Department of Education Foundation
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Item Determinants Influencing Provision of Financial Resources for Infrastructure in Early Years Education in Nyeri County, Kenya(2023-09) Kioni, Esther Wangari; Njoka, Johannes; Gachahi, Michael W.The Constitution of Kenya (2010) mandates the county governments to deliver quality pre-primary education through enhancing its management, infrastructure, human and financial resources. However, concerns abound on whether there is effective provision of financial resources to support early years education in Kenya and especially in Nyeri County. This study sought to assess the determinants influencing provision of financial resources for infrastructure in pre-primary education in Nyeri County in Kenya. The study was guided by the mixed methods research design. The target population for the study was 400 head teachers and 800 teachers in pre-primary schools in Nyeri county. Using the Borg and Gall formula of 10-30% criteria of selection of a sample, the lower limit was used which yielded a sample of 40 head teachers and 80 teachers. Data was collected using questionnaires from both the head teachers and pre-primary education teachers. The Cronbach‟s alpha was computed to ascertain for the reliability of instruments which yielded a coefficient correlation of 0.0818 which was higher than the 0.7 threshold of acceptance recommended by Kerlinger6. Data was analyzed using the descriptive and inferential statistics with the aid of Statistical Package for Social Sciences (SPSS) version 26.0. The findings of the study revealed that provision of financial resources greatly impacted on the quality of early years education offered in pre-schools in Nyeri county. From the findings of the study, it was recommended that there was need for mainstreaming the early years education in the Free Primary Education to benefit in the funding. The county government should increase budgetary allocation, establish clear financing frameworks, enhance resource mobilization strategies to source funds from other stakeholders.Item Effectiveness of School Boards in Managing Financial and Human Resources in Public Primary Schools in Nyeri County, Kenya(Journal of Arts & Humanities, 2019-06-22) Baaru, Catherine Mumbi; Gachahi, Michael W.; Mbugua, Zachariah K.In Kenya, educational reforms have resulted in Boards of Management replacing School Management Committees in overseeing the operations of basic education institutions. Boards of Management are charged with the mandate of administering and managing resources channeled to primary schools. Despite these legal provisions and the government’s financial support to the schools, is regrettable that dilapidated facilities, low performance and low morale among teaching and non-teaching staff continue to hamper the academic success of most primary schools in Kenya. This study sought to assess the effectiveness of BOMs in managing financial and human resources in public primary schools in Nyeri County, Kenya. The study adopted the descriptive survey research design. Twenty one head teachers and 196 BOM members drawn from 21 public primary schools in Nyeri County participated in the study. Data was collected through validated questionnaires for head teachers and members of BOMs. The study established that BOMs were not effective in overseeing financial management in the sampled schools. However, the study established that BOMs were effective in human resource management in the sampled primary schools. The study recommended that the Ministry of Education should develop a policy framework that comItem 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 schoolsItem The Role of Mass Media as a Socialisation Agent in Shaping Behaviour of Primary School Pupils in Thika Sub-County, Kenya(Pedagogical Research, 2019-10) Mwangi, Esther W.; Gachahi, Michael W.; Ndung’u, Catherine W.Children learn better when they socialise with items, tools and people in their environment. Provision of creative fun-filled environment boosts children’s learning. Lack of a good socialising environment may affect a child’s growth and development. The main goal of this study was to assess the role of mass media as a socialisation agent in shaping pupils’ behaviour in primary schools in Thika Sub-County, Kenya. The study was guided by Albert Bandura’s Imitative Observation Theory. This theory indicates that behaviour depicted by others is easily imitated by young children. The study adopted the descriptive survey research design. The target population comprised of 69 head teachers, 570 teachers, 3256 pupils and one Sub County Education officer. The study applied Gay Principle to determine the sample size of 7 head teachers, 57 teachers and 35 primary school pupils. Simple random sampling was applied to select the respondents who participated in the study. The main research instrument was the questionnaire. Data was analysed descriptively using Statistical Package for Social Sciences (SPSS) version 20. The study found that majority (88.0%) of the teachers agreed that their pupils had access to mass media in form of television and internet based media. The study noted only a very small proportion of children did not have access to mass media at home. The study concluded that at home, most children spend most of their time listening to radio, watching television programmes, or playing video games. The study recommends that parents must exercise control on the choice and exposure of their children to mass media.Item 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.Item 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, JohnSocial 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.