Browsing by Author "Waweru, Samuel N."

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    An investigation into the participation of teachers in the administration of public secondary schools in Kiharu division of Murang'a disrict
    (2011-12-22) Irungu, Martin N.; Waweru, Samuel N.
    Participation of teachers in the administration of secondary schools has been and still is an important aspect of education. To facilitate the achievement of goals and objectives of education, teachers must be properly utilized through an effective and efficient teaching and learning process in our schools. Studies done earlier have mainly focused on head-teachers as the key administrators hence advertently or inadvertently over shadowing the role of teachers in the administration of their schools. However, headteachers being overloaded with numerous administrative tasks are unable to carry our exhaustively, these roles and responsibilities hence leaving administrative gaps. This in effect contributes to ineffective teaching and learning. This study employed a descriptive survey research approach to carry out an investigation into the participation of teachers in the administration of public secondary schools in Kiharu Division of Murang'a District. The target population was all the eighteen (18) public secondary schools in the division. Fifty-six teachers and eight headteachers from this population were randomly selected for the study. Data was collected using questionnaires, interviews and observations. The District Education Officer, Murang'a District was also included in the study. Data analysis was conducted through both qualitative and quantitative analysis techniques and presented using frequencies, percentages and tables. Key findings were that teachers participate in administration of Curriculum and Instruction and that majority never participate in the administration of the other task areas. It was recommended that they should be integrated to a programme that ensures in-servicing of their administrative skills and those to be appointed as head-teachers should have a master degree in educational administration. Also head-teachers should be sensitized on the importance of Teachers participation not as challengers/rivals but as supplements to fill any administrative gaps.
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    Parental Determinants of Academic Performance of Learners In Public Day Secondary Schools in Imenti North Sub-County, Meru County, Kenya
    (Kenyatta University, 2015-12) Murithi, Grace Wanja; Waweru, Samuel N.; Bunyi, Grace W.
    Academic performance in schools has remained low in Kenya national examinations for many years. Year after year Kenya Certificate of Secondary Education results fail to reflect the actual ability of students. There has been an increase in the number of day schools in Imenti North Sub-County in Meru County. This increase has brought about positive and negative academic results. Day schools have in past years recorded decline in the national examinations and this has raised concerns amongst the many education stakeholders. The major cause of these poor results can be attributed to parents and guardians. This study aimed at investigating the parental factors that influence performance in day secondary schools in Imenti North Sub-County. The rationale of this study focused the education gap experienced in day schools due to parental related factors and analyze how each of the aspects affecting the results could be approached. Questionnaires were distributed to parents, students, teachers, and head teachers to help gather the relevant data. The total number of people who were given the questionnaires was398 individuals. Out of the total respondents, the researcher piloted two questionnaires to ensure reliability of the collected data. The research design used was both descriptive and relational to help gather independent variables and relate them to the dependent variables. Both quantitative and qualitative methods were used to collect and analyze the data. At the end there was a summary of findings, conclusions and recommendations to guide on any future step(s) to be taken in ensuring satisfactory performance and proper parental input. Parental involvement in students’ education, social-economic status (incomes and occupation), parental level of education, special characteristics and parent-teacher relationship were all found to influence students’ academic performance in Imenti North Sub-County but in different proportions. This research proposes that parents should engage in their children’s learning activities, incomes of the people should be upgraded by the government, parents should be regularly trained to improve their literacy and the relationship between teachers and parents should also be improved for better performance
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    Role of Board Governors in the management of secondary schools in Kasikeu Division. Nzaui District, Kenya
    (2012-03-06) Mutuku, Elijah Mulai; Waweru, Samuel N.; Itegi, Florence
    The study analyzed major roles of the Board of Governors in the management of the public Secondary Schools in Kasikeu Division, Nzaui District, Kenya. The study examined the involvement of Board of Governors as the salient prerequisite to the success of the schools in all areas of operations so as to create enabling environment to carter for efficient school management which would improve academic standards and provide quality education. The study was mainly guided by establishing the roles performed by the BOGs in the management of school finances, physical facilities and material resources, students' discipline, and staff personnel, curriculum and instruction, implementation of education policies and school community relations in Kasikeu Division, Nzaui District. The literature review was carried under the following tittles; financial management, physical and material resources, student discipline, teachers and staff personnel management, curriculum and instruction management, policy implementation and community relations management. The study targeted a population of 160 members of BOGs and 10 head teachers in the ten schools. A sample of ten schools was picked through stratified sampling with two BOG members in every school totaling to twenty. All the head teachers in the ten sampled schools were included in the study. Data was collected from BOG members and headteachers by use of questionnaires, interview, guides and observational schedules. A pilot study was also undertaken to test the reliability of the instruments used. The study found out that most of the BOG members were not always involved in financial management matters. Regarding education policy implementation, BOG members were sometimes or rarely involved. Majority of the BOG members were always involved in the curriculum and instruction management issues. Regarding physical and material resources management issues, most of the BOG members were not always involved. The study found out that also the BOG members were not always involved in the school community relations management matters. The study recommends that, the minimum qualifications for appointing BOGS be raised to Bachelors degree level and BOGS be both trained on school management policy making and BOG employees be appraised annually.
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    Utilization of allocated time and academic achievement: a survey of secondary school students in Kenya.
    (2013-06) Waweru, Samuel N.
    This paper describes a study that determined the relationship between utilization of allocated time and academic performance of secondary school students in Kenya. The study employed the survey design to obtain the research data. This study was conducted in secondary schools in five Counties in Central Kenya. Stratified sampling was used to select 40 schools, comprising 20 schools from the top performing category and 20 from the bottom performing category. Study participants comprised 381 respondents drawn from the 40 schools. Data was collected using questionnaires and analysed using Pearson correlation coefficient. The study concludes that schools performing well in national examinations were putting more emphasis on time-on-task. The study recommends that school administrators and teachers should put more emphasis on time-on-task and ensure opportunity to learn for all students.
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    Utilization of Support Services and Its Relationship with Retention among Open and Distance Learners in Selected Public Universities in Kenya
    (IJEMA, 2023-11) Wanderi,Mary Nyakiringa; Waweru, Samuel N.; Itegi, Florence M.
    The study aimed at determining scope of utilization of instructional support services and its relationship with retention in Open and Distance Learning (ODL) in selected public universities in Kenya. Correlational research design was adopted. Population comprised of 1510 ODL student, 158 lecturers and 2 of each of the following personnel, ICT Directors, librarians, mentors and deans. Systematic random sampling was employed in sampling and Krejci and Morgan table was used to sample ODL students and 110 lecturers from two public universities while purposive sampling was used on the administrators. Questionnaires and interview schedules were used for data collection. Validity of instrument was determined through expert judgement and factor loads analysis showing internal correlations among items. Reliability was determined through calculation of Cronbach’s Alpha correlation coefficient which should be 0.7 or above 7. Social sciences version 25 enhanced analysis of quantitative data. Descriptive statistics namely: frequencies, percentage and mean were used in analysis and presentation of quantitative data while quotes and thematic approach analyzed qualitative data. Utilization of learner support services and its relationship with retention was analyzed through regression which also tested hypothesis. The findings showed instructional support services had significant relationship on learner retention. The study concluded that instructional support services had significant correlation (0.644) with retention of ODL learners in public universities in Kenya.