Browsing by Author "Mugambi, Doyne Kageni"

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    Effects of Bullying on Academic Performance in Selected Secondary Schools in Dagorreti Division, Nairobi
    (Kenyatta University, 2015-05) Kimanzi, L. M.; Mugambi, Doyne Kageni; Tumuti, S. T.; Mokaya, B. M.
    Cases of bullying have been on the rise in secondary schools. The purpose of the study reported on in this paper was to investigate the effects of bullying on academic performance in selected public secondary schools in Dagoretti Division, Nairobi. The specific objectives of the study included: investigation on the types of bullying, factors contributing to bullying in schools, effects of bullying and remedies to bullying. The study used ex-post facto research design and employed simple random sampling technique to sample 120 students. Data were collected using questionnaires. Descriptive statistics were used to analyze the data. Data were presented using tables, histograms and pie charts. The findings revealed that bullying is a serious problem that can dramatically affect the ability of students to progress academically, emotionally and socially. Recommendations of the study included that concerted efforts are required to exhaustively deal with bullying in all schools with comprehensive intervention programs involving all students, parents, teachers, the community and Ministry of Education Science and Technology introduced in all schools to ensure that all students learn in safe and fear-free environments.
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    Extent to Which the African Men are Able to Meet Physiological, Safety, Belongingness, Esteem and Self Actualization Needs for themselves and Family in Daadab Refugee Camp, Garrisa County, Kenya
    (Global Journals Inc. (USA), 2014) Wang'eri, T. W.; Tumuti, Sammy; Mugambi, Doyne Kageni; Mutweleli, Samuel Mutua; Gitome, Josephine; Njogu, Marangu
    The intention of this paper was to investigate the extent to which the African men in Dadaab refugee camps are able to meet physiological, safety, belongingness, esteem and self actualization needs for their families. To achieve this, the study sought to find out if the men were able to provide food for their children and if they were able to satisfy their sexual needs. The study further wished to establish if the men moved with their family members to the camp and if they were able to carry out their responsibilities as was expected of them and if they felt respected and fulfilled. Maslow’s (1970) hierarchy of needs theory was used to ground the study. A sample of 192 respondents aged between15 year to 55 years was selected for the study with the majority coming from Somalia while a few came from Ethiopia, Sudan, south Sudan, Congo and Uganda.
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    Home, School and Gender Differences in Early Reading Fluency among Standard Three Pupils in Primary Schools in Kiuu Sublocation, Kiambu County, Kenya
    (Science and Education Publishing, 2014) Wang'eri, T. W.; Mugambi, Doyne Kageni
    The intention of the study was to establish the relationship between home and school factors and reading fluency in Kiswahili and English languages among standard three pupils in Kiuu sub location, Kiambu County, Kenya. To achieve this, the study investigated family factors such as family size, number of children attending school, languages spoken at home, parental support such as helping with homework and the frequency of reading story books for children. The study also sought to establish school factors that support reading fluency such as languages of instruction teachers used as well as the number of Kiswahili and English text books children possessed. Bronfennbrener (1979) ecological systems theory was used to ground the study. The study sample consisted of four purposefully selected primary schools two of which were public and the other two privately owned. Data regarding the school and home factors were collected through a paper based questionnaire while the data relating to pupils’ Kiswahili and English reading fluency was collected through one-minute reading passages one in Kiswahili and the other in English. The results revealed that majority of the children lived with both parents and had between 1 and 3 siblings in school and the languages spoken at home, school and among the peers were mother tongue, Kiswahili and English. For majority of the children homework was overseen by the mother while many of them could not recall the last time a parent read to them a story book. With regard to accessing books for reading, the findings revealed that children in private schools had more access to English and Kiswahili books than their counterparts in public schools. With regard to reading fluency, the study established that the maximum number of English words read per minute were 171 while the least were 0 with a mode of 69. The maximum number of Kiswahili words read was 118 with a minimum of 0 and a mode of 61. Children in Private schools displayed better fluent reading than their counterparts in public schools and girls were more fluent readers than boys. The study recommended that the literary environments be improved both at home and in the schools and that the language policy be further interrogated given that the language children are exposed to at home is different from the language of instruction at school and also different from the language used among peers. Another recommendation of this study was that curriculum developers engage in material development both in Kiswahili and the various local languages in tandem with policy requirements. The study further recommended that methods of improving reading acquisition and fluency be sought.
