School of Education and Social sciences
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Item Evaluating Teaching Effectiveness in Determining Quality Educational Outcomes in Kenya.(2023) Gathondu, M.; Kagema, J.The yearnings for quality education is the driver to national socio-economic developments. This is well articulated by various local, national and international frameworks including Kenya’s Vision 2030 and Sustainable Development Goals. Teachers are considered pivotal in quality education. However, research studies document that teachers’ pedagogical practices reveal gaps in achievement of quality education outcomes. This study analyzed the role of teaching effectiveness on quality educational outcomes in Kenya. The study was guided by the Social Constructivism Theory and through a comprehensive review of literature, the study identified gaps in teachers’ pedagogical practices that guided the present study. 400 teachers were selected for the study and through purposive sampling method, 24 principals were sampled. Also, systematic random sampling method was employed to yield a research sample of 80 teachers and 144 students. The principal research instruments were questionnaires for the teachers and students while interview guides were used to collect data from principals. Validity was enhanced by the piloting of instruments prior to collecting the final data. To enhance credibility, an adjustment of the tools was done according to the opinions obtained from respondents and peer reviews. Reliability of the instruments was calculated using the Pearson product-moment correlation coefficient and found to be ρ =.77, hence considered reliable. To test the internal consistency for reliability within questionnaire items, Cronbach alpha based on the standardized items was used which yielded α =.759. Quantitative data was analyzed using SPSS Version 25 for both descriptive and inferential statistics. Measures among variables was described using standard deviations, SD, while chi-squared test, χ 2=12.496a was arrived at to determine the statistical significance of the study hypotheses at 0.05 level (2-tailed). The reporting of the quantitative data was in percentages, tables and charts. The study findings indicated that teachers are pivotal in determining educational outcomes through their pedagogical practices as corroborated by respective research objective findings. The study recommends that teachers should undergo continual professional development to improve in curriculum delivery. Also, the Government should enhance quality assurance and monitoring strategies in the schools to ensure that the school curriculum is highly implemented to achieve the educational goals in Kenya and beyond.Item Effectiveness of Counselors in Managing Discipline in Public Secondary Schools in Kenya: Case of Mt. Kenya East Selected Counties(African Journal of Education, Science and Technology, 2019-09) Njoka, N. Johannes; Kimotho, W. Flora; Gitumu, W. MargaretVarious innovative approaches to shaping of students’ discipline have been introduced in schools since the banning of corporal punishment; one such strategy is the involvement of school counselors as an alternative to corporal punishments, unfortunately the effectiveness of such strategies have not been clearly documented. This study sought to analyze the effectiveness of school counselors in promoting learners’ discipline in public secondary schools in three Mt. Kenya East counties. The study was guided by the following research objectives, to analyze the prevalence of students’ indiscipline and evaluate the effectiveness of involvement of counselors in shaping discipline in public secondary schools. The hypothesis was that there was no relationship between the involvement of counselors and level of discipline. The target population comprised of 421 heads of counseling from all the 421 secondary schools from which a sample of 42 counselors were selected using the stratified random sampling. Questionnaires were used in data collection. Analysis of data was conducted using descriptive and inferential statistics. Results of the study indicated that counseling was minimally used to promote student discipline in secondary schools. The findings from the test of hypothesis revealed that there was no statistically significant difference in the involvement of counselors shaping students’ discipline in public secondary schools. In order to establish whether a significant statistical relationship existed between prevalence of indiscipline and use of counseling in controlling misbehavior among learners in secondary schools, Pearson r correlation was computed which yielded r = + .097, n = 42, p < .0005. The null hypothesis was thus accepted and it was concluded on the need to strengthen counseling to enhance discipline. The study recommends enhancement of counseling with a view to integrating counselors in school management and decisionmaking organs such as Boards of Management.