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Menstrual Hygiene Management Practices among Adolescent Girls with Disabilities in Selected Primary Schools in Wajir County, Kenya
(Kenyatta University, 2025-10) Jama, Abdiwahit Ahmed
The beginning of menstruation is a significant occurrence to adolescent girls worldwide. Despite global sensitization on the importance of good Menstrual Hygiene Management (MHM), unhygienic practices and absence of an enabling environment persist. This can have adverse negative effects on adolescents, which are more profound for girls with disability due to their co-morbidities. The study aimed to assess MHM practices among adolescent girls with disabilities in selected primary schools in Wajir County. Specifically, it determined and investigated the influence of socio-demographic factors, attitudes, knowledge and institutional resources on MHM practices. A descriptive cross-sectional study design was employed, targeting all adolescent girls with disabilities from three purposively selected schools using census sampling. Data was collected using structured questionnaires and key informant interviews. Quantitative data were analyzed using descriptive statistics and chi-square tests to determine associations between variables. Statistically significant variables were further analyzed using logistic regression to identify predictors of MHM practice. The required logistical and ethical considerations were adhered to. Results revealed that only 11.9% of respondents practiced good MHM. The socio-demographic characteristics significantly associated with MHMP were severity of disability (p*=0.016), caregiver (p*=0.001), Number of family members (p*=0.029) and Occupation of bread winner (p*=0.001). Nature of attitude (p*=0.029) and level of knowledge (p*=0.037) were also significantly associated with MHMP. In terms of institutional resources, provision of menstrual materials (p*=0.004) and availability of water in school (p*=0.005) showed significant associations. Logistic regression results identified severity of disability (AOR=8.000, p=0.001), caregiver (AOR=4.000, p=0.015), and number of family members (AOR=0.429, p=0.025) as key predictors of MHM. Attitudinal predictors included discomfort in class (AOR=2.428, p=0.002), menstruation-related shame and shock (AOR=5.247, p=0.001), and nature of attitude (AOR=0.160, p=0.016). Knowledge-related predictors included understanding menstruation as a normal experience for girls (AOR=7.417, p=0.001), menstruation as an indicator of reproductive maturity (AOR=6.800, p=0.045), and level of knowledge (AOR=4.206, p=0.028). Among institutional factors, only availability of water in school (AOR=0.085, p=0.021) was a significant predictor. The study concludes that MHM practices are very low among girls with disabilities, influenced by personal, social, and institutional factors. It recommends that stakeholders provide free sanitary products and build sufficient school washrooms to ensure privacy. Community education should address menstruation-related myths and stigma to improve attitudes. MHM education should be scaled up among girls with disabilities, while government and NGOs in the WASH sector should prioritize sustainable water access and support services.”
Teacher’s Influence on Students’ Choice of Science Subjects in Selected Public Day Secondary Schools in Murang’a County, Kenya
(Kenyatta University, 2025-10) Gatuiku, Zipporah Wahu
The teacher factor is critical in influencing students to choose the Science disciplines. Despite teachers constantly encouraging the students to choose Science disciplines, students choosing these subjects are few in secondary schools. The study examined how teacher’s factors influence students in choice of Science subjects in Murang’a County, Kenya. It was guided by four objectives, namely, to determine the: influence of teacher motivation on students’ choice of Science subjects; influence of teacher pedagogy on students’ choice of Science subjects; influence of teacher test evaluation feedback on students’ choice of Science subjects; and influence of teacher mentorship about Science on students’ choice of Science subjects in Murang’a County, Kenya. The study was premised on reinforcement theory of motivation. Descriptive research design was used for the study. The target population was 3400 comprising of 34 Science Head of Departments, 136 Science teachers and 3230 students in Murang’a County. Simple random sampling was used to choose 27 schools as a unit of sampling. From the selected schools, random sampling was employed to draw 65 teachers and 119 students. One HOD was selected through purposive sampling in each of the 27 selected schools. This yielded to a sample size of 211 respondents in the study. Questionnaires for students and science teachers, and interview guide for Science HODs were used as instruments to collect data. Piloting was conducted to determine the comprehensiveness of the instruments. Validity of the instruments was determined through expert judgment. Reliability of instruments was done using split-half technique. Quantitative data was analyzed using descriptive statistics such frequency and percentage with the help of Statistical Package for Social Sciences (SPSS). The data was then presented in bar graphs, pie chart and tables. Qualitative data was put into similar themes and presented through narration and verbatim quotations. The research revealed that teacher interactions, praises and rewards encouraged students to pursue science subjects. Hence, they choose the science subjects which was supported by 64.3% of the teachers. Utilization of theory and practical lessons was found to motivate the learners to select the science subject and this was supported by 57.1 % of the teachers. Test evaluation feedback was found to influence learner’s choice of science subjects and this was supported by 66.4% of the students. Test results helped the students to know their strengths and weaknesses which greatly influenced student’s choice of science subject. Teacher mentorship to students was found to influence student’s choice of science subject. The study concluded that, recognition of students’ efforts through rewards, use of theory and practical enabled students to have a better understanding of subject content, frequent administration of tests was found to improve students’ knowledge and confidence in the subject. Teacher mentorship in terms of involving students in career talks, Kenya Science and Engineering Fair and even science mentorship programs all made students to have an interest towards choosing the science subject. The study recommended that the schools should organize regular science talks for the students, the KICD should ensure that the Competency Based Education (CBE) curriculum is well versed on pedagogical content delivery and the school stakeholders should encourage learners to participate in Kenya Science and Engineering Fair to enlighten them. This study may be significant to science teachers in guiding students when selecting science subjects.
