Browsing by Author "Okeyo, Linnah Apondi"

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    Mielekeo ya walimu na wanafunzi kuhusu mbinu na mazingira ya ufundishaji na athari kwa matokeo ya Kiswahili, Kisumu na Kakamega, Kenya
    (Kenyatta University, 2024-11) Okeyo, Linnah Apondi
    Idara ya Mawasiliano na Teknolojia ya Elimu Chuo Kikuu Kiswahili ni lugha rasmi na ya taifa nchini Kenya ambapo ni somo la lazima linalofundishwa na kutahiniwa katika shule za msingi na za upili. Kimataifa, ni lugha inayotambuliwa kama chombo cha mawasiliano. Umilisi wa lugha hii hubainishwa kupitia ujuzi wa mtu katika stadi zake kuu; kusikiliza kuongea, kusoma na kuandika. Umilisi na utendaji katika lugha hata hivyo huweza kuathiriwa pakubwa na mielekeo ya mtu kuhusu lugha husika, wazungumzaji wake au hata majukumu yake.Tafiti nyingi zinaonyesha kuwa wanafunzi wengi hawawezi kujieleza kwa usahihi na kwa ufasaha hata baada ya kuhitimu masomo ya shule ya upili. Hali hii ilimchochea mtafiti wa kazi hii kuchunguza mielekeo ya walimu na wanafunzi wa shule za upili kuhusu mbinu na mazingira ya ufunzaji na ujifunzaji wa Kiswahili. Madhumuni ya utafiti huu yalikuwa ni kuchunguza mchango wa mielekeo ya wanafunzi na walimu katika ufunzaji na ujifunzaji wa Kiswahili katika Kaunti za Kisumu na Kakamega. Utafiti huu ulidhamiria: Kubainisha mitazamo kuhusu lugha ya Kiswahili miongoni mwa wanafunzi na walimu katika Kaunti za Kisumu na Kakamega, kuchunguza visababishi vya mitazamo hii, kuchunguza namna mitazamo hii ilivyoathiri shughuli ya ufunzaji na ujifunzaji wa somo la Kiswahili na iwapo ilikuwa na mchango wowote katika matokeo ya mitihani yake. Misingi ya nadharia iliyotumiwa ni ya nadharia za tabia na utambuzi. Utafiti huu ulitumia mbinu changamano; ulifuata mtindo wa kidahilishi na utaratibu wenye maelezo, kijarabati pamoja na utaratibu wa ulinganuzi. Wasailiwa walikuwa ni wakuu wa idara ya Kiswahili, walimu walioteuliwa kimaksudi na wanafunzi wa kidato cha tatu walioteuliwa kimaksudi na kinasibu katika shule za umma zilizoteuliwa kimakundi na kinasibu. Vifaa vya utafiti vilivyotumika ni hojaji, mahojiano, mitazamo ya darasani na mtihani wa Insha. Data ilichanganuliwa kutumia Toleo la takwimu 13 kwa muundo wa kimaelezo, kijarabati au kiidadi na kuwasilishwa kwa kutumia asilimia, grafu, viwango vya urudiaji na pai chati. Matokeo ya utafiti huu yalibainishwa kimaudhui kulingana na madhumuni yake. Kutokana na matokeo ya ANOVA, vigeu vya kaunti, eneo la shule, umri na mwelekeo yalikuwa na umuhimu tofauti wa kiwango cha p<0.05 isipokuwa jinsia kwa kiwango cha p>0.05 kuonyesha kuwa zilizokuwa na umuhimu (kaunti, eneo la shule, umri na mwelekeo) ziliathiri matokeo ya wanafunzi japo tofauti iliyokuwepo ilikuwa ni finyu sana; huenda ilitokea kibahati. Kwa mujibu wa matokeo ya Urejeshaji wa vifaa (Logistic regression), matokeo ya wanafunzi wa Kisumu yalionyesha kuwa walikuwa na uwezekano wa 0.57 wa kuwa wabunifu zaidi kuliko Kakamega bali shule za mijini zilikuwa 1.79 wabunifu zaidi kuliko wa mashambani. Wanafunzi waliokuwa na mielekeo chanya walikuwa na uwezekano wa 1.45 wa kuwa wabunifu zaidi kuwaliko wenye mielekeo hasi. Makadirio ya walimu na wakuu wa idara yaliwiana kuhusu visababishi vya mielekeo kama kusahihisha kwa 62% bali yalitofautiana katika vigeu vingine kama ufaafu wa vifaa, vipindi walivyovifunza katika wiki, mada za somo kulingana na mahitaji yao, ya jamii na mielekeo ya wanafunzi; ambavyo walimu waliyakadiria sana kuliko wakuu hawa. Kulingana na wanafunzi mielekeo yao ilisababishwa sana na jinsia (90.1%) na eneo la shule (88.2%). Katika kaunti zote zaidi ya 50% ya wanafunzi walibainisha kuwa kelele ilikuwa changamoto kwao, chini ya 40% walikosa vifaa vya kutosha vya kujifunzia na muda wa kudurusu. Isitoshe, chini ya 20% walikubali kukosa watu wa kuiga pamoja na waelekezi somoni. Kulingana na walimu, kaunti zote zilibainisha kwa zaidi ya 90% kuwa uzembe wa wanafunzi ulikuwa changamoto kuu.Tofauti ya kimielekeo kati ya Kisumu na Kakamega si bayana sana kama ilivyo kati ya shule za mashambani na ya mijini huku wa mijini wakiwa na mielekeo chanya zaidi kuhusu lugha; mijini kwa 56.7% na mashambani 46.4% na mbinu za ufunzaji na ujifunzaji; mijini kwa 55.9% na mashambani 46.4%. Maoni ya walimu kulingana na athari ya mielekeo katika ufunzaji na ujifunzaji yalikadiriwa kuwa sawa Kisumu na mashambani kuwa viwango vya wanafunzi ndicho kisababishi kikuu kwa 100%, kikifuatwa na mielekeo ya wanafunzi (91.7%) na muda uliopo (91.7%). Hata hivyo, shule za Kakamega na mijini zilikadiria kwa njia sawa kuhusiana na mambo haya. Kakamega ilikadiriwa zaidi kuhusiana na mielekeo ya walimu huku Kisumu ikiongoza katika mambo mengine. Kulingana na wakuu wa idara, Kakamega inaonyesha kinyume cha hali ilivyokuwa Kisumu; Kisumu ikidokeza mielekeo ya wanafunzi kwa 75% Kakamega ikiwa na 45.4% huku mielekeo ya walimu Kisumu ikiwa chini; 41.7% na Kakamega 75%. Kuna mapendekezo kadhaa yaliyotolewa kuhusu namna ya kuimarisha ufunzaji na ujifunzaji wa Kiswahili na kuboresha matokeo yake katika mitihani hasa ya kitaifa nchini. cha Kenyatta
