Browsing by Author "Michubu, Wilson Mutuma"

Now showing 1 - 2 of 2
  • Thumbnail Image
    Item
    Influence of Library Resources on Mathematics Performance in Kenya Certificate of Secondary Education in Public Secondary Schools in Muranga County, Kenya
    (International Academic Journal of Social Sciences and Education, 2025-04) Muchena, Patricia Kamathi; Michubu, Wilson Mutuma
    The study aimed to examine the influence of library resources on mathematics performance in Kenya Certificate of Secondary Education in public secondary schools in Muranga County, Kenya. Correlational research design was employed for this study. For data collection purposes, 55 secondary schools within Kandara Sub County served as the target population comprising 55 principals alongside 425 mathematic teachers. Stratified sampling technique was utilized in the study for selecting the schools. In order to select head teachers in chosen schools, the purposive technique was employed. Meanwhile, mathematic teachers were sampled through simple random sampling method with 230 respondents as sample size. Instruments of data collection included a questionnaire and an interview schedule administered by the researcher during in-depth interviews with head teachers. To conduct the quantitative data analysis, the Statistical Package for Social Sciences computer software package (SPSS statistics version 25) was used. The Quantitative data generated was subjected to the descriptive statistics feature in SPSS to generate mean, and standard deviation which was presented using tables, frequencies and percentages. The inferential statistics that was utilized in this study was a correlational analysis. The qualitative data from the interviews was analyzed using thematic analysis. The study found that library provides students with invaluable resources that enhance their coursework and research. The study found that there were adequate desktop computers to each learner which improved their learning. The study found an outstanding positive relationship between material resources and academic performance. The study concluded that recruitment process; proper placement of teachers in schools, regular performance evaluation had positive influence on students’ academic performance. The study recommended that there was need for the formulation of a policy that mandates all the secondary schools to have library infrastructure and equipped with reading materials and internet availability.
  • Thumbnail Image
    Item
    Learner Support Services and Quality of Education in Public Universities in Kenya
    (Lyceum of the Philippines University - Batangas, 2017) Michubu, Wilson Mutuma; Nyerere, J.K.A.; Kyalo, Dorothy Ndunge
    The enrolment and demand for university education across the world, has grown at an unprecedented rate especially in the 20th and 21st centuries. This has mainly been attributed to the private and social benefits associated with higher education. The governments, both in the developing and developed nations have worked tirelessly to provide access for university education to their citizens. Unfortunately, government funding for these institutions in Africa has been declining. The universities have been forced to operate under tight budgets and in many cases they have strained in provision of adequate learner support services thus compromising the quality of university education. This study sought to establish the adequacy and availability of academic guidance and advising services, guidance and counselling services, and financial advising and funding services and their influence on quality of education in public universities in Kenya. The study was exploratory in nature and was informed by Schlossberg’s Theory of Marginality (1989). The study was carried out in two public universities in Kenya, which were purposively sampled. The sample constituted 21 deans of schools and 411 fourth year students who were purposefully and randomly selected. The study found out that, even though various efforts were put in place by the two institutions, services related to academic guidance and advising, guidance and counselling and financial advising and funding were inadequate. The study contributes to the empirical evidence on the extent to which learner support services have been availed in the public universities in Kenya. It is hoped that the findings will be important to the university management and regulatory bodies in developing policies to strengthen learner support services in universities in Kenya