School of Education and Social sciences

Permanent URI for this communityhttp://localhost:4000/handle/20.500.12092/1751

Browse

Filter results by year or month
Now showing 1 - 20 of 26
  • Thumbnail Image
    Item
    Gender Relations and its Implication in Rural Development: A Case Study of Mwingi Central Division, Kenya.
    (University of Nairobi, 2004-08) Mwenzwa, Ezekiel Mbitha
    In every human society, gender relations are an integral part of everyday life. In Kenya, they are crucial in rural development particularly when it is observed from a human development perspective. Based on the foregoing, the study set out to explore the prevailing gender relations and their implication for rural development in Mwingi Central Division, Mwingi District, Kenya. The objectives of the study were: to determine the effect of an individual’s decision-making capacity on personal access to community resources; to find out the nature of conjugal property ownership and its relationship to individual empowerment; and to investigate the interaction between gender-based division of labor and individual participation in development activities. Three theoretical frameworks guided the study.
  • Thumbnail Image
    Item
  • Thumbnail Image
    Item
  • Thumbnail Image
    Item
    Impact of teacher burnout in secondary schools In Mathira east district, Kenya
    (Karatina University, 2014) Waithanji, Grace Wanjiru
  • Thumbnail Image
    Item
  • Thumbnail Image
    Item
  • Thumbnail Image
    Item
    Developing a Knowledge Management Strategy for The Marist International University College, Nairobi - Kenya.
    (University of South Africa, 2015-02) Anduvare, Everlyn Mmbone
    Marist International University College, Nairobi – Kenya is challenged with problems like duplication of work due to lack of a central repository for knowledge, loss of knowledge through expertise leaving the institution without knowledge being captured and over reliance on a few known subject experts as others have not been identified. This research thus set out to address these problems. The aim of the study was to conduct a knowledge management assessment at the Marist International University College (MIUC) in order to identify and recommend a suitable strategy for the institution. The study employed a concurrent triangulation mixed methodology approach which encompassed a questionnaire and an interview schedule to collect data from 33 academic staff and 9 members of the MIUC management respectively. These two groups were purposively selected as the target population for the study as they play the key role in knowledge creation at MIUC. All 33 copies of the questionnaires that were distributed to the teaching staff were returned by respondents and all the 9 MIUC members of management were successfully interviewed. Data transformation analysis was applied during which qualitative data from open-ended questions and interviews were quantified using content analysis. Quantitative data in the questionnaires was descriptively analysed using SPSS. The study revealed a variety of informal knowledge management structures and resources at MIUC and the challenges of managing knowledge at Marist. The main challenge was that there was no uniformity and consistency in the management of knowledge. The study hence, formulated a KM strategy for MIUC that would help leverage its knowledge assets.
  • Thumbnail Image
    Item
    Factors influencing the low enrolment in physics among secondary school students in Murang’a south district, Kenya
    (2015-05-12) Kimani, Gilbert Ng’ang’a
    Kenyan Secondary school students in form one and two are exposed to a broad curriculum that comprises of eleven or more examinable subjects. Towards the end of form two, the students are given an opportunity to reduce the number of these subjects to a minimum of seven. By so doing, they are given the opportunity to make their choices from a group of optional subjects, which include Physics. It has been observed that Physics has been faced with declining popularity amongst the students leading to low students’ enrolment both in Murang’a South District and also at the national level when compared with other optional subjects. In the year 2012 only 31% of the students registered for KCSE within the country had chosen Physics while in Murang’a South only 32.5 % had selected it. The main objective of this study was to investigate how the low enrolment in Physics is influenced by student related factors, subject teacher, parents and availability of physical resources in a given school. In carrying out the study, the researcher was guided by Atkinson’s achievement motivation theory. The study employed descriptive survey research design. It was carried out in 4 public secondary schools within the Murang’a South District. The respondents included 4 secondary school principals, 4 physics teachers and 64 students giving a total of 72 respondents. Sampling of the schools was done in a way that ensured representation of single gender schools and mixed schools. The students sample was drawn from the form threes and the form fours. The research instrument used was a questionnaire. To establish the validity of the research instrument, the researcher involved experts in research, mainly the supervisors and lecturers of Karatina University. Reliability of the research instrument was established through piloting. The data obtained was subjected to test retest technique, out of which the reliability coefficient was computed and found to be 0.82. The research instruments were then proved to be reliable. Data was then analyzed and interpreted. The results obtained indicated that student related factors such as peer pressure and attitudes contribute to low enrolment in Physics. The low enrolment was also found to have been influenced by the subject teacher. Findings from the study indicated that the parents and physical facilities have little or no influence in the low enrolment. The study therefore recommended that peer influence should be discouraged among the students while teachers’ workshops and seminars should be organized to educate them on how to uplift the enrolment in Physics. It was further recommended that the parents should be brought on board regarding subject choices.
