MST-Department of Educational Management Policy & Curriculum Studies

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Effects of teaching Christian religious Education as an elective subject on students' behavior in secondary schools in Mwea division, Mbeere district, Kenya

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A study of the roles played by the teachers advisory centres in Rangwe division of south Nyanza District
(Kenyatta University, 1986) Okumu, Alexander; Karagu, N. M.
The Problem The purpose of this study was to investigate the roles played by the Teachers Advisory Centres in Rangwe Division of South Nyanza. Limitations The study was limited by two major factors~1 (i) It was restricted to the 5 Teacher Advisory Centres in Rangwe Division of South Nyanza. Generalisations of the findings to all the Teachers Advisory Centres in the District, the Province, or even the country as a whole will not be, therefore~possible. (ii) The little time and the amount of money allocated to this research project also limited the study and could not allow the use of large sample. Method The researcher used all the 5 Teachers Advisory Centres in the Rangwe Division. The researcher used the 5 Teache~Advisory Centre tutors, 5 Zonal Assistant Primary Schools Inspectors, 1 District Primary School Inspector and 10 randomly selected headteachers from the Division, 2 of the head teachers were randomly selected from every 5 zones of the Division. The researches used three research instruments for the data collection as the project was thought to be susceptible to biasd responses if the researcher used only one method. The three research instruments were questionnaire which had open ended questions to allow the respondents to give detailed information, the interview,schedule and physical observation of the Teachers Advisory Centres to confirm the responses given by the respondents, and find out the truth about these centres. Findings 1. Subsequently upon the analysis it was observed that the work expectations in the Teachers Advisory Centres was to much for one Centre tutor and so more tutors could be employed to share the work at the ~ Centres. 2. Teachers Advisory Centres had no buildings on their own but were placed within vacant classrooms in primary schools which could offer the room, and so it was not necessarily placed in a central point where all the teachers could use it easily. 3. The facilities present in these Teachers Advisory Centres were inadequate and their conditions were below the standards. 4. One of the Teachers__Advisory Centre in the Division did not exist physically, although a Teachers Advisory Centre tutor was employed to use other Teachers Advisory center tutor Centres in ~he Division. 5. Two of the Teachers Advisory Centres had nothing inside making the Centres useless for the teachers. 6. The Teachers Advisory Centres .we re run and managed with alot of problems.
A Study of the Administration of Learning Resource Centres in Selected Primary Teachers Colleges in Kenya
(Kenyatta University, 1986) Ngethe, Augustine
The purpose of this study was to investigate the administration of Learning Resource Centres in selected primary teachers Colleges in Kenya. The study was undertaken after the construction and equipping of the Learning Resource Centres in all primary teachers colleges in Kenya The time allowed for the study, the money available for the study, and the accessibility of the colleges, limited the research to only three Primary Teachers Colleges. A questionnaire was used to collect the data. The collected data was analysed and presented in table form. After the analysis of the data, the study revealed that; (i) The Learning Resource Centres were not headed by qualified personnel. (ii) All the Learning Resource Centres visited were under staffed. (iii) The Heads of the Learning Resource Centres, were restricted to the administration of the Learning Resource Centre, mainly in (a) Organising. (b) Co-ordinating (c) Communicating. (d) Influencing. (iv) The principals were the ones who planned and Budgeted for the Learning Resource Centres. Based on these findings, a number of recommendations were made. These were: (i) The Government should!make an effort to train tutors who should head the Learning Resource Centres. (ii) An effort should be made to give these Heads of Learning Resource Centres better terms of service so that they can remain on their jobs. (iii) The Learning Resource Centres should have more qualified personnel. (iv) The Head of the Learning Resource Centre, should be given a freehand in matters concerning with the administration of the Learning Resource Centre. (v) The Learning Resource Centres should be allocated their own budget which should be administered by the Head of the learning Resource Centre
A Survey of the Strategies Used by Primary School Headteachers in Handling Problems in Hamisi Division of Kakamega District, Western Province
(Kenyatta University, 1986) Amadalo, M. M.
