DSpace Repository :: Browsing by Author "Ong'ang'a, Hudson Ouko"

Browsing by Author "Ong'ang'a, Hudson Ouko"

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A Reflection on Challenges Faced by Deaf Trainees in Effective Social Interaction in St. Angela Mumias Vocational School, Kakamega, Kenya
(Randwick International of Social Sciences (RISS) Journal, 2022-04) Nzioka, Brenda Mumbua; Ong'ang'a, Hudson Ouko; Isanda, Becky
The purpose of the study was to establish the challenges deaf trainees face in their social interactions. The study focused on St. Angela Mumias Vocational School for the Deaf, Kakamega County. The study was anchored on the Theory of Mind by David Premack (1978). A case study design was adopted. The study target was 103, including 95 deaf trainees, one principal, and 7 trainers. Purposive sampling technique was employed to select 3 trainers and the principal, while simple random sampling was used to select 39 deaf trainees. This study adopted a mixedmethods data collection approach. Questionnaires comprising both open-ended and close-ended questions were used to collect data from the principal and deaf trainees. In contrast, semistructured interview schedules were used to collect primary data from trainers. Quantitative data was coded and analyzed using Statistical Package for Social Sciences (SPSS version 21). Descriptive data was represented in the form of mean, median, mode, correlation, frequency distribution tables, graphs, pie charts, and percentages. Qualitative data were coded systematically by hand, analyzed thematically and presented in narrative form. The findings revealed that only 27.8 % of deaf trainees interacted with the hearing trainees and they also do not share their problems and secrets. Based on the results, the study recommends that the government, through the Ministry of Education, decentralize sign language training to the villages and community settings to assist in enhancing communication between the Deaf and the hearing.
Administration and Scoring of Measurement tools for the Three and Four-year Old’s and Women before the RCT Baseline Survey in Tharaka Nithi County, Kenya
(Kenyatta University, 2020) Oteyo, Samson; Gachara, Esther; Mvungu, Eunice; Henningham, Helen; Onywere, Simon; Niavasha, Dorothy; Waudo, Judith; Onditi, James; Mwoma,Teresa; Ong'ang'a, Hudson Ouko ; Mwangi, Margret
The Randomized Controlled Trial (RCT) child-based curriculum intervention was identified as a critical Women's Economic Empowerment (WEE) strategy because women engage in unpaid childcare, which affects their livelihood in rural Kenya. To examine the impact of enrolling 3- year-olds in PP1 class under the child-based curriculum and learning environment on both children’s developmental milestones and women's economic empowerment, there was a need to adapt existing standardised tools to the local Tharaka Nithi context to assess the participant’s at baseline, midline, and endline. The tools which were used in measuring the baseline status of the participants included Daberon-2, Early Childhood Development Index (ECDI-2030), and Preschool Self-Regulation Assessment (PSRA). The household survey was used to assess women's economic status. All the measurement tools used on children were translated into four major dialects spoken in Tharaka Nithi County (TNC), and some pictures of animals, objects, and foods were replaced with local ones. Appropriate and inappropriate responses were identified and revised, informing the administration and scoring of the instruments. To ensure consistency in administration and scoring, fifteen (15) assessors proficient in the dialects spoken within the county were recruited and trained through classroom roleplay, demonstrations, supervised field practice, and interrater supervision. Assessors were provided with administration and scoring guides to boost their proficiency. Using pilot data of 42 children aged between 3 to 4 years, the internal and test-retest reliability of the measurement tools used with the children met the threshold of 0.7. A pool of researchers constructed the household survey for WEE. Fifteen assessors with proficiency in the dialects within the TNC were recruited and trained on administration and scoring using didactical learning, demonstrations by the trainers, and role plays to ensure that the assessment was carried out in a standardised way. Assessors were taken through class training and field practice. The cultural adaptation and training of assessors were expected to boost the objectivity of the assessment because the findings were important in informing whether curriculum-based childcare intervention has an effect on women's economic empowerment and eventually inform policy decisions regarding the curriculum for the three-year-olds
Attribution of Parental Alcohol Abuse as a Predictor of Enrolment and Transition Trends among Pre-Primary Schools in Kiambaa, Kiambu County Kenya