  • Thumbnail Image
    Item
  • Thumbnail Image
    Item
  • Thumbnail Image
    Item
    Leadership Dynamics Facing Principals in Managing Schools within Devolved Government Structure in Mbeere South Subcounty, Kenya
    (Karatina University, 2018-09) Mwangangi, Musyoka Moshe
    Leadership dynamics that face principals while managing educational institutions in the world and Kenya in particular are not clearly understood. The situation is compounded further when the context in which principals’ function is fundamentally changed as it happened in Kenya upon promulgation of constitution of Kenya 2010. The constitution of Kenya 2010 introduced devolution in the governance of the republic of Kenya which radically and fundamentally introduced different structures and chains of command in the management of state affairs including education. During this dispensation, principals have found themselves faced by leadership challenges brought about by the new political and administrative system. Mbeere South Sub-county has had a fair share of challenges in the provision of education during the dispensation of the devolved government structure. This study sought to evaluate leadership dynamics that face principals while managing education within the devolved government structure in Mbeere South Sub-county in Embu. The objectives of the study were to; establish leadership dynamisms with regard to decision making function that the principals faced while managing secondary schools in the devolved system of government in Mbeere south sub-county in Kenya; find out leadership dynamisms with regard to delegation function that the principals faced while managing schools in the devolved system of government in Mbeere south sub-county in Kenya; determine leadership dynamisms on time management function that the principals faced while managing schools in the devolved system of government in Mbeere south sub-county in Kenya and analyze resistance to change by principals while managing schools in the devolved system of government in Mbeere south sub-county in Kenya. The study adopted the descriptive survey research design. A sample of 60 principals, 3 QASOs and 38 teachers was selected from the target population that comprised of three education officials, 60 principals and 381 teachers. Purposive sampling was used to select the education officials and principals while Stratified random sampling was used to select teachers. Questionnaires and interview guides were used to collect data. A pilot study was conducted to assure validity and reliability. The reliability of instruments was ascertained by test-retest method. Quantitative data was analyzed using descriptive statistics and presented in frequency counts, means and percentages. Qualitative data was transcribed and coded in thematic clusters. The study established that pprincipals were not effective decision makers, teachers (52%) felt that principals leave school programs stagnated when they attend official duties; 66% and 58% of principals observed that they did not avail and maintain timetables and use diaries and programs of events due to excess demands from the devolved structures (Teachers Service Commission (TSC) and Ministry of Education Science and Technology (MoEST). The Quality Assurance and Standards Officers (QASO) report indicated resistance to change by principals. In conclusion, there were mixed reactions regarding the influence of decision making, delegation, time management and resistance to change on principals’ secondary school management in the devolved structures. It is recommended that harmonization of TSC and (MoEST) policies could help streamline operations.
  • Thumbnail Image
    Item
    Factors Influencing Provision of Quality Education in Newly Established Secondary Schools in Mathira Constituency, Kenya
    (Karatina University, 2018-10) Njagi, Maina Sammy
    In the last ten years, there has been an establishment of new secondary schools across Kenya, rising out of increased demand for secondary education, government policy to enhance access of education and provision of resources through Constituency Development Funds. However, quality issues in these schools are a point of concern for educational researchers. In view of this, the purpose of this study was to assess the factors influencing quality education provision in the newly established secondary schools in Mathira Constituency, Kenya. The objectives of the study were: To assess the status of learning resources in the newly established secondary schools, analyse the entry behaviour of students in the newly established secondary schools, assess teachers’ competency level in the newly established secondary schools and to evaluate the challenges facing newly established secondary schools in Mathira Constituency. The study employed Context, Input, Process Product (CIPP) theory as postulated by Stufflebeam and Coryn. The study adopted a descriptive survey design. The target population comprised of 85 teachers and 10 principals. Simple random sampling method was used to select 70 teachers and then 10 principals were selected purposively for the study. The research instruments used open-ended questionnaires, interview schedules and observation guides. The instruments were tested for reliability and posted a correlation coefficient of 0.72 and 0.71 for principals and teachers questionnaires respectively. Data was coded, analysed and presented using descriptive statistics such as percentages. Qualitative data was thematically arranged and patterns established which are presented in form of statements. The finding of the study revealed that newly established schools lacked the necessary infrastructure for provision of quality education. The study also established that the majority of the newly established schools lacked adequate resources, were highly understaffed and admitted learners with low entry behaviour thereby compromising the provision of quality education. The study therefore concludes that the newly established schools have gaps that need to be filled if the quality agenda is to remain paramount. The study further recommends that there should be concerted efforts to elevate the profile of those schools through increased funding, provision of teachers and enhance teachers’ capacity which will ultimately raise the quality education provision in these schools.
