School of Education


Recent Submissions

Now showing 1 - 15 of 15
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    Examining the influence of Integrated Principal Leadership Styles and School Climate in Public Secondary Schools:
    (International Journal of Research Publication and Reviews, 2023-07-30) Sigilai , Richard Maite
    This study sought to investigate how integrated leadership style (instructional and transformational), and school climate are related. Multiple regression analysis was used in the study to examine the relationship between the variables after data collection. According to the findings, there is no correlation between the school climate and either instructional leadership (coefficients of 0.039) or transformational leadership (negative coefficients of -0.048). An increase in instructional leadership may be linked to an increase in the school climate, according to the positive regression coefficient for instructional leadership. This relationship, though, lacked statistical significance. The regression coefficient for transformational leadership was negative, indicating a link between a decline in school climate and an increase in transformational leadership. Additionally, this connection lacked statistical significance. The F ratio of 0.306 and the p-value of 0.737 indicated that the overall model was not statistically significant. The t-values of 0.465 for instructional leadership and -0,572 for transformational leadership are not statistically significant (sign.T is 0.642 and 0.568 respectively), but it is likely due to chance or other factors that predict the school climate. More research is required to identify these factors.
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    Influence of Principal Leadership on School Goal Framing in Kuresoi Sub-County of Nakuru County, Kenya
    (International Journal of Research and Innovation in Social Science (IJRISS), 2023-11-08)
    This study investigated the influence of Principal Leadership on School Goal Framing in Kuresoi Sub county of Nakuru County, Kenya. The theory used is Instructional Leadership Theory and the objective was to determine the influence of Principal Leadership on School Goal Framing in Kuresoi Sub-county of Nakuru County, Kenya. A quantitative study approach was employed to gather data through closed-ended questionnaires distributed to 266 participants, consisting of 38 principals, 38 deputy principals, and 190 heads of departments (HODs). The research findings indicate that on an annual basis, principals, deputy principals, and heads of departments engage in collaborative efforts to develop school-wide objectives. The joint effort was consistently undertaken by 42.1% of principals, 36.8% of deputy principals, and 46.3% of heads of departments. Moreover, after examining educational objectives and clarifying faculty duties, it was found that 47.4% of principals and 51.1% of Heads of Departments (HODs) consistently engaged in the procedure. It is worth noting that a significant proportion of deputies, specifically 44.7%, expressed a preference for the “almost usually” category. In contrast, a slightly higher percentage, 47.4%, reported employing needs assessments or other formal procedures to evaluate staff and establish goals. Using student performance data for goal-setting was observed in 36.8% of cases among principals and deputies. Similarly, 38.4% of Heads of Departments (HODs) consistently exploited such data, while 37.9% did so frequently. In summary, the data indicates that most principals (55.3%) and heads of departments (38.4%) frequently formulate explicit and pertinent objectives readily available to educators across different hierarchical levels. The present study addresses a notable void in the current body of literature by providing insights into the unique characteristics of public schools in Kenya and emphasising the crucial significance of principal leadership. The above findings hold significant value for policymakers, educators, and academic institutions, as they can provide guidance and reshape leadership paradigms to promote progress within the education sector.
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    Analysing Leadership Roles in Incentivising Teacher Performance Among Principals, Deputies, and HODs in Kenya
    (International Journal of Research and Analytical Reviews (IJRAR) 8, 2023-10-15) Sigilai , Richard Maite
    The study aimed to examine the various approaches utilized by educational administrators, including Principals, Deputies, and Heads of Departments (HODs), to motivate and enhance teacher performance within the context of Kuresoi Sub-county, located in Nakuru County, Kenya. Utilizing a quantitative research approach, the study employed closed-ended questionnaires as a data collection method. A sample size of 266 participants was chosen for the study, consisting of 38 principals, 38 deputy principals, and 190 heads of departments (HODs). The results of the study indicated that there were notable differences in the inclination towards specific strategies depending on the leadership position. Deputies primarily employed formal acknowledgement strategies, such as conducting meetings and sending out memos, while Principals showed a greater inclination towards recognizing individuals through personal commendations. The significance of Heads of Departments (HODs) was particularly highlighted by their emphasis on recognizing teacher achievements through individualized memoranda. This study presents a new perspective by offering valuable insights into the nuanced strategies employed by various leadership positions within the educational landscape of Kenya. It highlights the importance of implementing customized strategies for acknowledgement that align with each post's distinct responsibilities and inclinations. The findings of this study have significant implications for educational policy and leadership training programs, intending to optimize teacher motivation and performance.