(International Journal of Multidisciplinary Research and Growth Evaluation, 2023-10) Wanjiru, Lucy Njeri; Ong'ang'a, Hudson Ouko
Drug abuse is a contemporary issue globally. It affects youth and adults in equal measure. Young families and young parents for that matter are the most vulnerable cadre. Communities in the central parts of Kenya are experiencing the greatest effects of alcohol and substance abuse as manifested in their socio-economic engagement and school involvement. This means early grade enrolment could be the most causality in the long run. The purpose this study was to investigate the extent to which alcoholism and substance abuse among parents predicts the enrolment trends among pre-primary school centres. The study target population was all the 220 public and private preprimary schools in Kiambaa sub-county. The study adopted ex post facto research design as the researchers could not envisage manipulation of the study variables. The study was anchored on the ecological systems theory by Urie Bronfenbrenner (1979). Two data instruments were employed to generate data namely questionnaire and a documentary analysis form. Pilot study was conducted in two schools which were not to be included in the actual study. Content validity used. Test-retest was used to test reliability where a coefficient of P≤0.07 was acceptable. Descriptive data analysis techniques were used to analyze and present the findings. The study established that 38(76%) of the respondents agreed that alcoholism and substance abuse had a significant negative effect on parental involvement. They also agreed that enrolment of pupils to pre-primary schools low. The study recommended to teachers to take a major role of sensitizing parents on the importance of early years education. Further, policy makers should look for ways of dealing with drugs and substance abuse among rural folks to reduce the declining enrolment trends in pre-primary schools.
Child Abuse Influence on Lower Primary School Pupil’s Academic Achievement in a Rural Setting in Kenya
(International Journal of Law, Humanities & Social Science, 2017-06) Mutua, Mukami T.; Ong'ang'a, Hudson Ouko
Child abuse is an act of inflicting serious, physical injury and emotional torture on a child or person, which is intentional or unintentional and could endanger the physical, health, emotional, social, moral and educational wellness of the child. Observing the alarming endless cry of children in lower primary schools and those hurt in the process and abuse, the researcher was therefore interested in investigating child abuse and its effects on the academic achievement of pupils in lower primary in Nyandarua County. To achieve this purpose, a sample of 42 respondents was randomly selected for the study. Questionnaire was the major instrument used to collect data. Test re-test reliability of the instrument was established, while Parson Product moment correlation analysis was the statistical technique considered appropriate. The result of the analysis revealed that child abuse in forms of physical and sexual was associated with pupil’s academic performance. Based on the findings recommendations were made on the need for the school management and the class teachers to monitor the performance of abused children and take records to relevant authorities so that corrective mechanisms can be employed.
Critiquing The Quality of Education in Public and Private Pre-Primary School Centers in Kenya:A Case of Nairobi County Kenya
(World Journal of Innovative Research (WJIR), 2018-07) Vihenda, Christine Ratemo; Ong'ang'a, Hudson Ouko
Quality education is paramount for the realization of holistic development of learners. Parents invest a lot in their children’s education which calls for the provision of quality education. Both public and private sector have to ensure that quality education is provided. The purpose of this study was to compare the quality of pre-primary school education offered by public and private pre-primary schools in Nairobi City County, Kenya. The target population was all public and private pre-primary schools in Nairobi City County. A sample size of 28 0ut of 280 pre-primary school teachers and head teachers were selected randomly. The transformational theory by Freire and Mezirow was used in the study. It is concerned with transformation of learners who are believed to be empty when they come to first contact with school practices. Descriptive research design was used. Questionnaire for the pre-primary teachers and interview schedules for head teachers were used as the research instruments for data collection. The study involved both qualitative and quantitative approaches respectively. Data analysis was done through descriptive statistics to obtain the quantitative data. To pre-test reliability a pilot study was conducted. This was achieved through the aid of SPSS version 20.0. Data presentation was