Browsing by Author "Wango, Geoffrey"

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    Gender - related challenges faced by students in learning technical courses i n Machakos technical training institut e, Machakos C ounty - Kenya
    (Prime Journal of Social Science (PJSS), 2014-01-15) Kimani, Elishiba; Mueni, Elijah Dorothy; Wango, Geoffrey
    This study aimed at exploring gender-related challenges faced by students in learning technical courses in Machakos Technical Training Institute (MTTI). The objectives of the study were to identify the courses male and female students were taking in MTTI, investigate gender-related challenges students faced in learning technical courses in MTTI and suggest ways of addressing these challenges. The study was guided by descriptive research. Nine departments in the institution were grouped into three clusters for the purpose of the study. One female, two male administrators and four heads of the departments were included as informants. Systematic sampling was used to select a sample of teachers while simple random sampling was used to select a students’ sample. In total, 18 teachers, 207 male and 190 female students participated in the study. Data were collected using interview schedules for the administrators, heads of departments and teachers while a questionnaire was used to obtain data from students. Quantitative data was analyzed using the Statistical Package for Social Sciences while qualitative data was presented through descriptive methodology. The study established that male and female students faced challenges from teachers and classmates in learning various courses. In particular, male students dominated courses hitherto considered masculine such as Building and Civil Engineering (BCE), Electrical and Electronics Engineering (EEE) and Computing and Applied Sciences (CAS) that were considered unsuitable for females. Female students in turn dominated mainly in Hospitality Management and Clothing Technology traditionally considered feminine. The study recommends the development of gender responsive policies to empower students to participate equally in learning technical courses and a positive transformation in teachers and students’ attitudes and beliefs towards all courses with competence.
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    Gender Factors in Implementation of life Skills Education in Secondary Schools in Nairobi, Kenya
    (2013-11-06) Ndirangu, Agnes Njoki; Ngare, Grace Warnue; Wango, Geoffrey
    This study explored the gender factors facing implementation of the Life Skills Education in secondary schools in Nairobi East District. Data was analysed in the light of Bandura's (1977) social learning theory and Pearson's (2002) theory on gender relations. The study employed a descriptive research design whose sample comprised of principals of secondary schools, teachers, students and Ministry of Education officials in the PDE's office. Both quantitative and qualitative data was collected using a structured questionnaire, observation, interviews and focus group discussions. Findings indicate that there are gender limitations in selecting life skills' teachers in schools and life skills were mainly taught by female teachers. Teachers indicated that they were uncomfortable teaching sensitive topics to students of the opposite sex and that the syllabus was not fully covered. The majority of female students did not like sharing their problems with boys and preferred their fellow girls. This suggests that, there are gender barriers in the teaching of life skills in schools. In addition, findings revealed that principals of schools did not facilitate teachers' attendance of seminars and workshops to enhance their skills. Based on these findings, the study recommends gender-specific teaching of life skills. Further investigation should therefore be conducted on the attitude of teachers towards teaching life skills in schools. Lastly, more studies should be conducted on the impact of life skills education in secondary schools in Kenya.
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    Reasons Why University Students Do Not Seek Counselling Services in Kenya
    (International Knowledge Sharing Platform, 2016) Kamunyu, Ruth Njeri; Ndungo, Catherine; Wango, Geoffrey
    Transition to university life can be stressful for all students. In mitigation, most universities in Kenya offer social support to students in form of counselling, financial assistance, health and academic support. Despite this it has been documented that only a minority of university students who experience psychological distress seek professional counselling (Khan and Williams, 2003, Raunic and Xenos, 2008) a situation that is the same in Kenya. According to university counsellors, university students undergo tremendous stress from personal issues, academic pressure, career emphasis and social problems. Counselling is meant to provide linear paths for students to address their problems. However, some students are reluctant to seek help from counsellors. This paper is a report on a study that sought to establish the reasons why university students in Kenya do not seek counselling services.
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    Relationship between Positive Electoral Campaign Emotions and Voting Behaviour among Voters in Machakos County
    (International Academic Journal of Arts and Humanities, 2025-06) Maingi, Mwanza Lawrence; Wango, Geoffrey
    Much of politics is emotional. People respond to political objects emotionally, and these emotional reactions can have an impact on people’s behaviour and attitudes. Political campaigns are saturated with emotional appeals and try to evoke negative and positive emotions among the electorate. The purpose of this study was to examined the relationship between electoral campaign emotions and voting behaviour among voters in Machakos County. The study objective was to assess the relationship between positive electoral campaign emotions and voting behaviour among voters. This study adopted a correlational research design. Stratified sampling was used to select 400 respondents from 8 electoral wards in Machakos County. Demographic variables of the respondents were analyzed using descriptive analysis. Pearson’s correlation coefficient was used to show the strength of the relationship between positive electoral campaign emotions and voting behaviour among voters. A regression analysis was used to assess the association between the variables and describe the relationship in percentages. Regression was used to show how gender, age, marital status, employment status, religion, education level, ethnicity, and monthly income contribute to the voting behaviour among voters in Machakos County. The results revealed that there was a statistically significant relationship between positive emotions and voting behaviour among the voters, where negative emotions were found to significantly predict voting behaviour. Moreover, marital status, education level and monthly income statistically significantly influenced the relationship between positive voting emotions and voting behaviour. The study concluded that positive electoral campaign emotions significantly predict the voting behaviour of registered voters in Machakos County. The study recommended that strong social sensitization should be carried out by community organizations and electoral commissions to encourage female voters and young people to take part in elections.