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    Effects of Contextual Concerns on University Students’ Mental Health in the Wake of COVID-19 Pandemic:
    (Journal of Research Innovation and Implications in Education, 2022-06-30) Mettoh, Hellen Jepchirchir
    : This conceptual study introduces the unprecedented COVID-19 pandemic as a global burden that has disrupted peoples’ quality of life. The Kenyan government confirmed the first case of COVID-19 pandemic on 14th March, 2020, after the novel corona virus disease. One of the containment strategies put in place by the Kenyan government was the suspension of all learning activities and home confinement for all school going children and university students. The aim of this study was to find out the effects of the contextual concerns of covid-19 pandemic on the university students’ mental in Kenya. The review found out that the public health containment measures led to the closure of universities, which resulted to virtual learning, virtual graduation, loss of jobs as some companies shut down, movement to rural areas, lack of supplies, isolation, pornography, concerns on one’s own health and the health of loved ones, eating and sleeping disorders, all study levels and gender, knowledge of infected person, information technology exacerbated the situation of the students, Covid-19 contributed to general poor health and that vulnerable university students may have been worse hit. All these culminated into mental health issues as depression, anxiety, stress, sleep and eating disorder and loneliness. The study recommended that apart from the student counsellors, the universities also ought to engage the services of psychotherapists and psychiatrists where applicable in the fight against mental health related concerns among the students during COVID-19 pandemic.
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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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    Influence of Involvement in Co-Curricular Activities on Students’ Commitment to Democratic Values
    (INTERNATIONAL JOURNAL OF INNOVATIVE RESEARCH & DEVELOPMENT, 2019-08) Gachara, John; Choge, Dr. Ruth; Mutisya, Dr. Sammy M.
    Ever since the declaration of modern democracies such as USA in 17th Century, the pursuit for commitment to democratic values has remained at the core of nations which are inclined towards democratic ideology. A companying this pursuit, has been the debate of appropriate means by which, young citizens in these nations can be made to adapt democracy as a life value. Although many democratic nations such as Kenya have opted to foster it through education, the potential of various frames of their school systems (such as co-curricular activities) in cultivating this democratic desire, have remained unempirical verified. In effort to fill this gap, this study aimed at verifying the potential of various co-curricular activities in influencing students’ commitment to democratic values. In so doing the study sort to find whether there were significant differences in commitment to democratic values between students involved in social movements, talent enhancement and academic enhancement co-curricular activities. The study was conducted among public secondary schools in Kiambu County, Kenya. A total of 430 students were involved drawn from target population of 28,213 Form IV students using stratified proportionate random sampling procedure. The study results revealed that, there were statistical significant differences in commitments to democratic values among students involved in talent enhancement, academic enhancement and school social movement co-curricular activities at (F (2, 340) = 4.70, p ≤ 0.01)with Tukey’s test indicating talent enhancement was significantly different from other two co-curricular activities. Multiple regression on co-curricular activities yielded a significant regression equation (F (3, 339) = 5.563, p<0.001) with R2 of .047. Thus, confirming that, there were variations in influence of different co-curricular activities on students’ commitment to democratic values.
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    Effect of Public Secondary Schools Categorisation on Students’ Commitment to Democratic Values
    (THE INTERNATIONAL JOURNAL OF HUMANITIES & SOCIAL STUDIES, 2019-08) John, Gachara; Choge, Dr. Ruth; Mutisya, Dr. Sammy M.
    Nurturing students who cherish commitment to democratic values remains to be one of fundamental desires on the perpetuation of democracy in Kenya since independence. In pursuit for this desire, the categorisation of public secondary schools have remained to be a cardinal instrument toward realisation of this democratic goal. This study was designed to explore the potential of various categories of public secondary schools in influencing students’ commitment to democratic values in Kiambu County, Kenya. In so doing the study sort to find whether there were significant differences in commitment to democratic values between students attending; National schools, Extra-County schools, County schools and Sub-County schools. The study was carried out among public secondary schools in Kiambu County, Kenya. A total of 384 students were involved drawn from target population of 28,213 Form IV students using stratified proportionate random sampling procedure. The study results revealed that, there were statistical significant differences in commitments to democratic values among students attending; National schools, Extra-County schools, County schools and Sub-County schools at F (3, 339) = 16.73, p =0.001, p < 0.05 with Tukey’s test indicating National schools were significantly different from other three categories of public secondary schools (which did not have significant difference among them).Multiple regression on categorisation of schools yielded a significant regression equation (F (4, 338) = 12.790 p<0.001) with R2 of 0.131.Thus, confirming that, there were variations in influence of different categories of public secondary schools on students’ commitment to democratic value
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    (European Journal of Education Studies, 2019) Mutheu, Wambua A.; Okwach, Tonny O.; Indoshi, Francis C.; Amukowa, Deborah N.