done majorly through tabulation and a bar graph both in frequencies and percentage units. The respondents were selected through stratified random sampling and simple random sampling techniques to come up with a rich data that was inferred to all the private and public pre-primary schools in Nairobi City County, Kenya. Among the findings of the study were that staffing affects quality of education. Schools that were poorly staffed recorded poor performance compared to the well-staffed pre-schools. Secondly, teachers who were well motivated performed their duties with minimal supervision, thirdly parental participation affected learning. Learners whose parents got involved in their education had good transition rate. Finally the head teachers had a role to play in ensuring that the educational goals are achieved through proper curriculum implementation and school management. The study recommendations included: there should be a need for the policy makers who are majorly the government officials to increase educational funding to pre-primary schools to improve on quality of education; head teachers should try as much as possible to recruit qualified staff for effective curriculum implementation and encourage the stakeholders to motivate the ECDE teachers to increase their efficiency; Parents need to increase their support to schools in procurement and purchase of school facilities (desk, classrooms, land), purchase of instructional materials (books, pens, charts) and hiring of new teachers to improve on quality and finally Christine Ratemo Vihenda Research Scholar, department of early years education (formally early childhood education) at Kenyatta University Kenya. Ong’ang’a Hudson Ouko, lecturer, department of early years education (formally early childhood education) at Kenyatta University Kenya. further research should be conducted on interaction between teachers and pre-primary pupils in the pre-primary schools. Index Terms— Critiquing, Education, Pre-primary school, Quality
Determinants of Standard One Pupils’ Achievement in Literacy and Numeracy in Gucha District, Kisii County Kenya
(Kenyatta University, 2015) Ong'ang'a, Hudson Ouko
Pre-primary school learning experiences plays a critical role in laying a strong foundation for pupils‟ later academic progression and achievement. The experiences equip learners with the requisite competencies and abilities for managing formal and life-long learning including basic literacy and numeracy skills. In Kenya, the entry criteria for joining standard one is six years irrespective of whether one has gone through pre-primary school or not. This means that pre-primary school is not compulsory. In a typical standard one classroom in Kenya, pupils may have varied pre-primary school learning experiences. The purpose of this study was to establish standard one pupils‟ academic achievement in literacy and numeracy. The study further investigated the influence of pre-primary school learning experiences, teachers‟ self-efficacy, pupils‟ gender, and type of school on standard one pupils‟ literacy and numeracy achievement. Albert Bandura‟s Self-Efficacy and the Ecological Systems Theory by Urie Bronfenbrenner theories guided the study. Ex post facto research design was used. The independent variable of the study was standard one pupils‟ achievement in literacy and numeracy, while dependent variables were; pupils‟ pre-primary school experiences, gender of pupils, teachers‟ self-efficacy and type of school. The study was conducted in Gucha District of Kisii County, Kenya. The target population was both public and private primary schools in the District. All standard one pupils and their teachers participated in the study. Purposive and stratified random sampling techniques were employed. The study sample consisted of 154 pupils and eight teachers. Descriptive and inferential techniques were employed to analyze data. Statistical Package for Social Sciences (SPSS) was utilized in data analysis. Analysis of Variance (ANOVA) was used to test the null hypotheses at 0.05 level of significance. The findings of the study revealed that pupils‟ performed better in numeracy compared to literacy. Pre-primary school learning experiences, teachers‟ self-efficacy, and type of school attended influenced pupils‟ achievement in literacy and numeracy. The study underscored the crucial role played by pre-primary school experiences in promoting academic achievement. The main recommendation is that, in order to improve pupils‟ achievement in literacy and numeracy, parents and head teachers should ensure that children have quality pre-primary school experiences so that they may have adequate school readiness skills to help them to cope with standard one syllabus. Further it was recommended that the government should put policies in place to make pre-primary school mandatory to enhance academic performance at primary and subsequent levels.