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    Impact of teachers' and students' perception of class retention on academic achievement in secondary schools in Meru county, Kenya
    (2014-07-24) Nangithia, Robert Mburung'a; Kigen, E. M.; Mugambi, Doyne Kageni
    Class retention is a practice that despite many years of research remains one of the most controversial and highly debated topics in the field of education. Teachers, parents, students and education administrators have varied perceptions regarding class retention. Although a number of studies have been carried out in this area, researchers have not given much attention to the perception of students and teachers with regard to class retention and its effects on the academic achievement of learners. In Kenya, there have been mixed concerns over retention in both private and public schools. Due to teacher and school accountability, retention has become an increasingly worrying problem in Kenyan schools. While the emphasis of performance remains a desire and an effort in many secondary schools, key issues like how students and teachers view retention and how their perceptions affect retention decisions need to be keenly studied. Therefore, the purpose of this study will be to investigate both negative and positive perceptions of students and teachers with regard to how these perceptions impact on self-esteem and consequently on academic achievement. The study will also endeavor to find out the effects of academic failure on students' self esteem and the relationship between self esteem and academic achievement. The findings of this study will aid students, parents and teachers during decisionmaking process pertaining to class retention, and to effectively deal with related issues of student's self-esteem and academic achievement. Rodger's Person centered theory and Erickson's psychosocial theory will form the logical theoretical basis to explain the study. The study's design will be descriptive survey design. The target population will comprise of the secondary school teachers and students drawn from Meru County. Cluster, random and purposive sampling will be employed to select the respondents. The sample will include students who have repeated in form three, the poor performers and their classmates in the same class. Questionnaires will be used as the main tool for data collection. Students' Questionnaire will entail questions for repeaters, those at risk of repeating due to poor performance, and for the normal students. Form three class teachers will also be included in the sample to give the general teacher perception regarding retention. Rosenberg self-esteem scale will be used to determine self- esteem levels of students. Qualitative data will be analyzed by use of descriptive statistics like the mean, mode, median and the standard deviation. Quantitative data will be analyzed using inferential statistics such as the Pearson product moment correlation, T- test and Chi- square to describe the data sets. 111
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    Maternal Employment and its Impact on Pre –adolescent Social Adjustment in Selected Primary Schools in Nairobi
    (2011-05-01) Mugambi, Doyne Kageni; Tumuti, S. T.; Gatumu, H. N.
    The main purpose of this study was to investigate the impact of maternal employment on preadolescent social adjustment in Nairobi. It also investigated whether there was any gender difference in pre- adolescent social adjustment between children of employed and non employed mothers. In addition, the study investigated the differences in social adjustment between pre-adolescents who were taken care of by specific caregivers. An ex - post facto research design was used for the study. The subjects of the study were 549 respondents. Specifically, 195 were boys and 228 were girls. All of them were from six schools. One hundred and twenty (120) mothers were used for the study whereby 60 were employed and 60 were non - employed. Six (6) class-teachers were used from the selected schools. To obtain the impact of maternal employment on pre-adolescent social adjustment, data was obtained from: - the Peer Nomination Behavioral Assessment, Peer Rating scale, the Teachers' Social Competence Scale, a Teacher-Child Rating Scale and a questionnaire for the mothers. The responses were scored after which data was computer analyzed using Statistical Package for Social Sciences (SPSS). Kruskal-Wallis Non Parametric ANOVA at 0.05 level of significance was used in the analysis to establish whether there were differences or not in the variables under study. There was a significant relationship between pre-adolescent social adjustment and maternal employment status at 0.05 level of significance. There was no significant difference in mother-child interaction between children of employed and non-employed mothers at 0.05 level of significance. There were significant gender differences in preadolescent social adjustment between children of employed and non-employed mothers at 0.05 level of significance. The Post Hoc test revealed that boys of non-employed mothers contributed to the significant difference. There was no significant difference in pre-adolescent social adjustment among children who are left under specific caregivers at 0.05 level of significance. There was no significant difference in pre-adolescent social adjustment between children who are in boarding schools and day schools at 0.05 level of significance. There was a significant relationship between pre-adolescent social adjustment and educational level of the mother at 0.05 level of significance. The Post Hoc test showed that children whose mothers attained secondary school level of education contributed to the significant relationship. In relation to these findings, it was recommended to the policy makers that there is need for developing training programmes for caregivers (current and potential) in order to build -their capacity for improved pre - adolescent social adjustment. In addition, there is need to develop policies to support such training programmes. Parents were hereby recommended to at least obtain house helps from recognized institutions. Teachers on their part were recommended to assist in training pupils in social skills that will assist them to adjust well to their school environment, including home. Further research was recommended with regard to finding out whether similar results would be found in other provinces in Kenya.
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    A study of the peer acceptance of the physically handicapped children within the integrated class in Nairobi
    (2012-03-27) Mugambi, Doyne Kageni
    This study focused on the physically handicapped children within the integrated class in Nairobi. It aimed at determining whether or not the physically handicapped children were accepted by the non-handicapped. It also sought to establish if there were any gender and age differences in peer acceptance of the physically handicapped children and if attitudes towards integration were related to peer acceptance. The sample of this study was drawn from three schools situated in Nairobi. These were two primary schools and one secondary school. Purposive sampling was used to select a sample of eleven (11) children who were physically handicapped. Eighty nine (89) non-handicapped children were included to make a total sample of one hundred pupils' (100). Two instruments were used. A Sociometric test and a Likert type questionnaire to measure pupils' attitudes towards the physically handicapped children by the non-handicapped. The results of the study revealed that: - i) There was no significant difference in peer acceptance of the physically handicapped children by the non-handicapped. ii) Peer acceptance of the physically handicapped children by the nonhandicapped children become greater progressively as children grow up. iii) There was no significant difference between girls and boys in peer acceptance of the physically handicapped children. iv) There was a positive relationship between integration of the physically handicapped and non-handicapped and peer acceptance.