DSpace Repository :: Browsing by Author "Njihia, Mukirae"

Browsing by Author "Njihia, Mukirae"

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Connecting Research, Practice and Policy: Are Policy Makers and Practitioners in Kenya Utilising Universities’ Social Science Research?
(Journal of the Kenya National Commission for UNESCO, 2023) Bunyi, Grace; Njihia, Mukirae; Ogola, Martin
Universities play a leading role in research and are considered the main knowledge-producing institutions in any society. Whereas conducting research is important, the utilization of the findings is even more important. Increasingly, research funders are keen to ensure that research makes a difference and that the research they fund is applicable in the relevant areas. The present study thus sought to establish the level of utilisation of university-produced social science research by government in the policymaking and formulation processes in Kenya. Data was collected from universities, national government ministries and county governments. The study established that there was very low utilisation of university produced social science research in the policy formulation and making processes at both national and county government levels. It also emerged that most of the research studies conducted by universities were commissioned by private agencies. The study concludes that channels for communicating research findings between universities and government were lacking. The study recommends that universities should create formal research linkages and partnerships with government ministries to enable dialogue throughout the entire research process. Universities should also establish/strengthen research dissemination units, as well as move beyond the traditional channels of disseminating research findings
Contribution of Complementary Elementary Education towards Transition of Nomadic Pupils from Non-Formal to Middle School Education in Habero Sub-Zone, Eritrea
(Journal of Education and Practice, 2015) Tekle, Tesfu; Njihia, Mukirae; Ogeta, Norbert; Habtu, Michael
Background: Education in Eritrea is a fundamental right of every person. Therefore, ensuring equal and equitable educational opportunities for every citizen is essential for upward mobility. However, enrolment in areas inhabited by the nomadic groups is far less from the national average. To boost enrolment among the nomads and to meet the Millennium Development Goals (MDGs) the government of Eritrea along with donor partners in 2007 introduced non-formal Complementary Elementary Education (CEE) targeted at out-of-school children aged 9-14 years. Nevertheless, no study was conducted since the program has started whether the children are mainstreamed to formal middle school primary education. Objective: The study was aimed to assess the enrollment and transition rate of CEE, examine challenges of transition and to identify possible alternatives to facilitate transition of pupils to formal middle school education in Habero Sub-Zone. Materials and methods: Mixed method design along with the use of both qualitative and quantitative approaches was employed. Semi-structured questionnaire was used to collect information on socio-demographic characteristics of pupils and CEE teachers, challenges and alternatives of transition to middle school. Moreover, key informant interview was carried out from the middle school director and sub-zone education officer. The sample size included were 150 pupils, 18 teachers, 1 middle school director and 1 sub-zone education officer. The data was analyzed using frequencies and percentages. Qualitative data were transcribed and coded and then analyzed thematically. Results: The study findings indicate that the transition rate of pupils from the CEE centers to formal middle school education was high (83%). However, the enrollment of pupils transited from CEE centers in the available middle schools of the sub-zone was low (35%). Conclusion: The low enrollment in middle school was contributed by distance of middle school, early marriage and economic status of the community. Finally, based on these findings, it is recommended that CEE centers at the very distance should develop to formal middle school. Establishment of at least one boarding school in Habero sub-zone to accommodate the most disadvantaged nomadic children would ease economic burden of the pupils. Furtherer, government authorities, national unions and religious bodies should play important role in sensitizing the community about benefits of education
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.
Determinants of Strategic Plan implementation in Technical and Vocational Education Training Institutions in Mombasa County, Kenya
(IOSR Journal of Research & Method in Education (IOSR-JRME), 2021-06) Mutisya, Sharon; Njihia, Mukirae; Otieno, Daniel
Globally, researches assert that most educational institutions have strategic plans, but few implement them. This research sought to establish determinants of strategy implementation in Technical institutes which offer technical skills using Mombasa County, Kenya. The objectives of this study were: determine the association between f human resources and technology and strategy implementation. The study used resource-based view theory and Okumu’s implementation framework of assessing the relevant issues in the study. Mixed methods research design was used with a sequential exploratory design. The target population of 218 included the principals, chairpersons and trainers in the 6 registered technical institutes in Mombasa County. Data was collected from a sample size of 148 respondents using interviews and questionnaires. The analysis of qualitative data followed thematic and subject coding to evaluate the responses that participants offered in the interviews. Quantitative analysis involved both descriptive