Determinants of Teachers’ Use of Instructional Resource in Teaching Pre-Primary School Science and Mathematics Activities In Machakos County, Kenya
(IJCAB Publishing Group, 2019) Ayiema, Jackson Ombasa; Mwoma, Teresa; Ong'ang'a, Hudson Ouko
The continuous poor results of science and mathematics in Athi-River Sub-County of Machakos County-Kenya has yielded to the study of determinants of pre-primary school teachers’ use of instructional resources in teaching science and mathematics activities. The effects of use of the instructional resources in learning achievement which has led to poor performance in science and mathematics activities in the current study locale. The major purpose of the study was to establish the extent of teachers’ use of instructional resources in teaching pre-primary science and mathematics activities in Athi-River Sub County of Machakos County, Kenya. The study also found out the effects of teachers’ training level in the use of instructional resources in teaching science and mathematics, Teacher- gender and use of instructional resources, Teacher’s attitude and use of instructional resources in teaching science and mathematics activities and teacher- motivation on the use of instructional resources in teaching science and mathematics in pre-primary schools. This study employed Bruner’s learning theory (1966), which matched well with the determinants of pre-primary teachers’ use of instructional resource. The study targeted 40 pre-primary head teachers, 600 pre-primary teachers and 1800 pre-primary children in Athi-River Sub-County, Machakos County. Athi-River Sub-County was sub-divided to 5 bases and stratified sampling technique was used to select 6 pre-schools from each base translating to a total of 30 pre-schools. Random sampling was used to select 6 pupils from each of the sampled schools for focused study giving a sample size of 1800 pupils. Purposive sampling was also used to select 2 teachers for science and mathematics activities from each of the sampled schools. All head teachers from all the 30 sampled schools were selected leading to a sample of 30 head teachers. A sample size of 270 respondents including 60 teachers, 30 head teachers and 180 pupils) was used in the study. Questionnaires and oral-interviews were used to collect data. Validity of the instruments was determined through examining of the items using content validity. A. Pilot test of the research instruments was done in two schools in the neighboring sub county. Quantitative data was generated from the close-ended items from the questionnaires. Descriptive statistics was used to analyze data such as frequency; standard deviation and mean data analysis was analyzed according. The data was presented in tables. Qualitative data produced from the questionnaire, interview schedules, focused group discussion, as well as data obtained through the observation checklists was analyzed with regards to relevant themes and discussed in line with the research objectives. The findings of the study were as follows: teachers with higher training qualifications were more likely to use instructional resources in teaching science and mathematical activities than their counterparts with less or no training. Male teachers were found to use instructional resources more often in teaching science and mathematics than their female counterparts. Teachers with positive attitude towards science and mathematics were also found to use more instructional resources than teachers with negative attitude. The study recommends that the International Journal of Current Aspects, Volume 3, Issue II, 2019, PP 159-185, ISSN 2616-6976 160 www.ijcab.org ministry of education should facilitate pre-primary school teachers to advance their studies through in-service training and that the government of Kenya should motivate pre-primary teachers by paying them reasonable salary. All stakeholders should ensure that inst
ECD Policy Framework and Pre-Primary School Teachers’ Capacity in Quality Service Delivery in Muranga County Kenya
(Scintific Research Publishing, 2022-07) Muthoni, Kamau Joyce; Ong'ang'a, Hudson Ouko; Githui, Kimamo
The National Early Childhood Development Policy Framework in Kenya has been in place since the year 2006 accompanied by a service guideline to promote its implementation. The goal of the policy framework was to enhance access, equity and quality service delivery for all children from conception through 8 years. However, even with the policy in place there are quality issues in pre-primary schools in Kenya. Implementation of the framework has been slow hence affecting quality of services. This is even so with the Muranga County whose education achievement in early grades is still below the national standards. It is documented that Pre-primary schools in the County have poor infrastructure coupled with poor delivery of content at this level. Therefore, the purpose of this study was to assess pre-primary teachers’ capacity and the Quality of Service Delivery. The purpose of the study was to determine pre-primary teachers’ capacity in promoting quality service. Lilian Katz’s theory on perspective of quality was used. The study applied mixed methodology research approach in which stratified random sampling, proportionate simple random and purposive sampling were employed to select the sample. Data from; teachers, head teachers and parents was collected using questionnaire, observation schedule and interviews respectively. The study used thematic analysis for qualitative data while quantitative data was analyzed using descriptive and inferential statistics and presented using tables and figures. The study established that Pre-primary teachers’ capacity at p = 0.023 influences quality service delivery. Subsequently, the study recommended that the government should empower/retool pre-primary teachers in order to achieve quality services.