  • Thumbnail Image
    Item
    Efficacy of Alternative Methods of Enforcing Learners’ Discipline in Primary Schools in Nyeri-Central Sub-County, Kenya
    (Karatina University, 2018-10) Ruirie, Kagoiya Patrick
    Following the ban on corporal punishment in schools, various alternative methods enforcing learners discipline have been tried. This study sought to survey the efficacy of alternative methods of enforcing learners discipline in primary schools in Nyeri Central Sub-County, Kenya. The study was guided by the following objectives: to examine factors contributing to indiscipline; to examine the alternative method of managing learners’ indiscipline; and, assess the effectiveness of the alternative methods of instilling discipline. Planned Behaviour Theory guided the study by exploring guidance and counseling, good classroom management, effective teaching methods and the children’s government electing their leaders as a guidance tool in learner management. The study adopted descriptive survey research design. The target population of the study consisted of 616 respondents comprising of 572 teachers, 43 head teachers and one Sub County Quality Assurance and Standards Officer (SCQASO) from Nyeri Central Sub County. Simple random sampling was employed to select 91 teachers from 13 schools. Purposive sampling was used to select 13 head teachers and one (SCQASO). The employed research instruments were the Head Teachers’ Questionnaire, Teachers’ Questionnaire and SCQASO’s Interview Guide. A pilot study tested the validity and reliability of the research instruments. Research supervisors input was sought to improve the content and construct validity of the instruments. Cronbach Alpha formula was used to test the reliability of the questionnaire and a coefficient of 0.76 was obtained confirming the instruments reliability. The data acquired from the questionnaire, was coded and analyzed qualitatively using Statistical Package for Social Sciences (SPSS version 19). Presentation of data was done by use of charts, tables, percentages and frequencies. Qualitative data from the interview schedule was presented in expository form. The study revealed that a huge number of the teachers (55%) used guidance and counseling in discipline enforcement in schools though 7.1% still used corporal punishment as a disciplinary procedure. The study also found out that absenteeism and lying were prevalent in many schools. The study recommended that parents should play a greater role in the management of learners’ discipline. It also recommended that teachers need to be trained and sensitized to embrace alternative methods of enforcing discipline. The findings of the study may benefit education policy makers and practitioners in developing and enforcing effective and acceptable disciplinary policies in schools.