summaries and multiple regression analysis for checking relations between variables. The findings established that the general rating of the capacity of human resource and technology towards strategy implementation was generally moderate. Karl Pearson correlation coefficient obtained indicated that there was a strong association between human resource and strategy implementation and between technology and strategy implementation. This showed that indeed human resource and technology influences strategy implementation process. Hypothesis test done indicated there is significant association between human resource, technology and strategy implementation in public technical training institutions in Mombasa County. The study further recommended that the management should subject staff to frequent trainings on strategy implementation process to increase on the effectiveness of the implementation process. In addition, technology used in the institutions should be up to date and relevant as far as strategy implementation process is concerned. Moreover, there should be frequent maintenance and updating of the available ICT equipment while at the same time making them easily available to the staff
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,
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.
Online Continuous Assessment Tests: Experiences and Lessons from Kenyatta University
(Kenyatta University, 0202-06) Njihia, Mukirae; Mwaniki, Elizabeth; Ireri, Anthony
Between October 2015 and April, 2017, the School of Education, Kenyatta University in collaboration with the Commonwealth of Learning (CoL) organized three capacity building workshops for its lecturers on Integration of ICT in teaching and learning. During the 3rd workshop held in March, 2017 and whose focus was on online Assessment, it was noted that despite the university’s investment in a Learning Management System (LMS) for online teaching and learning, lecturers had not utilized it for formative learner assessment. Therefore, it was agreed that the departments of Educational Psychology and Educational Management would play the role of trailblazers in giving online Continuous Assessments Tests (CATs) in the School of Education. In the 2nd semester of 2016/2017 academic year and the 1st semester of the 2017/2018 academic year, the two departments gave a total of four online CATs in four different units to over 9,000 undergraduate students. This innovation in assessment informed this study whose purpose was to document the views and experiences of both students and lecturers on online CATs. The study embraced a mixed method design that enabled collection and triangulation of quantitative data from students and qualitative data from lecturers. The results indicated that the students were initially apprehensive before the online CAT but after they were done, a majority stated that they enjoyed the experience. The students also praised the technical support given during the CAT, the immediate feedback and the sense of control of their marks. Lecturers were initially sceptical about mounting online CATs but their perception changed after they were rolled out as they appreciated the reduced workload in terms of marking and grading as well as reduced human error. Some key challenges that hindered effectiveness of the online CATs included a few students’ registration numbers missing in the LMS, slow internet during online CATs, students using wrong passwords to get into the LMS, interruption from other students in computer lab and strict marking in the short answer items
School Principals’ Strategic Planning Competences And Their Influence On Academic Performance In Public Secondary Schools In Makueni County, Kenya
(Journal Integration of Social Studies and Business Development, 2025) Sila, Killian Muendo; Njihia, Mukirae
This study investigates the impact of strategic planning competencies on the academic performance of public secondary schools in Makueni County, Kenya. Specifically, it examines how principals' competencies in human resource planning, technology integration, school culture alignment, and strategic direction-setting influence academic outcomes. Grounded in the contingency theory of leadership, the study employs a descriptive research design. The target population included 385 public secondary schools in Makueni County, with principals and teachers as key respondents. A 10% sampling threshold was applied, resulting in a sample of 39 schools. School principals were purposively selected, while 368 teachers were randomly sampled using a structured formula. Data were collected via questionnaires for teachers and interview guides for principals and analyzed using both qualitative and quantitative methods. The findings indicate that human capital development is a critical strategic competency among school principals that significantly enhances academic performance. Furthermore, principals' ability to leverage ICT positively affected academic outcomes. School culture alignment emerged as another essential competency, impacting the schools' overall performance. Additionally, the ability of school principals to set a clear strategic direction was found to play a significant role in achieving academic success. The study concludes that poor academic performance in Makueni County’s secondary schools is closely associated with deficiencies in principals' strategic planning competencies, particularly in areas such as human capital development, ICT integration, strategic direction-setting, and school culture alignment. The study recommends that school principals enhance their strategic planning skills to improve academic performance
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.
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.

Browsing by Author "Njihia, Mukirae"

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