A survey of the strategies used by primary school headteachers in handling problems in Hamisi Division of Kakamega District Western Province. The purpose. of this study was to explore the methods and ,strategies developed and used by headteachers in handling school administrative problems, The intricacies, the schemings, lobbyings that enable the headteacher to tackle novel problems and keep the school afloat, CL.'1thdus provide a good education to children entrusted to his care. Modes of delegation; criteria of choice of whom what is delegated to was also explored. A group of headteachers was selected at the AID I s office and targeted for study. A questionnaire was issued to this group personally. This was supported by a folIow up Irrterview to try and clarify some of the issues that were not very clear. The findings were again collected personally as per the arrangement prior- made with ,the respondents. The researcher was limited by' time allocated to this study. A period of 11 weeks did not allow enough duration for a more elaborate study. Funds were another source of limitation. The three thousand fixed rate that was allowed for this study was not -even enough for the report as it is, let alone attempting a study that could have been more elaborate and extensive. The nature of the project too caused a further limitation. It was expressly stated that the study was only equivalent to a three hour paper hence it should meet that condition. Most headteachers could not choose the right steps to be Employed during Problem Solving process. Even for those who could pick these steps rot the right order was not observed. Sex and qualification did not seem to affect the strategies developed by the headteachers to solve problems. It seemed that experience and age of a headteacher had a lot to do with what, steps a headteacher could take to solve an administrative problem. All headteachers delegate to some extend, There is a tendency to delegate only to the deputy headteacher. 'The researcher formed the opinion that when there is delegation, all members of the school, both teaching and non-teaching should be involved. Each should be given a chance in an area he/she is most suited. Most headteachers spent a lot of time on problems they judge as simple, but do not find enough time to deal with those problems which are judged to be difficult. Recommendations: 1. On-going in service courses for primary school headteachers should be expanded and updated so as to cater for new problems which have started to assume a much bigger magnitude than traditional financial problems, such problems include public relations and personnel management. These could be incorporated, in Kenya Educational Staff Institute Programmes. 2. All teachers need to be exposed to the role of the headteacher 'during their preservice training. Great emphasis should be placed on problem solving technique. 3. There should be created a headteacher forum at the primary Level In which Lectures, attendances and exchanges are made by the headmasters especially regarding problem solving technique. This could start at local levels with identified experienced teachers taking the initiative, but could be expanded to zonal and even divisional levels. 4.The post of School Clerk should be made compulsory in all primary schools, Such clerks when employed should be well versed in accounting, finance and public relations.
A survey of primary school filing and record Keeping systems in Mombasa district Of coast province, Kenya
(Kenyatta University, 1986) Simatwa, Enose Makokha; Wanga, P. E.
Survey of the Hidden Costs of Standard Eight Education to the Parents of Yala Division, Siaya District
(Kenyatta University, 1986) Okore, G. M.
The research investigated the hidden costs of Standard eight education to the parent in Yala Division of Siaya District. Nine schools randomly selected from Yala Division, were involved in the study. All of them were rural schools. In the study, forty-four subjects were used as the sample. These were 35 Parents and 9 Heapteachers. To collect data, questionnaires were administered to headteachers while responses were obtained from Parents by interview schedule. The major areas of cost which were investigated included, among others, Building Fund, Developmentt Fund, Activity Fees, Mock Fees, K.C.P.E. enrolment Fees, Materials for Practical Subjects, Exercise Books and Watchman's wages. Also investigated were the Parents' perceptions of the costs of standard eight education; the real costs of standard eight education to the parents; the real cost of standard eight education to the Ministry of Education, Science and Technology, the congruency between the parents' perceived cost and the real cost; the most expensive element; the effect of the hidden costs on the academic achievement of the child; and whether there was any effect on the school attendance by children from the same family or home . ... (v) The findings Of the study indicated that Textbook$ and Exercise book$ were the most expensive element of standard eight education. The study findings showed no congruency between the parents' perceived costs (estimated at 72%) and the real costs (estimated at 26%) of standard eight education. The research findings further revealed that the effect of the hidden costs on academic achievement of the pupils was negligible because those pupils who could not ",. pay were given remission and extra tuition upon resuming their studies. The study also indicated that the average amounts paid by the parents to retain one child in standard eight in a public school was 1259 shillings per year. On the other hand the government spent an average of 3,777 shillings per child per year. The average cost of education was estimated at 5036 shillings per child per year. The results• of the study indicated that the Ministry of Education met 74% of the total cost of standard eight education while parents met 26% of the same cost. It was also revealed that parents found it difficult to meet their portion of standard eight education because of high retail prices of books and other items involved. The researcher concluded that when the Ministry of Education science and Technology decides to reduce its budget from the current 35% of national budget to 29% as recommended in Economic ,Management for Renewed Growth, Sessional Paper No.1 1986, the Parent’ portion of the cost of standard eight education' will. increase. Consequently placing a heavier burden on the Parents.
