Department of Education Foundation

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Influence of Political and Cultural Factors on Education in Kenya: Approaches to Build Competencies
(2015-05) Kiambati, Kellen; Itunga, Julius
Education has received considerable attention worldwide; however, its low success rate in Kenya both in terms of quality and quantity warrants further investigation. The purpose of this study is to examine the impact of political and cultural factors on education. The political factor constitutes government resource support, internet and policy on quality of teachers whereas the cultural factor focuses on early marriages, polygamy and female genital mutilations. Drawing on the theory of source-position performance, source of education should be promoted through various approaches. In the paper we propose a couple of approaches to build capability.
Risk Factors associated with Intestinal Parasitic Infections on School Children in Thika District, Central Kenya
(African Journal of Health Sciences, 2015-10) Ngonjo, T.W; J, Kihara; A, Njoka; M, Gicheru; P, Wanzala; C, Mwandawiro
The effective prevention and control of intestinal parasitic infections requires the identification of risk factors that contribute to their transmission, among high risk groups. Objectives: To determine the prevalence and associated risk factors of intestinal parasitic infections among school children in public primary schools in Thika district. Methods: A cross-sectional study, involving 377 schoolchildren, was conducted in Thika District Central Kenya. Interviews, observation, and anthropometric indices assessment were used to identify the risk factors predisposing the children to infections with parasites. Stool specimens were examined using Katz method for helminthes and formal ether concentration techniques for protozoan infections. Data was analysed using SPSS version. Results: Ten species of intestinal parasites were identified. Ascaris lumbricoides 74 (19.6%) and hookworm 50 (13.3%) while Entamoeba histolytica and Entamoeba coli were the common protozoa in the study area. A higher prevalence of Ascaris lumbricoides was reported among children in the slums. Entamoeba histolytica infection was associated with eating raw tubers and fruits (p< 0.001) in rural children. Iodamoeba bustchili infection was significantly associated with stunted children in rural children. Several factors contribute to high prevalence of intestinal parasites in school going children in Thika District
Relevance of Standardized Class Learning System on Y Generation Workforce, in Kenya
(International Journal of Academic Research in Business and Social Sciences, 2015-11) Kiptoo, Anthony K.; Wambui, Tabitha Wangare; Gichuki, David
In recent time, learning and teaching strategies have been significantly influenced by globalization. Latest technologies have altered how information is presented and how students interact with that information. Not only would educators have to cope with new technologies and a new generation of learners of different learning attitudes and styles but they also ensure that the learners are prepared to meet the 21st century dynamic workplace needs. This papers findings indicates that lecture learning technique is still the popular learning method in institutions of higher learning but the technique does not adequately helping in preparing learners meet the demand and needs of 21st century workplace. However, although learners suggested skills training, problem based, online and lecture techniques respectively as the best technique that can help learners meet the challenges of workplace is through using it was revealed that 60% of the learning is through lectures, 12% online learning, 10% problem solving and 6% skills based training. In overall learners support that hybrid of all four techniques as the best method to help them overcome challenges of workplace. The paper recommends that institutions of higher learning should adopt hybrid of learning techniques that will prepare learners meet the ever changing workplace needs, this can only be achieved through aligning the curriculum and techniques of delivery with current demands. Keywords: Y Generation, Lecture, online learning, problem based, skills based, 21st century workplace needs.
Digital migration: E-learning and primary school teacher nightmare in Kenya
(AfriTVET, 2016) Wanjira, Lucy Ndegwa; Tanui, Edward K.
