MST-Department of Educational Foundations

Permanent URI for this collection

https://repository.ku.ac.ke/handle/123456789/1587

Browse

Now showing 1 - 20 of 151

Technical secondary school leavers and employment opportunities in Kenya
(Kenyatta University, 1982) Sifuna, Daniel
A survey of the factors that cause student satisfaction and dissatisfaction when studying Home Economics at Kenyatta University
(Kenyatta University, 1986) Mutiso, Mbithe R.
The Kenyatta University Home Economics Department has been mostly composed of women both the staff and students until about four years ago when the first male students were admitted. Home Economics" is a broad field of learning integrating the subject matter of several disciplines to form a body of knowledge focused on the problems of the home and family living. It draws upon knowledge from such fields of study as art, bacteriology, biology, chemistry, economics, physics, psychology and sociology. It is concerned with all phases of home life and includes the following subject areas: child development and family relationships; clothing, textiles and related arts; family economics and home management; foods and nutrition and housing and household equir:.rrent".2 At Kenyatta University the Home Economics Department has included a first aid programme in the curriculum. Home Economics is a very practical subject take for example the students who undergo the course at the University. When they graduate they are in a position to teach students. and the community as opportunity arises but more than that one has opportunities to practice what they learnt in their own homes. For example one of the courses taught is home management and as one studies this they cover budgeting as one of the topics. One is therefore able to use the acquired knowledge to manage their finances thus what is learnt is not all theoretical but it can be applied to everyday living situations thus making it practical.
A comparison of academic attitudes and aspirations of students in mixed and single-sex schools and their relationship to performance in Kenya certificate of education (K.C.E.) examination in Kakamega district Kenya.
(Kenyatta University, 1987) Mukonyi, Philip Wanjala
The purpose of this study was to investigate, the relationship between students' academic aspirations, academic attitudes, sex, school-type, age, parental education and occupation on the one hand and performance in K.C.E. examination on the other. The study also attempted to find out whether there are differences in performance in K.C.E. examination between students with different academic aspirations, academic attitudes, sex, school-type, age, parental education and occupation. Three different samples were selected from six assisted secondary schools in Kakamega District. These were 277 Form Four students, Forty-one Form Four subject teachers and six careers guidance and counselling masters. Three different types of questionnaires were used in data collection for the different samples selected. The data were then analysed by computer using the Statistical Package for Social Sciences (SPSS) Programme. Three statistical techniques were used to test the hypotheses formulated for this study. These were the Pearson's Product Moment Correlation Coefficient to test relationships between variables, the Analysis of Variance to test for differences between variables and the Stepwise Multiple Regression Analysis to test the effect of Independent Variables on the Dependent Variable. The research design was an ex post facto one. The findings revealed that students' academic aspirations, academic attitudes, sex and school-type were significantly related to performance in K.C.E examination. Age, parental education and occupation were not significantly related to performance in the K.C.E. examination. Statistically significant differences in performance in K.C.E. examination were discerned between students with different academic aspirations, academic attitudes, sex, school-type, age, parental education and occupation. These findings formed the basis for the recommendations that the educational opportunities for girls should be expanded;that the Ministry of Education should take up the task of equipping schools to ensure uniformity in learning facilities; Single-Sex Secondary Schools should be provided as they were found to perform significantly better than mixed schools in the K.C.E. examination, and that the Inspectorate should be decentralised to districts and regular inspection of schools done as a matter of policy.
The Instructional Placement of Learners: A Case Study of Three Government maintained Secondary Schools in Busia District, Kenya
(Kenyatta University, 1988) Lukhoba, Gilbert Sanya
Conceptualization of Akrasia in Kenya’s educational policy
(Kenyatta University, 1988) Njoroge, George Kanari
In Chapter one, a general framework of the thesis is given. This includes the statement of the problem, a theoretical framework where assumptions to be studied are stated, the purpose and significance of the study, the methodology to be used and a brief organization of the study. In Chapter two, I present the Competitivist understanding of akrasia. This understanding in following the advice of Hegel is taken as the thesis. The Competitivists understand akrasia as basically knowledge. This is reflected in their delineation of man as always in conflict. The conflict usually results from the_opposition of the inclinations or appetites and emotions to the rule of reason which should always lead man to rational and good actions. This conflict is permeated to the behaviour of man. What he judges, the knowledge he has, the decisions he makes, he eventually does not act on them. All that he has as a good for himself remains theoretical. It remains intellectual. Man is thus theo~etical. It is from this that akrasia for the Competi~ivists is taken to mean knowledge or intellect. Four illustrative philosophers of this .understanding of akrasia are considered: Plato, gives the conflict between reason, appetites and emotions which are the three principles in the soul of man. Aristotle gives two levels of knowledge from which a man may be said to have knowledge and yet act against such knowledge. He shows that a person may not a~t as per the knowledge that he has because of the oppositicn to reason by the appetites. Immanuel Kant gives the opposition between duty and the inclinations. Man has no goodwill and thus does not act from the call of duty. This is because of the inclinations which are hindrances to his endeavours. Finally, John,Wilson,gives the components of a morally educated man, a man who should always act in a