A Study of Causes of Dropout in Primary Schools in Gichugu Division, Kirinyaga District
(Kenyatta University, 1987) Nderitu, C. N.
The purpose of this study was to find out the factors that leads to dropout in primary schools in Gichugu Division, Kirinyaga District. It was my hoped that by carrying out a study of this phenomena, ~ill have provided the readers with insights which will stimulate more study and serious consideration of this problem. This will go far way in improving the education system. The research was carried through filling in questionnaire by school heads and parents of selected primary schools. Results were analyzed and expressed in percentage and descriptions. The factors which were mentioned more frequently as contributing to dropping out from school are, of pupils, level of attainment of a pupil, financial disability, pregnancy, early marriage, indiscipline in school, lack of teaching and learning materials, curriculum and undue repetition. The study offered suggestions geared towards reducing the dropout rate on schools. The study also recommends areas for further research
A Profile of Supervisory and Inspectorial Practices Used by Inspectors and Headteachers in the Management of Primary School Education in Yatta Division of Machakos District, Kenya
(Kenyatta University, 1988) Mutua, M. W. M.
This study examined and delineated the supervisory practices used by school inspectors and headteachers in the management of primary school education in Yatta division of Machakos District. The focus of this study was, however, limited to the perceptions of the inspectors and headteachers of the supervisory tasks and the type of problems that affect equitable supervision of schools. The research study also tried to give possible suggestions towards future improvements of supervision. The literature was reviewed under such headings as, classroom management, curriculum development, material development, in-service education, placement and orientation, and evaluation. The population sample consisted of eighteen headteachers selected three from each of the six educational zones, the A.E.O., D.A.P.S.I., six A.P.S.ls and six TACTs - in all thirty two subjects were used for this study. The principal tools used in data collection were questionnaires and attitude scale. Follow up interviews and discussions were conducted when and as necessary. The results of the analysis were presented as frequency and percentage distributions and tabulated appropriately. The study found among other things that school supervisors and headteachers in Yatta division were aware and understood the specific tasks expected of them in classroom management, curricular matters, material development, staffing(placement and orientation), in-service education, and evaluation. However, much as these supervisors were aware that school and instructional Supervision were instrumental to attainment of good quality of education, they did not perform them regularly. Headteachers also indicated that they did not consider themselves to be initiators of in-service education in their schools and curricular innovations in the country. Their participation in these activities was minimal, hence their attitude. The study too, revealed that neither the headteachers nor the school inspectors were formally trained on school and instructional supervision. The problems that headteachers and school inspectors experienced ranged from inadequate staffing of schools to lack of means of transport for the inspectors. A few recommendations on how to improve future school and instructional supervision and inspection were made. These recommendations included formal training of headteachers and school inspectors in supervisory duties, participation of inspectors and headteachers •on curriculum matters and in-service seminars and workshops, and the intensification of materials development programmes by TAC-Tutors whereby teachers should be involved. It was, however, recommended that a replica of this study be considered by future scholars using a wider sample, possibly a cross-section of the national populace. Such an endeavour would expose more solid conclusions than the limitations of this study warranted •.
A survey of the problems affecting the implementation of The 8:4:4 curriculum for industrial education in Secondary Schools in Nairobi Province
(Kenyatta University, 1989) Wainaina, Stephen Gituku
The purpose of this study was to identify and describe the various problems affecting the implementation of the Industrial Education (IE) aspects of the 8:4:4 system of education in secondary schools. The study was restricted to schools in Nairobi Province. Problems were investigated with regard to philosophy of IE, utilization of IE teachers, availability of teaching facilities, time allocated for implementation of IE programme and financing of the programme. Six research questions guided the study. These were: 1. Is IE at secondary school level in the 8:4:4 system a prevocational area of study or does it still have a predominantly general outlook? 2. What are the main qualities of IE teachers in secondary schools in Nairobi Province and how are the teachers utilized? 3. Do the teaching facilities for various IE subjects in Nairobi secondary schools measure up to the minimum requirements prescribed by the curriculum developers: 4. How is the IE programme being financed in secondary schools in Nairobi Province and has the mode of funding affected the implementation of the programme? 5. Was the time allocated to prepare for and implement the new curriculum adequate? 6. What do curriculum developers, school heads, IE teachers and students consider as problems affecting the implementation of IE programme in secondary schools in Nairobi Province? Data we recollected from school heads, curriculum developers, IE teachers and students through questionnaires and interviews. Observations were made on schools offering IE subjects to determine the adequacy and utilization of teaching facilities in those schools. The research findings revealed that there were some major factors affecting the implementation of IE programme in secondary schools in Nairobi Province. Some of the major problems that were identified include misconception of IE, lack of adequate motivation of IE teachers, lack of adequate teaching facilities, limited funds and time and inadequate supervision of the programme by the Inspectorate. Various recommendations were made based on the findings of this study. The main recommendations made include the need to either abandon the use of the term IE in referring to the present cluster of practical subjects offered in secondary schools or use the term IE but revise its objectives to conform with its formal definition; the need to establish schools with minimum teaching facilities before they start offering IE subjects; the need for more time to teach IE subjects in secondary schools and the need for replications of the study to cover the entire country.
