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Teachers’ Pedagogical Practices and Their Implications on Academic Performance of Learners with Low Vision in Selected Schools in Botswana
(Kenyatta University, 2025-10) Toteng, Martha T.
Teachers’ methods of instruction have a major effect on learners' academic performance. This is true for learners with disabilities such as those with low vision (LV), who do not often benefit from methods used to teach their non-disabled peers. The objectives of this research were to establish how teaching strategies used to deliver the core curriculum influence the academic performance of learners with LV, explore how the provision of the Expanded Core Curriculum (ECC) affects the academic performance of learners with low vision, assess how adaptations to the learning environment impact the academic performance of learners with LV and evaluate how school administrators’ support for teaching influences the academic performance of learners with LV. The Classical liberal theory of equal opportunities guided the study. The study employed a descriptive survey research design, utilizing both quantitative and qualitative approaches. Purposive sampling was used to select Phatlhogo Primary School in the North East Region and Matsieng Primary School in the Kgatleng Region, whereas census sampling was used to obtain the entire population of teachers and administrators of the two primary schools that integrate learners with visual impairment (VI). Participants in the study included twenty-four (24) special education teachers, forty-three (43) regular teachers, and two (2) school administrators. A sample of six (6) with three (3) officers from the Ministry of Education and Skills Development - Department of Special Support Services and three (3) VI SPED teachers from the only Junior Secondary School – Linchwe in Kgatleng, integrating learners with VI, was used for pilot testing. Data was collected through questionnaires, interview guide, observation guide and document analysis guide. Content validity was undertaken for the research instruments. Cronbach's alpha was used to determine the instruments’ reliability. Quantitative data acquired from the surveys was analysed using Statistical Package for the Social Sciences (SPSS) version 28. Interviews were transcribed and data was analyzed thematically. Participants’ informed consent was sought alongside ensuring their anonymity and confidentiality on data given. The study established that teachers used different teaching strategies that maximize learning opportunities for learners with LV which include cooperative learning and differentiated instruction in their curriculum delivery. Botswana schools were committed to including learners with LV, but there were inconsistencies and resource limitations. Improvements are needed in communication, standardized practices, resource availability, teacher training, and collaboration. Schools prioritized braille literacy and some learners with Individual Educational Programs (IEPs) performed above average. However, there were shortages in essential tools like assistive technology and lack of clear policies for consistent support to aid in teachers’ pedagogical practices and contribute to the academic performance of learners with LV. The study recommends the introduction of ECC for learners with VI, a special needs education policy that includes teacher training plans, job descriptions, and adequate resource allocation. It also suggests national frameworks and standardized practices for assessment and IEPs. Further research should focus on the impact of assistive technologies and standardized practices.
Academic Resilience and Psychosocial Support as Correlates of Mathematics Performance among Form Two Students in Nakuru County, Kenya
(Kenyatta University, 2025-10) Kiriswа, Grace Nasioki
Mathematics is a fundamental discipline whose scientific, technological, economic and national development cannot be underestimated. Despite its central participation in development, globally and particularly in Kenya, mathematics performance has been on the decline. Case in point, over the past five years (2018-2022), Njoro Sub-County has raised alarm due to poor performance declining over the years. Poor mathematics performance is a great setback to students’ academic performance and the development of the country at large, and by extension, a barrier to the success of Vision 2030. Further, literature on the said target group on academic resilience and psychosocial support on learning outcomes has been scarce. Against these, the current study sought to establish the relationship between academic resilience and psychosocial support with mathematics performance. Additionally, the study sought to examine if both variables varied significantly by gender. Lastly, the predictive weight of academic resilience and psychosocial support on mathematics performance was assessed. This study was guided by the positive psychology theory (Seligman & Csikszentmihalyi, 2000) and Bronfenbrenner’s (1979) ecological systems theory. A correlational research design was implemented where 3359 (1769 girls) form two students from 52 public secondary schools in Njoro sub-county, Nakuru County in 2023 were targeted. A sample of was obtained from ten public secondary schools. Purposive, stratified random sampling, and simple random sampling were used in the sample selection. Data collection was done using an adapted 30-item Academic Resilience Scale for academic resilience by (Cassidy 2016) and the 22-item Psychosocial Support Scale for psychosocial support by Padhy et al. (2022). Mathematics performance was measured using form two end-of-year 2023 examination results. A pilot study was conducted on 30 form two students randomly selected to ascertain the reliability and validity of the research instruments. A significant positive relationship between both academic resilience, r (380) = .27 p < .01, and psychosocial support, r (380) = .12, p < .05, with mathematics performance was established. Independent samples t-test, however, showed that there were no significant gender differences in both academic resilience (t (380) = -0.63, p > .05) and psychosocial support (t (380) = -0.48, p > .05). Lastly, multiple regression analyses showed that academic resilience and psychosocial support significantly predicted mathematics performance, F (2, 279) = 15.34, p < .001, accounting for 8% of variance in mathematics performance. Academic resilience (β = .27, p < .001) was however the better predictor of mathematics performance as compared to psychosocial support (β = .01, p > .05). It was thus concluded that the provision of psychosocial support and better academic resilience structures among students is linked to better mathematics performance. Findings from this may be of use to students’ self -regulation in the face of challenges by strengthening support structures. The findings are important to teachers, school counselors, parents, and students, as they provide evidence-based strategies for improving mathematics performance and overall academic performance.