morally praiseworthy way. However, people are usually not known to be the ideal morally educated man as given. They usually do not act as they ,should. This is because of counter-attractive desires which avert the good decisions to act .morally. In Chapter three, I present the Precisionist understanding of akrasia. Since their position is in opposition to that of the Competitivists, then their understanding still in following the advice of Hegel is taken as the antithesis. The Precisionists understand akrasia as action. This is reflected in their delineation of man as always action oriented. Man loves to do good for himself and his society. He shuns what is detrimental to his welfare and that of his fellows. He feels pain when he sees others suffering. Thus, he averts their pain by the sympathy he gives them and the pity that he shows. Man, therefore acts on knowledge, judgements, decisions and more so on principles and norms as enacted for him by his society. He is therefore, all action. Thus, from this delineation, Precisionists are interpreted to understand akrasia as action. Four illustrative philosophers of this understanding of akrasia are considered: Socrate~ argues that no man with knowledge will act as against knowledge. Thus, no man will willingly engage in evil~ Essentially, man will act in conformity with what he knows is for the good (xvii) of himself. This is because man loves what is good and therefore pleasant and hates evil which is painful. F.H. Bradley says that, man strives after self-realization. Self-realization is acting in a way that promotes the good of oneself and the society. In the society, one finds what is beneficial to him. Man is felt to act in such a way that he does not alienate himself from his station and his duties.· 'He stiives after good actions f6r his is the 6nlyway that he realizes the self. J.J. Rousseau argues that, man is naturally good. It is therefore not in human nature to do that which is evil. He acts in ways that are in consonance with his nature. While he loves himself, he also feels pity for others and therefore liaises with them to avert evil in the world. Finally, R.M. Hare argues that moral language is prescriptive and thus action guiding • This means that no man can sincerely assent to a principle or a command and not act on it. The judgement and principles that are therefore enacted for man by his society is always for his own good, then it means that, man always acts in conformity with what is for his own good. Man means action. In Chapter four, the most significant chapter, I give a synthesis of the two understandings of akrasia as delineated in chapter two and three. Still in the Hegelian attitude, we have in labelling the philosophers as Competitivists and Precisionists shown that, they understand akrasia on the polarities. For this, their understanding of akrasia was referred to, as the thesis and the antithesis. Hegel had found out that, the truth of a proposition can be ·found out only by a synthesis of the thesis and the antithesis. A thesis is a proposition which one starts with. However, this proves to be inadequate an argument. The thesis therefore generates its opposite which is the antithesis. This also proves inadequate. These opposites are taken up into a synthesis. The synthesis preserves what is ra:tional in them but cancels what is irrational. By following this advice of Hegel, we have found the truth or the proper understanding of akrasia to be 'the will'. The will is the rational criteria that avoids the conflict of the two understandings of akrasia as given by the Competitivists and the Precisionists. In Chapter five which makes the educational component of this thesis, I examine the significance of the will (as the proper definition of akrasia) in Kenya's educational policy. An analysis of the educational policy is first given through documentary study of Ominde, Gachathi and Mackay Education Reports. It is found out that while the policy acknowledges the role that the will plays in human endeavours, it understands the will as action and not as both knowledge and action. The educational policy is thus weak since it emphasizes only practice and thus ignores theory which is also important. The policy is therefore found to be based on an incomplete and improper philosophical foundation. To inbuild what is lacking in the policy, it is recommended that theory and practice should be the essence of education. In Chapter six which is the conCluding chapter, the salient findings of the thesis are given. More so, recommendations on how to ingrain the will as both knowledge and action in our education, especially in the curriculum, educational planning, educational administration, teaching methods, discipline and in our teaching of virtue through character education are given.
Students’ Self-Concept of Academic Ability and Students Academic Performance in Four Selected Secondary School Subjects in Kenya
(Kenyatta University, 1989) Muasya, Isaac Wambua
Structure, policy and career advancement in technical education and training in kenya: a comparative study
(1989) Barasa, Fred Simiyu
The purpose of this study was to analyse the influence of structure and policy on career advancement of the technical manpower in Kenya, and through a comparative study of the Republic of Korea and Nigeria, propose a structural model and some policy refinements for Kenya. Chapter 1 of this study is mainly an introductory chapter, in which we give the statement of the problem, significance and limitations of the study, and briefly justify our choice of the reference countries. Chapter 2 entails a review of the relevant literature. This is done at two main' levels: International and Intra-national. At the internationaL level, we review recent major policy publications by UNESCO and the World Bank, while at the intra-national level we review literature based on Kenya. In chapter 3, the results of a survey on postschool technical .education and training in Kenya are analysed. In particular, the career opportunity index of artisans,'craftsmen and technicians is established. 1 \I (iv) The specific influence of the structure, examinations and certification, financing as well as recruitment policies to career mobility is analysed in chapter 4 and 5. However, while chapter 4 focuses on prevocational education and training at primary and secondary school levels, the focus of chapter 5 is on post-school technical education and training. Finally, in chapter 6, we give the overal conclusions of the study, recommend a structural model as well as specific policy reforms in technical education and training for Kenya and suggest areas for further research.