An Investigation of the Utilization of Community Resources by the Home Science Teachears in Secondary Schools. A Case Study of Embu and Kirinyaga Districts.
(Kenyatta University, 1989) Gaciabu, R. W.
This case study was conducted to investigate the extent to which teachers of Home Science in Embu and Kirinyaga Districts utilize community resources to provide more relevant education to individual learners. Literature review was organized around six areas; importance of community resources; extent to which local resources have been used; problems encountered by teachers in using community resources; situation in Kenya that calls for urgent use of community resources; types of community resources that can be used to enrich learning experiences and some common methods, procedures and activities that can be applied in usage of community resources. The descriptive survey was used as a suitable research design. The five research instruments used included: A teachers' questionnaire, headteachers' questionnaire, students' questionnaire, an observation schedule and a checklist. The samples included two hundred and eighty eight students, forty teachers and twenty four headteachers. Based on the results of data analysis, the respondents confirmed that their secondary schools did not have enough teaching/learning materials. Majority reported to have had only a few of teaching/learning materials. x The subjects were well conversant with community resources found in their school districts. The opinions of teachers and headteachers favoured the need for using community resources as a way of making learning experiences more relevant. Home Science teachers did not seem to have made adequate and effective use of community resources during their lessons. While items found in the community were used, resource people, field trips and activities of the community were poorly utilized. The reasons volunteered by teachers for poor utilization of local resources were that they had time and financial constraints. The headteachers complained that there was lack of time to cover the assigned syllabus if attention was given to practical experiences involving use of resources not suggested in the syllabus. Recommendations The key recommendations arising from the findings of the study are as follows: 1. There is a need for a policy that encourages the use of community resources in Home Science; 2. The Kenya Institute of Education should prepare a teaching/learning guide to the use of community resources; 3. Teacher training institutions should train student teachers to use community resources; and 4. The number of students in a Home Science class should be kept between fifteen and twenty.
A study of administrative problems faced by primary school head teachers in Nyeri Municipality
(1990) Gathinji, Samuel Mwangi
A comparative study of the factors that contribute to job satisfaction and dissatisfaction between teachers in private and public primary schools in Nairobi Kilimani
(1990) Immonje, Margaret Mukoya
In this paper, a comparative study of the factors that contribute to job satisfaction and dissatisfaction between teachers in public and private schools of Nairobi Kilimani zone has been described. General demographic information on the two groups of teacher respondents revealed that Primary One (PI) teachers were the majority of the deployed teachers in both school groups. In private schools, 22% of the studied 100 teachers were graduate teachers. This was commendable effort by private school employers for recognition, by employmen4 'of highly qualified teachers in Kenyan primary schools. Comparatively, the public schools had only 6% Approved Teachers among those studied, as equivalent highest teacher qualification. P2 and P3 teachers were very few left among the teachers studied in both settings. A study of teacher satisfiers revealed that thirteen out of seventeen main satisfiers were commonly perceived by teachers in both public and private schools studied. Similarly the main dissatisfiers were also commonly identified. The main factor of contrast in perception between .the two categories of teachers was 'Number of pupils in class' which proved to be a satisfier in private schools but a dissatisfier in public schools. The other general difference, judged by the percentages of the satisfied and dissatisfied, was that teachers in private schools were . more satisfied than their counterparts in public schools. Conversely, they were less dissatisfied than their colleagues in public schools. Satisfiers