Department of Planning and Curriculumhttps://karuspace.karu.ac.ke/handle/20.500.12092/18932024-03-29T08:45:03Z2024-03-29T08:45:03ZPhysical Planning and Growth of Private Primary Schools in KenyaKiambati, KellenNjiri, JuliusMbugua, LeviMwenja, Dominichttps://karuspace.karu.ac.ke/handle/20.500.12092/24692021-02-04T00:00:20Z2020-11-01T00:00:00ZPhysical Planning and Growth of Private Primary Schools in Kenya
Kiambati, Kellen; Njiri, Julius; Mbugua, Levi; Mwenja, Dominic
In Kenya, the number of private schools has increased more than four times since the introduction of the Free Primary Education (FPE) policy in 2003. The number of children attending private primary schools increased from 4.6% in 2004 to 11.5% in 2007. With such increment, there has been challenges on the determinants of growth of education institutions. It is against this background that the study examined the influence of physical planning on the growth of private primary schools in Kenya. the study was anchored in the resource dependency view where the managers of institutions have the ability to acquire, Plan and
maintain resources that are important to the growth of an organization. The target population in this study comprised of 7,418 private primary schools in all eight regions of Kenya. Cluster sampling technique was employed of 50% of the target
regions were sampled, leading to four out of eight regions being selected. From these regions random sampling was then used to select 320 respondents who were either the principals’/Head teachers or deputy principal of the schools. A questionnaire was used to collect data and Structural Equation Modeling was used to analyse data. The study found a strong and significant correlation between physical planning and growth of primary schools. This study therefore recommended that physical planning was an important factor in determining growth of private schools. The study further recommends that owners of private
primary schools should be aware of the facilities that are crucial and most important to students in the teaching and learning. This will intern influence the growth of the private primary schools in Kenya.
2020-11-01T00:00:00ZInfluence of Principals’ Collaborative Practices on Students’ Performance in Secondary Schools in Murang’a and Kirinyaga Counties, KenyaIrungu, CeciliaKagema, JosphatGachahi, Michaelhttps://karuspace.karu.ac.ke/handle/20.500.12092/24472020-10-27T00:00:14Z2019-11-01T00:00:00ZInfluence of Principals’ Collaborative Practices on Students’ Performance in Secondary Schools in Murang’a and Kirinyaga Counties, Kenya
Irungu, Cecilia; Kagema, Josphat; Gachahi, Michael
Despite the fact that Kenyan children have more opportunities to attend school, there still remains large gaps in learning outcomes. This stagnation in learning is confirmed by results of national examinations including Kenya Certificate of Secondary Education (KCSE). According to KCSE examinations results analysis, performance in secondary schools in different parts of Kenya is still below expectations and this trend is worrying. The number of students in Murang’a and Kirinyaga Counties who have continuously scored grade D+ and below every year have consistently remained high compared to those attaining university minimum admission grade of C+ and above. This low performance has persisted despite most schools having adequate and well trained teachers as well as adequate facilities. This study examined the influence of principals’ collaborative practices
on students’ performance in Murang’a and Kirinyaga Counties, Kenya. The study involved a sample of 205 principals and 367 teachers selected from 436 secondary schools in the two counties. The researchers used validated questionnaires and interview schedules to collect data from teachers and principals respectively. Data was analysed using both descriptive and inferential statistics. The study established that principals’ promotion of collaborative practices was higher in Kirinyaga than in
Murang’a County. It was noted that secondary schools in Kirinyaga County post better results in KCSE than those in Murang’a County and the study concluded that collaborative practices enhanced academic performance. This study recommended that principals should promote collaborative practices in their schools. This can be done through engaging stakeholders in networking and linkages that promote collaboration and can lead to better academic performance.