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    Schooling Challenges and Coping Mechanisms Adapted By Student -Mothers in Secondary Schools in Nyando District, Kenya
    (Kenyatta University, 2011) Okeyo, Linnah Apondi
    Teenagepregnancy is a global challenge as it is a major contributor to school drop-out among girls. Permanent expulsion was initially used to help curb teenage pregnancy, but this proved ineffectiveand also unfair to the girls. The return to school policy introduced gives a second chance to girls who temporarily drop-out due to teenage pregnancy to further pursue their education.However, such girls go through numerous challenges as they try to fit back into the schoolsystem. This study was intended to look into the challenges faced by student-mothers, theircoping mechanisms and the support they got on resuming studies at secondary school level in Nyando District. The purpose of this study was to identify the schooling challenges, coping mechanisms and the support accorded to student-mothers by their parents, fellow students, teachers,administrators and other stakeholders on resuming studies. The study had the following objectives:to identify factors that influence the school completion for girls who resume studies afterdelivery; to identify the kind of institutional and parental support student-mothers receive on resuming studies and to find out how student-mothers cope with the role of being a mother anda student on resuming studies. This study adopted a descriptive survey research design using bothquantitative and qualitative approaches. A complete enumeration of mixed day secondary schoolsin the two randomly selected divisions was considered for the study. In collecting the data, 83 student-mothers, 19 principals, 14 guidance and counselling teachers, 9 parents/guardians and 28 other students participated in the study. Data was collected using Questionnaires, Focus Group Discussions, and interview schedules. This study used descriptive statisticsto analyse data. The data were presented in tables and figures using percentages and frequencies. The findings of this study were categorized into three areas namely: studentmothers' schooling challenges, their coping mechanisms and the support they received upon resuming studies. The student-mothers' schooling challenges included: lack of concentration, lackof professional counselling, stigma and discrimination (lack of acceptance by some teachers and peers), fear and loneliness at school, low self-esteem and guilt, lack of skills to handle student-mothers situation by teachers, lack of finances to adequately meet the demands of their babies and themselves, lack of basic resources for study and reluctance in fees payment. Their coping mechanisms included: problem-focused, avoidance and emotion-focused strategies and the support they received upon resuming studies were spiritual and social support. Teachers admitted their inadequacy in supporting student-mothers. Student-mothers therefore adapted somecoping mechanisms. However, majority were not well adjusted as very few had a positive self concept and set realistic goals. In conclusion, student-mothers go through a number of challenges as they double up as mothers and students. Support accorded to them was not adequate due to other factors like lack of finances and time being limited. The student-mothers need adequate support to enable them complete secondary education and get access to higher education.There is need to advise them to adopt effective strategies rather than use reactive and defensive methods. The thesis argues that social problems cannot be dealt with solely by the schoolor the teacher. It is recommended that the Ministry of Education, the community, parents, as well as other social service organizations, should jointly create preventive and intervention strategies to assist learners with social problems like student-mothers. Such a holistic approach: could assist schools and teachers to deal with learners' social problems more effectively. This study also recommends that teachers need guidance and training on how to encourage and supportteen-mothers and that there is a great need to sensitize stakeholders on the policy.