http://repository.anu.ac.ke/handle/123456789/906 Thu, 14 May 2026 09:45:55 GMT 2026-05-14T09:45:55Z http://repository.anu.ac.ke/handle/123456789/912 Creating quick, responsive videos to help students grasp difficult concepts in maths in Kenya Kahenya, Njoroge Paul Mr Paul Kahenya is the Acting Director of the Institute of Open and Distance Learning at Africa Nazarene University in Nairobi, Kenya, and has taught at the university for 14 years. He is responsible for coordinating online learning at the university, which also involves training faculty in how to deliver online teaching and monitoring quality. He also teaches mathematics. Covid-19 brought many challenges, particularly in how to ensure that meaningful learning took place. In response Mr Kahenya began to create a series of videos. “I did it on my own to ensure that my mathematics students [were] trained to understand some of the concepts that they might not just understand by reading notes or a PDF that has been uploaded on to the learning management system,” he says. “I feel that when I create these videos, I try to bridge the social gap between me and my students, when my students hear my voice, and see my face, they kind of create a connection, between us.” The videos are intended to respond to the specific needs and issues that his students have encountered in the course. “What we normally do is, if we meet on a virtual classroom and we realize that there is a certain concept that the students are finding challenging,” he explains, “I take the next step, create a short video, five minutes to 12 minutes.” In the video he tries to explain the particular concept that the students are finding challenging. These are then followed by live chats with students. Videos are uploaded to the universities learning management system, so they become future reference material, as well as being uploaded to YouTube or shared via WhatsApp. This enables other students who did not ask the question to benefit from that video. Mr Kahenya believes that the videos are enhancing students’ understanding and their learning outcomes. Africa Nazarene provides an environment which is particularly encouraging of innovation, he notes. It has what he calls “pro-technology leadership” that believes in empowering faculty to make greater use of digital tools. The university has embedded the use of technology in its strategy and faculty are generally positive about exploring what can be done. Collaborations and networking with other institutions have in turn fostered new ideas. Mr Kahenya believes that they can “achieve more with less by making use of available technology, such as open-source software.” Interview conducted by Dr Augustine Mwangi, University of Nairobi. Sun, 18 Apr 2021 00:00:00 GMT http://repository.anu.ac.ke/handle/123456789/912 2021-04-18T00:00:00Z http://repository.anu.ac.ke/handle/123456789/911 Basic Mathematics Kahenya, Paul N. The course introduces basic mathematics knowledge and skills that forms a foundation to higher level mathematics. The course covers topics on introduction to set theory: definition of terms and use of Venn diagrams; the Real number system and its properties, absolute value of real numbers and its properties; solving linear system in 2 and 3 unknowns using elimination, substitution and graphical methods, and Cramer’s rule; solving quadratic equations using factorization, completing the square method, quadratic formula and graphical methods, and analytical solutions of quadratic functions. It introduces sequences and series their definitions, types of sequences and series, and the arithmetic and geometric series. The course introduces basic statistics that include definition of terms, measures of central tendency and variations, and finally introduction to probability theory that involve definition of terms and solving problems involving basic probability. Goal: To introduce learners to the basic concepts of mathematics essential for pursuing further mathematical related units at higher levels. Objectives: At the end of the course the learners should be able to: i) Explain basic mathematics concepts. ii) Apply concepts learnt in solving mathematics problems. iii) Demonstrate application of these basics mathematics concepts in real-life problem solving. Fri, 01 Jan 2021 00:00:00 GMT http://repository.anu.ac.ke/handle/123456789/911 2021-01-01T00:00:00Z http://repository.anu.ac.ke/handle/123456789/910 Mathematics for Science Kahenya, Njoroge Paul Mathematics for science lays a foundation for mathematical concepts for science and engineering courses. This course is designed to equip science, engineering, and mathematics students with pre-calculus knowledge and skills necessary for pursuing other mathematical courses such as calculus, discrete mathematics, linear algebra among others. The course exposes the students to the concept of conic sections, polar coordinates and their graphs, decomposition of rational functions focusing on the four basic cases. The course will introduce trigonometrical rules for solving triangles, deriving, and verifying trigonometrical identities and formula. The course will cover permutation and combinations and extend the concept to permutation functions. At the end of this course the learner should have attained the following goals: 1) Apply the mathematical concepts learnt in problem-solving and logical skills. 