Family Income Dynamics’ Ramification Pre-Primary School Pupils’ Reading Readiness in Siaya in Kenya
(International Journal of Research and Innovation in Social Science (IJRISS), 2021-05) Obilloh, Otieno; Githinji, Wanjohi; Ong'ang'a, Hudson Ouko
The role of the family in the life of an individual child cannot be overemphasized. Available studies globally have shown that family dynamics have a significant influence on reading readiness of pupils at the early years of school. Many attempts have been made by the government and different organizations to improve reading but not equal effort is put to promote reading readiness. This study therefore explored family dynamics that influence reading readiness among pre-primary school pupils in rural pre-schools in Siaya, Kenya. The study adopted a descriptive research design which allowed for in-depth exploration of the study variables. This study was guided by Bronfenbrenner’s Ecological Systems Theory. The dependent variable for the study is pre-primary pupils’ reading readiness while the independent variables were family dynamics. The target population of the study was pre-primary school pupils in Siaya County. The study adopted stratified random sampling to sample schools as public and private pre-primary schools while purposive sampling was used to select Siaya County for the study. A sample of 96 public pre-primary school pupils and 16 private pre-primary school pupils were sampled for the study. Questionnaires and reading readiness checklists were utilized for data collection. Reading readiness test/checklist analyses gathered pupils’ reading readiness data while questionnaire was used to collect data from the parents. Data collected was analyzed using inferential and descriptive statistics with the help of statistical package for social sciences (SPSS) version 20. Pearson product moment of correlation was used to test the null hypothesis at p≥0.5 The key findings showed that parental socio-economic statuses significantly influenced pupils’ reading readiness. The main recommendation was that the government and the county government specifically should promote parents’ economic status to promote reading competence levels among early grade learners which can be a great boost for the overall academic performance in higher grades
Family Involvement in the Social Interaction of Deaf Trainees in Vocational Schools for the Deaf: A Case of St. Angela Mumias Vocational School, Kenya.” IOSR: Journal of …
(IOSR Journal Of Humanities And Social Science (IOSR-JHSS), 2022-04) Nzioka, Brenda Mumbua; Onchari, Isanda Beatrice; Ong'ang'a, Hudson Ouko
Family relationships are important for a child’s social wellbeing. However, little is known about family relationships among the deaf, especially those in inclusive vocational settings. Deaf trainees need to be shown love and support as they move into their teenage years, just as they were younger. The purpose of the study was to identify different ways in which families support Deaf trainees in their social interactions. The study focused on St. Angela Mumias Vocational School for the Deaf and was anchored on the Theory of Mind by David Premack (1978). A case study design was adopted. The target population was 103, including 95 deaf trainees, one principal, and 7 trainers. Purposive sampling technique was employed to select 3 trainers and the principal, while simple random sampling was used to select 39 deaf trainees. This study adopted a mixed-methods data collection approach. Questionnaires and semi-structured interview schedules were used to collect data. Quantitative data was coded and analyzed using Statistical Package for Social Sciences (SPSS version 21). Descriptive data were presented in form of mean, median, mode, frequency distribution tables, graphs, pie charts, and percentages. Qualitative data were coded systematically by hand, analyzed thematically and presented in narrative form. The findings established that 61% of the trainees receive emotional, physical and moral support from their family members. Also, 58% agreed to freely communicate with their family members though this is mostly affected by communication barriers and stigmatisation. Based on the findings, the study recommends that existing school policies need to promote a sense of community and participatory culture where more emphasis is put on the family environment and their roles in improving the social interaction of deaf trainees
Head Teachers’ Leadership Dynamics and Teachers’ Integration Performance: A Case of Public Integrated Primary Schools in Lamu County Kenya
(International Journal of Research and Innovation in Social Science (IJRISS), 2019-08) Ahmed, Barghash Abdalla; Stephen, Nzoka; Ong'ang'a, Hudson Ouko