A study of the historical development of the primary teacher training programme for teachers of the visually handicapped in Kenya.
(Kenyatta University, 1990) Ojwando, Josiah Owiti; Groenewegen, T.
This research project set out to trace the historical development of primary teacher training programme for teachers of the visually handicapped in Kenya. This was deemed an important problem worth studying by the researcher, given the fact that many aspects of special education have not received due attention in this country. The study was therefore, seen as means of bringing together the tiny bits and pieces of the historical development of the said programme. Through this study, it was the researchers' conviction that suggestion would be made which in turn would be used to grop into other aspects of special education. For the purpose of obtaining information for the study, two sets of research instruments were used. Firstly, two interview schedules were administered, the first to the heads of special education both at the Kenya Institute of Education and the Ministry of Education together with the Director of the Kenya Institute of Special Education and the second to the graduants of the Kenya Institute of Special Education who had already gone through the relevant training programme. The second set of research instruments comprised two questionnaires, the first administered to the K.I.S.E. trainees undergoing the training programme for teachers of the visually handicapped, and the second, split into two, administered to the above said K.I.S.E. lecturers and the Director of the Institute respectively. ( v ) The information obtained through the administration of the mentioned sets of research instruments was used to develop the different sections of the project. The basic issues delt with in the project included: The stages of development of the training programme, the factors that influenced the historical development of the programme, the establishment of the Kenya Institute of Special Education and the satisfaction derived by the student teachers from the training programme. These were seen as forming the logical sequence of the historical development of the primary teacher training pro~ramme for teachers of the visoally.handicapped in Kenya. The final project has been produced as a result of the data obtained through the administration of the research .instruments discussed above and the reading of all available relevant literature from various libraries.
Aspects of John Dewey's Educational Philosophy in the Primary Cycle of the 8:4:4 System of Education in Kenya
(Kenyatta University, 1990) Lusweti, B. M.
This study was conducted to investigate the question of whether there are aspects of John Dewey's educational philosophy in the primary cycle of the 8:4:4 System of Education in Kenya. The works of the famous American educator were scrupulously analysed to reveal the salient features of his philosophy. Similarly, the documents were scrutinized to determine the rationale, the objectives, the curriculum and the implementation procedures of the system. To find out how the 8:4:4 system is functioning, data was obtained from a sample of eight primary schools in Lugari Division of Kakamega District. Two instruments were used to collect data, namely a questionnaire and an observation schedule. The exercise took five days during which the researcher administered questionnaires to 48 teachers in the eight schools. He also observed 40 lessons in progress. The observation schedule involved the use of a modified Mehan's (1979) observation techniques. The data so collected were analysed using statistical tables and frequency graphs. The results indicate that although a few of John Dewey's principal theses, viz: learning through co-operation rather than competition, learning through manipulation of resources I and the teacher acting as a guide rather than a leader, were envisaged by the architects of the 8:4:4 System of Education, in practice' these ideals do not seem to operate. - . Even the practical activities advocated by John Dewey are poorly organized in schools as the schools lack pre-requisite facilities and resources. These findings are discussed and recommendations are made for critical changes in the curriculum, with a view to changing the current policy so that instead of a vocationalised curriculum, basic literacy and numeracy skills can be emphasised in primary schools.
Socio-cultural and psychological factors influencing clothing selection of kenyan adolescents in Nairobi province
(Kenyatta University, 1993) Migunde, Susan Anyango; Tumuti, D.W.; Wahome, L.W.
This was a survey research whose main purpose was to determine socio-cultural and psychological factors which influence clothing selection among the Kenyan Adolescents. The data used in the study were collected using a questionnaire which was given out to a sample of 120 adolescents in four secondary schools in four divisions in Nairobi Province. The data were ana Iyzed us ing frequenc ies , pe rcen tages, means and t-tests. The results showed that most adolescents in Nairobi schools stay in town and therefore, have the town influence. Most of the respondents' parents had at least secondary education and understood the need to allow their teenage children to participate in clothing selection. This they did by accompanying their parents to 'the shops. The parents also understood what their teenagers are exposed to, therefore, were more flexible when deciding on what their children should wear. It was also found that most adolescents select their clothing items in shops se 11 ing new ready made c lot hes and open-a ir markets selling second-hand clothes. The results also showed that tailored clothes are not popular among the Kenyan adolescents in the sample population. On the sources of information, the study showed that the most popular sources of information are: clothing displays, fashion magazines, fashion shows and what other people wear. The least popular sources of informat ion were found to be videos and newspaper adverts. On the socio-cultural factors, the results showed that the Kenyan adolescents are influenced more by their school authorities, parents, society, their age mates and social activities they are engaged in. The results also indicated that religious norms or beliefs are the least influential factors when it comes to decisions on clothing items to be selected. On the psychological factors, the aesthetic value was found to be the most influential factor among the Kenyan adolescents. Other factors which were also very influential were: one's own interest, one's own values, attitude towards the style of the item and cost of the item. The least influential factors were prestige and popularity of the items brand name, shop or store in which the item is available and to impress others, respectively. There were significant differences between male and female adolescents in only one source of information, i.e fashion magazines where females were influenced more than the males. There were also significant differences on namely: what is accepted by religious norms or beliefs influenced more than males. socio-cultural factors parents, siblings and with the females being The t-test results also showed that there are no significant differences between male and female adolescents selected psychological factors
Professional Qualities of Teachers in Early Childhood Education:A Comparative Study of Nairobi Pre-School Institutions by Sponsorship.
