Browsing by Author "Katam, Elizabeth J."

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    Impact of cattle rustling on curriculum implementation in Tot Division of Marakwet District, Kenya
    (2012-02-03) Katam, Elizabeth J.; Gateru, F. M.; Malusu, J. M.
    This study focused on the impact of insecurity on curriculum implementation in Tot Division. Insecurity here is attributed to cattle rustling menace. Despite government efforts to achieve quality education and universal primary education (UPE) by the year 2005, the objective may not be possible in Tot Division, Marakwet District due to cattle rustling. The purpose of the study, therefore, was to assess the condition of the environment and state of facilities and equipment; evaluate content coverage, performance and staffing; and determine attempts that had been made to curb cattle rustling to enhance curriculum implementation. The study adopted descriptive survey design to elicit data. The population of the study consisted of 16 primary schools, 114 primary school teachers, 16 head teachers and one district education officer. Four schools were randomly sampled for the study. Three standard eight teachers were purposively sampled per school, namely English, Kiswahili and Mathematics teachers. Four headteachers and one District Education Officer were also purposively sampled. Data were collected using questionnaires, interview schedules, checklists and observation schedules. Data were analysed using descriptive qualitative statistics such as frequencies and percentages. Results indicated that development of both physical and instructional materials was found to be poor in the cattle rustling hit Tot Division. This was attributed to insecurity caused by cattle rustling menace, which hindered adequate provision of educational materials by the community and the private sector. Cattle rustling had also affected student enrolment, with schools experiencing high and sudden dropout rates. Teachers' adequacies, on the other hand, were affected by desertion of duties and transfers to safer areas outside the Division. Poor educational materials and teachers' inadequacies hampered students' performances with schools registering decline in KCPE mean scores. In order to enhance curriculum implementation in this cattle rustling area, teachers have employed various strategies such as makeshift schools in the escarpment, extending teaching-learning process during holidays and evening time. The study concluded that cattle rustling affects physical and instructional materials, which have direct effect on performance. In line with these findings it was recommended that the government should provide adequate teaching materials, adequate security, deploy more teachers, and establish permanent schools along with the community.
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    Implementation of Southern African consortium for monitoring education quality recommended strategies in literacy and numeracy in four selected Districts in Kenya
    (Kenyatta University, 2016-05) Katam, Elizabeth J.
    Education is recognized as one of the drivers of economic and social development. However, millions of children who attend school do not acquire essential knowledge and skills. Studies done on strategies to improve pupils‟ literacy and numeracy skills vary due to diverse country conditions and differences in implementation. The purpose of this study was to investigate teachers‟ views about in-service training and utilization of instructional materials in improving pupils‟ literacy and numeracy skills. The study was carried out in four selected districts in Kenya: Kitui, Gatanga, Transmara and Migori. The population of the study was 574 public primary schools (254 in Kitui, 167 in Transmara, 102 in Migori and 51 in Gatanga), 574 headteachers and 574 teachers of class three. A sample of 68 primary schools was sampled using both stratified proportionate sampling and random sampling techniques. All 68 headteachers of the sampled schools became automatic respondents. Class three teachers in the 68 schools were sampled. In cases where there was more than one class three, simple random sampling technique was used to sample one class three teacher. Three instruments namely: Teachers‟ questionnaire, headteachers‟ interview guide and classroom observation guide were utilized. Validity of the instruments was ensured through content validity while the reliability was determined by using internal consistency method. All instruments were piloted before data collection. The qualitative data was analyzed thematically while the quantitative data was analyzed using descriptive statistics such as frequencies and percentages. The findings are presented in tables. It was found that teacher‟s attended in-service training through workshops. The useful areas covered in the workshops included literacy and numeracy content, lesson preparation, teaching methods, improvisation of teaching resources and handling pupils‟ diversity. The sampled schools had purchased instructional materials and teachers utilized them mainly as reference material, used for guiding pupils to copy literacy and numeracy exercises in their exercise books, writing work on the blackboard for pupils to do or copy, given to pupils to read and do simple arithmetic on their own, observing examples, given to pupils to do homework; and finally used as learning resources. Among the main challenges teachers faced in improving lower primary pupils‟ literacy and numeracy skills were high pupil enrolment, inadequate instructional materials, lack of funds, absenteeism, presence of over-age pupils, long distance covered to school, non repetition of pupils, lack of feeding programme in schools and diversity of pupils. To improve lower primary pupils‟ literacy and numeracy skills, the study recommends provision of adequate instructional materials. The government, through Ministry of Education should organize regular teachers‟ in-service training. The study will be important to pupils‟ literacy and numeracy skills firm foundation developed. Teachers can apply SACMEQ strategy in various curriculum areas because literacy and numeracy skills are integral in all learning areas and across all years of education level. Finally, community outcry over low pupils‟ achievement will cease when pupils literacy and numeracy skills improve.