Browsing by Author "Momanyi, John M."

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    Discipline Strategies: Influence on Gender and Academic Level of Students: A Case of Rachuonyo North Sub-County, Homabay County, Kenya
    (European Journal of Educational Sciences, EJES, 2017-09-01) Momanyi, John M.; Awuor, Winnie Odhiambo Esther Kiaritha
    This paper purposed to establish if there was a significant influence of discipline strategies on student academic performance based on the gender and academic level of students in Homabay County, Kenya. Over the years, students in Rachuonyo North Sub County have continued to perform poorly in Kenya Certificate of Secondary Education (K.C.S.E). The objective of this study is to determine the influence of discipline strategies on academic performance by gender and academic level. The research design used was causal comparative. The researcher used simple random sampling to select 23 schools. Purposive sampling was used to identify students at different academic levels who had received any of the three discipline strategies that is suspension, manual labour, and sending students home to call their parent. The quantitative data was analyzed using paired sample t-test and repeated measures ANOVA at .05 level of significance. The study findings indicated that girls performed poorly after discipline strategies had been used on them. However, there was no significant difference in the academic performance of boys after the discipline strategies. It emerged that these discipline strategies influenced students’ academic performance differently depending on the academic level of the student with the form two and four students registering a decline and the form three students showing a slight improvement. The study recommends discipline strategies other than the three used in the study for girls. Further research is required to determine the influence of these discipline strategies in other counties.
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    The Role of Teaching History and Government in Fostering National Cohesion and Integration in Kenya: Opportunities and Challenges
    (International Journal of Research and Innovation in Social Science (IJRISS) |, 2020-10-01) Momanyi, John M.; Cherorot, Winnie C.
    The teaching of History and Government should serve to enable a country meet its needs and aspirations. One such need in Kenya, which has remained largely elusive, is national cohesion and integration. The objectives of teaching History and Government are; to demonstrate an understanding of how people and events of the past have influenced the ways in which people lived and behaved; appreciate the need for an importance of mutual responsibility, and to develop a sense of patriotism and national pride through participation in various development activities in the country. Research has revealed that the teaching of History and Government contributes to the development of an individual by increasing his/her propensity to be tolerant. Learning has a strong influence on the development of shared norms and the value placed on tolerance and understanding within a community. Integration is the process by which immigrants become accepted into society, both as individuals and as groups. The study was guided by the following specific objectives: to establish whether the objectives of teaching History and Government subject in Secondary school are being met and to establish the role of History and Government education in enhancing National Integration in Kenya. The target population of the study comprised of History and Government teachers, History and Government students, community leaders, Youth leaders, and Church leaders in Bomet County. Focus group discussions, Questionnaires and interview schedules were used to collect data from the respondents. Qualitative data collected was analyzed using content analysis while quantitative data analyzed using descriptive statistics. The results indicated that there is a need to have History and Government subject compulsory in secondary school curriculum to allow the subject objectives to be met. The study also revealed challenges facing the teaching of History and Government subject fails to meet the needs of the Country in terms of cohesion and integration.
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    Strategic Use of Information and Communications Technology (ICT) in Disaster/Crisis Management in Kenya
    (International Journal of Research and Innovation in Social Science (IJRISS), 2019-09) Kwonyike, Joshua K; Momanyi, John M.
    In this paper an attempt has been made to highlight the role of Information and communications technology in management of natural and man-made disasters in Kenya. In this age of technology, it is easier to manage natural and manmade disasters. The disasters outlined in this paper include floods, hurricanes, earthquakes, tsunamis, landslides, genocides, wars, workplace fires, and terrorism among others. Disasters can be managed using a number of features of Information and communications technology (ICT). ICT can be used in disaster prevention, mitigation and management. Advancements in ICT in form of radio, TV, telephone, SMS, satellite radio, sirens, cell broadcasting, drones, or the internet can help in a great deal in planning and reduction of hazards reduction measures. It is necessary for individuals and organisations have some degree of preparedness in terms of preparedness plans, early warning system, equipment and machinery that can be deployed for disaster response and mitigation
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    Teacher Preparedness for the Implementation of Competency Based Curriculum in Kenya:A Survey of Early Grade Primary School Teachers’ in Bomet East Sub-County
    (SEREK publication, 2019) Momanyi, John M.; Rop, Peter K.
    This paper explores teacher preparedness for the competency-based curriculum in Kenya. Competency based curriculum was introduce to Kenya’s Education system in 2016 as a pilot of curriculum to be rolled out under 2-6-3- 3-3 education system that is replacing the three decades old 8-4-4 system. The new curriculum is seen by many as a panacea to the problem of graduate employability in Kenya. The 8-4-4 graduates have been blamed for lacking relevant job skills. Competency based curriculum aims at engaging learners in applying knowledge through demonstration as opposed to content overload. This study focused on early grade primary teacher’s preparedness to successfully implement the competency-based curriculum. Concerns have been raised at the pilot stages on the capacity of those implementers. StuffleBeam’s CIPP curriculum Evaluation model was used to interrogate the CBC as currently implemented. The objectives of the study were to find out early grade Education teacher’s understanding of CBC, establish their capacity to realign teaching/learning resources to CBC, determine their preparedness to realign teaching/learning approaches to the demands of CBC and their capacity to evaluate a CBC curriculum. Data was collected using questionnaires and interviews. Analysis of data reveals that teachers are inadequately prepared. Their knowledge of CBC is vague and this has hampered their delivery and evaluation. It is also recommended that KICD and ministry of education plans for more training sessions to bridge capacity gaps highlighted in pedagogy, Assessment and preparation of teaching documents.