(Kenyatta University, 1996-05) Kivuva, Leonorah Anyango
This study focuses on the professional qualities of teachers in urban pre-school institutions and how these qualities are affected by various factors resulting from sponsorship, It is assumed that the focus on Nairobi City may shed a general light about the prevailing conditions in the other urban areas of Kenya The term professional qualities refers to academic qualifications, professional qualifications and environmental conditions that affect the performance of the teacher.Data was collected from 20 pre-school institutions in Nairobi, five from each of the following categories: City Council (CC), Church Sponsored ICS), Private (P) and Self-Help ISH) preschool institutions. Interviews, questionnaires, observations and document analysis were the four research instruments employed in the study. Headteachers were interviewed and pre-school teachers were given questionnaires to fill. The objectives were to examine, in Nairobi: • Academic qualifications of pre-school teachers, • Professional qualifications of pre-school teachers, • Variations in the teaching methods, being used in different categories of pre-school institutions, and • Variations in the physical facilities in the schools and teachers' conditions and terms of service. A number of important findings emerged from the study. Regarding the academic qualifications, most of the pre-school teachers are Kenya Certificate of Education holders. Those with Kenya Certificate of Primary Education or equivalent had joined the profession much earlier and had taught for ten years or more. They were prevalent in the CS and SH Categories. Most of the teachers are trained, although the training varies. The largest number is trained by City Centre for Early Childhood Education (CICECE). Some are trained by the Montessori (Child Development) Institute. Others are trained by Kindergartens Headmistress Association (KHA).The heads of the pre-schools unanimously agreed that training is very important for preschool teachers because it gives the latter a better ability on how to handle children. Majority of the headteachers agreed that, with long experience, a teacher is able to appreciate his/her profession more. The teachers with the longest experience are in the CC category.There are three main teaching methods prevalent in the pre-school institutions in Nairobi, i.e., the Activity/Ministry, the Montessori and the KHA methods. No significant difference was observed between the Activity and the KHA methods, neither in style nor in content. All the CC and SH schools in the sample used the Activity method. The schools using the Montessori method were from the CS category. The pre-schools used a variety of methods, although the Activity method was the most commonly used. Most schools, irrespective of category, have only fairly adequate physical and teaching -learning facilities. But the category hardest hit with inadequate facilities is the SH. The CC schools enjoy good physical facilities due to availability of space for expansion. Teachers unanimously agreed that availability of adequate physical facilities was crucial for them to execute their role well. Teaching-learning materials were equally found to be of great importance to the teachers' work because pre-school children need a lot of these materials in class. The conditions and terms of service for pre-school teachers were found to be very poor.Apart from the CC and some SH pre-schools, where teachers are employed on permanent and pensionable terms, most pre-school teachers are employed on temporary basis. The study concludes that pre-school teachers receive training, although this varies. The level of education required for teachers in the profession is rising. There exists serious disparities in the pre-school institutions by sponsorship. This is evident in the methods of• teaching, physical facilities, teaching - learning materials, conditions and terms of service for teachers. The SES of the areas in which the schools are found contribute to the disparities. The CS category is the most affected by the sncio-ecunomic disparity. The kind of training received, the physical facilities, the teaching . learning materials, and the remuneration of teachers all affect their work.Although the early educators urged teachers not to overload children with a lot of knowledge beyond their age, actual and intensive teaching is going on in the pre-schools. The study, therefore, recommends that there be a clear-cut policy on pre-school teacher training in Kenya. Possibilities of uniformity both in the duration and in the content of training should be explored. The government should come up with a policy on the minimum requirements for teachers' terms and conditions of service. Parents should be sensitized on what is good for their children at pre-school age. More training opportunities should be extended to pre-school teachers, e.g., refresher courses and on-the-lob training. Non-governmental organizations should also be called upon to assist in funding pre-school projects and to uplift poor pre-school institutions.
The Implementation of the Child-To- Child (C-T-C) Approach to Health Education in Kenya: A Case Study of Kaveta Primary School, Kitui District
(Kenyatta University, 2004) Nyamai, R. K.
