Department of Education Foundation

Permanent URI for this collectionhttp://localhost:4000/handle/20.500.12092/1882

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Start date: 2015End date: 2019

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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.
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    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.
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    Evaluation of Involvement of Faith Based Clubs in Management of Discipline among Learners. A case of Public Secondary Schools in Kiambu, Murang’a and Kirinyaga Counties, Kenya.
    (2018-12-31) Njanja, Susan W.
    This paper evaluates the involvement of faith based clubs in management of discipline among learners in public secondary schools in Kiambu, Murang’a and Kirinyaga Counties, Kenya. Descriptive survey research design was adopted for the study. The target population comprised of 351 teachers and 351 principals. The study sampled 10% of the population which comprised 35 teachers and 35 principals using simple random sampling technique. Data was collected by means of a questionnaire administered to the sampled respondents. Piloting of the instruments was conducted in-order to determine both reliability and validity of the research instruments. Alpha coefficient of 0.703 was obtained for the tool. Data analysis revealed that most of the schools had faith based programmes that were relevant to management of student discipline. However, the overall computed mean score = 0.19, s=.34) on a scale of 0-4, for involvement of faith based clubs in management of students discipline in schools indicated that the level of involvement of faith based clubs and societies in management of student discipline were very low. The study concluded that in view of the revelation that faith based clubs and societies play a crucial role in the management of students discipline in secondary schools there is need to assert their authority fully as key stakeholders in education. Based on the findings of this paper, it is recommended that there is need to support measures that strengthen faith based clubs and societies in secondary schools for inclusive discipline management practices that take into consideration all education stakeholders.
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    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
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    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.
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    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.
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    Relationship between Psychosocial Dynamics and Academic Performance of Secondary School Students: A Comparative Study between Murang'a and Kirinyaga Counties, Kenya
    (Journal of Arts and Humanities, 2019-09-19) Njega, Stephen Weru; Njoka, Johannes Njagi; Ndung’u, Catherine Waithera
    Numerous psychosocial variables influence students’ academic performance in secondary schools in the world and Kenya in particular. The psychosocial dynamics such as family supportiveness, school conduciveness and self-efficacy influence the learners’ life and consequently academic performance. Empirical evidence is lacking on the combined influence of family supportiveness, school conduciveness and self-efficacy on academic performance. The purpose of this study was to assess the perceived psychosocial dynamics and their influence on academic performance in secondary schools in Murang'a and Kirinyaga counties. The study was based on the systems theory and adopted correlational research design. Target population of the study was 5879 consisting of all form three students in extra-county and national schools in Murang'a and Kirinyaga counties. A stratified simple random sampling was used get a sample size of 412 respondents. Data was analysed using descriptive and inferential statistics. Results indicated that students in Kirinyaga county were more endowed psychosocially with a mean of 63.44% compared to their Murang'a counterparts with 59.74%, with a significant difference. The psychosocial dynamics correlated positively with academic performance with a calculated Pearson’s correlation coefficient r=0.339, with p-value=0.000<0.05. There was a positive association between family supportiveness, school conduciveness, self-efficacy and the overall psychosocial dynamics. However, the relationship between school conduciveness and academic performance was absolutely zero. The study recommended that the government should invest in further in the formation programs for teachers and cascade them to learners targeting to boost learners’ mindset, personal perception and psychosocial dynamics in the students.
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    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 com
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    Challenges facing Juvenile Delinquents Rehabilitation Centres in Kenya: A Case Study of Othaya Rehabilitation Centre, Nyeri, Kenya
    (African Journal of Education, Science and Technology, 2019) Njoka, N. Johannes; Kariuki, W. Rosalind; Ndegwa, W. Lucy
    Incidences of juvenile delinquency have been escalating at an alarming rate. The government has established rehabilitation centres for admitting adolescents who for some reason have had contraventions to the legal system. Rehabilitation of these children is a key component in ensuring that they are successfully empowered to live amicably in the social order. This study sought to assess the challenges facing Othaya Rehabilitation Centre, Nyeri County, Kenya. The research objective was, to assess the challenges encountered by tutors and learners in Othaya Rehabilitation Centre in Nyeri, Kenya. The research design was essentially descriptive with qualitative and quantitative approaches and was guided by B.F. Skinner’s Theory of Operant Conditioning. The target population of the study consisted of all learners and teachers in Othaya Rehabilitation Centre. There were 103 learners and 9 teachers. The study employed census survey and thus the entire population was included in the sample because it was a manageable number. The research instruments included two sets of questionnaires, one for teachers and the other for the learners. A pilot study was conducted in a neighbouring rehabilitation centre in Kirinyaga County and the data collected used to compute the reliability of the instruments using Chronbach alpha which yielded a coefficient of .810, which indicated that the instruments were reliable. Data was analyzed using descriptive statistics such as means, frequencies and percentages and the findings were presented in form of tables and narrations. The findings of the study revealed that teachers had not received any in-service training on handling juvenile delinquents, were not motivated, there were no incentives for good performance and the teachers received no parental support in molding the learners. The research established that the counseling programmes existing in the rehabilitation centre were perceived as generally effective, pupils were exposed to sporadic bullying by their colleagues, teachers were occasionally absent and missed classes and pupils had inadequate breaks to play a part in co-curricular activities. Lastly, the study revealed that there existed poor hygiene conditions and there was frequent theft of personal items. The study recommends the need to sensitize parents to provide for the physical and the psychological needs of the learners, provision of training opportunities for teachers and improvement of safety and living conditions for the learners.
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    Principals’ Role in Promoting Teachers’ Professional Development and Learners’ Performance In Secondary Schools in Murang’a and Kirinyaga Counties, Kenya
    (International Journal of Education & Literacy Studies, 2019-10) Mwihaki, Irungu Cecilia; Kagema, Josphat N; Wambugu, Gachahi Michael
    Students’ overall performance in country wide national examinations in Kenya has recorded below mean achievement as attested by Kenya Certificate of Secondary Education (KCSE) results. The number of students scoring grade D+ and below has consistently remained high compared with those attaining grade C+ and above which is the country’s minimum university entry. Concerns have been raised regarding this trend in students’ achievement. This study examined the performance of the principals’ role in promoting teachers’ professional development and learners’ performance in Kirinyaga and Murang’a counties, Kenya. The study involved a sample of 205 principals and 367 teachers selected from secondary schools in the two counties. Researchers used validated questionnaires and interview schedules to collect data from teachers and principals and analysed data using descriptive and inferential statistics. The hypothesis was tested at p>0.5 level of significance using Pearson Product Moment Correlation. The study established that there was no statistically significant relationship between principals’ role in promoting teachers’ professional development and learners’ performance. The study recommended that principals should ensure that teachers put into practice knowledge and skills learnt during in-service courses so that students benefit from the investment. The Ministry of Education should also take keen interest in how in-service courses are conducted.
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