Integration in education has lately taken center stage in public schools in Kenya. This study examined the type of leadership head teachers used and their teachers’ performance in promoting integration in the schools. The study was carried out in integrated public primary schools with learners with VI in Lamu County Kenya. The aim of the study was to identify the leadership styles applied by head teachers and its effects on teachers’ performance in integration of learners with visual impairment (VI) in the regular schools in Lamu county Kenya. The study was guided by Douglas McGregor‘s model- Theory X and Theory Y (1961). This study was conducted using exploratory study design. The target population for the study was 506 educators; 86 head teachers and 420 teachers. Purposive sampling was used to select the respondents. The sample size consisted of 18 head teachers and 42 teachers. Content analysis was used to test the validity of the research instruments while a reliability coefficient was used to test the instruments’ reliability. Descriptive statistics involved the use of frequencies and percentages. Relationship between independent and dependent variables was accepted at 95% confidence level. The study results revealed that various leadership styles are being employed by head teachers in integrated public primary schools in Lamu County. The main leadership styles found are democratic and autocratic leadership. The study further reveals that the type of leadership has a significant influence on teachers ‘performance. The influence was found to vary based on the type of leadership among head teachers. For example democratic leadership style showed a significant positive influence on teachers’ performance. The study recommends that teacher education curricula needs to be enhanced to include effective ways of leadership style in order to improve teachers’ performance in integrated school settings
Influence of Institutional Determinants on Inclusive Learning in Public Primary Schools in Makadara Sub-County, Nairobi County
(African Journal of Social Issues, 2024) Kamau, Tabitha Mukami; Ong'ang'a, Hudson Ouko
Inclusive learning involves the reorganization of learning institutions to ensure that all learners receive appropriate education within local primary schools. This study aimed to investigate the teacher determinants influencing inclusive learning in public primary schools in Makadara SubCounty, Nairobi County, Kenya. The objectives were to establish the effect of teacher qualification, experience, workload and perception on inclusive learning. Guided by Rawls' Theory of Vygotsky's Learning Theory (1978), the study utilized a sample size of 351. Reliability of the instruments was judged using Pearson's product-moment correlation with a coefficient of 0.70, and credibility was assessed through peer debriefing, prolonged engagement, and audit trails. Data were processed using SPSS version 23, with quantitative data summarized using frequency tables, percentages, means, and standard deviations, and qualitative data presented through narrative analysis. Findings indicated that average and special needs children mixed well in inclusive classrooms, fostering inclusiveness. Respondents showed a readiness to understand and support children with special needs. Effective inclusive learning was found to require adequate teacher training, manageable class sizes, and balanced workloads. The study emphasized the importance of identifying, assessing, and placing special needs students, with multidisciplinary teams ensuring comprehensive evaluations. The study concluded that inclusive practices are enhanced through collaborative efforts, continuous teacher professional development, and prioritization of resources. Based on these findings, it is recommended that school’s continuous professional development for teachers on diverse learning needs and a multidisciplinary approach to the identification and placement of special needs students are essential. Schools should also prioritize resources and infrastructure to ensure equitable and accessible learning for all learners
Instructional Strategies and Challenges Faced by Teachers in Promoting Inclusive Learning for Learners with Hearing Impairments at Oriang’ Inclusive Primary School, Homa-Bay County, Kenya
(IJRISS, 2024-04) Odhiambo, Lucy Atieno; Ong'ang'a, Hudson Ouko; Onchari, Isanda Beatrice
Instructional strategies are key to the academic success of any education system. Diverse classrooms require diverse teaching methods that are responsive to the needs and abilities of all the learners. This study purposed to investigate the instructional strategies of teaching and learning used for the learners with hearing impairments and challenges faced by the teachers in inclusive classrooms. The study was conducted at Oriang’ Inclusive Primary School in Homa-bay County, Kenya. Ecological Systems Theory by Bronfenbrenner model (1989) was used. The study targeted all the 17 teachers and 620 learners. Purposive sampling technique was used to draw a sample of 26 respondents comprising the Head Teacher, 13 inclusive classroom teachers and 12 learners. Data collection instruments comprised a semi-structured interview guide and focus group discussion guide. NVivo software was used for analysis that involved systematic coding and organisation of data to identify recurring themes. The findings established that teaching and learning resources must be available to enable diversified instructional methods in inclusive classrooms that include learners with hearing impairments. Challenges included teachers lacking training in inclusive education, large class sizes and limited lesson duration that is not enough to attend to all the learners. The study recommends that the government, through the Ministry of Education, should allocate more funds to inclusive primary schools for the purchase of adequate teaching and learning resources to support the effective inclusion of LHIs and the County Governments should allocate funds for the construction of additional classes in inclusive primary schools to help in decongesting the classes