    Existing studies indicate that increasing effectiveness in teaching and learning positively influence performance. However, challenges may diminish effectiveness in teaching and learning leading to poor performance. The study focused on challenges in relation to learners’ attitude towards Kiswahili and the strategies for coping with the challenges in teaching of Kiswahili in public secondary schools in Hamisi Sub-county, Vihiga County, Kenya. Study population was 4,106 form four students, 139 Kiswahili teachers, 47 principals and 1 Quality Assurance and Standards Officer. Krejcie and Morgan’s (1970) formula was used to select a sample of 351 form four students and purposive sampling was used to select 42 form four teachers of Kiswahili. Saturated sampling technique was used to select 42 principals and 1 QASO. In this study questionnaires and interview schedule were used in data collection. Quantitative data was analysed by descriptive statistics involving frequencies, means and percentages and presented on tables. Qualitative data was categorized into themes and reported in verbatim excerpts. Learners had positive attitude towards objectives and content at mean ratings of 3.02 and 2.94 respectively. However, learners had challenges in teaching methods and evaluation techniques. They had negative attitude towards teaching methods and evaluation techniques at mean ratings of 2.44 and 2.34 respectively. The main strategy for coping with these challenges was speaking Kiswahili on specific days highly applied at 3.22. Motivational speeches and rewards as well as encouraging wide reading were lowly applied at 2.45 and 2.43 respectively. Other strategies that emerged from the study were use of Kiswahili clubs, discouraging learners from listening to adulterated Kiswahili and making Kiswahili lessons interesting. In conclusions, though the overall learners’ attitude towards objectives and content is positive, they have negative attitude towards teaching methods and evaluation techniques. Schools have various strategies for coping with the challenges applied at different extents. The study recommends that schools endeavor to inculcate positive attitude among learners towards teaching methods and evaluation procedures by making them learner centered and properly guiding them in these activities. Teachers need to expose learners to a variety of teaching methods and evaluation techniques and provide timely feedback. This will make learners more enthusiastic and confident and in turn improve performance. The study findings may benefit teachers, scholars, curriculum developers, policy makers and other interested parties in understanding the challenges in relation to learners’ attitude, adopting and strengthening the strategies as well as seeking solutions to the challenges in order to improve the teaching and learning process
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    (MIER Journal of Educational Studies, Trends & Practices, 2019-05) Opanda, Joseph Amulioto; Olel, Maureen; Okwach, Tony
    There has been a rapid expansion in the field of of higher education. This has been precipitated by factors of demand and supply leading to various innovations in programmes and modes of study. A new trend has emerged where a wide scope of working professionals, including teachers are undertaking continuing education. To teach at the primary level in Kenya, a Primary 1 (P1) certificate is minimum requirement. However, a significant number of teachers at this level either hold or are pursuing a Bachelor of Education (B.Ed.) degree. As of December 2016, of the 4,406 teachers in public primary schools in Trans-Nzoia, 896 possessed a B.Ed. degree. Despite the minimum qualifications for the primary school level teaching, there is concern over the increasing number of teachers pursuing B.Ed. degree without corresponding improvement in learner performance in KCPE where the mean mark has remained below 250 for over a decade. The purpose of this study was to determine the personal attributes that influence demand for a Bachelor of Education degree in Trans-Nzoia County, Kenya. The findings indicated that personal attributes, occupational, institutional and socio-economic factors all account for the surge in demand for B.Ed. degree although the economic factor is the most important one. The study also found that teachers’ qualifications have a significantly low effect on learners’ academic performance. The findings will help policymakers and educational planners plan for relevant, efficient, effective, equitable and quality education.
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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.
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    (European Journal of Education studies, 2019) Murunga, Zainab A.; Indoshi, Francis C.; Okwach, Tonny O.