Frequency of Use of Information and Communication Technology Equipment by Secondary School Heads and Teachers in Nandi and Uasin Gishu Counties, Kenya
(The Africa Premier Research Publishing Hub, 2016-10) Kimosop, Maurice K.; Chemwei, Bernard
Information and Communication Technologies (ICTs) generally refer to landline and cellular telephones, wireless technologies, computers, Internet, computer software and hardware, as well as older communication technologies such as radio and television. The study examined the frequency of use of ICT equipment by secondary school heads and teachers in Nandi and Uasin Gishu counties, Kenya. The study employed a descriptive survey research design. All the 8 districts of Nandi and Uasin Gishu Counties were included in the study. A total of 63 schools with functional ICTs were purposively selected and, in each school, one class teacher, 2 subject teachers and 2 heads of department were selected using stratified random sampling to give a total of 315 teachers. All head teachers from each of the 63 schools were selected through purposive sampling. The total sample of the study was, therefore, 378 respondents. Triangulation approach was employed in which both qualitative and quantitative data were obtained and analysed. The main data collection techniques included the use of two questionnaires for teachers and head teachers and an interview schedule that was administered to the head teachers. Data was analysed using SPSS Version 17 and presented through descriptive statistics by use of frequencies and tables. The significance of relationships and differences of variables were tested using Pearson Correlation, Multiple Regression and Independent Samples T-test. From the study findings, the most utilised ICTs in schools were the printer, photocopier and computer while the curriculum management activity that highly utilised the use of ICT was the preparation of and the analysis of exams. This implies that ICTs in schools were mostly used as gadgets for typing and producing exam materials. Little seems to have been done in the utilisation of ICTs for curriculum delivery and the management of data that could be utilised for informing decision making. It is recommended that ICT trainers need to broaden the users’ understanding of the concept of ICT integration to into the management of curriculum in secondary schools. Most head teachers and teachers understood integration of ICT to mean the training of users on ICTs in order for them to be able to type and produce teaching and learning materials.
Influence of School Policies on Students’ Participation in Curricular Activities: a Case of Public Secondary Schools in Aberdare Central Region, Kenya
(International Journal of Innovation and Research in Educational Sciences, 2017) Muthike, Winfred Ndunguri; Mwaruvie, John; Mbugua, Zakariah K.
School policies influence students’ participation in co-curricular activities in secondary schools since, there is a statistically significant relationship between school policies and student participation in co-curricular activities. Data analyzed showed a strong, positive correlation between the two variables which gave a high correlation of 0.803. High levels of support by the school administration were associated with high levels of student participation in curricular activities. It is therefore concluded that there is need to strengthen support of co-curricular activities by the school administration which will result in an increase in students’ participation in co-curricular activities. The descriptive survey research design was used. The target population comprised of 35,426 subjects and a sample size of 365 participants.
Relationship between Management Strategies used on Students` Strike and Academic Performance in Central Kenya
(Kenya Journal Of Educational Planning, Economics & Management, 2017) Wanjohi, Esther Nyambura; Gitumu, Margret; Kinyanjui, Josphat
Strikes have been a problem in many schools in Kenya where by students go on rampage resulting to property destruction, loss of life which is detrimental to academic performance. As such this study seeks to assess management strategies on students’ strikes in secondary schools in Central Kenya. The objectives of this study were to: determine strategies used by secondary schools principals in managing students’ strikes, assess the functions of schools’ administrators in managing students’ strikes, establish the role of students’ councils on strike management and determine whether there is a relationship between strikes management strategies and academic performance. The study was guided by Maslow’s theory of hierarchy of needs. The study adopted the descriptive survey research design. Target population consisted of 847 secondary schools, 847 principals, 847 guidance and counseling teachers and 847 presidents of the students’ councils in Central Kenya totaling to 2541.The researcher sampled 85 schools using Gay’s 10% formula. The sample size constituted of 85 principals, 85 guidance and counseling teachers and 85 presidents of the students’ councils making a total of 255 respondents. The research instruments were students’ questionnaires, teachers’ questionnaire and principals’ interview guides developed by the researcher. A pilot study was carried out to establish the reliability of the instruments where by Cronbach’s Alpha coefficient was calculated with a level of acceptance of α ≥ 0.7 and it was found to be α =0.93, thus the instruments were deemed reliable. Data was analyzed using inferential and descriptive statistics with the aid of Statistical Package for Social Sciences (SPSS) version 22.0. The findings of the study provided information to stakeholders in education on appropriate strategies of strike management in secondary schools necessary for improving academic performance. The study found out that: The key strike management strategies used by secondary schools in Central Kenya to improve academic performance entailed approaches geared towards cohesion, interaction and harmonization of the learning environment. The study recommended that to effectively manage student`s strikes, teachers’ and administrators’ should attend seminars and workshops on leadership, commitment to student affairs in order to promote good discipline.
