According to Onganga, O O.The effectiveness and efficiency of Kenyan educational radio programs for teaching English in Standard 6 classes were assessed in a research project which was undertaken as part of a training program jointly organized by the African Curriculum Organization, the Kenya Institute of Education, the University of Nairobi, and the German Agency for Technical Cooperation. Additional study objectives were to determine the extent of radio program use and examine the problems associated with such use. Teachers of Standard 6 classes in 50 schools in the South Nyanza District who used the English language programs were asked to participate by responding to a questionnaire and by being observed during the presentation of a radio lesson. Data were gathered on such items as content coverage, relevance to pupil workbook, language level, enjoyment and interest, radio reception, dialog quality, support materials, distribution of audio equipment, and the classroom teacher’s part in the program presentation. Results indicate that classroom teachers leave the majority of teaching to the radio teacher, when they should be creating an environment to help students use radio instruction effectively and developing their own supplementary materials. It is recommended that programs be designed to stimulate exploratory and critical attitudes and to suggest projects.

According to Baiyun Chen, Amy Sugar, and Sue Bauer (September/October 2012) in recent years, learning analytics has emerged as a new assessment method for measuring learning performance and effectiveness.7 Compared with traditional methods, analytics offers just-in-time and objective insight into individual learning practices, the learner's degree of engagement with peers and course materials, and the development of effective learning communities.8 Therefore, to evaluate the effectiveness of the faculty