This study examined the extent to which C-T-C (Child-to-Child) pedagogical approach was being applied to teaching and learning of health education at Kaveta primary School of Kitui District. The study sought to establish levels of awareness and implementation of C-T-C approach among pupils, teachers and the community members of Kaveta primary school. It also sought to establish the C-T-C activities that were being implemented, benefits to the school and the community, challenges encountered in implementation of the activities and how the challenges could be addressed. C-T-C approach underscores the importance of children in transmitting health messages to their peers and the community to create a healthy society. The study adopted the design of a case study and was qualitative in nature. Data was collected in Kaveta Primary School, in Kitui District of Kenya. This school was among the pioneers in the district where C-T-C activities were introduced. Subsequently, it acted as a nucleus from where the activities were spread to other schools in the district. This meant that teachers in the school, and the surrounding community, had been exposed to the C-T-C activities for a long time. Ideally, therefore, they were thought to be better placed to offer in-depth responses that related to the concerns of the study. Sampling was done purposively. The sample for the study included 61 pupils of the case study school (the whole standard seven class), 15 siblings and peers, 10 teachers, 10 parents, 3 C-T-C officials, 5 health education officials, and 3 education officers. In total 107 informants were sampled and provided information for the study. Open ended interviews, focuse group discussions (FGDs), free listings, and observations were used for collecting data. Qualitative procedures for data analysis and presentation were used to present the study's findings. The study found out that some pupils, teachers and members of Kavera primary school community were aware of C-T-C as an approach to teaching health education, The level of awareness, was however not uniform. At the school level, only a few pupils (mostly girls), and volunteer teachers actively participated in C-T-C activities. These were the pupils and teachers who belonged to the C-T -C club. Awareness in the community was mostly among children (mostly girls) and their mothers. What this meant was that awareness of C-T-C approach was not total, as was expected at the inception of the project. In terms of implementation, the study found out that the pupils, teachers and parents were involved in various health promoting activities at the school and the community level. These activities seemed to have a positive impact 011 the personal hygiene of individual pupils, their peers and parents, and in the cleanliness of their schools compound and homes. One important impact of the C-T-C activities was that through school gardening, the level of nutrition and food sufficiency in the school had improved. Overall, the study found out that the C-T -C approach had to an extent changed health practices, and health seeking behaviour among the pupils and their parents. The study, however, established that the successful implementation of C-T -C pedagogical approach to teaching and learning health education was faced with certain challenges. These included the constant confusion within the school of C-T-C activities with female gender roles; the nature of health education in the primary school curriculum which health education is not a subject of its own but integrated in other subjects; lack of finances to support C-T-C activities; Lack of adequate teaching and learning materials; lack of follow-up and poor coordination of the C-T-C programmes by the various ministries and C-T-C club leaders. Given the crucial symbiotic link that exists between health and schooling issues, the study recommends the following: firstly, full integration of health education into all examinable subjects. Alternatively, the Ministry of Education should explore possibilities of introducing a separate subject to cater for the teaching of health education. The study also recommends that C-T-C activities be integrated and financed through a centralized' system, as is the case with other curriculum activities. Finally the study recommends the introduction of locally relevant materials, the training of teachers in C- T-C approach, and that health education learning and teaching should be made compulsory for all pupils.
Impact of cost-sharing on school inputs in primary schools: a comparative study of primary schools in Embu and Mbeere Districts, Kenya
(2004) Gichoni, Samuel Kithe
The study explored the disparities in the provision of school inputs in Embu and Mbeere districts based on cost-sharing and household incomes. The research intended to establish the extent to which household incomes influenced the provision of infrastructure and learning resources in Embu and Mbeere districts with emphasis on cost-sharing, officially introduced in 1986 through an act of parliament. Despite the high number of schools and pupil enrolments, no systematic research had been carried out to establish the extent to which differences in availability and adequacy of school infrastructure and learning resources is related to cost-sharing and household incomes in the two districts. Data collection was thus guided by the extent to which cost-sharing in primary schools, has been affected by rural households' monthly incomes and particularly in the provision of school infrastructure and other learning facilities in the two districts. The research used descriptive survey design. Purposeful sampling was used to select two districts: Embu and Mbeere. Random sampling was used to select an education Zone in each of the two districts. Ten Schools were selected from each of the two zones using systematic sampling technique. Purposeful sampling was also used to select the head teachers since there is only one head teacher per school. A questionnaire was served on each selected head teacher. Five parents were selected from each sampled school for interview using systematic sampling technique. The researcher explored infrastructure and facilities in the selected institutions using an observation checklist. The data were analysed using both qualitative and XIII quantitative methods. Observations and opinions were explained qualitatively and juxtaposed for comparison. The level of provision of school inputs was analyzed quantitatively using means and percentages. Analysis of variance was used to determine whether there was a significant difference between means due to the two regions (at 0.05 level of significance). It was found that only 57% of schools in Mbeere districts had the required school inputs while Embu district had 88%. This is a wide disparity in the adequacy and quality criteria of school infrastructure and learning resources. It was also found that the average monthly incomes for households were Ksh 6,546/= for Embu district and Ksh 2,650/= for Mbeere district. The differences between mean incomes were found to be significant. The study concluded that the disparities in primary school learning inputs in the two districts were caused by disparities in household incomes and cost-sharing, since the ability to contribute was based on the parent's level of income. It was recommended that the interventions to reduce disparities in school inputs should emphasize the provision of school infrastructure, based on the specific needs of a particular school, in addition to funding per pupil under the free education program.