Digital Learning Materials in Teaching and Their Influence on Learners’ Performance in Biology: A Case of Kalawa Secondary School, Kitui County, Kenya
(Kenyatta University, 2025-09) Kavoso, Emmanuel Mumo
Use of technology has influenced education sector by enabling teachers to allow repetition and variation in presentation of complex content in class easily. Other than motivation, use of Digital learning materials ensures high content retention. Kalawa Secondary (KS) had been recording consistent low performance in Biology between year 2014 and 2022. The school benefited from equipped computer laboratory through Economic Stimulus Package (ESP) by the government. Science teachers were taken through in-service training for ICT skills. This study investigated use of digital learning materials in teaching and its influence on learners’ performance in Kalawa Secondary. The study objectives were: (a) to identify available digital learning resources for the use in teaching Biology; (b) to explore challenges facing teachers of Biology during integration of technology; and (c) to establish influence of digital learning materials integration on learners’ performance. The research used descriptive research design. Qualitative and quantitative data was collected using checklists, Biology teacher questionnaires, Principal interview schedule and Lesson observation sheets research instruments. The study was grounded on Vygotsky social constructivist learning theory. A target population of eight (8) teachers of Biology and 750 students taking Biology was used. Purposive sampling was done to pick six (6) teachers of Biology, four (4) Form II Biology classes and the principal. Piloting was done with two (2) teachers of Biology at neighboring school of equal status. Statistical package for social sciences (SPSS) was used in data analysis based on study objectives. The study revealed that the school had insufficient Biology ICT resources. In addition, 75% of teachers of Biology used technology in at least a single lesson per week while 25% never did. The study revealed a strong positive relationship between use of digital learning materials and students’ performance in Biology (r=0.652). The findings will benefit curriculum developers at the Kenya Institute of Curriculum Development (KICD), ICT and QAS departments in MOE to evaluate the significance of technology use in secondary schools.
Assessment of Kenya’s Counter-Terrorism Strategies and Their Implications on National Security, 2011–2019
(Kenyatta University, 2025-11) Meroka, B. Onsinyo
Global terrorism has grown to be a threat and a common problem that countries face in the 21st century. Following Kenya's incursion in Somalia in 2011, the country has become a soft target for terror attacks that have challenged its national security, prompting the government to undertake various counter-terrorism strategies to mitigate the vice. This study examined Kenya's counter-terrorism strategies and their impact on national security from 2011 to 2019. The following objectives guided the research: to analyse the nature of Kenya's counter-terrorism strategies during this period; to explore the implications of these strategies on its national security; as well as to evaluate the challenges faced by security agencies in implementing Kenya's counter-terrorism measures from 2011 to 2019. The study relied on Securitization Theory as a tool of analysis. To achieve the study objectives, the researcher employed a descriptive survey research design. The research was conducted in Nairobi City County, utilizing purposive and snowball sampling techniques to identify interview respondents. The study sampled key informants that were drawn from the Ministry of Defence, the National Counterterrorism Centre, the Ministry of Interior and National Administration, the Director of Public Prosecution, Judiciary, security experts, Horn Institute for Strategic Studies and the Institute of Security Studies. The study employed Primary data derived from in-depth key informant interview guides. Secondary data was obtained from textbooks, journals, newspaper articles, scholarly magazines, publication press, libraries and different research-related organizations on security studies. The study revealed that the government was using military interventions as its key strategy for counter-terrorism. The study noted the government was implementing security measures in response to increasing radicalization and levels of extremism in Kenya. The study also revealed that lack of integrity in various security institutions weakened their capabilities to handle terrorism. Terrorist organizations were also using a variety of socioeconomic reasons to infiltrate the Kenyan community and breed terrorism. The study recommended the need for proper multiagency security coordination, particularly in the zones of comprehensive intelligence information gathering, analysing and sharing data. According to the study, these problems have significantly and extensively impacted Kenya's national security
Effects of Grassland Edges and Plot Sizes on Distribution, Nesting and Occurrence of Grassland-Dependent Birds in Kinangop Plateau, Nyandarua County, Kenya
(Kenyatta University, 2025-07) Mwangi, Martin W.
Kinangop Plateau is an Important Bird Area (IBA) hosting globally threatened bird species and lies west of Aberdare Ranges and east of Lake Naivasha, in Kenya. Fragmentation of the grassland since human occupation in the 1960s has created grassland edges with forest, road, and cultivated areas, yet little was known about how these edges affect bird distribution, nesting behavior, density and occurence. The study investigated the effects of habitat fragmentation on grassland-dependent birds, focusing on three umbrella species: Sharpe’s Longclaw (Macronyx sharpei Jackson 1904), Jackson’s Widowbird (Euplectes jacksoni Sharpe 1891), and Long-tailed Widowbird (Euplectes progne Boddaert 1783). Using purposive sampling of 23 plots covering 573.2 acres, bird population surveys, nest searches and nest monitoring were conducted along edges via belt transects and rope-drag methods. Results showed that birds preferred cultivated edges most (38%), followed by road edges (35%), with forest edges (27%) least preferred. Only 1 individual Sharpe’s Longclaw was recorded from a Forest-edged grasslands out of 44 individuals recorded during the study. Jackson’s Widowbird nested predominantly in cultivated edges (61%), with nest predation highest at road edges (75%) and lower (57%) in both Forest and Cultivated-edged grasslands. Plot size influenced Sharpe’s Longclaw occurrence strongly, with 75% found in large plots (>20 acres), while Long-tailed and Jackson’s Widowbirds were unaffected by plot size. The study recommends prioritizing conservation of large cultivated-edged grasslands, promoting medium to large - sized plots (medium = 5–20 acres and larger = >20acres) for Sharpes Longclaw, limiting forest encroachment into grasslands, protection and restoration of native tall grass species such as Themeda triandra, Hyparrhenia filipendula, Andropogon amethystinus and Pennisetum cladestinum used for nesting. Further research should be carried on Sharpe’s Longclaw breeding and nest predation factors as well as engaging local communities in bird-friendly practices to reduce grassland fragmentation.