Status of Implementation of Life Skills Education in Public Secondary Schools in Kenya: A Case of Nyeri and Nairobi Counties
(emskenya, 2017) Githui, Perminus; Njoka, Johannes; Mwenje, Margaret
The Technology Acceptance Model (TAM) and its Application to the Utilization of Mobile Learning Technologies
(SCIENCEDOMAIN international, 2017-02) Mugo, David Gitumu; Njagi, Kageni; Chemwei, Bernard; Motanya, Jared Ochwagi
Researchers have argued that inclusion of technologies in the teaching-learning places must be preceded by the user accepting the technology. Without this effort, the technologies remain abandoned or heavily underutilized once supplied to school system. So researchers have proposed frameworks that can inform policy makers, education managers and teachers on how best technology can be incorporated in an educational scenario. The most popular of all frameworks is the Technology Acceptance Model (TAM) as proposed by Davis, 1989. This study describes how the TAM has been used in predicting the acceptance and utilization of various technologies in teaching and learning places. The study then arguments how TAM can be adopted in the development and utilization of the most recent technological innovation for teaching and learning: - mobile technologies. The study was a documentary analysis of virtual documents stored electronically for access through the internet, text books, archival repositories as well as encyclopedia and was able to reveal that despite attitudinal and technical challenges, mobile technologies are receiving acceptance as useful resources for all pedagogical practices.
The Role of Socialisation Agents in Shaping Pupils Behaviour in Primary Schools in Thika Region, Kenya
(International Journal of Education and Research, 2017-07-07) Mwangi, Esther Wanjiru; Ndung’u, Catherine; Gachahi, Michael W.
Socialization agents shape pupils' behavior. Pupils' behaviour have deteriorated over time in primary schools in Kenya. The purpose of the study was to assess the role of socialization agents in shaping pupils' behaviour. The objectives of the study were to; establish the role of family factors in shaping pupils' behavior; determine the role of school variables in shaping pupils' behavior; evaluate the role of peers and establish the role of media in shaping pupils' behavior. The study adopted the descriptive research design. The target population was 570 teachers, 3256pupils, 69 head teachers and 3 County Directors of Education Officers. A sample of 57 teachers, 35 class seven pupils comprising of 10% of the respective target populations drawn from 7 schools and 7 head teachers participated in the study. The research instruments used consisted of the teachers and pupils questionnaire while an interview guide will be used for head teachers and county directors of education. The research instruments were piloted and a correlation coefficient of < 0.7 was acceptable. Data was analyzed using both descriptive and inferential statistics with the aid of the Scientific Package for Social Sciences (SPSS). The study found out that majority (74.1%) of the participants agreed that children from harsh and inconsistent parent have developed antisocial behaviours. The findings were consistent with Scott (2008) that parenting style influenced a child’s behaviour patterns. The study found that 92.6% of the respondents agreed that domestic violence affects a child’s behaviour. Analysis of head teachers interview guide showed that children who come from abusive families have vulgar language which depicts the abusive language used at home. The study established that children who are raised by harsh parents tend to develop anti-social tendencies and those from abusive families use vulgar language. The study also showed that learners use the language used in the mass media and at times this language is vulgar. The study also found out that children’s language and dance moves were consistent with what the children watch on mass media. This was noted by 64.8%of the teachers who noted that children dance to the latest dance moves seen on TV. The school rules played a key role in management of children’s behaviour in school since they maintained socially acceptable norms within the school. However the school rules did not dictated the form of punishment for non-compliance. The school should carry out background checks on learners in order to establish behavioural issues that are likely to face from a particular set of learners. This would assist in discipline management in schools. The teachers should also consider prior behavioural and discipline issues in order to determine how to address the current pupils’ indiscipline. The study recommends that parents should control what their children watch on TV and other mass media in order to reduce incidences of children adopting vulgar and obscene language.