Primary school adolescents' HIV/ AIDS knowledge levels and their perceptions of risk in Nakuru municipality, Kenya
(2011-11-07) Aloya, Margaret Lunani
This study investigated knowledge of HIV/AIDS and perceptions of risk among primary school pupils of Nakuru municipality. An HIVIAIDS knowledge and attitude questionnaire was used to collect data from the pupils. The pupils' demographic variable of sex was considered in the interpretation of the results. The population consisted of primary school adolescents aged between thirteen and fifteen years. Responses were received from 240 respondents (120 boys and 120 girls) from fifteen primary schools in Nakuru municipality randomly selected to participate in this study. The HIV/AIDS knowledge and HIV/AIDS attitude questionnaires were used to collect data. The data collected in this study was analysed using the statistical package for social sciences (SPSS). Means and frequencies were used in descriptive statistics while the Pearson product moment correlation coefficient and the t-test were used in inferential statistics. The findings of this study indicate that though the pupils were highly knowledgeable with regard to HIV/AIDS transmission routes, risk factors and risk reduction methods, they had a lot of misconceptions. A significant majority of the pupils did not perceive themselves to be at risk of HIV/AIDS infection. The findings also indicate that there was a significant negative relationship between knowledge of HIV/AIDS and the perceptions of risk of the pupils. High knowledge levels did not translate to high perceptions of risk. There were also no significant sex differences among the pupils with regard to their knowledge of HIV-AIDS transmission, risk factors, risk reduction methods and their perceptions of risk. These findings indicate that though the HIVIAIDS syllabus has been implemented in schools, the education programme has not been effective in clearing misconceptions regarding the pandemic. Besides it has not had any significant effect on the pupils' perceptions of risk of HIV/AIDS infection. Recommendations were therefore made for counsellors, teachers and education planners to provide effective education programmes to the pupils with a view to imparting correct knowledge about the pandemic while addressing the misconceptions and guiding them to develop a high perception of risk.
An investigation into barriers to integration programme at St. Joseph's Technical Institute for the deaf in Nyanza Province, Kenya
(2011-11-07) Onyango, Okoth Z.; Malusu, J. M.; Karugu, G. K.
It has been a common issue that the hearing impaired learners are isolated in special institutions. However, the trend today is integration programme (placing both the hearing impaired and hearing learners in the same classroom setting) which has suffered immense limitations. Hence, the need to establish barriers to effective implementation of integration programme as St. Joseph's Technical Institute for the Deaf. The purpose of the study was to identify possible barriers to effective implementation of integration programme at the institute of study. Based on the problem of the study, four objectives were formulated to guide the study The research design was descriptive in nature and target population was the Principal and all the fifteen members of teaching staff at St. Joseph 'technical Institute for the Deaf. Research instruments were: Interview Guide for the Principal, Questionnaire for the teachers and observation schedule which were used to collect data. Collected data were presented and analyzed, then discussed. The main findings were: Insufficient relevant resources and lack of special education training for teachers to effectively implement integration programme at the institute. Conclusion was drawn, guided by the findings, that there were barriers to integration programme at St. Joseph's Technical Institute for the Deaf. Consequently, the following major recommendations were made: The Board of Governors (BOG) should ask the Ministry of Education, Science and Technology to provide relevant resources to the institute, and the Principal should encourage teachers to go for special education training.
Factors that predispose young people to HIV infections: a study of selected public secondary schools in Meru central district, Kenya
(2011-11-07) Kiara, Francis Kirimi
The basic objective of the study was to explore and discover the variables that predispose young people to HIV infections in secondary schools. Meru central district was among the top ten districts with the highest HIV/AIDS prevalence rate. Majonty of those are young people aged between 15-19 years who are mainly of school going age. There was a dearth in the research on the factors that predispose young people in secondary schools to HIV infections in Meru Central district which this study sought to fill. This situation raised serious concerns for education and the government because young people are a• important human resource investment for development. The key subjects of the study were girls and boys in secondary schools. Their teachers, parents and school administrators were included in the study if their school was selected for the study. Field education officer and health/social workers were sarri pled because they were key players in the educational sector and possessed valuable insights for the Study. The study was largely descriptive using survey as the main method and triangulation as the main research technique to collate, analyse and validate data from several sources. The data collection tools included written questionnaires, interviews, focus group discussions, observation schedules and documentary analysis. Data was analysed qualitatively and quantitatively using basic descriptive statistics guided by the questions and objectives of the study. Analysed and interpreted data was presented thematically. The findings are discussed and conclusions drawn upon which recommendations are based. The study findings indicate that HIV infections in Meru are likely to soar among young people. The prevalence rates might increase further since notable variables such as pervasive abject poverty, traditional social cultural practices such as FGC, drug abuse, sexual indulgences, pornographies, lack of knowledge on HIV and AIDS and negative attitudes/ beliefs about VCT's and condoms use, lack of open dialogue to demystify HIV and AIDS between parents/teachers and the young people are persistent. Other factors include risky practices of seeking vengeance by infecting others as well as inconsistency and lack of teaching of HIV and AIDS education which denies young people the empowerment and capacity to ably adopt safe sexual behaviour that would help to curb HIV infections. Overall this study strongly recommends that the GoK should review the current HIV and AIDS policy to make it more comprehensive and inclusive so as to encompass compulsory teaching and examination of HIV and AIDS education as separate subject at all levels. Young people as experts about themselves should be provided space to actively participate in planning, implementation, monitoring, evaluation of HIV and AIDS sustainable strategic programmes among selves.