Monitoring and Evaluation for Quality Service Delivery in Pre-Primary Schools in Murang’a County, Kenya
(Scientific Research Publishing, 2021) Kamau, Joyce Muthoni; Ong'ang'a, Hudson Ouko; Githui, Kimamo
Monitoring and evaluation of the National Early Childhood Development (ECD) Policy framework in Kenya which has been in place since the year 2006 accompanied by a service guideline is important in promoting its implementation. The extent to which the policy is implemented would have a direct pairing with the quality of early childhood service delivery. The purpose of this study was to investigate the levels of monitoring and evaluation in implementation of the National Early Childhood Development Policy framework for quality service delivery in pre-primary schools in Kenya. Conflict Ambiguity Model of Policy implementation, Broffenbrenner’s Ecological systems theory and Lilian Katz perspective on quality theory were used. Mixed methods research approach and concurrent triangulation design guided the study. Data was collected using questionnaire, observation schedule and interview guides. Instruments reliability coefficient was 0.85. Qualitative data was analyzed thematically and quantitative data was analyzed using descriptive and inferential statistics. The findings indicated that a strong relation between monitoring and evaluation at p < 0.001 and quality service delivery in pre-primary schools. The study concluded that goals of the ECD policy in Kenya of enhancing quality service delivery may not be realized thus compromising on the quality of pre-primary education. Subsequently, the study recommended that the county government should allocate adequate resources both financial and human to ensure regular monitoring of pre-primary schools in an effort to promote actualization of policy guidelines in delivery of quality services and consequently promoting positive child development outcomes
Parental Participation Practices as Precursors of Pupils’ Early Reading Literacy Skills Achievement Kiambaa Sub-County, Kiambu County, Kenya
(European Journal of Special Education Research, 2023) Osabinyi, Dorinah Koli; Ong'ang'a, Hudson Ouko
The purpose of this study was to investigate ways in which parents are involved in their children's education as precursors of early literacy acquisition of children. The study used the Hoover-Dempsey and Sandler Parental Model as its theoretical lens. The study employed a descriptive survey design. Data was collected through questionnaires and a reading assessment checklist for children. Public and private primary schools included in the study were selected through stratified sampling criteria comprising 12% of the total number of schools in the Kiambaa Sub-county. A stratified sample of pupils and purposeful samples of parents and teachers were then made comprising 12% lower primary students, 12% parents, and 12% teachers from each of the selected schools. A pilot study was conducted before the final study. Data collected was analyzed using Statistical Package for Social Sciences (SPSS version 26.0). Pearson Chi-square test to establish whether there was a correlation between nuclear family structure, level of parents’ education, and parental involvement in early reading literacy skills achievement of lower primary school children. The results were presented in frequency tables, bar graphs, and bar charts. The findings of the study revealed that the majority of the children were aided in their reading literacy by their significant others and family members. Most parents always read with their children in their sitting room, parents seldom read with their children outside, some parents often read with their children in the kitchen, and fewer parents never read with children in the kitchen as well. The study concluded that family structure can have some impact on parental involvement in early reading literacy skills achievements for lower primary school children. The study recommended that parents and teachers must be aware of the significant contribution they can make to their children's learning by providing a stimulating environment around language, reading, and writing, as well as supporting the school's literacy agenda at home, both during the early years of schooling and later years. It can be concluded that parents are willing to engage when they believe the schools are open and eager to facilitate their engagement. Parental participation is difficult for teachers in particular, and both teachers and parents require particular help and clear instructions to promote engagement. The study recommends that parents and teachers must be aware of the significant contribution they can make to their children's learning by providing a stimulating environment around language, reading, and writing, as well as supporting the school's literacy agenda at home, both during the early years of schooling and later years.
