Department of Education Foundation

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Author: search.filters.author.Githui, Perminus

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    Can Schools Make Our Society More Cohesive? A Case of Public Secondary Schools in Embu and Nairobi Counties, Kenya
    (2023) Njoka, Johannes Njagi; Githui, Perminus
    Cohesion’ is a growing concern for policy makers and society and this raises questions for the role of schools. This mini-report asks how, and whether, schools should respond. We draw on academic and policy research, think-pieces and perspectives from the LKMco Big Debate 2016 ‘Can Schools Make Societies More Cohesive?’ and ask: 1. What is social cohesion? 2. What influences levels of social cohesion? 3. What are schools currently doing to improve social cohesion? 4. How can schools make society more cohesive? 5. What stands in the way of schools doing more? 6. What barriers do schools face in doing more?
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    Status of Integration of ICT in Internal Communication in Public Secondary Schools in Kenya: A Comparative Study of Boarding and Day Secondary Schools in the South Rift Region, Kenya
    (2020-06-15) Njoka, Johannes Njagi; Githui, Perminus; Ndegwa, Lucy Wanjira
    The increasing complexity of the world in the contemporary times requires schools to embrace use of technology in performing their functions. In response to the globalization and internationalization of education, schools are earnestly striving to integrate information communication technology (ICT) and digitalization in executing their myriad functions especially communication. ICT is one of the most fundamental 21st century skill. However, despite the heavy investment and fundamental value of ICT in infusing efficiency and effectiveness in managing institutional enterprises, its integration in communication has been limited in a vast majority of public secondary schools in the South Rift Region in Kenya. The purpose of this study was to evaluate the integration of ICT in internal communication in public secondary schools in the South Rift Region in Kenya. The study was guided by the following objectives, which were to; assess the application of ICT in internal communication in public secondary schools and compare the ICT application in internal communication in public secondary schools in the South Rift Region in Kenya. The target population for the study comprised of all the 141 teachers in public secondary schools in the South Rift Region of Kenya enrolled in the Strengthening of Mathematics and Science in Secondary Education (SMASSE) program. The study employed the census technique since the target population was small hence manageable. Data was collected using the questionnaire and analyzed using descriptive and inferential statistics. It was hypothesized that there was no statistically significant difference in ICT application in communication in boarding, day and boarding and the purely day public secondary schools. To test this hypothesis, one way Analysis of Variance (ANOVA) was computed, which yielded p-value = .000 which was less than the alpha value α > 0.05 indicating that the differences in ICT application in communication in the three categories of school was statistically significant. Thus the null hypothesis was rejected. It was concluded that the ICT application in boarding, day and boarding, and the purely day secondary schools was significantly different. The study further established that public secondary schools in the South Rift Region only marginally applied ICT in their official communication. The study revealed that boarding secondary schools had higher ICT applications in communication, followed by day and boarding secondary schools while the purely day secondary schools had the lowest. It is concluded that schools in the south rift region in Kenya have a low level of ICT application. From the study, we recommend the need to promote ICT application in all school categories especially the day secondary schools. This implies the need to conduct sensitization to all stakeholders in education with the objective of strengthening the provision of ICT infrastructure and training of personnel for schools.
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    Analysis of Challenges Facing ICT integration in Managing Public Secondary Schools: A Comparative Study of Day and Boarding Secondary Schools in the South Rift Region, Kenya
    (Budapest International Research and Critics Institute-Journal, 2020-02) Njoka, Johannes Njagi; Githui, Perminus; Ndegwa, Lucy Wanjira
    The uptake of information communication technology (ICT) by secondary schools is beset by a complex of challenges that are not clearly understood and documented. In order to facilitate effective and efficient implementation of digitalization in schools in Kenya, there is need to map out the diversity of challenges that bedevil its adoption. The purpose of this study was to analyze the challenges facing integration of information communication technology (ICT) in the operations of public day and boarding secondary schools from the south rift region of Kenya. The objectives of the study were to; assess the challenges facing ICT integration and compare the levels of ICT integration in boys, girls and coeducational secondary schools from the south rift region of Kenya. The study adopted the descriptive survey research design. The target population for the study comprised of all the 141 teachers from the public secondary schools in the south rift region of Kenya enrolled in the Strengthening of Mathematics and Science in Secondary Education (SMASSE) program. The study employed census sampling technique since the target population was small, easily accessible and manageable. Data was collected by means of a questionnaire. Data analysis was conducted using the descriptive and inferential statistics with the aid of Statistical Package for Social Sciences (SPSS) version 21.0. The study tested the hypothesis that there was no statistically significant difference in challenges facing integration of ICT in boys, girls and coeducational secondary schools from the south rift region of Kenya. To test this hypothesis the One way Analysis of Variance (ANOVA) statistics was computed which yielded p-value = .000 which was less than the alpha value α > 0.05 indicating that the differences in challenges facing ICT integration in boys, girls and co-educational schools were statistically significant. Therefore the null hypothesis was rejected. This led to the conclusion that challenges facing ICT integration from the three categories of schools were significantly different. From the findings of the study, it is recommended that there is need strengthen in service training of teachers in ICT and perform widespread upgrade of ICT software since these were the most serious challenges that faced integration of ICT in schools.
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    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.
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