2) Become familiar with basic knowledge in key concepts discussed in mathematics for science. 3) Use the knowledge and skills in solving applied real-life problems. The following are the course's objectives/Intended learning outcomes; i) Convert rectangular coordinates to polar coordinates and vice versa. ii) Solve problems involving conic sections. iii) Decompose rational functions into partial fractions for Cases I to IV. iv) Derive and apply trigonometrical, identities, rules, and formula. Sat, 01 Jan 2022 00:00:00 GMT http://repository.anu.ac.ke/handle/123456789/910 2022-01-01T00:00:00Z http://repository.anu.ac.ke/handle/123456789/909 Calculus I Kahenya, Paul N. Calculus I is designed to equip science, engineering, and mathematics students with differential calculus knowledge and skills necessary for application in their diverse fields, and also a prerequisite to integration calculus, numerical methods, probability among other higher level mathematics course. Calculus I deals with differentiation of single real valued functions. It focuses on the limits of functions and continuity of functions. Calculus I introduces the basic techniques of differentiation and key theorems in differential calculus. The course also introduce the learner to the application of differentiation in rates of changes, related changes, kinematics, and optimization. Key Competencies: To enhance learners' competencies in; Calculus knowledge and skills; Critical thinking and analytical skills; Problem solving; Self-management/efficacy; Teamwork; and digital literacy. Course goals: (i) To equip the learners with basic knowledge of differential calculus in particular, definition of terms, the basic rules of differentiation and their application. (ii) To enhance key competencies necessary for future learning in calculus Course Objectives/Intended Learning Outcomes: (i) Explain the concepts of limits and continuity of functions. (ii) Explain and apply fundamental theorems in differential calculus. (iii) Explain and apply the rules of differentiation. Sat, 01 Jan 2022 00:00:00 GMT http://repository.anu.ac.ke/handle/123456789/909 2022-01-01T00:00:00Z http://repository.anu.ac.ke/handle/123456789/908 Operations Research Otieno-Roche, Emily The aim of this course is to introduce students to specialized mathematical techniques that can be used to solve managerial problems. Specifically, its aim is to introduce the mathematical and computational methods required to optimize objectives subject to constraints on potential solutions; to introduce students to the mathematical foundations and algorithmic basis of linear programming and related techniques; to give practice in modelling and to provide stimulus and motivation for the further study of advanced mathematical programming techniques. Be able to learn matrices and their applications; Formulate Linear programming problems; Solve linear LP problems using the simplex method; Formulate and solve transportation and assignment problems; Be able to learn and apply transportation model, assignment model, network model and resource allocation. Fri, 01 Jan 2021 00:00:00 GMT http://repository.anu.ac.ke/handle/123456789/908 2021-01-01T00:00:00Z http://repository.anu.ac.ke/handle/123456789/907 Probability and Statistics I Otieno-Roche, Emily The purpose of this course is to introduce learners to probability theory and mathematical statistics that emphasizes the probabilistic foundations required to understand probability theories and statistical theories. Specifically the course will focus on: Introduction to statistics and statistical thinking; fundamental elements of statistical analysis; introduction to the use of computers in statistical analysis; describing and exploring data: distributions of data, measures of location, measures of variation, basic elements of probability; random variables; linear combination of random variables; Bernoulli trials and the binomial distribution, the Poison distribution; the uniform distribution, the exponential distribution and the normal distribution; moments and moment generating functions. Be able to: 1. Understand the meaning and use of statistical terms used in statistics. 2. Present and/or interpret data in tables and charts. 3. Apply descriptive statistical measures to situations. 4. Define the axioms of probability, conditional probability, and Bayes rule; know how to compute classical probability using counting techniques. 5. Apply probability distributions to model different types of processes. Sat, 01 Jan 2022 00:00:00 GMT http://repository.anu.ac.ke/handle/123456789/907 2022-01-01T00:00:00Z