Wastage in primary school education: the case of slum schools in Kibera division, Nairobi
(2011-12-01) Kimatu, Florence Nzembi
The government of Kenya is committed to the goal of Education for all. However, the problem of wastage in primary school education undermines this achievement. Any factor that interferes with the learning not only undermines the educational goal but also hampers the growth and development of the children. For this reason, there is a need to identify the factors that contribute to wastage in primary schools in Kenya. This problem is more pronounced in the slum areas. Therefore, the task of this study was to investigate the factors, which contribute to wastage in Primary Schools in kibera Langata Division in Nairobi. Kibera is the largest slums in Kenya. and also one of the largest in Africa. The study focused mainly on pupils, teachers,school environment and the home environment of the pupils in the identified schools. The specific objectives of the study were to find out: The relationship between wastage in education and pupil characteristics, the relationship between wastage in education and teacher characteristics, whether wastage in education was related to school characteristics, and how the home environment was related to wastage in education. The target population for this study was purposively selected to participate in the study. A total of 240 pupils and 56 teachers were selected from all regions in Kibera slum. While a number of researchers have addressed some of the issues related to wastage, the factors behind wastage in Kibera slum have not been adequately investigated and hence the necessity of this study. Questionnaires, observation and interview schedules were used in collecting the data. The collected data was analyzed quantitatively using ANOVA. Part of the analysis was processed by the use of content analysis. Hypotheses tested in the study were either rejected or accepted based on significance level that was fixed at 0.05. The study revealed that there was a significant relationship between wastage in primary school pupils and pupils' negative attitude towards education and that pupils did not take their studies seriously. Some combined learning with other activities the school environment was also found to be not conducive for learning. The pupils were ill - disciplined. Such pupils kept on dropping out of school while some schoolgirls dropped out because of being sexually harassed by their male schoolmates and some teachers. The home environment was also found to be unfavourable for schooling. The findings show that a concerted effort is required if the pupil dropout situation is to be reversed. The parents, teachers and government should play a pro-active role in the alleviation of the problems that prevent pupils from completing their primary education. This thesis is organized in five chapters. Chapter one introduces the statement of the problem while chapter two reviews the relevant literature to the study as well as explaining the theoretical framework of the study. Chapter three deals with methodology for data collection whereas chapter four presents data analysis. Summary of the results conclusion and recommendations are presented in chapter five.
Perceptions of primary school pupils and teachers on adequacy of HIV/AIDS life skills education in Nairobi and Thika districts, Kenya
(2011-12-01) Githinji, Felicity W.; Karugu, A.M.; Oanda, I.O.
Formal education has been recognized as an important tool through which HIV/AIDS pandemic can be combated. This has led to the integration of HIV/AIDS education into the existing- school curriculum. This study was based on the assumption that increasing levels of knowledge and awareness could lead to desired behaviour change. However, having knowledge did not seem to be sufficient without the necessary life skills. Thus, Life Skills Education was introduced to strengthen the existing HIV/AIDS education. This study, therefore, intended to find out perceptions of primary school pupils and teachers on adequacy of HIV/AIDS life skills (HIV/AIDS/LS) education content in Nairobi and Thika districts. Specifically, this study sought to find out perceptions of pupils and teachers on the importance of teaching HIV/AIDS/LS education, the adequacy of the content, approaches in teaching of HIV/AIDS/LS education in sampled schools, problems encountered by pupils and teachers in teaching and learning process of HIV/AIDS/LS education, and suggestions on how the teaching and learning of HIV/AIDS/LS education could be improved. Four public primary schools were purposively sampled for the study. These are Westlands, Huruma, St Georges and Kuraiha Primary Schools. The study design was descriptive research methodology, qualitative in approach and utilized case study approaches for data collection, analysis and reporting. Respondents for the study included pupils from standard six, seven and eight, teachers teaching subjects in which HIV/AIDS/LS education has been infused, and headteachers of the sample schools. The key findings of the study were that both pupils and teachers perceived the teaching of HIV/AIDS/LS positively. In terms of rural and urban differences, schools in urban areas had better resources, got support from parents in teaching the subject, and allocated more time for teaching HIV/AIDS issues. Schools in slums and rural areas, however, had scarcity of resources and spent more time teaching examination oriented subject content, compared to discussing HIV/AIDS issues. The study established that teaching of HIV/AIDS/LS education in the sample schools was faced with challenges. These included lack of teaching resources such as textbooks, having little time allocated for HIV/AIDS/LS lessons, overemphasis on examinable subjects, and lack of training for teachers on HIV/AIDS/LS education. Based on the above findings, the study recommends that pupils should put into practice the knowledge acquired about HIV/AIDS. Every school should have a HIV/AIDS/LS education motto, whose reinforcement should start immediately the pupils join the school. Further, the study recommends that teachers receive training in HIV/AIDS/LS education in both in-service and pre-service. Parents in the specific schools need to be sensitized on HIV/AIDS in order to break the impasse on the taboo terminologies which put teachers at loggerheads with parents. In addition, the Ministry of Education to ensure there is monitoring and evaluation of HIV/AIDS/LS education by making it examinable.