Effect of Principals’ Leadership Styles on Teachers’ Job Performance in Public Secondary Schools in Kieni West Sub- County
(International Journal of Humanities and Social Science Invention, 2017-08) Wachira, Felista Muthoni; Gitumu, Margaret; Mbugua, Zachary
The purpose of this study was to find out how principals’ leadership styles affect teachers’ job performance in public secondary schools in Kieni West Sub County. Descriptive survey research design was adopted. This study targeted all the 22 principals and 262 teachers serving in public secondary schools in Kieni West Sub County, Nyeri County. Stratified random sampling was employed to select 8 principals and 74 teachers to participate in the study. The researcher used principals and teachers’ questionnaires to collect the needed data. Data was analyzed using both quantitative and qualitative procedures. Chi-square tests were conducted to establish the relationship between principals’ leadership style and teachers’ job performance while correlation tests were employed to establish the magnitude and direction of the relationship between principals’ leadership styles and teachers’ job performance. Data analysis was done using SPSS software. The study found there was a significant relationship (χ2 = 35.611, p=0.00) between leadership styles and teachers’ job performance. The researcher concluded principals practice various leadership styles. The researcher also concluded that supportive leadership style affects teachers’ performance. The researcher recommended that the government and local leaders should sensitize parents in cooperating with the school principal in improving academic performance.
Influence Of Social Amenities On Academic Performance In Primary Schools In Gichugu Constituency, Kenya
(International Journal for Social Studies, 2017-09) Wanjiku, Githaka Priscah; Gachahi, Michael W.; Mwaruvie, John
Social amenities are important to primary schools as they endeavour to provide quality education. Social amenities in schools include play materials and sanitation but in majority of the schools, little attention is directed towards the influence of social amenities on academic excellence of learners. This study was to assess the influence of social amenities on academic performance in primary schools in Gichugu Constituency, Kenya. The study was guided by the following objectives: to establish the status of social amenities in primary schools; to examine how play amenities affected academic performance of learners in primary schools; to establish how sanitation amenities influences pupils’ performance in primary schools and assess the challenges faced by primary schools in provision of social amenities to learners. This study was guided by Social Constructionist. The target population consisted of 75 primary school head teachers. Kathuri and Pals Table for Sample Size Determination was used to arrive at a sample size of 63 school heads teachers who were randomly selected from the target population. The research instruments used in data collection were the questionnaires and an observation guide. A pilot study was conducted to establish the reliability of the instruments. Data was analysed with the Statistical Package for Social Sciences (SPSS Version 20) to generate charts, frequency tables, means and standard deviations. The study found out that majority of the head teachers agreed with the statement that their school children had access to clean and safe drinking water although there were some schools that used water from the rivers and streams near the schools. The study also found out that majority of the schools had access adequate sanitation amenities for their pupils. The study found out that social play materials play an integral part in assisting children to develop communication,persistence and other social skills. It was noted that sanitation amenities were not adequate for learners and these facilities did not cater for learners with physical disabilities. The study concluded that lack of sanitation amenities such as piped water and good toilets led to occurrence of diseases such as typhoid, cholera and other highly contagious diseases which affect learners’ access to education due to high absenteeism rates. The study recommends that the Ministry of Education and other education stakeholders should emphasis the role of social amenities in primary schools in order to improve learners’ motivation and overall academic performance of all schools in Kenya.
Influence of Student Motivation by Teachers on Academic Performance in Public Secondary Schools in Nyeri and Kirinyaga Counties, Kenya
(Pedagogical Research, 2018) Kariuki, Mercy Gathoni; Zachariah Kariuki Mbugua
Student motivation is an essential component that plays an instrumental role in their learning. Although academic motivation has received much conceptual and empirical focus, cases of high school students exhibiting lack of willingness to execute the academic tasks are rampant, leading to decline in performance at Kenya Certificate of Secondary Education. The objective was to determine teacher’s related motivation factors influencing students’ academic performance. A descriptive survey research design was used. The target population was 270 principals, 270 class teachers and 9980 students. Gay’s formula of 10% was used to select 27 principals, purposively sample 27 class teachers and used Stratified sampling to select 27 schools. The table by Krejcie and Morgan was used to select 370 students and simple random sampling was applied. Questionnaires were used to gather the needed data. Data was analyzed with the help of SPSS version 19. Analyzed data was represented in table form. 68.5% of teachers and 64.3% of students agreed on expectations, 90.7% of teachers and 84.6% of students agreed that positive teacher-student relationship, 81.5% of the teachers and 86.5% of students agreed that rewards highly motivated students. The research concluded that student motivation by teachers has a positive influence on academic performance.
