Browsing by Author "Ndiritu, John"

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    Communities defining their identities of poverty – “we are poor but we are notsopoor…”
    (CICE SEMINAR SERIES – TOKYO, JAPAN, 2015) Chege, Fatuma N.; Ndiritu, John
    This paper presents findings from the Kenya RECOUP project on Community Scoping and Household Census. It provides basic characteristics of wealth indicators of the research communities, households and constituent families thus yielding a reasonably accurate profiles and understandings of the research communities within the four RECOUP research sites located in Nyeri, Nairobi and Kiambu counties. Both conceptually and methodologically, household censuses and community scopings were used to generate not only the patterns of material conditions and livelihood indicators but also the self-definitions of the communities‟ individual and communal identities based on gender, educational levels and certification, age, family size, habitation, occupation, and family wealth, among others (see household census tool, Appendix 1). Notably, while the concept of poverty has often been associated with absence from benefits accruing from economic and material goods, it was noteworthy how the research communities re-defined poverty in ways that reflected broader, more socio-culturally reflective conceptions that transcend material well-being. Again, while there tendency to link types and levels of school education with financial/economic benefits for individuals and communities exists; the community study revealed that this may not be so in their contexts and lived realities. There was a notable contrast in the way the research communities conceptualised extreme poverty in the context of what emerged as their conceptions of human well-being. However, because education has come to be associated with the eradication of poverty and the enhancement of human well-being – the co-existence of well-being and material poverty becomes difficult to distinguish for many people. This paper pursues constructions of communities‟ self-identities based on articulations that bear cultural insights. The often uni-dimensional concept of poverty as deprivation of material well-being emerges in this study as limiting in both scope and meaning as it tends to lose sight of social and cultural values of good life that are not definable in economic or material terms
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    Endogenous Inputs Use as a Predictor of Internal Efficiencyin Postgraduate Research Degree Programmes in Ghanaian Public Universities
    (European Centre for Research Training and Development, 2022-08) Attakumah, Daniel; Ndiritu, John; Njihia, Mukirae
    Universities rely on endogenous inputs they have to enroll and train students to graduate. Studies have concluded that graduation rates are low at research masters and doctoral degree levels in universities. This study determined endogenous inputs uses which predict internal efficiency in postgraduate research degree programmes in two Ghanaian public universities. The study used data obtained from a sample of 318 research students and graduates from nine applied science and sixteen humanities departments. Stratified random and snowball sampling techniques were used to sample participants for the study. Questionnaires and documents analysis guides provided data to test hypothesis at p<.05 alpha level of significance. Faculty and students’interactions, use of study spaces, reading resources at departments and libraries are endogenous inputs uses which accounted for high levels of variation in graduation rates and significantly predicted research students’ graduation rates. The study recommended among others that policy should be crafted aimed at increasing endogenous inputs uses in universities to ensure higher internal efficiency thus high students’ graduation rates.
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    Secure the Future of Children Affected by HIV And AIDS
    (2012-03-19) Ndiritu, John
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    Strategies adopted to enhance performance in sciences in public secondary schools in Nyando district, Kisumu county, Kenya
    (Kenyatta University, 2014) Odhong, Lucas Otieno; Ndiritu, John; Rugar, T.O.