Dynamics in Hydro-Diplomacy in the Nile Equatorial Lakes; 1929-2023
(Kenyatta University, 2025-10) Okinda,Albert Ochieng
This study examined dynamics in hydro-diplomacy in the Nile Equatorial Lakes region. Hydro-diplomacy has been a central feature in international relations in the Nile Basin for nearly a century. The basin has been a dynamic arena for evolving hydro-diplomatic dynamics. The study explored hydro-diplomacy dynamics in the Nile Equatorial Lakes between 1929 and 2023. It analysed the key events, treaties, and negotiations that have shaped hydro-diplomacy in the region over nearly a century. The study analysed the historical factors that have shaped hydro-diplomacy efforts in the basin, the dynamics of hydro-diplomacy in the basin and particularly under the Nile Equatorial Lakes Subsidiary Action Program among the member states and concluded by evaluating River Basin Organisations effectiveness in promoting hydro-diplomacy for sustainable-shared waters management. The study employed collective action theory to analyse hydro-diplomacy in the region by examining how multiple states with competing national interests manage and negotiate the shared use of the Nile’s water resources. The study utilised both primary and secondary data. The primary data was obtained using a key-informant interview guide and a focus group discussion guide, while secondary data was obtained by reviewing relevant journals, books, and reports. The study established that there exists a conflict in the Nile basin driven by historical water rights agreements, climate change, increasing population, unilateral actions, hydro-politics, and a lack of basin-wide institution. Various legal and institutional frameworks, like the Nile Basin Initiative, have been instituted to address these challenges at the regional and international levels. In 1999, the Nile Basin Initiative was instituted as a transitional organisation to promote basin-wide cooperation for the sustainable and equitable development of the Nile River resources. The Nile Equatorial Lake Subsidiary Action Programme, one of the Nile Basin Initiative subsidiary action programs, has been instrumental in promoting hydro-diplomacy through Water Resources Management and Development and Power Development and Trade Sub-Programs. In its pursuit of these, the subsidiary institution has faced challenges ranging from a lack of political will, hydro-hegemon politics, and limited funds. The study also established that River Basin Organisations are effective mechanisms for managing shared water resources, providing platforms for information sharing and exchange, joint development priorities and conflict prevention. While challenges persist, they are instrumental in promoting cooperation and sustainable development. This study was important because it enriches the body of knowledge on the management of transboundary resources by providing a more nuanced understanding of the complex issues surrounding the management of shared water resources.
