

Bed

University of Nairobi

1974

Diploma in Science Education (S1)

Kenya Science Teachers College

1970

O-Level

Kenya Technical Institute

Dates/Year

Title of Certificate

Institution Awarding

Dec. 2012--July/2013

Multi-Method Research Course

Institute of Development Studies

(IDS) University of SUSSEX

June/2012

Research Methodology Training (RMT) for PhD Candidates

OSSREA

August/2007

Writing and Publishing Scholarly Papers

Egerton University

Feb-May/1991

Educational Pedagogics

University of Leeds

Multi-Method Research, Creativity in Science Education, Influence of Culture on Science Learning, Social Statistics

March2013- date

Professor of Science Education/Coordinator of Master Research and Public Policy (MRPP)—Egerton University

September 2001-March, 2013-

Associate Professor of Science Education—Egerton University

1991-2001

Senior Lecturer—Egerton University

1987-1991

Lecturer—Kenyatta University

1982-1986

Tutorial Fellow Kenyatta University

1992-1994

Chairman, Department of Curriculum and Instruction—Egerton University

1994-2001

Chairman, Department of Educational Foundations, Egerton University

Project period

Research Topic

2013- to date

Working on a research project entitled” enhancing Secondary School Scientific Creativity” sponsored by Egerton University

2009-2010

Conducted a research project entitled: Improving Pupils Cultural Interpretation of Scientific Phenomena, Sponsored by National Council for Science and Technology (NCST

2010

Worked on a project entitled: The impact of beliefs in witchcraft on attitudes towards socioeconomic development in Gucha District. Kenya, Funded by Egerton University and National Council for Science and Technology

2008

Worked on a research project entitled: The influence of science process skills on students’ gender disparity in enrolment and performance in secondary school physics in Nakuru District, Kenya. Funded by Egerton University

2007

Worked on a research project entitled “Attainment of Secondary School Chemistry students in the cognitive science process kill of evaluation

Okere, M.I.O.& Ndeke, G.W. (2013b). Influence of Gender and Knowledge on secondary School Students’ Scientific Creativity skills in Nakuru District, Kenya. European Journal of educational Research. Vol. 1, No. 4, pp. 353- 366

Okere, M.I.O, Keraro, F.N. & Andiit,Z.O. (2013a ). Pupils’ Cultural Interpretations of Causes of Rainbow in Kenya. Journal of Educational and Social Research.Vol. 3, No.1,pp. 169-177

Okere, M.I.O., Keraro, F.N., & Anditi, Z.O. (2012 b). Cultural Interpretations of Causes of Lightning by Pupils from Communities in Kenya. Global Research Journal on Mathematics and Science Education, Vol.1, No.2, pp.99-117

Okere, M. I. O, Keraro, F. N. & Anditi, Z. O. (2012a). Pupils’ Beliefs in Cultural Interpretations of Heat associated with ANGER: A Comparative Study of Ten Ethnic Communities in Kenya. European Journal of Educational Research, vol. 1, No.2, pp.143- 154

Okere, M. I. O., Njue, A. K., & Wachanga, S. W., (2011b). Effects of Constructivist Teaching Strategy on secondary school Students’ Achievement in chemistry in Meru south district, Kenya. Egerton Journal of Humanities, Education and Social Sciences, Vol. X

Okere, M. I. O., Illa, T. A., & Changeiywo, J., (2011a). Effects of Concept Mapping Teaching Strategy on Student’s Creativity in Physics Education in Nyando District – Kenya. Egerton Journal of Humanities, Education and Social Sciences, Vol. IX, pp.157-170

Ogola, F. O. & Okere, M. I. O. (2010) Conceptualizing Education for Individual Fulfillment in Kenyan Universities. Mount Kenya University, Journal of Education and Social Sciences, Vol.1,No.1,pp.86- 102

Ngatia, D., Changeiywo, J., Okere, M. I. O., (2010) – Effects of Constructivist Teaching Strategy on Students’ Conceptualisation of Electrostatics in Secondary School Physics in Nakuru District. JEDHURE Journal, Egerton. Vol. 6, pp. 54-73

Keraro, F. & Okere, M. I. O. (2009) Cultural Influence on the Learning of Science. An African Perspective. In E. L. Jonathom (Ed). Pp 143 -179. Educational Psychology. New York: Nova Science Publishers Inc.

Changeiywo, J. M., Kigo, J. K., Okere, M. I. O., Golicha, H. S. A., (2006). Effect of using a Water Flow Advance on Secondary School Physics Student’s Conceptualization of Electric Current Flow. Journal of Technology and Education in Nigeria JOTEN, Vol. II, No.2, pp.20 – 32.

Okere, M. I. O., Andima, G. M., Aswani, F. O. (2005). Effects of Constructivists Teaching Strategy on Students’ Achievement in English Language Phrasal Verbs. Journal of Education and Human Resources. Vol. 3. No.2. pp.106 – 115.

Keraro, F. N., Okere, M. I. O., Mondoho, H. O. (2004). Cultural Influence on the Acquisition of Science Concepts and Skills: A Comparative Study of Pupils from Four Cultural Communities in Kenya. Journal of Technology and Education in Nigeria, Vol.9. No.1 pp 1- 10.

Keraro, F. N., Okere, M. I. O., Mondoh, H. O. (2004). Nature and Quality of Teacher-Pupil Interactions in Primary Science Lessons. A Constructivist Perspective. Journal of Technology and Education in Nigeria. Vol. 9, No. 1 pp.19 – 32.

Keraro, F. N., Okere, M. I. O., Mondoh, H. O. (2004). Relationship between Pupils’ Mastery of the Language of Instruction and Achievement in Science. Journal of Technology and Education in Nigeria. Vol 9. No.2 pp.8 – 13.

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Ochieng’ F.O In progress Assessment of Socio-Economic Impacts of

Mobile Telephony on Poor Women Living in

Kenya Urban Informal Settlements

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.Kamonjo, F. W. In progress Influence of students’ chemistry self-concept, culture and academic achieveme on the level of creativity

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2011-date

1. The Organisation for Social Science Research in Eastern and Southern Africa (OSSREA)

2012- date

2. Partnership for African Social &Governance Research (Pasgr.org.)