School of Education and Social sciences
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Item Challenges Facing Corruption Prevention Activities in Public Secondary Schools in Nakuru and Nyandarua Counties Kenya(International Journal of Recent Research in Social Sciences and Humanities, 2019-09) Ngatia, Richard; Njoka, Johannes Njagi; Ndegwa, LucyThis study sought to examine the challenges facing corruption prevention activities in public secondary schools in Nakuru and Nyandarua counties Kenya.The study was informed by the Lucifer Effect Theory. The study used the correlational research design. The target population comprised of 420 principals, 840 heads of departments, 420 bursars in public secondary schools, two county directors of education and six school auditors making a total of 1688 school respondents. The study employed the formula of Cochran to get a sample of 313 respondents while the two county directors of education and six school auditors were purposively sampled, to give a sample size of 322 respondents. Data wascollected using the questionnaire constructed on a five point Likert scale. The research instruments were Pilot tested.Data was analysed using both the descriptive and inferential statistics with the aid of the Statistical Package for Social Sciences.The study established that there was no significance difference between the challenges facing principals’ in the prevention of corruption in Nyandarua and Nakuru Counties.Item Analysis of Corruption Risky Areas in Public Secondary Schools in Nyandarua and Nakuru Counties in Kenya(American Journal of Humanities and Social Sciences Research (AJHSSR), 2020) Ngatia, Richard; Njoka, Johannes Njagi; Ndegwa, LucyCitizens and stakeholders in education continue to express great concerns regarding the escalating cases of academic dishonesty, misappropriation and misuse of resources in education in the world and Kenya in particular. Corruption activities manifest themselves in all areas of education especially in teaching and learning processes, academic dishonesty, and utilization of educational resources as well as in the development of policies.The purpose of this study was to analyse the corruption risky areas in public secondary schools in Nyandarua and Nakuru Counties in Kenya. Specifically the study sought to establish the corruption risky areas in public secondary schools and compare the levels of corruption in public secondary schools in Nakuru and Nyandarua counties in Kenya. The study tested the null hypothesis that there is no statistically significant difference in corruption risky areas in public secondary schools in Nyandarua and Nakuru Counties. The descriptive survey research design was used to guide the study. The target population for the study comprised all secondary school principals, heads of departments and bursars. The sample size was determined using the Cochran sampling formula which yielded a total of 321 respondents. Data was collected using a questionnaire. Descriptive statistics and t-tests were used to analyse data with the aid of the Statistical Package for Social Sciences (SPSS) version 20.0. Results of the study revealed thecorruption risky areas in public secondary schools as thecharging of extra levies, teachers missing lessons, unreported teachers absenteeism, falsification of information on student enrolment data and irregular procurement of goods and services. Hypothesis testing revealed that corruption risky areas in public secondary schools in Nakuru and Nyandarua Counties were largely similar, thus the null hypothesis (Ho1) was accepted. The study recommended the need to broaden the scope of school auditing to cover all areas of academic life as opposed to the current practice that only focuses majorly on financial management.Item 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 KariukiThe 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.Item 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, LucyThis 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.