Assessment of Student Leaders’ Skills Critical in Managing Student Affairs in Public Universities in Kenya
(Australian International Academic Centre PTY.LTD, 2018) Murage, Lucy Muthoni; Njoka, Johannes Njagi; Gachahi, Michael Wambugu
The need to prevent eruption of unrests among students in universities continues to exercise the minds of higher education managers and policy makers in the world. Innovative approaches in the management of higher education designed to preclude students’ riots continue to face immense challenges and ineffectiveness in universities in Kenya. One of the widely adopted approaches is that of involving democratically elected student leaders in the management of students’ affairs in universities in Kenya. Despite the involvement of student leaders in the management of students’ affairs in public universities, students’ protests and riots continue to characterize higher education in Kenya. Consequently, there is need to examine the leadership skills that student leaders are expected to possess in order to perform their functions effectively so as to avert upsurge of strikes. This study sought to assess the student leaders’ skills that are critical in managing student affairs in selected public universities in Kenya. The study adopted the descriptive survey research design. Stratified random sampling was used to select student leaders from four public universities. The sample comprised 19 members of student governing councils, 50 class representatives and 79 clubs and society leaders, making a total of 142 respondents. Data was collected using questionnaires. Data was analysed using both descriptive and inferential statistics. The results revealed that 66.3% of student leaders had leadership competence to organize welfare activities to address students’ concerns in their institutions while 33.7% lacked capability. Further, the study established that leadership skills significantly contributed to effective provision of student affairs services. It is concluded that institutions of higher learning have not fully empowered student leaders to effectively perform their leadership tasks. The study recommends that student leaders should be exposed to regular leadership trainings during their tenure designed to equip them with necessary leadership competencies which would promote their effectiveness in enhancing university stability, peace and mutually accepted governance.
Assessment of Decision Making Skills among Adolescents from Rural and Urban Contexts in Kenya: A Comparative Study of Learners in Public Secondary Schools in Nyeri and Nairobi Counties
(African Journal of Education, Science and Technology, 2018) Perminus, Githui; Njoka, N. Johannes; Mwenje, Margaret
Human beings are confronted by situations that require them to make decisions every day in their lives. The natural processes of adjustment to situations in life that human beings are part of demands acts of decision making. Decision making is hence a natural consequence of existence by human beings. The purpose of this study was to assess the decision making skills among adolescents from rural contexts and those from urban environments. The study was guided by the following objectives which was to; assess the status of decision making skills among adolescents from rural and urban contexts in Kenya, evaluate the variables that influence adolescents during decision making processes from rural and urban environments in Kenya and analyze the challenges that face adolescents while making decisions from rural and urban contexts in Kenya. Descriptive research design was used in this study. Social cognitive theory developed by Bandura guided the study. The target population comprised of adolescents selected from schools from Nyeri and Nairobi Counties. A sample of schools from the two counties was selected using Kothari’s sampling formula which gave 30 (10%) schools from both counties. The sampled schools were as follows; 2 boys’ schools from each county, 3 and 2 girls’, 4 and 17 co-educational schools from Nyeri and Nairobi Counties respectively. Data was collected using a questionnaire administered to the sampled adolescents. The study used a sampling formula by Kathuri and Pals to determine the sample size which yielded 391 respondents. Analyzed data revealed that adolescents from urban areas had relatively better decision making skills compared to their counterparts from rural environments. The first hypothesis stated that there was no statistically significant difference in decision making abilities among adolescents from rural and urban contexts. To test this hypothesis, t-test was calculated which gave a level of significance .000 which was less than the pvalue (.05). Therefore the null hypothesis was rejected. It was concluded that the decision making skills among adolescents from rural and urban contexts was dissimilar. The second research hypothesis sought to establish whether there was any statistically significant difference in decision making skills between gender from rural and urban contexts. The results of data analysis presented revealed that the level of significance .163 was more than the p-value (.05). Therefore the null hypothesis was accepted. It was concluded that there was no statistically significant difference in decision making skills among male and female adolescents. The study recommended that there is need to strengthen the process of nurturing decision making skills among adolescents in secondary schools in Kenya.