An examination of the notion of family life education and its implications to education in the light of plato's moral theory
(2011-12-07) Amukowa, Wycliffe
The purpose of this study was to draw useful implications of the notion of Family Life Education (FLE) to the practice of Education for moral development in Kenya. Review of literature revealed that there are two seemingly conflicting positions with regard to the subject of FLE. One such position has been conveniently called Pro-Family Life Education (Pro-FLE) because it favours the introduction of FLE in schools. The other position is rather opposed to the proposal to introduce FLE in schools and has accordingly been referred to as Anti-Family life Education (Anti-FLE). In this regard, the study has main three objectives namely; to critically examine the basic assumptions in favour of the introduction of FLE in schools as presented by Pro-FLE and the second is to examine the basic assumptions presented by Anti-FLE in opposition to the introduction of FLE in schools. The third and last objective is to draw useful lessons or implications of the basic assumptions of each position to the practice of moral education. In this study FLE was conceived as a process that aims at the initiation of learners into values, both social and biological, so as to help the youth to become responsible members of the society. This way, the study examined the conflicting views on the proposal to introduce FLE in schools as advanced by the Pro-FLE and those of the Anti-FLE. While the Pro-FLE felt that the programme would be useful in addressing moral problems among the youth, the Anti-FLE think that such a programme would lead to an increase in moral problems and therefore should not be included in the school curriculum. The study used Plato's Moral Theory, which instills a thinking that once a person knows about something, he or she is likely to do the right thing and avoid the wrong one, as a result of that knowledge. The study emphasizes that there is need for FLE for the youth in Kenya. However, there are three areas, namely scope and focus, content and implementation that require to be taken into great consideration if FLE is to succeed in schools due to diverse moral backgrounds. Selection of content and implementation has to be flexible to cater for the various learners from different backgrounds. Morality cannot be achieved single-handedly and so all institutions in the society have to play their specific role to achieve the same goal of moral development among people. The study concludes that FLE should form a solid discipline of the school curriculum. The construction of the curriculum, teaching approaches and evaluation techniques should be geared towards the acquisition and application of moral experience within moral problems and needs of the learners and the general society.
Factors contributing to students poor performance in the KCSE examinations in Makuyu division, Maragua District
(2011-12-13) Mbwika, Joseph Ndung'u
The main objective of this study was to establish the factors which contribute to poor performance in KCSE examinations in secondary schools in Makuyu Division, Maragua District. The interest for the researcher to choose and study these secondary schools was strongly prompted by their continued poor performance in KCSE examinations. The study used questionnaires and schedule interview schedule in seven secondary schools out of sixteen secondary schools in Makuyu Division. These seven secondary schools were:- a) Kaharati Secondary b) Sabasaba Secondary c) Igikiro Secondary d) Thaara Secondary e) Maganjo Secondary f) Makuyu Girl's Secondary g) Maragwa Secondary From these identified schools, seven principals, fifty teachers and sixty eight students who were candidates in 2005 KCSE examinations participated in the study. The obtained data were then used to establish whether relationships existed between the dependent variables of students poor performance in KCSE examinations and the selected independent variables. Results were presented in percentages, tables and frequency distributions. Based on the analyses, the students performance in KCSE examination was attributed to:- a) School administration b) Educational resources and facilities c) Guidance from parents d) Students home environment The findings of this study established that most of the schools lacked teaching resources and facilities, ineffective administration, students' home environment and lack of parental guidance. It was also established that the principals in the sampled schools were not experienced administrators. At the same time, the study found that most of the parents do not advise their children on how to go about their studies in the schools. Most of the parents do not attend PTA meetings. Recommendations from the respondents were that:- a) Non performing principals should be demoted b) Principals to be taken for refresher courses c) Schools without teaching resources should be closed d) Teachers to be using teaching resources as much as possible when they are tackling their subjects e) Teachers should prepare lesson plans before they go to class. The study concluded that unless proper mechanism was put in place to avert this scenario, the situation may continue worsen

Browse

Browsing MST-Department of Educational Foundations by Issue Date

Results Per Page

Sort Options