Browsing by Author "Njihia, Mukirae"

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    Curbing Students' Bullying Among Secondary School Learners: The Effectiveness of School Bullying Interventions
    (Journal of Integration of Social Studies and Business Development, 2024) Kioko, Joseph Wambua; Njihia, Mukirae; Mutune, Susan
    This study investigates the effectiveness of bullying interventions in addressing student bullying within secondary schools in Machakos County. Anchored on social learning theory, which elucidates the role of behavior in fostering bullying among learners, the research employed a descriptive survey research design to gather and analyze primary data. A sample of 333 respondents was drawn from a population of 116,053 individuals across 36 schools. Questionnaires and interview guides served as the primary research instruments. The analysis encompassed both qualitative and quantitative methods. Results revealed persistent student bullying despite intervention efforts, with disciplinary measures like suspensions and punishments predominantly employed. Conversely, restorative interventions, anti-bullying programs, and supportive measures were underutilized, demonstrating ineffectiveness in bullying eradication. The study underscores the prevalence of student bullying in secondary schools, attributing it to the inadequate implementation of interventions. Recommendations urge school principals and stakeholders to enhance the efficacy of bullying interventions in secondary education settings.
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    Effect of Teacher Quality on Student Performance in Mathematics in Secondary Schools in Tharaka Nithi County, Kenya
    (Kenyatta University, 2016) Miriti, Gerald Julius; Njihia, Mukirae; Murage, Michael
    The Kenyan education system is evaluation oriented. Excellent acquisition of numeracy and literacy skills are the majors indicators of quality education. The purpose of this study was to assess the teacher based factors affecting the student's performance in mathematics in the public secondary schools in Maara sub-county, Tharaka Nithi County. The study was guided by the following objectives: to establish how the teacher job satisfaction affects the students performance in mathematics in the public secondary schools, to find out how the teacher motivation affects the student performance in mathematics in the public secondary schools, to establish the effects of teacher training and experience on the performance in mathematics in the public secondary schools and to establish the strategies that can be employed to improve on the performance in mathematics in the public secondary schools in Maara sub-county. The target population for this study was all the 1140 form three students, 128 mathematics teachers and 49 headteachers in the 49 secondary schools in Maara sub-county, Tharaka Nithi County. A sample of 12 schools was proportionately sampled to participate in the study. From the sampled schools, the head teacher was purposively sampled, 10 students from form 3 were randomly sampled, to participate in the study. The study instruments were questionnaires and interview schedule. Piloting was done in two schools. This study employed descriptive and inferential' statistics to analyze the data obtained. For descriptive statistics, this specifically included percentages and frequency counts, while for inferential statistics was used to find the effects. The data obtained was presented through tables, bar graphs and pie charts. The study established that the mathematics teachers in Tharaka Nithi County were satisfied with their jobs, and this had a positive influence on the student's performance in mathematics, as was revealed by the corelational analysis. This implies that the increase in the variables of teacher job satisfaction, led to a direct increase in performance in mathematics. The mathematics teachers in secondary schools in Tharaka Nithi County were well motivated by the school management. Motivation was found to have a significant positive relationship with the student's performance. This means that with the increase in motivation, there was a significant positive increase in student's 'Performance in mathematics. The teachers training and experience was also found to have a considerable significance in determining the student's performance. This implies that with the increase in the variables related to teacher training, there was a positive significant increase in student's performance in mathematics. Based on the study findings, the researcher recommends that: The ministry of education should fund the schools in order to provide more incentives to the mathematics teachers, in order to make them more satisfied in their jobs. The headteachers should consider team building for the workers and motivation for the workers and the students, as a means of improving the performance. The government should review the current teacher training curriculum and include in it the emerging trends and issues in the field of education. The government through the ministry of education should increase the funding in the secondary schools, so as to enable them buy enough teaching and learning materials, and revision materials, so as to improve on the academic performance,
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    Strategies adopted by school management to contain the rising cost of Secondary Education in Kirinyaga-East District, Kirinyaga County, Kenya.
