Browsing by Author "Mbirithi Daniel Mange"

Now showing 1 - 2 of 2
  • Thumbnail Image
    Item
    Effect of Cultural Practices on Enrolment and Retention of Students in Public Day Secondary Schools in Kwale County, Kenya
    (IAJSSE, 2025-02) King`ondu Lillian Wanza; Mbirithi Daniel Mange
    Enrolment and retention of learners has emerged as a critical issue in Kenyan schools being subjected to debate and reforms, the most recent being 100% transition from primary to secondary schools since 2017. Despite efforts to comply with the regulation, enrollment and retention continues to be low. This research sought to establish the effect of cultural practices on enrolment and retention of students in public day secondary schools in Kinango Sub County, Kwale. A qualitative and quantitative analysis of the cultural practices effect on enrolment and retention was employed. Qualitative analysis was via content analysis on the data collected to provide insights on patterns in cultural practices. Quantitative analysis was through descriptive statistics quantifying the measurable enrolment and retention data in percentages and frequencies. It covered a population of 21-day public schools, 261 teachers, 21 principals, 21 PA chairpersons and 5,057 students.10% of significant population and 20% of the small population provided the sample size. Therefore,4 principals,4 PAs,26 teachers and 506 students were the sample size which totalled up to 540 respondents. The research employed a descriptive survey using interviews on principals and PAs and questionnaires on teachers and students to collect enrolment and retention data. Sampling was achieved by frequencies and percentages analytical statistics. Tables, charts, and graphs were utilized to illustrate the data. Through intervening measures, this research conceptualized these practices as independent variables to show improved enrolment and retention. In regard to ethical practices, a research permit was granted by NACOSTI while MOE Kinago Sub County also provided permission for the researcher to carry out the investigation within the locality upon request. The study found out that initiation according to 65% respondents and early marriage affected enrolment and retention due to the challenging family responsibilities installed upon the affected learners and change of behaviour that discouraged participation in education, 39% of respondents family were polygamous, 25% monogamous while 36% other types of family setting. Economic activity limited the income generated in families making them unable to cater for the sake of their children’s needs both at home and more so in school. The researcher concluded that the four cultural practices affected enrolment and retention. This study recommended sensitization, practice of a variety of economic activities and guiding and counselling as well as legal action against perpetrators of forced marriage to enhance enrolment and retention of the students in Kinango Sub County
  • Thumbnail Image
    Item
    Formative Evaluation and Its Influence on Academic Performance in Biology Among Students in Secondary Schools in Siaya County, Kenya
    (EdinBurg, 2025) Were Margaret Awuor; Kibaara Janerose; Mbirithi Daniel Mange
    Purpose: The study aimed to investigate how formative evaluation influences learners’ academic achievement in biology in high schools in Siaya County, Kenya. The research is based on three major objectives: to determine how feedback on formative evaluation relates to the performance of learners in biology, to find out how frequency on formative evaluation relates to the performance of learners in biology, and to establish how learning through assignments relates with the performance of learners in biology. Methods: The research used a descriptive research design study. The study targeted 159 secondary schools in Siaya. Through the random sampling method, a sample of 30 respondents consisting of deputy principals, principals, and teachers, was used to collect primary data. Qualitative data were analyzed using content analysis. Quantitative data was analyzed using descriptive statistics and regression analysis. Results: The study findings showed that feedback on formative evaluation, frequency of formative evaluation, and learning through assignments had a positive and significant relationship with learners’ academic performance in biology. Conclusion: To increase openness in the learning process and set an example for students on how to acquire new skills, good feedback should be connected to explicit expectations for students' performance. Additionally, feedback needs to be provided precisely, on time, and with suggestions for how to improve moving forward. Teachers should regularly and interactively assess students' understanding in formative assessment-equipped classrooms.