unique to teachers in private schools as elicited by the open response questionnaire were; good pay and benefits, good administration, punctuality, and christmas bonus, among others, while in public schools, they included; free time and holidays, teacher's ability to work anywhere in Kenya, prize-giving day, constant salary, good pupil discipline and teaching Kiswahili. These concurred with some earlier Kenyan researchers on this issue. Opinions of desired viable changes by 1991 expressed by the two groups of teachers, which reiterated the perceived satisfiers and dissatisfiers included; increase in salary as per inflation, implementation of the long awaited schemes of service in public schools; a review of the loaded 8:4:4 syllabus suggested by both groups of teachers, and the provision of house allowance for married women in public schools. A check on the concurrence with Herzberg's nomenclature revealed that all main satisfiers which were common to the two groups of teachers studied did not concur with Herzberg's with the exception of the factors which were associated with work itself and 'achievement'. However, all commonly identified dissatisfiersby the two categories of teachers concurred with Herzberg's except one, advancement or promotion. prospects. A further study of these factors revealed that all main satisfiers and dissatisfiers identified by the two groups of teachers were ambient to a limited point in the zone of ambience seen on the comparative divergence bar graph (Figure 2). Beyond this zone, however, they w~re observed as in the Herzberg studies, to contribute exclusively towards either satisfaction or dissatisfaction in only one direction from the continuum zero. It can be concluded that factors that contributed to job satisfaction and dissatisfaction among the two groups of teachers were generally the same with a few unique ones. The slight variation from the Herzberg nomenclature may suggest differences in work conditions between educational and industrial personnel
Factors affecting teaching history in senior secondary schools in Addis Ababa, Ethiopia.
(1990-06) Agiro, Teshome
A study of leadershlp behaviour among primary school headteachers in Thika Municipality
(Kenyatta University, 1991-12) Kihara, Duncan Ndung'u
A study of pupil's indiscipline faced by primary school teachers in a Nairobi slum area: the case of Mathare primary schools
(1992) Rwamba, Ireri Esther
The main purpose of this project is to investigate indiscipline related problems faced by primary school teachers in Mathare Slum area, their causes, methods of dealing with the problems and whether the teachers face any constraints in their efforts to maintain discipline in the school. f Special focus is given to the Headteacher, since he is the overall. adminsitrator, who supports and encourages good school discipline, conducive to effective teaching and learning. The study was done in (10) ten primary schools of Mathare Division in Nairobi District. It involved fourty (40) teachers and ten (10) Headteachers. The tool used was questionnaire for the Headteachers and for the teachers. The questionnaires were given and collected personally by the researcher. The findings arrived at after conducting the study are given below: 1. The teachers (respondents) considered behaviour problems that directly affected academic perfomance as more serious, than those affecting character. Most common problems were absenteeism, lateness and poor academic performance. (xi) 2. Family background of the pupils was seen as the major cause of indiscipline in Mathare slum s~hools. Such indiscipline problems were attributed to lack of ~acilties and poverty of the parents who leave children unattended to go to work very early and come home late. 3. To maintain discipline, the respondents used preventive methods more than punitive methods. These included use of rewards, praise and ~peical favours to the child which helped in behaviour moditication. 4. The Headteachers realised their important role in matters of discipline and did all they could to help the teachers in this difficult task. Most of the headt~achers only helped where indiscipline was beyond the teachers jurf~diction like when caning or calling the child's parents to school. 5. Teachers face many constraints, the greatest be~g home background of the pupils and the immediate environment. Mathare was seen as a bad environment for pupils discipline in the schools due to influence related incidents and exposure to some behaviour not conducive to school work.