Prevalent Forms of Child Abuse Among Pupils in Lower Primary Schools in Gatimu Zone in Nyandarua West SubCounty, Kenya
(International Journal of Science Arts and Commerce, 2017-11) Mutua, Mukami T.; Ong'ang'a, Hudson Ouko
Child abuse is a social phenomenon which erodes the fundamental human rights of the child. Basing on the context of this study, child abuse is perceived as any act of omission or commission by individuals and any conditions resulting from such acts, which deprive children equal rights and liberties and or interrupt with their optimal development. Child abuse takes various forms and it is committed by parents, guardians, caretakers and so on. The world has assumed increasingly the character of a global village and the issue of child abuse has gained universal attentions with regards to its impacts on both education and holistic development of children. This study sought to investigate the prevalent forms of child abuse in Gatimu Zone in Nyandarua West Sub-County, Kenya. To achieve this purpose, a sample of 42 respondents was randomly selected for the study. Questionnaire was the major instrument used to collect data. Test re-test reliability of the instrument was established, while Parson Product moment correlation analysis was the statistical technique considered appropriate. The result of the analysis revealed that child abuse in forms of physical and emotional forms of abuse were the most prevalent even though some sexual abuse were noted among the pupils in lower primary schools.
Teaching Literacy Skills in Standard One: Challenges Faced By Language Teachers in Rural Areas in Kenya
(International Journal of Science Arts and Commerce, 2017-09) Marisin, Anne Cherotich; Ong'ang'a, Hudson Ouko
The language of instruction stipulated for lower primary by Kenya’s policy on language in education is mother-tongue or Kiswahili, while English is introduced as a language activity. The use of two languages in standard one can be challenging, cumbersome and demanding. The study therefore sought to find out the challenges faced by standard one teachers in teaching English Literacy skills in Ainamoi Sub-County, Kericho county Kenya. The study adopted a descriptive survey design. The study focused on all public and private primary schools in the county. Purposive and stratified simple random sampling techniques were employed. 12 public primary and 8 private primary schools were sampled to participate. This formed a 10% sample size from the private and public schools. Questionnaires were used to collect primary data from the randomly selected standard one teachers and head teachers of the selected schools. Results indicated that the challenges faced by language teachers related more to lack of the necessary and appropriate teaching/learning resources. It was also established that there was severe mother-tongue influence on English. It was found out that teachers employed certain strategies to promote English literacy skills acquisition including building warm teacher/child relationships. It is recommended that the strategies be up-scaled by teachers including improvisation of locally appropriate resources and that further research would be necessary to establish the effects of mixed languages of instruction on English language skills acquisition
Utilization of Teaching/Learning Resources in Teaching Literacy Skills: A Case of Pre-Primary Schools in Bungoma County, Kenya
(International Journal of Research and Innovation in Social Science (IJRISS), 2019-07) Nasumbwa, Dorice Wanyonyi; Ong'ang'a, Hudson Ouko
The purpose of this study was to investigate the preschool teachers’ utilization of teaching/learning resources to develop literacy skills among preschoolers in Bungoma County. The researcher used a cross-sectional survey approach. The study targeted a population of 290 schools from both private and public schools. Stratified sampling strategy was used to proportionally select a total of 29 ECD centres, a representation of 10% of the targeted schools. Two (2) teachers were picked from each of the fourteen schools selected to participate in the study leading to a total of 58 ECDE teachers. Purposive sampling procedure was used in the study to select all the 14 head teachers from the selected schools. Questionnaires comprising of both open-ended and closed ended inquiries and semi structured interview schedules were used to collect primary data. Qualitative and quantitative data analyses were used throughout the survey. Information was collected through open-ended questions in the questionnaires. Statistical package for social science (SPSS) version was used for data organization. Findings revealed that teaching and learning materials were not sufficient in most primary schools under study. The study concluded that majority of schools did not have resources for teaching and learning literacy skills. However, among the schools which were reported to have such teaching/learning resources did not have sufficient resources for teaching and learning. The overall mean of below 3.0 (mean<3.0) implied that teaching and learning resources were not adequately utilized by teaching in instruction of languages in primary schools under study. The study recommended that the school administration need to push the language department should form departmental guidance and counselling committee composed of HoD language and two teachers. It is recommended that that all stakeholders should be involved in implementation of ECD programmes. These include government, local councils, traditional leaders, political leaders, private sector as well as parents

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