Home Based Variables Influencing Effective Implementation of Inclusive Education in Kirinyaga West Sub-County, Kenya
(Journal of Arts & Humanities, 2018) Maingi, Atanasia Wambui; Njoka, Johannes Njagi; Murage, Josiah Kinyua
Inclusive education is a strategy designed to facilitate learning success for all children. Despite many efforts being put forth, many students with learning disabilities find it difficult to fit into the normal school environment. The study sought to find out the home-based variables that influence effective application of inclusive education in public primary schools in Kirinyaga West Sub-County. The study used the descriptive investigation research design and was directed by mainstreaming model propounded by Bandura’s. Purposive sampling was used to identify 10 public primary schools that offer inclusive education while simple random sampling using Gay formula (10-20%) was applied to select 10 students and 5 teachers in the selected schools. Pilot study was carried out to test the reliability of the instruments in a neighboring school in Kirinyaga Central Sub-County. The research instruments included two sets of questionnaires, one for teachers and the other for the students and an interview guide for the Sub-County Director of Education. Data was analysed using descriptive statistics such as means, frequencies and percentages. Data collected was presented in form of graphs and tables. The results showed that majority of the parents (75.6%) are not able to support the learners with basic needs in the school though they attend school meetings. The study also revealed that cultural practices have a negative influence towards effective implementation of inclusive education. The study recommends the need to sensitize and create more awareness to strengthen implementation of inclusive education in public primary schools in Kirinyaga West SubCounty.
Influence of Children Government on Learners Discipline Management in Public Primary Schools in Nyandarua County, Kenya
(Pedagogical Research, 2018) Ngari, Job Njeru; Gachahi, Michael W.; Kimosop, Maurice K.
Discipline management plays a pivotal role in enhancing learners’ academic achievement. The Children Government is a key component geared towards enhancing children rights and creating a conducive learning environment. However, the inclusion of children government in discipline management in primary schools has not been appreciated by primary school teachers and administrators. The teachers and school administrators view the learners as too young to engage in discipline management. The purpose of this study was to assess the influence of children government on learners discipline management in public primary schools in Nyandarua County, Kenya. The study adopted the descriptive research design. The study was guided by the Role Theory as advanced by Biddle which argued that human behaviour is guided by expectations held by individuals. The target population was 2517 comprising of 151 deputy head teachers and 1024 teachers, 1338 student government members and four education officials. The study applied Gay principle to arrive at a sample size of 103 teachers, 46 deputy head teachers, 108 student government members and four education officials. Purposive sampling was used to select the education officials. The study employed teachers’ questionnaires, deputy head teacher’s questionnaire and student government member’s interview guide as the primary data collection instruments. An interview guide for education officials was also used. Data analysis involved quantitative and qualitative procedures using Statistical Package for Social Sciences (SPSS, Ver 19) computer programme. Descriptive statistics such as mean and percentages were used to analyse data. The study established that school administrators do not use children government in discipline management of learners. The study concluded that schools lacked capacity to enhance the effectiveness of children government in discipline management in public schools. The study recommends that the school administration should entrust some discipline management to the members of children government in order to improve their relations and enhance effective utilization of the school body. The study provides education stakeholders as well as teachers with strategies for integration of student governance in discipline management in primary schools. Keywords: discipline management, children government, student leadership in primary schools
Assessment of the Effectiveness of Programs put in place to Control Students’ Absenteeism in Public Day Secondary Schools in Kirinyaga County, Kenya
(African Journal of Education, Science and Technology, 2018) Leah, Gitonga M.; Johannes, Njoka N.; Ndegwa, Lucy
This paper assessed the effectiveness of programs put in place to curb absenteeism by learners in public day secondary schools in Kirinyaga County, Kenya. The study adopted a descriptive survey research design. The target population included 79 principals and 317 teachers in public secondary schools in Kirinyaga County. The researcher employed the Gay formula of 20 per cent to select a sample of 16 principals and 63 teachers. Data was collected by means of a questionnaire administered to the sampled principals and teachers. Content validity of the instrument was ascertained by expert opinion, while reliability was assessed by Cronbach coefficient alpha technique which yielded a correlation coefficient of 0.71 for the instrument. The collected data was analyzed using descriptive statistics with the help of the Statistical Package for Social Sciences (SPSS) Version 20.0. Data analysed using Statistical Package for Social Sciences (SPSS) Version 20.0 revealed that in majority of schools affordable school levies, bursaries and spot checks and roll calls were effective in reduction of students’ absenteeism. However, the study further established that guidance and counseling was not an effective intervention in addressing learner absenteeism in public day secondary schools. On the basis of the findings of this study, it is recommended that schools adhere to the fees guidelines as stipulated by the ministry of education, education stakeholders should enhance the provision of bursaries to needy students and that teachers consistently mark class registers to capture students attendance to all instructional sessions in every school day. Lastly, there is need to enhance guidance and counseling programmmes in order to make them effective in addressing absenteeism among learners.