A study of the problems faced by primary school teachers in teaching mathematics in upper primary classes in Ndia division of Kirinyaga District
(Kenyatta University, 1992) Magoci, Peter Munene
The main purpose of this study was to find out the problems faced by upper primary mathematics teachers. To get this information, the researcher used two types of instruments; a teachers' questionnaire and a checklist of resources. The teachers' questionnaire was divided into two sections. Section I was about general information about the teacher and Section II was an attitude survey. The checklist of resources contained some items commonly found in a mathematics department. The research Sample comprised a senior teacher and mathematics teachers of standard four, five, six, seven and eight of fourteen randomly selected primary schools of Ndia Division. Out of the expected 84 teachers only 80 teachers responded to the questionnaire and checklist. After the data was collected, it was tabulated and analysed using simple descriptive statistics like comparative percentages and means. The study found that: (1) Although inservice courses are organised regularly, not all teachers attend them. (2) The majority of the teachers were not satisfied with the professional assistance they received from the TAC tutors and APSIs. (3) Most teachers were overloaded since they taught between 30 and 40 periods per week. Thus the teachers felt that they had inadequate time to plan lessons and mark pupils' assignments. (4) The number of pupils per class was quite high. In most classes there were over forty-five (45) pupils per class. This affected the seating arrangements since pupils had to share the few desks which were available. (5) All the schools in the study had an acute shortage of textbooks. (6) Most teachers did not use any other reference books apart from the class textbook. (7) There were insufficient teaching aids such as chalkboard instruments, dusters, coloured chalk, and mathematical sets, among others. The researcher gave some suggestions about ways in which some of the above problems could be alleviated. These suggestions were: (1) Every teacher should be given an opportunity to attend an inservice course at least once per year. This will help the teacher to keep abreast with new teaching techniques, new knowledge and be well informed about any changes in the curriculum. (2) TAC tutors in the four zones of Mutira, Inoi, Kiine, and Mwerua should give more regular professional advice to mathematics teachers; especially in the field of making and using teaching aids from the local environment. (3) The teaching load of mathematics teachers should be reduced so as to allow them extra time to plan their lessons, mark pupils' work and assist individual pupils. The teachers should also be allowed to specialise in mathematics instead of being given several subjects to teach. (4) The number of pupils per class should be reduced to a reasonable level, preferably less than forty pupils per class. This can be done by building more classrooms and equipping them with enough desks so as to avoid a situation where a desk is shared among four or more pupils. (5) Teachers, parents and the community at large should work together to make sure that schools have enough textbooks and reference books. Books can be---- (xiv) bought through organised "Harambees" instead of the present system where every parent buys books for his/her child. (6) Teachers should strive to acquire more teaching aids by improvishing what is found in their local environments.
Comparative study Of biology performance and resources availability in two selected schools of Kikuyu Division of Kiambu District.
(Kenyatta University, 1996-08) Wangai, Martha Wanjiku
Biology is one of the science sUbjects on the Kenyan secondary education which was introduced in the education system since the dawn of independence. In the 7-4-2-3 system, biology was compulsory in Q-level in all schools but offered as an optional subjects in A-level. However, with the implantation of the 8-4-4 education system in 1986, biology was made compulsory system in all schools. From that time of commencing of the system, there have been numerous problems being experienced in all the schools ranging from lack of textbooks, facilities among other factors. This has been attributed to lack of enough time given before the 8-4-4 system was implemented and the repercussion is that of poor performance in most secondary schools. This study was therefore conducted to find out whether there is a relationship between resources availability in a school on biology performance. The sample population included two schools (government assisted and a harambee schools) selected for the study. Data were collected by questionnaires personal visits, interviews and observations. The field~urvey was carried out during the months of May and June, 1996 and was greatly limited by indequate time and funds. Data were analysed and results tabulated discussed and presented in tables of percentages and in form of bar graphs. The study revealed that the resources available in a school has a great role to play in biology teaching hence good performance. Lack of facilities in a school ie inadequate supplies of textbooks, laboratory facilities, library facilities etc present drawbacks in biology teaching since biology requires practical lessons in addition to every theory lessons attended per topic Summary of the study, the conclusion and recommendations as well as some suggestion of further research were presented.