  • Thumbnail Image
    Item
    A Cognitive Semantics Analysis of Selected Ekegusii Pop Songs
    (Karatina University, 2019) Ondara, Ntabo Victor
    Pop songs convey social messages in different perspectives. Studies on pop songs reveal that composers employ metaphors to express their subjective feelings. The meaning of the metaphors in Ekegusii pop songs need to be interpreted to understand the message of the composers.The purpose of the study was to undertake a cognitive semantics analysis of Ekegusii pop songs. The study was guided by the following research objectives: to identify the metaphors in the Ekegusii pop songs using the Metaphor Identification Procedure Vrije Universiteit; to analyse the metaphors in the Ekegusii pop songs using the Conceptual Metaphor Theory; and to determine the influence of the demographic variable of sex in the conceptualization of the metaphors in Ekegusii pop songs. The Conceptual Metaphor Theory was employed to map the metaphors in the Ekegusii pop songs into different corresponding conceptual mappings.The study employed the mixed methods research design. The target population was the Ekegusii speakers. An interview was conducted among the 36 participantsselected based on sex. The Ekegusii pop songs were purposively sampled using the criterion of richness in metaphoricity. The qualititative data were analysed thematically by classifying the identified metaphors into four conceptual domains using the principle of Great Chain of Being metaphor. Four annotators, including the researcher, collected 54 Metaphor Related Words basedon the criterion adapted from the Metaphor Identification Procedure Vrije Universiteit. The identified metaphors were translated into English and presented in a table which containedthe metaphor value and the level of the metaphor in the principle of Great Chain of Being Metaphor. Three lexical units were marked as Discard From Metaphor Analysis. The study further classified the Metaphor Related Words as direct, indirect and possible personifications. The quantitative data were analysed using the Statistical Package for Social Sciences in which Chi square at a significance level of 0.05 was employed to test the statistical relationship between sex and metaphoric conceptualization. The study found that sex significantly influences the conceptualization of the conceptual domains of: A HUMAN BEING IS A HUMAN BEING, A HUMAN BEING IS AN ANIMAL and A HUMAN BEING/EDUCATION IS AN OBJECT. However, Chi square test analysis showed insignificant association between sex and the conceptual domain ofA HUMAN BEING/EDUCATION IS A PLANT in the negative metaphor value.The research concludes that metaphor is a useful cognitive tool of conceptualizing human beings and the concept of education in Ekegusii pop songs. The study recommends that language researchers should employ the Metaphor Identification Procedure Vrije Universiteit in metaphor studies.The findings of the study will benefit the audience of the Ekegusii pop songs, ethnographers and metaphor theorists to conceptualize Ekegusii pop songs and culture.
  • Thumbnail Image
    Item
    Assessment of Language Shift among the Youth in Nairobi County, Kenya
    (Karatina University, 2019-09) Kimani, Rosemary Wamaitha
    Language shift among multilingual societies is an issue of global concern. Kenya, a multilingual society, is gradually losing her indigenous languages especially among the youth in towns and cities. The purpose of this study was to explore the extent of language shift among the youth in Nairobi County. The study was guided by the following objectives: to explore the domains in which the youth in Nairobi County use their ethnic languages; to establish the attitude the youth in Nairobi County have towards ethnic languages; to assess the influence of the gender variable on language shift among the youth in Nairobi County; and to determine the effect of ethnicity on language shift among the youth in Nairobi County. The study was based on the Domain Theory. The study employed the ex-post facto research design. The study targeted students and language teachers in public day secondary schools in Nairobi County. Simple random sampling was used to select the schools and the students to be studied. Ninety eight (98) students and seven language teachers participated in the study. Questionnaires were used as the tools of data collection. Descriptive statistics in form of frequencies, percentages, mean and standard deviation were used to analyse findings. Chi-square tests were conducted to establish the relationships between gender, attitude and ethnicity and the use of mother tongue in social and formal domains. The study found that the youth use their mother tongue sparingly and in very limited contexts such as at home or when their parents visit their schools. Students had negative attitudes towards mother tongue as they did not find it very useful. The study found that there was a significant relationship (χ2=18.143, p<0.05) between gender and the language used by students in communication with friends of the same sex. The findings also show that there was a significant relationship (χ2 =13.144, p<0.005) between gender and the language used at school. However, there was no significant relationship between ethnicity and any of the indicators of language shift. The study concludes that although majority of youth are conversant with their mother tongue, the extent to which the youth use mother tongue in social and formal domains is very low. The findings of the study would inform linguists on the current trend of indigenous languages in Kenyan urban centres and cities. The findings would also inform both the policy makers and curriculum developers on the challenges threatening the survival of the indigenous languages.
  • Thumbnail Image
    Item
  • Thumbnail Image
    Item
    Effectiveness of Boards of Management in Public Primary Schools in Nyeri County, Kenya
    (Karatina University, 2020) Baaru, Catherine Mumbi
  • Thumbnail Image
    Item
  • Thumbnail Image
    Item
    An Assessment of the Influence of Disability Legislation Awareness on Employability of Persons with Disabilities in Post-Secondary Institutions in Kirinyaga County, Kenya.
