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Aims: To determine the chemical composition and antibacterial activity of Kenyan Ganoderma lucidum. Study Design: Structural determination of the isolated compound was done using spectral evidences and in comparison with literature. The antibacterial properties of the compound was done using disc diffusion method. Place and Duration of Study: Department of Pure and Applied Chemistry, Masinde Muliro University of Science and Technology, between January and November, 2019. Methodology: Sequential extraction of dried samples of Kenyan G. lucidum were done using solvents hexane, ethyl acetate and methanol. Chromatographic separation of hexane extract of Ganoderma lucidum was done using spectroscopic data. The compound was assayed against Escherichia coli, Klebsiella pneumoniae, Methicillin–Resistant Staphylococcus aureus (MRSA), Pseudomonas aeruginosa and Streptococcus pyogenes. Standard antibiotic namely; ampicillin was used as the control. Disc diffusion method was used and zones of inhibition, after respective incubation periods, were used to quantify antibacterial activity. Results: From hexane extract of Ganoderma lucidum, Ergosta-5, 7, 22-triene-3β, 14α – diol (22Z) was isolated. Ethylacetate and methanol extracts produced a mixture of complex compounds. Ergosta-5,7,22-triene-3β,14α-diol (22Z) exhibited significant activity against Methicillin-Resistance Staphylococcus aureus (MRSA) (p=0.022) and Streptococcus pyogenes (p = 0.05). The most sensitive microbe was Streptococcus pyogenes. Conclusion: One major compound, Ergosta-5, 7, 22-triene-3β, 14α – diol (22Z) was isolated, characterized and antibacterial activity determined.

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In Kenya, student performance in sciences and Mathematics is still low compared to artoriented disciplines. The poor performance has affected not only the Girl child’s interest in these disciplines but also the number of girls that take STEM-oriented programs at tertiary levels. Several mitigating measures have been enacted although the situation has not changed much. This paper reports a study that explored contextual enablers and hindrances of Girl Child participation in STEM education in a Western Kenyan county. The study employed a case study approach by administering structured questionnaires, interview schedule and focused group discussion guide for data collection. The data were analyzed using both quantitative and qualitative methods and revealed that: 1) lesson development that connected science concepts to activities in the local context motivated and improved girl child’s participation and performance in contextualized learning activities and 2), familiarity with the materials and tools used in planning and implementing contextualized learning activities evoked the girl child’s enthusiasm and courage to exchange knowledge and ask more curiosity focused questions. Also revealed were hindrances including: 1) teachers’ initial training that did not prepare them for this way of teaching and it was not and has not been modeled for them during their preservice education or the ongoing professional development workshops; and 2) the exam driven nature of the curriculum serving as a hindrance to teacher innovation and creativity in instructional techniques. The study recommends a more creative and innovative teacher training system and focused research to monitor girl child participation and performance in STEM education. Keywords: Contextualized learning; Girl Child, STEM education; performance

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.