The MoEST (2006) introduced the integration of computer aided instruction into teaching of Kiswahili reading comprehension so as to enhance the following language aspects: read fluently and comprehend the passage, and increase performance on Kiswahili reading comprehension. However, this has not been realized as evidenced by students' low performance on Kiswahili reading comprehension CATs over years among Sub-County secondary schools in Nakuru County, Kenya The objective of the Paper was to determine the differences between students taught Kiswahili reading comprehension using CAI and those students taught the same content using TTMs on Kiswahili reading comprehension. This Paper employed a causal-comparative design. A sample of 839 participants was drawn from a target population of 13290 subjects. Stratified, purposive and simple random sampling methods were used to select the study sample. Questionnaires, Interview Schedules and Document Analysis Guide were used to collect qu...

The MoEST (2006) introduced the integration of computer aided instruction into teaching of Kiswahili reading comprehension so as to enhance the following language aspects: read fluently and comprehend the passage, and increase performance on Kiswahili reading comprehension. However, this has not been realized as evidenced by students’ low performance on Kiswahili reading comprehension CATs over years among Sub-County secondary schools in Nakuru County, Kenya The objective of the Paper was to determine the differences between students taught Kiswahili reading comprehension using CAI and those students taught the same content using TTMs on Kiswahili reading comprehension. This Paper employed a causal-comparative design. A sample of 839 participants was drawn from a target population of 13290 subjects. Stratified, purposive and simple random sampling methods were used to select the study sample. Questionnaires, Interview Schedules and Document Analysis Guide were used to collect quanti...

The Ministry of Education initiated the integration of computer aided learning in teaching of school curriculum in order to enhance quality of education in Kenya. Poor performance in Kiswahili reading comprehension has been experienced for a while, among majority students in sub-county secondary schools in

The Ministry of Education initiated the integration of computer technologies in teaching of school curriculum in order to enhance quality of education in Kenya. Poor performance in Kiswahili grammar aspects has been experienced for a while, among majority students in sub-county secondary schools in Nakuru County, Kenya. The integration of CAI in teaching of grammar in Languages, helps to transform pedagogical skills in order to improve learners' learning achievements in grammar.The main objective of the Paper was to determine the difference in performance in Kiswahili grammar aspects between students taught Kiswahili grammar aspects using computer technologies and those students taught the same content using TTMs on learning achievements on Kiswahili grammar aspects. This Paper employed a causal-comparative design. A sample of 89 participants was drawn from a target population of 390 subjects. Stratified, purposive and simple random sampling methods were used to select the study sample. Questionnaires for teachers and semi interview schedules for principals were used to collect quantitative and qualitative data. Piloting was done in three schools to determine the validity and reliability of the research items in two weeks before the commencement of the actual study, whereby the study confirmed that the instruments were valid and reliable; the students' each was computed separately using Cronbach's Alpha Formula internal consistency and teachers' alpha coefficient yielded an alpha of 0.73 which were considered adequate for the study. Percentages, mean and standard deviations were used to compare teachers' perceptions of the two groups. Quantitative data was presented and interpreted in frequency table distributions. The findings of the study established that computer technologies enhance learning achievements in Kiswahili grammar aspects than TTMS. While qualitative data from principals' semi structured interview schedules were summarized into differences and were analysed thematically and narrated in words around differences derived from participants' responses so as to verify differences in performance in Kiswahili grammar aspects between students taught Kiswahili grammar using computer-aided instruction and those students taught the same content using traditional teaching methods on Kiswahili grammar aspects.The findings of the study established that computer technologies enhance learning achievements in Kiswahili grammar aspects than TTMS. The Paper concluded that majority of teachers' perceptions established that computer technologies are superior to TTMs in teaching of Kiswahili grammar aspects.

In the last two decades the problem of accurately capturing the geometry of an object was extensively studied, while the acquisition of high-quality textures only in recent years has become subject of research. In most cases, geometry and texture are acquired separately and a registration step has to be carried out to correlate them. In this work we describe the usage of a color coded structured light. The traditional use of color in coding was revised in [Sa02b], and we had shown that, by projecting complementary slides, the reflectivity restrictions on objects can be eliminated. In this paper, by varying exposure between pairs of complementary slides, we are able to recover high dynamic range images and geometry at the same time, already registered to each other.