Classroom Climate and Academic Buoyancy as Predictors of Academic Achievement in Biology among Form Three Students in Kiambu County, Kenya
(Kenyatta University, 2025-11) Swanya, Millicent Nyaboke
Kenya aims to become an industrialized nation by 2030, this vision can be supported by focusing fundamentally on science subjects. However, academic achievement in Biology which is one of the science subjects has been below average in the results released annually by KNEC, raising numerous concerns among stakeholders. This study, therefore, aimed to establish how classroom climate and academic buoyancy predict achievement in Biology among Form Three students in Kiambu County, Kenya. This research aimed to address the poor Biology achievement of secondary school students in Form Three in the Kiambu County. Study objectives were: to determine the correlation between classroom climate and students’ Biology achievement, to find out the correlation between students’ academic buoyancy and students’ Biology achievement, to determine gender variations in classroom climate and students’ academic buoyancy, and to predict interrelationship between classroom climate and academic buoyancy on students’ Biology achievement. The study adopted the resilience theory by Norman Garmezy (1991) and the interactive learning theory by Vygotsky (1978). The correlational research design was also adopted. The study targeted all 4,000 Form Three students in Kiambu County. A purposive, stratified sampling method, together with simple random procedures, was utilised to select an appropriate sample size of 399 students. The following research tools were employed to gather information: the Student Academic Buoyancy Scale, the Student Classroom Climate Inventory (SCCI), and end-of-term examination scores in Biology to measure academic achievement in Biology. In this study, a pilot test was carried out in two secondary schools within the Kiambu County to ascertain the reliability of the research tools. Additionally, Cronbach's alpha was utilised to determine internal consistency. Construct, face and content validity of the research scales were ascertained through the guidance of the supervisors and experts in the educational psychology department. SPSS was employed in the cleaning, coding and analysing data whereby descriptive and inferential statistics such as Pearson correlation coefficient and multiple regression were generated for data analysis. Findings from the study indicates a negative and significant relationship between classroom climate and Biology achievement r (396) =-.103, p <.05. Concerning academic buoyancy, results established insignificant correlation between academic buoyancy and achievement in Biology r(396) =.072, p <.05. In determining the gender variations in classroom climate and academic buoyancy on Biology achievement, the study found that correlation was positive and significant for male students r (396) =019, p <.05 but not for the female students r (360) = .646, p<.05). However, academic buoyancy predicted higher Biology achievement for male students than for female students, whereas classroom climate more significantly predicted the achievement of female students than male students. Additionally, in predicting the correlation between classroom climate and academic buoyancy on Biology achievement, the regression equation revealed that academic achievement was greatly influenced by students' academic buoyancy and an interactive classroom climate. This study findings are generalized to represent the state of Biology achievement as predicted by academic buoyancy and classroom climate of students in Kiambu County. The research outcomes strongly suggest that parents and teachers should engage in activities that reinforce high academic buoyancy and sustain an interactive classroom climate. Further research is recommended to explore ways to maintain high academic buoyancy and to sustain interactive, supportive, and respectful classroom climates to ensure higher achievement among students.
Peer Tutoring Strategy and Its Influence on Learners’ Achievement in Mathematics in Public Secondary Schools in Kiambu County, Kenya
(Kenyatta University, 2025-10) Regis, Iyamuremye
Report on achievement in Mathematics at the Secondary school level in Kenya indicates that achievement has been below the expected standard. The results of the Kenya Certificate of Secondary Examination (KCSE) for the period 2017 to 2022 revealed that the national average score in Mathematics has been below 40 percent. Research evidence indicates that teaching strategies used by Mathematics teachers do not give room for learners to develop intuition, critical thinking, and creative ability. There is evidence that the use of learner-centered methods, such as peer tutoring strategy as a teaching strategy could lead to better achievement in Mathematics. The purpose of the study was to investigate the use of peer tutoring strategy and its influence on learners' achievement in Mathematics in secondary schools in Kiambu County, Kenya. The objectives of the study were : (a) establish different types of peer tutoring used in teaching and learning Mathematics; (b) determine the extent to which Mathematics teachers use peer tutoring in teaching and learning; (c) establish the difference in Mathematics achievement between learners who learned using peer tutoring and those who learned without using peer tutoring; (d) establish the difference in Mathematics achievement when using peer tutoring by gender among secondary school students. The study was guided by the Social Constructivist theory developed by Levy Vygotsky in 1978. The study adopted convergent parallel mixed method with quasi-experimental research design. The target population was 14 public secondary schools, 34 heads of departments, 67 Mathematics teachers, and 1062 Form II students. A stratified random sampling was used to form a sample of four (4) public secondary schools, 160 Form II students was selected to form a sample using simple random sampling, 20 Mathematics teachers was selected to form a sample using a purposive sampling technique, 10 heads of departments was selected to form a sample using conveniently sampling. Data was collected using teachers' questionnaires, learners' questionnaires, in-depth interview schedules for heads of departments, Mathematics achievement tests, and classroom observation schedule. A pilot study was conducted in two (2) public secondary schools. A reliability coefficients of 0.78 and 0.886 for pretest and post-test respectively was obtained. The instruments were validated using content validity, criterion validity, construct validity, as well as face validity. Quantitative data from Mathematics achievement tests and questionnaires was analyzed using the independent samples t-test, paired samples t-test and interpreted using statistical package of social sciences (SPSS version. 27). Qualitative data from the interview schedule and observation schedule was analyzed into themes and interpreted based on research objectives. The finding indicated that peer tutoring was effective strategy across age, academic levels, grade levels, ability levels and skills levels. Therefore, peer tutoring strategy demonstrated greater effectiveness and contributed to heightened Mathematics achievement compared to traditional teaching methods. The study revealed a statistically remarkable disparity in achievement in Mathematics between the experimental group and the control group (p=0.00<0.05 at 2-tailed level of significance). The study also found no remarkable disparity in Mathematics achievement between male and female respondents. Peer tutoring strategy could be used to close the gender gap in Form II learners' achievement in Mathematics. The study recommends that peer tutoring should have incorporated in Mathematics curriculum.