    (karatina University, 2022-11) WAITHANWA, LUCY WAIRIMU
    Gakaara wa Wanjau was referred to as the “Chief Mau Mau Propagandist” by the colonial government because of his revolutionary literary works. This made him to be one of the longest serving Mau Mau detainees from 1952-1959. Despite his activist works that culminated in his long detention, Gakaara wa Wanjau was neither rewarded nor recognised among the most honoured independence heroes by the post-colonial regimes. He was arrested and accused of involvement with Mwakenya (The Union of Patriots for the Liberation of Kenya) activities during president Moi’s era. The purpose of this study was to examine Gakaara wa Wanjau’s literary contribution to the politics of freedom struggle in both colonial and post-colonial Kenya. The objectives of the study were to: (i) trace Gakaara wa Wanjau’s socio-political experiences during the colonial period that influenced his political consciousness; (ii) examine the influence of his political writings to the Mau Mau nationalist movement and, (iii) finally explore Gakaara’s socio-political activities after detention that influenced his relationship with the post-colonial governments. The study was informed by the Relative Deprivation Theory (RDT) which argues that people take action for social change in order to gain their rights. The study adopted historical research design which employs document analysis and validated with oral interviews from respondents. The sample population comprised thirty informants who are reasonably enough in a biographical research. Purposive and snowball sampling techniques were used to select respondents drawn from Gakaara wa Wanjau’s acquaintances in the struggle for independence. The study used open-ended questionnaires research instrument to generate qualitative data. The study contributes towards enriching the Kenya’s Mau Mau historiography by demonstrating that there were other forms of effective struggle for independence, like literary activism whereby the barrel of the pen was used, apart from fighting in the forest.
  • Thumbnail Image
    Item
    INFLUENCE OF INTERNAL QUALITY ASSURANCE PRACTICES ON STUDENTS’ ACADEMIC PERFORMANCE IN SECONDARY SCHOOLS IN KIENI EAST AND WEST SUBCOUNTIES IN NYERI COUNTY
    (Karatina University, 2022-11) KAGOCHI, EDNAH NJERI
    Quality assurance in education is increasingly gaining latitude as evidenced in educational literature and current practices. Apart from ensuring compliance with learners’ requirements, educational policy makers are continually designing and producing tools and models that promote professionalism to check performance that promote quality in schools in a rationalized customer satisfaction manner. This systematic review of education has the ultimate goal of maintaining and improving quality and efficiency. This study evaluated the influences of internal quality assurance practices on students’ academic performance in secondary schools in Kieni East and West Sub-Counties of Kenya. This study was guided by the following objectives: to establish the influence of examining teachers’ professional documents on students’ academic performance; to evaluate the influence of monitoring teaching and learning resources on students’ academic performance; to assess the influence of internal quality assurance feedback on students’ academic performance and to determine the influence of monitoring syllabus coverage on students’ academic performance. The study was guided by Principles of Scientific Management Theory advanced by Fredrick Taylor. The study had a target population of 1004 respondents comprising 56 principals, 944 teachers and four Sub County Quality Assurance Officers. Thirty percent of total population was considered which yielded a sample of 17 principals and 283 teachers. Purposive sampling was used to select four quality assurance officers and school principals while teachers were selected through stratified and simple random. Data was collected using survey questionnaires and interview schedules. Validity of the research instruments was done by seeking expert review from university supervisors. The instruments were piloted for reliability in two secondary schools in neighboring Nyeri Central Sub-county using Test - Retest Method. Both sets of items were correlated using Crobanchs Alpha. A coefficient of ρ>.70 was found in all items and considered reliable. Quantitative data was analyzed by use of both descriptive statistics and inferential statistics. Qualitative data was subjected to content analysis where responses were categorized into common themes related to the objectives of the study. Results obtained showed M>2 in all items of the independent variables meaning that professional documents were rarely examined, instructional resources and syllabus coverage rarely monitored, and feedback rarely given. Relationship among variables described using Pearson correlation coefficients showed high statistical significance (2-tailed), in which all variables indicated significant correlation coefficient p< 0.05 implying a high correlation of quality assurance mechanism in school and its influence on learners’ performance. Qualitative data revealed gaps in quality assurance practices. The study is significant as it provides a theoretical and empirical contribution to the existing literature on internal quality assurance practices in schools’ context. It offers practical recommendations on enhanced responsiveness to continued quality provision for which policy makers and education stakeholders yearn for. The study recommends on building capacity of educational leaders through continuous training to make them more effective in carrying out the quality assurance practices.
©karatina University