    Sciences are subjects that equip learners with manipulative skills necessary for industrial development and hence economic growth. Several studies have shown that there are many factors affecting performance in sciences. It is however not clear which factors can enhance performance in sciences in specific schools. The purpose of the study was to examine the strategies adopted to enhance performance in sciences in public secondary schools. The objectives of the study were to; establish the current performance trends in sciences by gender in Nyando district, establish current performance in sciences by school category, establish the strategies adopted by school management to enhance performance in sciences, find out the strategies adopted by science teachers and students to enhance performance in sciences and determine the influence of the strategies on school performance in sciences. A survey design was employed in the study. The study was conducted in Nyando district, Kisumu County, Kenya. The target population was 16 public secondary schools consisting of 16 principals, 58 science teachers, 4500 students and 1 DEO. Purposive, stratified and simple random sampling were used to get the sample. Data was collected from 8 head teachers, 29 science teachers, 369 students’ and 1 DEO yielding a total of 407 respondents. Data collection instruments included questionnaire and interviews. Questionnaires were used to obtain data from students, science teachers and principals; interview schedule was employed to obtain data from DEO. Validity was done by presenting instruments to the experts in the area of educational planning in Kenyatta University for scrutiny. Reliability of the instruments was done using test-retest technique and coefficient determined using Pearson’s product moment and coefficient of 0.75 was considered high enough. Pilot study was carried out at one of the secondary schools in Nyando district. Data collected was organized, interpreted and analyzed using descriptive statistics particularly frequency counts and percentages. Presentation was given in tables and figures. It was found that: male students had highest mean score in sciences over the years; boys boarding category had a mean of above 6.00 in most sciences over the years; most principals in the district involve all stakeholders in decision making, construct and equip laboratories, waiver fees for bright and needy students, give equal opportunities to both boys and girls, and most science teachers use teacher/learner discussion to teach non-laboratory lessons, exposing students to every practical lesson, teacher learner discussion while the students develop positive attitude towards sciences are the strategies adopted by schools to enhance performance in sciences. It was concluded that: male students generally performed better in sciences that female students, letting students free to choose optional science subject is the most important strategy adopted by school management, attending every lesson is key strategy adopted by science teachers, students developing positive attitude towards sciences. The study recommended the following: mentoring of girls by women role models particularly those in science based professions, Students in girls boarding and mixed day schools should be motivated more to bridge the gap that exists between the performances of students in sciences among the category of schools.
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    Student’s Household Characteristics Hierarchical Regression Model Predicting Public Day Secondary Schools Variation in Examination Scores, Kenya
    (African Journal of Emerging Issues, 2020) Gatwiri, Winniejoy Nkonge; Mukirae, Njihia; Ndiritu, John
    Purpose of the study: The purpose of this study was to use hierarchical regression to model the relationship between student’s household characteristics and variations in examination scores in public day secondary schools Tharaka Nithi County, Kenya. Problem statement: Tharaka Nithi County is one of the 29 counties classified as the arid and semi-arid lands. In addition to the government of Kenya providing free tuition in the public day secondary schools, it also facilitates lunch costs in arid and semi-arid lands together with mobilizing community to support education through national council for nomadic education. The government efforts aim to ascertain equality of opportunity in attainment of quality secondary education in public day secondary schools. Nevertheless, compared to other public day secondary schools in other Kenyan Counties, Tharaka Nithi County public day secondary schools have had the highest variations in the examinations successively for five years, 2014 – 2018. Thus, raised the question on the relationship between student’s household characteristics and the variations in examination scores in public day secondary schools of Tharaka Nithi County while controlling for the other predictor variables of variations in examination scores.Research methodology: Convergent parallel design, a mixed method research approach was employed. The study was conducted in the public day secondary schools in Tharaka Nithi County, Kenya. Study target population comprised of all the principals and year 2020 form 3 students and their parents or guardians. Stratified random sampling technique was used to identify 738 (368 male and 370 female) students in form 3 and their parents or guardians while purposive sampling was used to identify 15 public day secondary school principals and 63 student group interview participants (31 male and 32 female). Questionnaires, interview schedules and document analysis sheets were used to collect data. Hierarchical regression was used on the quantitative data analysis to model the relationship between student’s household characteristics and variations in examination scores in public day secondary schools. Further, a case study approach thematic analysis was used on qualitative data to obtain an in-depth knowledge on the model of relationship between student’s household characteristics and variations in examination scores in public day secondary schools. Research findings were presented in tables. Results of the study: A statistically significant positive relationship, r = 0.662 at p < .01 between student’s household characteristics and variations in student’s examination scores was found. The study findings revealed that variations in students’ examinations scores enlarged by 0.438 of each standard deviation of student’s household characteristics. Subsequently, the study null hypothesis; no statistically significant equation for predicting variations in examination scores from students’ household characteristics was rejected. Conclusion and policy recommendation: The study concluded that in public day secondary schools in Tharaka Nithi County, there is a relationship between student’s household characteristics and variations in examination scores. Thus, equality of opportunity in attainment of quality secondary education in public day secondary schools in Tharaka Nithi County is not ascertained. The study thus recommends that the financing of the public day secondary schools to take cognizance of the differences in students’ household characteristics.
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    Use and Usefulness of Research Grants
    (2012-03-19) Ndiritu, John