    Composition writing helps learners to acquire writing skills. However, students’ performance in Kiswahili composition at the Kenya Certificate of Secondary Education (KCSE) examination shows that national performance has been fluctuating with a mean of 14.20 in 2008, 15.40 in 2009, 14.32 in 2010, 16.43 in 2011 and 10.43 in 2012out of 40 marks. From year 2008 to 2012, Kisumu West Sub-County students’ performance in the Joint Evaluation Test (JET) shows that performance was lower compared to other sub counties in Kisumu County with a mean of 11.20 which was below the county mean of 13.49. Although studies have established that teachers are key determinants of performance, students’ academic performance in Kiswahili composition has remained below average in public secondary schools in Kisumu West Sub-County. The purpose of the study was to establish the influence of teacher related factors on students’ academic performance in Kiswahili composition in public secondary schools in Kisumu West Sub-County, Kenya. The study employed descriptive survey and correlation designs. Target population was 1622 Form 4 students, 54 teachers of Kiswahili Language, 33 Heads of Department (HOD) and 1 Sub-County Curriculum Support Officer (SCCSO). Purposive sampling technique was used to select a sample of 48 teachers, 29 HOD and 1 SCCSO. Krejcie and Morgan’s (1970) formula was used to select a sample of 310 Form 4 students. Teacher and student questionnaire, HOD/SCCSO interview schedule and Kiswahili composition test were used for data collection. The study found a positive strong relationship between teacher related factors (R=.518* , p=.000) and students’ academic performance. It was concluded that an improvement in teacher related factors increased students’ academic performance in Kiswahili composition. The study therefore recommends that teachers should be constantly engaged in refresher courses, seminars and symposia to update their skills on Kiswahili language pedagogy so as to improve students’ academic performance.
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    Effective curriculum supervision by head teachers is necessary for schools to offer quality education to learners. possess requisite knowledge, skills and attitude in supervision of learners’ assessment. In Bungoma West Sub-County low academic achievement was an issue in m of Primary Education (KCPE) examination, the Sub below average with performance indices of 237.22, 239.63 and 232.30 respectively out of possible 500 marks. This was attributed to various factors, with inefficiency in learners’ assessment often mentioned by stakeholders in the Sub for primary school head teachers had previously b and not actual curriculum supervision needs of head teachers. The purpose of the study was to assess learners’ assessment supervision training needs of public primary school head teachers in Bungoma W Sub-County. Specific objectives were to determine the discrepancies between the ideal and actual learners’ assessment supervision knowledge, skills and attitudes of the head teachers. The study used descriptive survey research design. A conceptual fr guide the study. The study population was 81 primary school head teachers, 1 Sub Education (SCDE) and 1 Teachers Service Commission Sub instruments comprised of head teachers questionnaire, interview schedule and document analysis guide. To ascertain reliability of the instruments, a pilot study was carried out involving 10% of the study population. Curriculum studies experts at Bomet Univer re-test was analyzed by descriptive statistics of frequencies, percentages and means. Quali based on objectives and analyzed between ideal and actual learners’ assessment supervision knowledge and skills of head teachers (m=4.02). The study equally observed ve assessment supervision (m=3.75). The study concluded that head teachers had training needs with regard to learners’ assessment. Based on the findings of the study, it was recommended th primary school head teachers should focus on participants’ knowledge, skills and attitudes in learners’ assessment supervision with specific emphasis on construction of various types of test items and mechanisms for monitoring quality significant to the Ministry of Education and Teachers Service Commission Sub organization of INSET courses for head teachers. The study findings further contr knowledge in the field of teacher education and training.
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    Relationship Between Amount of Homework and Performance in Mathematics among Public Day Secondary School Students in Hamisi Sub-County, Kenya
    (International Journal of Research and Scientific Innovation (IJRSI), 2019-10) Obuya, Peter .S.O; Okwach, Tony O.; Indoshi, Francis C.
    Various endeavors have been employed to improve performance in mathematics in Hamisi Sub-County including homework which teachers give to students at various amounts to no avail. Performance in mathematics is still the lowest not only in the county but also in the entire region. Appropriately managed homework may not have been exploited as research done so far has not established the amount of homework which impacts positively on the performance of secondary school students in mathematics. Existing literature indicates that teachers give various amounts of homework tasks based on their own discretion yet little is known about how much homework task is beneficial to learners in terms of improved performance in mathematics. In this study, questionnaires and document analysis guide were used to collect quantitative data which were then analyzed by use of frequencies, percentages and Pearson moment correlation coefficient. Qualitative data were analyzed by creating thematic categories and reported as verbatim excerpts. The study revealed that students assigned 21-30 mathematics questions staggered through different days within a week performed better than those assigned more or less questions for the entire topic but as a single assignment done within a period of one day. The findings of this study may be useful to the Ministry of Education, school managers and administrators to develop a policy on homework as a tool for enhancing performance in mathematics and other subjects instead of leaving its management exclusively at the discretion of teachers.