Browsing by Author "Mugo, Juliet W."

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    Age and Gender as Determinants of School Dropout among Grade 3 Pupils in Korogocho Slums, Ruaraka Sub-County, Kenya
    (The Rwandan Journal of Education, 2024) Macharia, Grace Wathanu; Mugo, Juliet W.; Begi, Nyakwara
    The purpose of the study was to establish age and gender as determinants of school dropout among Grade 3 pupils in Korogocho slums, Nairobi, Kenya. The study aimed to establish age and gender as determinants of school dropout and intervention measures. A descriptive research design was used. The target population was 1560. Purposive sampling was utilized to sample 9 teachers, 30 parents, 9 headteachers, and 120 pupils. Data was collected using questionnaires, interview schedules, and focus group discussions (FGD). The data was analyzed using descriptive and inferential statistics. Chi-square (X2 ) was used to analyze inferential statistics, where the correlation coefficient significance was 0.05 presented in tables. Based on the study findings, gender greatly influenced school dropout. The study concluded that boys frequently dropped out of school. The study recommended that parents be sensitized on the importance of early childhood education so that they can be involved in their children's education
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    An evaluation of the influence of curriculum related documents on implementation of CBC in Mbeere South Sub-County pre-primary schools
    (education@oapub.org, 2025) Musyoka, Ceciliar Lydia; Mugo, Juliet W.
    The aim of this study was to evaluate the influence of curriculum-related documents on the implementation of CBC in Mbeere South Sub-County pre-primary schools. The Curriculum Implementation Theory by Gross (1971) directed the correlational research design study. Purposive sampling was used to select Mbeere South Sub-county, while simple random sampling was used to sample 11% (28) pre-schools/head teachers out of 254 and 11% (56) pre-primary school 1 and 2 teachers (PP1 and PP2) out of 508, or 1 per class in the sampled pre-primary schools, where questionnaires, interviews and observation schedules were employed to collect data. Validity of the research instruments was ensured through aligning all the research content with the study objectives, while the split-half technique was used to determine their reliability and Cronbach’s Alpha was used to correlate the study items at a coefficient of 0.7. Qualitative data was analysed thematically through narratives, and descriptive statistics such as frequencies and percentages were used to summarise quantitative data, while Chi-square was employed to test the null hypothesis: H01: There is a significant relationship between the availability of curriculum-related documents and the implementation of CBC in preschools in Mbeere South Sub-county. The findings of the study were presented in graphs, charts and tables. The study findings revealed that curriculum-related documents, namely class timetables, pupil attendance registers, schemes of work, lesson plans, records of the work covered, pupil assessment registers, and those of their socioemotional development, were not adequately maintained. Hence, the implementation of CBC with respect to the infusion of non-formal learning, the incorporation of modern and key issues in the learning process, and the conducting of formative as well as summative assessments were circumvented. Chi-square test results for H01 showed a statistically significant association between the availability of curriculum-related documents (p = .022 < .05) and the CBC implementation. The study thus concluded that the implementation of CBC was still below the expectation, which was attributed to infrequent use of class timetables, schemes of work, lesson plans and records of work. This study recommended that the Kenya Institute of Development should therefore intensify training for teachers to accelerate their capacity in terms of the appropriate use of teaching and learning resources, including the ICT course books and summative assessment.
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    Influence of Teacher Training on Use Of Music as A Medium of Teaching Mathematics in Pre Primary Schools in Nairobi City County, Kenya
    (European Journal of Education Studies, 2019) Macharia, Ruth Nyakinyi; Mugo, Juliet W.; Waithaka, Esther N.
    Music is a significant teaching strategy in early childhood education it improves development of young children’s self-confidence, self-esteem and their expression orally and mentally. Despite the fact that, use of music is a strategy that motivates and sustains children’s interest in the learning of mathematics, research studies in this area are scanty. The purpose of this study therefore was to find out influence of preschool teacher training on the use of music as a mode of teaching mathematics within Kasarani, Nairobi County. The study sought to determine the link between preschool teacher training and use of music in teaching mathematics. The descriptive survey research design was used to structure and guide the study. The study’s dependent variable was use of music as a medium of teaching mathematics while the independent variable was preschool teacher training in use of music in teaching mathematics. Random sampling was used to select 15 preschools out of the 30 targeted and purposive sampling used to select 15 head teachers out of 30 and 45 out of 90 preschool teachers. An observation guide and questionnaires were used to collect data for preschool teachers and head teachers. The study findings established a significant association between teacher training and use of music during mathematic instructions. The study concluded that preschool teachers in Kasarani Sub-County were using music to teach mathematics and that trained teachers used music to teach mathematics than their untrained counterparts. The study recommended the Kenya institute of curriculum
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    The Relationship between Children’s Early Language Competencies and Parental Engagement in Learning Activities in Pre-Primary Schools in Busia County, Kenya
    (European Journal of Special Education Research, 0202) Onyango, Consolata Nabwire; Begi, Nyakwara; Mugo, Juliet W.
    This study aimed to explore the relationship between children’s early language competencies and parental engagement in learning activities in pre-primary schools in Busia County, Kenya. This study used Joyce Epstein's parental involvement model to inform the study, while correlation design was used to guide the study. The target population was pre-primary school children plus their teachers and parents in 67 public schools and 40 private schools. Out of these schools, 7 public schools and 4 private schools were sampled. Early language skills checklist, questionnaire and interview schedules were used for data collection. A pilot study was conducted in two primary schools. Content validity was used to determine the research tools' validity, whereas the reliability of the instruments was established using the test-retest method. When analysing qualitative data, thematic analysis was used, while quantitative data was analysed using inferential statistics, where frequencies, percentages, and means were generated. A t-test and correlation were used to test null hypotheses. Results revealed that average language competencies had a mean score of 2.32 (M=2.32) to average parental engagement, which had a mean score of 2.20 (M=2.20) with a mean difference of 0.12 (M=0.12). The mean difference is 0.12, which indicates that parental engagement had a very small influence on the acquisition of early language competencies. The correlation coefficient between parental engagement with (M=2.20; SD=.874) and language competencies with (M=2.32; SD=.817; t (254) =.832' p=.000 two-tailed) indicated that the relationship between parental engagement and language competencies was positive and had high significance. Averagely, the mean score for parental engagement in private schools was 3.49 (M=3.49), and the mean score for public schools was 1.91(M=1.91) with a mean difference of 1.58 (M-1.58). It was concluded that the majority of parents did not participate in their children's early language acquisition activities. However, parents of children from private schools participated more in their children's language acquisition than parents of children from public schools. This research recommended that public school parents encourage each other to be actively involved in their children’s language activities at home. Parents from public schools should inspire each other to collaboratively work together to support the provision of language teaching and learning resources. Public school administrators and managers should organize workshops for parents to educate them on how they can guide their children on where, when and how to do language activities, how to access educative language resources from the internet, and how to find developmentally appropriate language programs on television.