Evaluation of Creative Thinking Skills amongst Students in Kenya: A Case Study of Public Secondary Schools in Nyeri and Nairobi Counties.
(African Journal of Education, Science and Technology, 2018-06) Githui, Perminus; Njoka, Johannes Njagi; Mwenje, Margaret
Creative thinking skills are vital competencies in the life of every individual. Therefore, people with creative thinking skills are able to innovate and come up with novel solutions to problems that confront them in life. In this way, they become innovators and problem solvers. Creative thinking is competences that enable learners to apply their imagination in generating ideas, hypotheses, and experiment with alternatives to generate new products and processes. The purpose of this study was to evaluate the creative thinking skills among students in boys’, girls’ and co-education public secondary schools (PSC) in Nyeri and Nairobi Counties. The study adopted the descriptive survey research design guided by the social cognitive theory as its theoretical framework. The target population consisted of 69,220 learners in 300 PSC in Nairobi and Nyeri Counties. The schools in the two counties were stratified into boys, girls and mixed-sex schools. Therefore, 4 boys’, 5 girls’ and 21 co-education secondary schools were selected to form a sample of ten percent of the schools from each stratum. Data was collected using a questionnaire administered to the sampled students. A total of 391 respondents were sampled in both counties. Analyzed data indicated that the students in Nairobi County had moderately higher creative thinking skills than their fellow students from Nyeri. The computed mean score for students’ creative thinking skills per county were; Nairobi ( 3.06) and Nyeri with ( 3.03). Independent Sample t-test of creative thinking skills of learners in both gave a pvalue 0.584 which was above 0.05 significance level, this indicated that there was no significant difference in creative thinking among students in Nairobi and Nyeri Counties. Additionally, the study sought to find out the creative thinking skills among learners in single sex and co-education public secondary schools in the two counties. Data analysis revealed that girls schools posted the highest level of creative thinking abilities ( = 3.08), followed by boys schools ( =3.07) while mixed-sex secondary schools had a mean score of 3.01. The computed ANOVA for boys, girls and mixed- sex secondary schools, yielded a p values of 0.478 which was above 0.05 significance level, indicating that there was no significant difference in creative thinking skills among students in single sex and coeducation secondary schools at 95% limit. Therefore the null hypothesis was accepted and concluded that the creative thinking abilities among students in the three categories of schools were relatively the same. The study concluded that there is need to strengthen creative thinking skills among learners in the three school categories in both counties in Kenya.
Effects of External Circumstances on the Implementation of the Education Sector Policy on HIV and AIDS in Public Secondary Schools in Kajiado County
(2018-09-14) Wanjira, Lucy; Kitainge, Kisilu
The effectiveness of an organization is reflected in its ability to not only formulate policy but also execute such policies. The Ministry of Education Science and Technology (MoEST) developed the Education Sector Policy on HIV and AIDS in 2004 and tasked school managers amongst other stakeholders with implementation. Care and support of learners made vulnerable by HIV and AIDS in academic institutions has been advanced by the government following realization that there is need to ensure that their academic journeys are not interrupted. This study investigated the effects of external circumstances on the implementation of the Education Sector Policy on HIV and AIDS and on provision of care and support to orphaned and vulnerable learners (OVLs). The study was carried out in Kajiado County. The study employed descriptive research design. The study targeted public secondary schools in the County. Simple random sampling was used to sample twenty four schools across the five sub counties of Kajiado County. Purposive sampling was used thereafter to select head teachers, deputy head teachers, class teachers and guidance and counselling teachers in the sampled schools and who were the respondents in this study. To collect data, questionnaires and interviews were used. Descriptive statistics was used to analyze data. The study findings indicated that external circumstances influence implementation of the Education Sector Policy on HIV and AIDS and on provision of care and support to OVLs. The study recommended that there was need to facilitate further training of respondents in counselling and on HIV and AIDS in schools. The study further recommended that school managers rally the support of local authorities in implementation of the policy and that teachers be given incentives to attract them to willingly participate in HIV and AIDS related programs and activities in schools.