Browsing by Author "Kinyanjui, Gladys"

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    Effect of Truancy on Academic Performance among Public Secondary School Students in West-Pokot County, Kenya
    (Journal of African Interdisciplinary Studies (JAIS), 2024) Limakwang, Philip P.; Kinyanjui, Gladys
    The purpose of this article is to investigate the effect of truancy on academic performance among public secondary school students in West-Pokot County, Kenya. Truancy is a concern in education. Teenage truancy puts their prospects of reaching their educational objectives in danger. Students who are always absent in school fall behind their counterparts in the classroom. The objectives of the study were to determine the effect of occasional truancy on academic performance among public secondary school students in West-Pokot county, Kenya, to assess the effect of habitual truancy on academic performance among public secondary school students in West-Pokot county, Kenya, to establish the effect of chronic truancy on academic performance among public secondary school students in West-Pokot county, Kenya, and to find out the effect of casual truancy on academic performance among public secondary school students in West Pokot county, Kenya. The study found that students who engage in truant behavior fall behind academically and eventually drop out of school. They also attribute their frequent truancy to peer pressure, their socioeconomic status, and their subpar academic performance. The study recommends that in order to eradicate all forms of absenteeism, the school administration should act immediately. Peer counselling, in addition to providing students with professional assistance and counselling services, can help achieve this.
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    Influence of Principals’ Instructional Leadership Practices on Students’ Academic Achievement in Public Secondary Schools in Nakuru County, Kenya
    (Reviewed Journal of Education Practice, 2025-02) Nanjala, Fridah; Guantai, Hellen Kiende; Kinyanjui, Gladys
    Instructional leadership is associated with practices which the school principal does with the intention of enhancing students’ academic achievement. This research sought to find out whether the instructional leadership practices influenced learners’ acade mic achievement in KCSE in public secondary schools in Nakuru County. The study determine d the influence of principals’ instructional leadership practices on students’ academic achievement in KCSE in public secondary school in Nakuru County. The objectives of this study were; to determine the influence of goal setting skills of the principal on KCSE performance of students in public secondary schools in Nakuru county, to determine the influence of principals’ instructional supervisory practices on students’ achievement in KCSE in Nakuru county, to establish the influence of principals’ promotion of staff professional development on learners’ achievement in KCSE in public secondary schools in Nakuru county and to determine the influence of principals’ fostering of conducive learning environment on the learners’ academic achievement in KCSE in public secondary schools in Nakuru county. The study was guided by Carrier’s (2014) instructional leadership model which demonstrated an experimenta l illustration that deliberated on how the staff and the leader’s crossing point resulted into institutions’ desired achievement The study used mixed methods research design which used both quantitative and qualitative approaches. The study was conducted i n Nakuru County. The target population included 285 teachers and 33 principals of public secondary schools in Nakuru County. Therefore, the total sample size for the quantitative phase was 30 principals and 166 teachers totaling up to 196 respondents. The study employed the use of purposive sampling to select schools and principals. Simple random sampling technique was also used to select teachers in the selected schools. The study used questionnaires for both teachers and principal and interview schedules for the principals. Content validity was established by seeking expert judgement from specialists in the department of Educational Management, Policy and Curriculum studies. The reliability was tested using Cronbach’s alpha to determine whether the questio ns in the questionnaire reliably measured what was intended. Qualitative data was analyzed thematically and presented in form of narrations . Quantitative data was analyzed using SPSS presented using frequency distribution tables and bar graphs. A multiple linear regression test was used to establish the influence of principals’ instructional leadership practices on KCSE achievement. The major finding from the study was that the principals did carry out school programmes with the main aim of attaining the s et goals. The study recommended that the roles of other instructional leaders like the heads of department, deputy principals and senior teachers should be explored. Additionally, the ministry of Education and TSC should take appropriate measures to curb continuous decline in KCSE performance in Nakuru County, Kenya.
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    Influence Of Socioeconomic Determinants On Boys’ Completion Rate In Public Secondary Schools In Machakos County, Kenya
    (Journal of African Interdisciplinary Studies (JAIS), 2024-07) Mumo, Dickson Kioko; Kinyanjui, Gladys
    Students' completion rates are a big concern because, according to the Ministry of Education, they are still below 100% in day secondary schools. The purpose of the study was to determine the socioeconomic variables that affect boys' completion rates in public secondary schools in Machakos County, Kenya. The objectives were to assess the influence of household size on boys’ completion rate in public secondary schools in Machakos County, Kenya, to determine the influence of parent’s level of education on boys’ completion rate in public secondary schools in Machakos County, Kenya, to evaluate the influence of parental income on boys’ completion rate in public secondary schools in Machakos County, Kenya and to find out the influence of discipline on boys’ completion rate in public secondary schools in Machakos County, Kenya. The Human Capital Theory served as the study's guiding theoretical framework. The research was conducted using a correlation research design. The 3080 boys (Form 3 and 4) in Masinga Sub County, 27 public day secondary schools, 27 of their principals, and 108 lecturers made up the study's target population. The sample included 341 respondents. The schools in Masinga Sub County were selected by stratified random sampling. The principals, teachers, and students were chosen using the stratified sampling technique. Questionnaires were utilized as research instruments in addition to an interview guide. Two schools (10% of the sample size) in Masinga sub county schools that were not a part of the primary study were the sites of piloting. The study used face validity such that all the instruments will be scrutinized based on study objectives, hypotheses, conceptual framework and study variables. To determine the instrument's reliability, the researcher employed the Test-Retest approach. For quantitative data, descriptive statistics such as Frequencies, percentages, means, and standard deviation were utilized for quantitative data, while correlational analysis was used for inferential statistics. Tables and figures were used to present quantitative data. Thematic analysis was used to examine the qualitative data from the open-ended questions and interviews, and the results were presented narratively. The study discovered that factors influencing boy child completion rates include household size, parent income, parent education level, and parent discipline. According to the study's findings, boy dropout rates from public day secondary schools in Machakos County, Kenya, are influenced by factors such as family size, parental income, and educational attainment. In light of parent income and lack thereof, the government may decide to do away with the subsidies it has given and prohibit any additional fees assessed to pupils enrolled in public day schools. This would ensure that even students of parents with inadequate income are in school throughout without any restrictions