Department of Education Foundation

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    EFFECTS OF MIRAA FARMING ON RETENTION OF THE BOY-CHILD IN PUBLIC SECONDARY SCHOOLS IN MBEERE SOUTH-SUB COUNTY, KENYA
    (Karatina University, 2023-11) Nderi, Rachel Kirigo
    The Government of Kenya, in its efforts to achieve vision 2030, aims at improving retention rates in secondary schools. This effort however is frustrated by increasing dropout rates particularly in public secondary schools, which is attributed to a number of factors among them cultural, environmental, school, based and socio economic. The purpose of this study was to investigate the effects of miraa farming on the retention of the boy-child in public secondary schools particularly in Mbeere South Sub-County, Kenya. The objectives of the study were: to establish the socio-economic factors, to evaluate the effects of socio-cultural factors and to assess the effects of family factors related to miraa farming affecting school retention of boy child in public secondary schools in Mbeere-South Sub-County. The study was guided by the Social Systems Theory. The study employed a descriptive research design. The location of the study was specifically the miraa growing areas of Mbeere South Sub County. The study population included 56 principals, 140 class teachers, and 24 local administrators. The sample included 12 principals, 140 teachers and eight local administrators. Twelve schools from the miraa growing areas of Mbeere South Sub-Couny were purposively sampled for the study. Purposive sampling was also employed to select the 12 principals and eight local administrators while stratified random sampling was used to select 36 teachers from specific schools. Questionnaires were used to collect data. Cronbach’s alpha coefficient was used to measure the reliability of the questionnaire. Qualitative data was analyzed through content analysis. Quantitative data was analyzed using descriptive statistics such as percentages, means and standard deviations and was presented by use of frequency distribution tables. The study found that students drop out to seek employment in miraa farms/ businesses. Reasons for dropping out of school were cited as inability to raise school fees and other levies due to the United Kingdom ban of miraa exportation. Further, the study found that the society regards miraa farming/ business higher than school attendance. Finally, the findings of the study demonstrated that families in the area rely heavily on labor from their children to tend their miraa farms. Based on the findings of the study, the Ministry of Education may develop policies that may streamline the retention of the boy-child in public secondary schools.
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    Effectiveness of Boards of Management in Public Primary Schools in Nyeri County, Kenya
    (Karatina University, 2020) Baaru, Catherine Mumbi
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    Efficacy of Alternative Methods of Enforcing Learners’ Discipline in Primary Schools in Nyeri-Central Sub-County, Kenya
    (Karatina University, 2018-10) Ruirie, Kagoiya Patrick
    Following the ban on corporal punishment in schools, various alternative methods enforcing learners discipline have been tried. This study sought to survey the efficacy of alternative methods of enforcing learners discipline in primary schools in Nyeri Central Sub-County, Kenya. The study was guided by the following objectives: to examine factors contributing to indiscipline; to examine the alternative method of managing learners’ indiscipline; and, assess the effectiveness of the alternative methods of instilling discipline. Planned Behaviour Theory guided the study by exploring guidance and counseling, good classroom management, effective teaching methods and the children’s government electing their leaders as a guidance tool in learner management. The study adopted descriptive survey research design. The target population of the study consisted of 616 respondents comprising of 572 teachers, 43 head teachers and one Sub County Quality Assurance and Standards Officer (SCQASO) from Nyeri Central Sub County. Simple random sampling was employed to select 91 teachers from 13 schools. Purposive sampling was used to select 13 head teachers and one (SCQASO). The employed research instruments were the Head Teachers’ Questionnaire, Teachers’ Questionnaire and SCQASO’s Interview Guide. A pilot study tested the validity and reliability of the research instruments. Research supervisors input was sought to improve the content and construct validity of the instruments. Cronbach Alpha formula was used to test the reliability of the questionnaire and a coefficient of 0.76 was obtained confirming the instruments reliability. The data acquired from the questionnaire, was coded and analyzed qualitatively using Statistical Package for Social Sciences (SPSS version 19). Presentation of data was done by use of charts, tables, percentages and frequencies. Qualitative data from the interview schedule was presented in expository form. The study revealed that a huge number of the teachers (55%) used guidance and counseling in discipline enforcement in schools though 7.1% still used corporal punishment as a disciplinary procedure. The study also found out that absenteeism and lying were prevalent in many schools. The study recommended that parents should play a greater role in the management of learners’ discipline. It also recommended that teachers need to be trained and sensitized to embrace alternative methods of enforcing discipline. The findings of the study may benefit education policy makers and practitioners in developing and enforcing effective and acceptable disciplinary policies in schools.
