Department of Psychology and Communication Technology

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Author: search.filters.author.Prof. Mbugua, Zakaria Kariuki

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    Influence of Sense of Belonging to a School on Learners’ Loneliness in Single Gender and Co-Educational Institutions in Murang’a County, Kenya
    (Budapest International Research and Critics in Linguistics and Education (BirLE) Journal, 2020-05) Baru, Peter Muriuki; Ndegwa, Lucy; Njoka, Johannes Njagi; Prof. Mbugua, Zakaria Kariuki
    The influence of the sense of belonging to school on learners’ loneliness in single gender and co-educational schools in the world and Kenya in particular is not clearly known and documented. Available literature indicates that the learners’ sense of belonging to school significantly impacts on their loneliness. The purpose of this study was to examine the influence of the sense of belonging to school on learners’ loneliness in single gender and co-educational schools in Murang’a County in Kenya. The study was guided by the following specific objectives, which were to; Compare the levels of loneliness among learners in single gender and co-educational schools in Murang’a County and assess power of sense of belonging to school in determining the loneliness levels among learners in single gender and co-educational schools in Murang’a County. The study adopted the cross-sectionalsurvey research design. The Krejecie & Morgan Table was used to select a sample of 435 participants from a target population of 12,400 form two learners from single gender and co-educational secondary schools in the County. Data was collected using two standardized measurement instruments; the Perth aloneness-loneliness scale (PALs) while sense of belonging to school was measured using five statements in a five point Likert scale developed for the study. Administration of the questionnaire was done duringnormal school days by trained research assistants. Data was analysed using the descriptive and inferential statistics with the aid of the Statistical Package for Social sciences (SPSS) version 20.0. The findings of the study indicated that low sense of belonging to school for girls in co-educational institutions was correlated to high levels of loneliness. From the findings of the study, it is concluded thatthere is need to strengthen the psychosocial support systems for learners in co-educational schools through mentorship, guidance, coaching and counselling to facilitate appropriate adjustments of the learners in the schools so as to promote their learningoutcomes.
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    The Extend to Which Mathematics Lessons are Attended to by Teachers as A Means of Covering The Subject Syllabus in Secondary Schools in Kenya
    (2012-06) Prof. Mbugua, Zakaria Kariuki; Wamutitu, Joseph Mworia
    Mathematics is a compulsory subject in primary and secondary school education in Keya. Achievement in the subject has been poor. The subject is a located more hours in the school timetable where mathematics teachers are expected to attend to all lessons and remain in class throughout the lesson. Research on the extend to which teachers attend to mathematics lessons is minimal and has not addressed how students get affected since the expectation of the society is the school to produce members who fit into the society, further more the examination council sets exams with the assumption that the syllabus was well covered thus disadvantages those students whose mathematics time was not well covered. Therefore, the purpose of this study is thus to investigate the extent to which mathematics lessons are attended in secondary schools. The findings of the study will provide a basis for emphasizing the need to have all mathematics lessons taught and improve on learning of the subject, which is of value, since mathematics provides skills in logical thinking, which helps in solving daily problems in society. Purposeful selections of schools along the highway from Busia district to Nairobi province were used in the study. Six hundred and sixty one students and seventy one mathematics teachers participate in study. Data was collected using one questionnaire for secondary school teachers and one questionnaire for students. Frequencies and percentages were used to organize and interpret the results. The findings indicate that mathematics lessons are poorly attended and there is need to improve on this.
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