Browsing by Author "Ouko, Hudson"

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    Relationship between Self-Efficacy and Mathematics Achievement among Grade Five Learners with Dyscalculia in Nairobi County, Kenya
    (International Academic Journal of Social Sciences and Education (IAJSSE), 2026-03) Kwanzu, Francis Kulenya; Muthee, Jessina J. M.; Ouko, Hudson
    This research intended to explore the relationships between self-efficacy, and mathematics achievement among grade five learners with dyscalculia in international schools in Nairobi County, Kenya. The study was directed by Social Cognitive Theory. The correlation research design was utilized. The study targeted 10 school administrators, 30 grade five teachers and 200 grade five learners. The sample size comprised of 125 respondents which include 100 grade five learners, 20 grade five and 5 school administrators. The study utilized questionnaires, standardized tests and assessments, observations, interviews, focus group discussion and academic records to gather data. The questionnaires were utilized to gather the main data on self-efficacy as well as mathematics achievement among grade 5 learners with dyscalculia. The dyscalculia identification tool for grade 5 learners was adopted to help in identifying learners with dyscalculia in international schools Nairobi County. The aim of pilot study was to improve the validity and reliability of the research tools. The consistency and reliability of the data acquired was also evaluated using the split half reliability approach at a 0.7 coefficient. Mixed method techniques to data analysis that incorporate both qualitative and quantitative data were used. Themes and patterns were used to analyze qualitative data, while statistical distribution metrics like percentiles, frequencies, averages, and variance were utilized to analyze numerical data. To draw conclusions from the data, multivariate analysis was also employ inferential statistics. The findings show that there was strong relationship between learners' self-efficacy and their performance in mathematics. The outcomes indicated that there are a number of techniques that positively affected the learning of individuals with dyscalculia. The study suggested that governmental agencies should make a greater effort to support inclusive education through financial support of schools through grants to provide schools with tools and technologies specifically designed to help students with math-related difficulties.
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    Teenage Mothers’ Involvement in Their Children’s Acquisition of Pre-Literacy Skills: a Case of Kilifi County, Kenya
    (Open Access Publishing Group, 2020) Murong’a, Henry; Mwoma, Teresa; Ouko, Hudson
    Early literacy is an integral part in children’s learning. It is crucial in a child’s education cycle since it is the basic foundation on which all further learning is built. Many researchers have argued that since parents are the first teachers that a child encounter, it is important to find out how they can be involved in their children’s acquisition of preliteracy skills. The two major ways of parental involvement that have been put forward are provision of resources that promote acquisition of pre-literacy skills and involving children in literary rich engagements. Unfortunately, studies on how teenage mothers can be actively involved in promoting their children’s acquisition of pre-literacy skills are scanty. Since teenage mothers are young and most of them depend on their parents for financial support and nurturance, it is important to find out how effective they can get involved in promoting their children’s acquisition of pre-literacy skills. Therefore, this article, highlights findings from a study that sought to establish whether teenage mothers are involved adequately in their children’s acquisition of pre-literacy skills. The study was based on Bronfenbrenner’s Ecological systems theory and employed descriptive survey design. It was carried out in Kilifi County, Kenya and involved a sample of 115 teenage mothers. A questionnaire and interview schedule were utilized to collect data from teenage mothers. Data was analyzed both quantitatively and qualitatively. Findings indicated that teenage mothers are not adequately involved in promoting their children’s acquisition of pre-literacy skills. The authors recommend that the government increases resources allocated to pre-primary schools and pre-primary school teachers should sensitize parents on their role in getting involved in their children’s education to promote pre-literacy skills.