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    Leadership Dynamics Facing Principals in Managing Schools within Devolved Government Structure in Mbeere South Subcounty, Kenya
    (Karatina University, 2018-09) Mwangangi, Musyoka Moshe
    Leadership dynamics that face principals while managing educational institutions in the world and Kenya in particular are not clearly understood. The situation is compounded further when the context in which principals’ function is fundamentally changed as it happened in Kenya upon promulgation of constitution of Kenya 2010. The constitution of Kenya 2010 introduced devolution in the governance of the republic of Kenya which radically and fundamentally introduced different structures and chains of command in the management of state affairs including education. During this dispensation, principals have found themselves faced by leadership challenges brought about by the new political and administrative system. Mbeere South Sub-county has had a fair share of challenges in the provision of education during the dispensation of the devolved government structure. This study sought to evaluate leadership dynamics that face principals while managing education within the devolved government structure in Mbeere South Sub-county in Embu. The objectives of the study were to; establish leadership dynamisms with regard to decision making function that the principals faced while managing secondary schools in the devolved system of government in Mbeere south sub-county in Kenya; find out leadership dynamisms with regard to delegation function that the principals faced while managing schools in the devolved system of government in Mbeere south sub-county in Kenya; determine leadership dynamisms on time management function that the principals faced while managing schools in the devolved system of government in Mbeere south sub-county in Kenya and analyze resistance to change by principals while managing schools in the devolved system of government in Mbeere south sub-county in Kenya. The study adopted the descriptive survey research design. A sample of 60 principals, 3 QASOs and 38 teachers was selected from the target population that comprised of three education officials, 60 principals and 381 teachers. Purposive sampling was used to select the education officials and principals while Stratified random sampling was used to select teachers. Questionnaires and interview guides were used to collect data. A pilot study was conducted to assure validity and reliability. The reliability of instruments was ascertained by test-retest method. Quantitative data was analyzed using descriptive statistics and presented in frequency counts, means and percentages. Qualitative data was transcribed and coded in thematic clusters. The study established that pprincipals were not effective decision makers, teachers (52%) felt that principals leave school programs stagnated when they attend official duties; 66% and 58% of principals observed that they did not avail and maintain timetables and use diaries and programs of events due to excess demands from the devolved structures (Teachers Service Commission (TSC) and Ministry of Education Science and Technology (MoEST). The Quality Assurance and Standards Officers (QASO) report indicated resistance to change by principals. In conclusion, there were mixed reactions regarding the influence of decision making, delegation, time management and resistance to change on principals’ secondary school management in the devolved structures. It is recommended that harmonization of TSC and (MoEST) policies could help streamline operations.
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    Impact of teacher burnout in secondary schools In Mathira east district, Kenya
    (Karatina University, 2014) Waithanji, Grace Wanjiru
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    Factors influencing the low enrolment in physics among secondary school students in Murang’a south district, Kenya
    (2015-05-12) Kimani, Gilbert Ng’ang’a
    Kenyan Secondary school students in form one and two are exposed to a broad curriculum that comprises of eleven or more examinable subjects. Towards the end of form two, the students are given an opportunity to reduce the number of these subjects to a minimum of seven. By so doing, they are given the opportunity to make their choices from a group of optional subjects, which include Physics. It has been observed that Physics has been faced with declining popularity amongst the students leading to low students’ enrolment both in Murang’a South District and also at the national level when compared with other optional subjects. In the year 2012 only 31% of the students registered for KCSE within the country had chosen Physics while in Murang’a South only 32.5 % had selected it. The main objective of this study was to investigate how the low enrolment in Physics is influenced by student related factors, subject teacher, parents and availability of physical resources in a given school. In carrying out the study, the researcher was guided by Atkinson’s achievement motivation theory. The study employed descriptive survey research design. It was carried out in 4 public secondary schools within the Murang’a South District. The respondents included 4 secondary school principals, 4 physics teachers and 64 students giving a total of 72 respondents. Sampling of the schools was done in a way that ensured representation of single gender schools and mixed schools. The students sample was drawn from the form threes and the form fours. The research instrument used was a questionnaire. To establish the validity of the research instrument, the researcher involved experts in research, mainly the supervisors and lecturers of Karatina University. Reliability of the research instrument was established through piloting. The data obtained was subjected to test retest technique, out of which the reliability coefficient was computed and found to be 0.82. The research instruments were then proved to be reliable. Data was then analyzed and interpreted. The results obtained indicated that student related factors such as peer pressure and attitudes contribute to low enrolment in Physics. The low enrolment was also found to have been influenced by the subject teacher. Findings from the study indicated that the parents and physical facilities have little or no influence in the low enrolment. The study therefore recommended that peer influence should be discouraged among the students while teachers’ workshops and seminars should be organized to educate them on how to uplift the enrolment in Physics. It was further recommended that the parents should be brought on board regarding subject choices.
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