MST-School of Education

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This collections contains bibliographic information and abstracts of Master theses and dissertation in the School of Education held in Kenyatta University Library

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Technical secondary school leavers and employment opportunities in Kenya
(Kenyatta University, 1982) Sifuna, Daniel
Language switching in standard 4 in Kiswahili medium and Kikuyu medium classrooms-an exploratory study
(Kenyatta University, 1985) Bunyi, Grace Wangari
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.
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 Comparative Study of the Occupational Aspirations of the Physically Handicapped Secondary School Students and the Actual Job Placement of these Graduates
(Kenyatta University, 1986) Kamau, M. N.
This study examines the occupational aspirations of the physically handicapped secondary school students and compares these aspirations with the actual job placement. It also examines possible social factors such as sex, parental background, curriculum, self-concept and societal attitudes as they affect the occupational aspirations. The study aimed at investigating whether-the society considers the occupational aspirations of the physically handicapped persons while placing them in jobs. The population was drawn from physically handicapped persons from both secondary schools and from those graduates already in employment. A total of eighty one (81) students from two special secondary schools were sampled. Also in the sample, thirty (30) physically handicapped persons in employment in both public and private sectors were included. A questionnaire and an interview schedule were used to elicit the pertinent data from the respondents. Descriptive statistics in form of percentages and frequencies and Spearman's Rank correlation co-efficient were used in analysing the data. The study found among other things that the physically handicapped persons were discriminated in job placement, their aspirations were stunted by the society's stereotyped decisions. The society was found to readily offer menial occupations such as weaving, basketry, leather work, copy-typing, telephone operating and clerical jobs: The physically handicapped persons were found to have a high self-perception, willing to contribute and compete with others. Majority aspired for higher education, skill training and professional jobs such as teaching, medicine, nursing as well as self-employment and secretarial/clerical jobs. It was noted that none of the subjects aspired for begging. The curriculum offered in both secondary schools and vocational and rehabilitation centres was found to be unrelated to the job realities in Kenya. The findings of this study seem to agree with various studies in the literature review. Recommendations from this study concludes that the physically handicapped persons' aspirations should be considered in job placement, vocational or occupational training should be integrated., Further recommendation point out that there is need to create social awareness as to what the physically handicapped can contribute.
A Module on Visual Communication: A Teachers' Guide
(Kenyatta University, 1986) Kamanja-Wa-Gathu
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 library/information Services to the visually Handicapped and hearing impaired in Nairobi and its Environs
(Kenyatta University, 1986) Gichuhi, Felistas Mwihaki
Special education in Kenya: a case study of St. Catherine’s special school for the mentally handicapped, \ Butula in Marachi Location, Busia District
(Kenyatta University, 1986-10) Lokello, Gerald Akatsa
A study of the parents' attitudes towards their disabled children's education in Wundanyi Division in Taita/Taveta District
(Kenyatta University, 1987) Kazungu, Theresia Wakesho
In this report, the research presents the results of a study intended to find out the attitude of the parents of the disabled children towards the education of their disabled children in Wundanyi Division in Taita/Taveta District. The study used a sample of 30 parents with children having the following disabilities mental retardation physically handicapped hearing impaired and visually impaired. The respondents were selected using stratified random sampling procedure. The Likert type scale statements were used to assess the attitudes of the parents. There were also other statements which sought the general attitude of the parents towards their disabled children. The study found out that parents had a general positive attitude towards their disabled children and towards their education. However, it was noted by the study that lack· of special schools in the division is the main problem facing special education of the disabled children in this division.
A study of some of the factors affecting the level of group cohesiveness in secondary school science clubs in Machakos District.
(Kenyatta University, 1987) Kivilu, Joseph Mbithi
The success of a group a measured by its outcome is determined by how cohesive the group is in perusing its goals. The cohesiveness of a group is influenced by various group properties or processes and certain characteristics of the members. There has been little research done locally on the various factors which influence group cohesiveness in school clubs. The purpose of this study was to investigate the existence of relationships between the levels of group cohesiveness and those of some of the factors which influence it, such as, interpersonal attraction, risk taking and the instrumental value of the group to its members. The study also tried to establish whether there were differences among the three types of clubs as regards the levels of group cohesiveness, interpersonal attraction, risk-taking and the instrumental value of the club to its members. Responses on a questionnaire administered to 309 science club members from 8 secondary schools in Machakos District provided the data for the study. Various statistical techniques used to analyses the data revealed that there were statistically significant relationships between the levels of group cohesiveness and the three factors. It was also shown that there existed significant differences among the three types of clubs as concerns the levels of cohesiveness and instrumental value among the three school categories. However, no significant differences were found to exist among the types of clubs as concerns the levels of interpersonal attraction and risk-taking. From these results, it was suggested that the level of group cohesiveness could be improved through the creation of conditions which could enhance the degree of interpersonal attraction, risk-taking and instrumental value. Secondly, the sex composition of the club should be taken into consideration when creating these conditions. Recommendations were made hoping that, with the findings of the study, they might be of value to educators and school administrators in improving the calibre of the educational services offered to the youth of this country. It was also hoped that, the findings would give directions for further research in the forces operating in school groups.