    (2015-02-05) Muriithi, Danson Githinji; Ogeta, Norbert O.; Njihia, Mukirae
    The purpose of this study was to examine the strategies adopted by school management to contain the rising cost of secondary education in Kirinyaga-East District in Kirinyaga County so that there is progression to secondary school after class eight and reduced drop outs in secondary schools. The objectives of the study were to establish controlled use of school funds to contain the rising' cost of secondary education, establish strategies adopted by secondary school management while budgeting so as to contain cost of secondary education .find out other income generating strategies adopted by school management to contain the rising cost of secondary education and establish strategies put in place by school management in collection of user charges to contain the rising cost of secondary school education in Kirinyaga-East District, Kirinyaga County. The theoretical framework was based on the business strategy theory developed by Porter in 1980.Literature was reviewed on financing education outside African Countries; African countries and Secondary education in Kenya. This study employed a descriptive survey design. The target population for this study was 32 public secondary schools. Respondents for this study were chosen using stratified and purposive sampling and comprised of 23 people. These included; 7 Head teachers, 5 B.O.M chairpersons, 10 P.T.A chairpersons and the District Education Officer. Research instruments used in the study included: questionnaires, interview schedule, and observation schedule. The data was analyzed using Statistical Package for Social Sciences (SPSS). Descriptive statistics such as frequencies and percentages were used to analyze the data. The analyzed data was presented in the form of frequency tables, bar graphs and pie chart. The study revealed that secondary schools in Kirinyaga-East District, Kirinyaga County adopted the following strategies to contain the rising cost of secondary education; on controlled use of school funds included regular auditing of school accounts, utilizing maximally the existing alternative sources of income and employing cost reduction methods. On the budgeting strategies, stake holders adjusted the budget regularly so as to work within it, increased the vote head for co-curriculum activities, and had funds collection. On Income generating strategies, very few schools used land and buildings available to raise an income, community participation and other activities like walk were rarely used to raise income and provision of cheap labor. Secondary schools relied on government bursaries for bright arid needy students. Very few schools initiated a programme to assist bright and needy students. On the user charges collection strategies, parents and guardians exchanged services and goods for school fees and were required to make serious pledges to have prompt fees payment. The study recommended that secondary schools management could write proposals requesting for more funds, use of technical skills within a secondary schoolIn home science rooms, computer rooms and workshops. Finally, service and commercial based activities that generate income so as to contain the rising cost of secondary education to be introduced in schools. This study could be carried out in other counties in Kenya.
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    Uptake of Open Distance and e-Learning (ODEL) programmes: A Case of Kenyatta University, Kenya
    (Commonwealth of Learning, 2016) Njihia, Mukirae; Mwaniki, Elizabeth; Ireri, A.M.; Chege, Fatuma N.
    Despite most universities in Kenya having embraced Open Distance and e-learning (ODeL) that utilise modern ICT technologies in teaching and learning, enrolment in these programmes still remain low. In Kenyatta University, for example, out of a total student population of about 70,000, only about 5,000 (7%) are enrolled in the ODeL programme. The objective of this study was to establish the challenges faced by ODeL students at Kenyatta University and which impact on the efficiency and effectiveness of the programme thereby limiting its growth. The study employed a sequential mixed methods design that allowed collection of both quantitative and qualitative data. Data was collected from a sample of 207 students through a questionnaire while Key Informant Interviews were conducted with five senior members of staff directly involved in the management of the ODeL programme. The study established that ODeL students faced technical, instructional, institutional and personal challenges which impacted on the efficiency and effectiveness of the programme. Key technical challenges experienced are insufficient exposure to computers and ICT technology, lack of finances to buy ICT gadgets, lack of internet connectivity and content hanging or not opening in the Tablets. Key institutional challenges faced were delayed delivery of study materials, poor administrative services such as registering and paying fees and poor student support services. With regard to instructional challenges, the key ones were inadequate academic support as lecturers failed to facilitate units on-line, lack of interactivity and poorly designed course material. Lastly, the individual challenges faced were financial constraints, insufficient study time, conflict between study and family/work balance. The study concludes that there is a need to institute learner support mechanisms to address the institutional, instructional and individual challenges faced by learners in the ODeL programme so as to improve on its efficiency and effectiveness.