This study intends to present a bespoke teacher professional development MOOC designed by Teacher Education for Sub-Saharan Africa (TESSA) team that allows MOOCs to become a viable means offering cost-effective, quality professional teacher development. TESSA is a network of teachers and teacher educators, working to improve classroom teaching in Africa. TESSA MOOC is an innovative approach to capacity building for teacher educators and teachers across Africa. The study presents outputs of an evaluation of TESSA MOOC course undertaken by Kenyan teachers and teacher educators. The experiences of the participants were that the TESSA MOOC was a new but interesting, appealing and flexible course. In addition, the participants were able to learn from one another and what they learnt may impact on their pedagogical skills. Key challenges identified include difficulties in downloading of materials due to lack of internet connectivity and use of ICT phobia for learning. MOOCs represent an untapped potential for teacher professional development that can be a cost and resource effective means to deliver quality education to teachers and teacher educators. Therefore, the teachers and teacher educators may need to exploit this learner based TESSA MOOC to build capacity for teaching.

This study aimed at finding out the effects of Mastery Learning Approach (MLA) on students' achievement in Physics. The study was Quasi-experimental and Solomon Four Non-equivalent Control Group Design was used. The target population comprised of secondary school students in Kieni East Division of Nyeri District. The accessible population was Form Two students in district coeducational schools in the division. Purposive sampling was used to obtain a sample of four coeducational secondary schools. Each school provided one Form Two class for the study hence a total of 161 students were involved. The students were taught the same Physics topic of Equilibrium and Centre of Gravity. In the experimental groups MLA teaching method was used while the Regular Teaching Method (RTM) was used in the control groups. The experimental groups were exposed to MLA for a period of three weeks. The researchers trained the teachers in the experimental groups on the technique of MLA before the treatment. Pretest was administered before treatment and a post-test after three weeks treatment. The instrument used in the study was Physics Achievement Test (PAT) to measure students' achievement. The instrument was pilot tested to ascertain the reliability. The reliability coefficient α was 0.76. Experts ascertained their validity before being used for data collection. Data was analysed using t-test, ANOVA and ANCOVA. Hypotheses were accepted or rejected at significant level of 0.05. The results of the study show that MLA teaching method resulted in higher achievement but gender had no significant influence on their achievement. The researchers concludes that MLA is an effective teaching method, which physics teachers should be encouraged to use and should be implemented in all teacher education programmes in Kenya.

Teaching method is a major factor that affects students' motivation to learn physics. This study investigated the effects of using mastery learning approach (MLA) on secondary school students' motivation to learn physics. Solomon four non-equivalent control group design under the quasi-experimental research method was used in which a random sample of 4 co-educational secondary schools was obtained in Kieni East Division of Nyeri District in Kenya. The 4 schools were randomly put into 4 groups. Each school provided 1 Form Two class for the study; hence, a total of 161 students were involved. The students were taught the same physics content. In the experimental groups, MLA teaching method was used while the regular teaching method was used in the control groups. The researchers trained the teachers in the experimental groups on the technique of MLA before the treatment. Two groups were pre-tested prior to the implementation of the MLA treatment. At the end of treatment period, all the 4 groups were post-tested using a validated Students' Motivation Questionnaire, whose reliability coefficient was 0.76. Data were analysed using the t test, analysis of variance and analysis of covariance. The results of the study show that students exposed to MLA have significantly higher motivation than those taught through regular methods. Gender has no significant influence on their motivation to learn physics. The researchers conclude that MLA is an effective teaching method in motivating students; hence, physics teachers should incorporate it in teaching.

This study investigated how a school-based professional development programme, designed by the Headteacher and staff of a Kenyan primary school, and delivered by a Teacher Education in Sub-Saharan Africa (TESSA) team, supported teacher learning and growth. The TESSA team observed teaching in the classroom before the implementation of the school-based teacher professional programme. This was followed by the training of the teachers in the school. The TESSA team did an evaluation of the school-based training programme through classroom observation, an interview schedule and a teacher questionnaire. The evaluations were done three months and one year, respectively, after the school-based training.  The findings indicate that teachers experienced professional growth through collaborative learning with colleagues, used a greater range of approaches and learned to self-reflect on their classes with more use of active learning.  Teachers made productive use of textbooks as well as accessing and using TESSA OER in teaching.