A survey of the practices followed in teaching reading in Kiswahili in lower primary classes of Maseno Division, Kisumu District
(Kenyatta University, 1987) Opijah, Allan Lennox
The intention of this study was to investigate the practices that teachers follow in teaching reading in Kiswahili in the lower primary classes of Maseno Division of Kisumu District. It has been claimed that the teaching of reading (and writing) has deteriorated in our schools and colleges (Ambula, 1986). The survey involved an attempt to determine whether teachers of reading in Kiswahili have the necessary qualifications and experience; and, whether they. prepare schemes of work and lesson plans. It also involved an identification and description of the methods they follow in teaching reading in Kiswahili; the instructional materials they use and the factors that influence their c?oice; the methods they employ in evaluating their pupils in reading in Kiswahili; and the problems they encounter in the instruction of reading in Kiswahili. (xii) Data was collected by way of questionnaire which each selected subject responded to. Thirty(30) teachers from ten(10) schools' (three from each school) were selected out of a total of one hundred and sixty three (163) primary schools in Maseno Division. Four(4) teachers were observed in actual classroom teaching situations. The thirty(30) sample teachers revealed that teachers are aware of, and employ the various methods of teaching reading. They however, do not provide fundamental basic prerequisite activities that would prepare and aid pupils for reading in Kiswahili. It was further revealed that both in terms of quantity and variety, instructional materials that are essential in effective instruction in reading in Kiswahili are inadequate in lower primary classes. The findings also revealed that teachers do not seem to be aware of and hardly make ~se of the various techniques of evaluating reading in Kiswahili. The most prominent methods used to evaluate reading skills are by use of tests and examinations. It was also revealed by the survey that teachers of reading in Kiswahili have to grapple with such problems as lack of textbooks, lack of pupils motivation and interest, mother tongue interference/resistance, pupils' lack of readiness to learn Kiswahili, inadequate instructional materials, poor physical facilities and lack of training on the part of teachers to teach reading in Kiswahili.
A survey of the teaching of reading in English in four primary schools in Bondo Division, Siaya District
(Kenyatta University, 1987) Owino, Rew F.
Strategies and Media for Teaching and Learning Oral Literature in Kenya: A Study
(Kenyatta University, 1987) Ettyang, E. K. K.
The main purpose of the study was to investigate the strategies and Media teachers and students used in teaching and learning Oral literature in selected secondary schools in Nakuru District with the view to determining their understanding and utilization of the same. Past studies and various oral literature scholars have emphasized the need to expose the learner to a variety of experiences if the teaching and learning or oral literature has to be complete. This, therefore, calls for the utilization of a variety of strategies and Media. However, no study on strategies and Media and the teaching of oral literature has been carried out. This study, therefore, is aimed at stimulating total but conscious and systematic application of strategies and Media in teaching and learning oral literature in Secondary Schools. The study was conducted in four maintained, four Assisted and four Private Secondary Schools. The target group was Secondary school teachers that handled Literature in English in schools that had registered candidates for the Kenya Certificate of Education examination in the subject, for at least the tast two years. This was hoped would give a clearer picture on strategies and Media applied in the teaching and learning of oral literature. The data was collected using a questionnaire which was completed by 87.5% of the targeted respondents. It had twenty six (closed and open) items which sought the following information: the teachers' qualifications and experience, their major source of oral literature material, understanding and utilization of strategies and Media and how strategies and Media were integrated in the teaching and learning of oral literature. Data collected was analysed using descriptive statistics; - a tally sheet for tneclosed-ended questions was prepared and their frequencies and percentages computed. For open-ended questions, coding frames wer~ developed and the responses classified according to the categories in the coding frames and their frequencies and percentages computed. The findings of the study revealed that the Teachers' understanding of strategies and Media was limited. There was an obvious over dependence on print Media at the expense of other Media. The application of strategies and Media in teaching and learning oral literature was incomplete, unconscious and haphazard. It is therefore recommended that Secondary teachers' training institutions (including the Universities) re-examine their syllabi to see whethertheyoffer the teachers who qualify a chance to acquire a sound understanding and application of strategies and Media in teaching and learning oral literature. Regular Seminars and inservice courses should be organized to give untrained teachers some basics on educational Media and to appraisse all teachers on the latest developments in this area.
A Study of the Methods Used by Teachers in Teaching Social Studies in Primary Schools in Kitale Municipality in Trans-Nzoia District.
(Kenyatta University, 1987) Ong'era, Joyce Kemuma
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.
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

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