DOI: https://doi.org/10.29138/educatio.v4i2.98
2019-11-01T00:00:00ZFaculty Beliefs about Multilingualism and a Multilingual Pedagogical ApproachKiambati, KellenMeiramova, Saltanathttps://karuspace.karu.ac.ke/handle/20.500.12092/24312020-10-14T00:00:18Z2019-01-01T00:00:00ZFaculty Beliefs about Multilingualism and a Multilingual Pedagogical Approach
Kiambati, Kellen; Meiramova, Saltanat
Language skills are the ultimate 21st century social skill, linked to creativity, problem solving, and the ability to effectively communicate. Knowledge of teachers’ beliefs is central to understanding teachers’ decision-making in the classroom. In an
interconnected and globalized world, foreign language is a global competency, and multilingualism is an essential social skill. Multilingualism plays a significant role in developing the intercultural skills necessary for global talent in a globalized
workplace, for an effective and engaged cosmopolitan global citizen, and it is an essential tool in addressing complex global issues. In this study a sample of 151 faculty members participated in the study. A self-administered questionnaire was
used to collect primary data. The secondary data were collected from the documents in the ministry of Education. Study revealed that faculty beliefs affect multilingualism. The value of R2 of .45 indicates that 45% of the variations in multilingualism in learning is explained by faculty beliefs in general. This means that the universities need to take into consideration the multilingualism while teaching in institutions of higher learning.
2019-01-01T00:00:00ZRelationship between the roles of Students’ Councils in Strikes Management Strategies: Case of Public Secondary Schools in Central KenyaWanjohi, N. EstherKinyanjui, JosphatGitumu, Margarethttps://karuspace.karu.ac.ke/handle/20.500.12092/23822020-01-30T00:00:13Z2019-09-01T00:00:00ZRelationship between the roles of Students’ Councils in Strikes Management Strategies: Case of Public Secondary Schools in Central Kenya
Wanjohi, N. Esther; Kinyanjui, Josphat; Gitumu, Margaret
The ministry of education has compelled public secondary schools to constitute students representative councils in order to involve learners in decision making process and to provide a forum for students’ voice in school management so as to effectively address students’ problems. However, despite the constitution of students’ councils and their representation in the schools’ Board of Management, school strikes continue unabated and the relationship between school administrators and students remains unenthusiastic in public secondary schools in Central Kenya. The purpose of this study was to find out the relationship between the role of students’ councils and students strikes in public secondary schools. The objectives of the study were to; establish the roles of the students’ council presidents and assess their attitudes towards strike management strategies used by administrators in secondary schools. The study adopted a descriptive survey research design and was guided by Maslow’s theory of hierarchy of needs. The target population consisted of 847 students` council presidents in public secondary schools. The researcher
employed simple random sampling technique and Gay’s sampling formula of 10% was used to determine the sample size, therefore 10% of 847 yielded a sample size of 85 respondents. Data was collected using questionnaires and analyzed using descriptive and inferential statistics, aided by computer software SPSS version 21. Analyzed data revealed that the
student council presidents were largely unaware of their functions relating to strike management strategies and that they felt left out in the strategies employed by their schools ( =3.30 on a scale of 1-5). The study further established that the student council presidents’ attitudes towards strike management strategies used by administrators were negative ( =1.71) on the scale used of 1-5. It had been hypothesized that there was no statistically significant relationship between strategies used in strike management and the role of SC presidents. To test the hypothesis, regression analysis was done, which yielded a coefficient
of the role of student council presidents in strike management strategies was 0.106 and a tstatics of .330 with a p-value of 0.746. The null hypothesis was thus accepted and it was concluded that the role of student council presidents’ does not significantly influence strike management and thus has a non-significant positive relationship with strike management in schools. Based on the findings of the study, it was recommended that there is need to strengthen students’ councils and sensitize the presidents on their roles in strike management strategies in secondary schools. This implies the need to enforce adherence to the implementation of the student council policy with a view to compel schools to actualize the democratization of management practices in secondary schools in order to incorporate students concerns in decision making processes.
2019-09-01T00:00:00Z