Factors affecting the implementation of the 8:4:4 curriculum in primary schools in Egoji division, Meru district
(Kenyatta University, 1998) Kimathi, Joseph M'ananua
This study aimed at investigating the factors affecting the implementation of 8-4-4 curriculum in the primary schools in Egoji Division, Meru District. The subjects for the study included: Three inspectors of schools, sixteen Headteachers and ninety four class teachers. Three types of research tools were used in this study. These were: Questionnaires, Observation Schedule and Oral Interview Guide. The data obtained was analysed using percentages and frequency tables. The study established that majority of teachers and other curriculum implementors in Egoji Division had adequate academic and professional qualifications requ i red for the I' implementation of 8-4-4 curriculum at primary school level. However, the study revealed that the teachers and other curriculum implementors in Egoji Division had not been adequately involved in the inservice programmes to prepare them for the implementation of the 8-4-4 curriculum. As a result they lacked knowledge and skills required for teaching the new subjects introduced in the 8-4-4 primary school curriculum. The study revealed that majority of the p~imary schools in Egoji Division lacked most of the phys+ca l facilities required for the implementation of 8-4-4 curriculum. These physical facilities included: workshops, home science rooms and libraries. The study also revealed that most of the schools in Egoji Division lacked the teaching-learning resources required for the implementation of 8-4-4 curriculum. The teaching-learning resources lacking included: textbooks, teachers guide, reference materials, and tools and equipment for teaching the practical subjects. The study revealed that there was inadequate inspection of schools and supervision of teachers in primary schools in Egoji Division. The study also established that financial and material resources provided to schools by the parents was inadequate. It was concluded that There were various factors which were affecting the implementation of 8-4-4 curriculum in primary schools in Egoji Division. These factors included: inadequate preparation of teachers and other curriculum implementors, lack of adequate physical facilities and teaching-learning resources, lack of adequate inspection of schools and supervision of teachers and lack of adequate material and or financial support from the parents and the community. On the basis of the findings from this study, it was recommended that the teachers and other curriculum implementors should be adequately prepared to execute the changes introduced in 8-4-4. This can be done by involving the teachers and other curriculum implementors in the inservice programmes to prepare them for the implementation of 8-4-4 curriculum. It was further recommended that primary schools should not only rely on the material and financial contributions from parents and the local community but they should explore other ways of acquiring financial and material resources. This would alleviate the problem of lack of physical facilities and teaching-learning resources experienced by most of the "'schools. It was also recommended that there is need to overcome problems which hinder the school inspectors and head teachers from providing effective inspection and supervisory services.
A Study of Secondary School Headteachers' Views on the Performance of the 1990s B.Ed Graduate Teachers: A Survey of Kakamega District
(Kenyatta University, 2000) Ogola, Martin
Role of headteachers in facilitating achievement of social education and ethics objectives in Shinyalu Division secondary schools
(2001) Shililu, Moses Kennedy
Mastery of euclidean plan geometry concepts among standard seven primary school pupils: a case of Kakamega Municipallity (Kenya).
(Kenyatta University, 2002) Amwayi, Olive Shitanda
The dominance of Euclidean Plane geometry in Kenyan Primary school curriculum is quite prominent. Euclidean plane geometry makes up most of the subject matter taught in primary school geometry. Euclidean plane geometry is also given heavy weighting when setting Kenya Certificate of Primary Education (K.C.P.E) mathematics papers. However, K.C.P.E. candidates perform poorly in Euclidean plane geometry items. The purpose of the study was twofold: Investigate the mastery of Euclidean plane geometry by standard seven primary school pupils; and investigate whether there are any iearning barriers that inhibit standard seven primary school pupils' mastery of Euclidean plane geometry. A sample of 280 standard seven pupils consisting of 131 boys and '149 girls was selected using systematic random sarnpling from 20 public primary schools in Kakamega Municipality, in western Province of Kenya. Data was collected from the sample, using Test on Euclidean Plane Geometry (T.E.P.G.) and Checklist for Classroom Observation (CCO). These instruments were administered to the sample in their respective schools by the researcher assisted by classroom teachers. The data collected was analysed using frequencies, means, percentage and standard deviations. Data from TEPG was further analysed using item difficulty and discrimination techniques. The t-test was used to test whether there was a significant difference between the mean scores of standard seven primary school boys and girls on the TEPG. On the other hand, chi-square test was used to determine whether there was a significant difference between the pupils' age group and scores obtained on the TEPG. The investigation of mastery of Euclidean plane geometry among standard SENE:n piililary school pupils in Kakarneqa Municipality using the TEPG revealed that:- There was poor mastery of Euclidean plane geometry by standard seven pupils; A significant difference existed between the mean scores of standard seven boys and girls on the TEPG in favour of boys. There was no significant difference between pupil's age -group and scores obtained on the TEPG. The study revealed that some of the learning barriers that could be inhibiting standard seven primary school pupil's mastery of Euclidean plane geometry were: Seventy five percent of the teachers only demonstrated one example before giving pupils an assignment; Scarcity of learning and teaching resources; Pupils not being given time to ask questions; and Pupils' exercise books not being marked regularly. The conclusion reached in this study was that there was poor mastery of Euclidean plane geometry concept among standard seven pupils in Kakamega municipality.

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