RP-Department of Educational Psychology

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Role Overload, Teacher-Pupil-Ratio, School Type, Years of Teaching Experience, Gender and Burn Out as Factors Related to Work Stress among Primary School Teachers in Kasarani Division, Nairobi County, Kenya
(Global Journals Inc. (USA), 201) Wang'eri, T. W.; Okello, L. W.
The intention of this study was to establish the work related factors that contribute to stress and burn out among primary school teachers in Kasarani. To achieve this, the study sought to investigate the role played by overload in terms of lessons taught per week and class size. The study also explored whether school type (public or private) had any relationship with work stress. In addition the study sought to establish were years of teaching experience, gender and their relationship with work stress. Data were collected from 120 teachers through a paper based questionnaire. Majority of teacher reported work overload (50.83%) against 43.33% who reported mild overload while only 5.84% reported no overload. With regard to burn out, a high percentage of teachers 61.67 reported to have experienced burn out while 35.00% reported mild burn out and only 3.33% reported no burn out. Analysis of variance revealed statistical significance between role overload and burn out. The findings further revealed that teachers in public schools experienced higher work stress than their counterparts in the private secondary schools. Neither length of service nor gender was found to contribute to work stress. The study recommended that the ministry of education structures the teachers’ job to make it more manageable by reducing class size and work load. This can be achieved though building additional classrooms and employing more teachers. The school administration should ensure put structures that give teachers support like employing teacher assistants to do a lot of the clerical work that teachers do. In addition the study recommended that teachers be trained how to cope with work related stress through application of time management skills, efficient communication of their needs and feelings. Lastly, the study recommended that teachers should be encouraged to seek for support from school administration and family.
Trauma types, symptoms, manifestations and social support systems among university students trauma survivors in Kenya
(Contemporary Research Center AUSTRALIA, 201) Wang'eri, T. W.; Tumuti, S. T.
The intention of this study was to explore trauma types, symptoms manifestations and social support systems among undergraduate students in Kenya. Specifically, the study was done among the first and second year students taking Bachelor of Education (B.ED) Degree at Kenyatta University, a public university in Kenya. A total of 438 students were randomly selected and data generated using a paper based questionnaire. Out of the total sample, 45.16% had experienced traumatic events. Out of these, more males (26.50%) than females (18.66) reported that they had experienced traumatic events. The most significant traumatic experiences reported were witnessing violence, having a chronically sick family member and being in circumstances where they reported to have narrowly escaped death. The least significant traumatic events reported were bereavement, sexual abuse and being involved in accidents in which one was seriously injured. The findings revealed slight gender differences in the traumatic events reported as the females reported higher incidences of witnessing violence, while the males reported higher incidents in which they had been in circumstances where they escaped death narrowly . Further to this, more males than females reported witnessing family conflicts. Both males and females reported experiencing mood swings where they felt angry, sad, depressed and annoyed and also a sense of confusion that interfered with their ability to cope with daily challenges of life. Both males and females reported difficulties in concentrating (32.04%) while 24.76% displayed social withdrawal in which they specifically felt they did not want the company of others. In addition, they reported experiencing anger over minor issues (30.26%), followed by difficulties concentrating in important matters like lectures (23.68%). Some of the males and females reported experiencing body aches and pains (19.74%) as well as fatigue even after having a good night sleep. The symptoms reported by some students were: inability to sleep, nightmares, and being easily startled. The study findings revealed that the most significant coping strategies students employed Included attempting to solve the problem, trying to forget the problem existed, looking for someone to help and avoiding trauma triggers. The least reported coping methods were smoking cigarettes, taking psychoactive drugs, sexual promiscuity and drinking alcohol. However, insignificant gender differences revealed that more males than females reported drinking alcohol, smoking cigarettes, taking other psychoactive drugs and engaging in sexual promiscuity as methods of coping with traumatic events. The findings further revealed that majority of students preferred seeking help from their close friends and only insignificant percentages sought help from established University programmes such as psychological counseling and other social support systems. Gender differences revealed that fewer males than females reported sharing their traumatic experiences with friends. The study recommended that the university set up a system of screening students for symptoms of psychological trauma. The study further recommended that the students be sensitized about the importance of seeking institutional and professional help in times of trauma. Specifically, the male students should be trained and encouraged to seek social support in times of trauma. Further, the study recommended that students be sensitized about the risks of engaging in health compromising behavior as methods of coping with psychological trauma.
Development of education of the hearing impaired in Nigeria
(Ife Centre for Psychological Studies, 2000) Alade, Eunice B.
Education of the hearing impaired in Nigeria had gone through stages of "Darkness", "Twilight", and "Dawn" as in other countries of the world. Superstitious beliefs about hearing impaired people exercise strong influence on public attitudes toward then and their subsequent education. The advent of the missionaries into the area of education of special needs children had been the forerunner of public awareness of the possibility of training and educating them in Nigeria. A great improvement has been made since the first attempt. The increased interest in the establishment of institutions for the hearing impaired individuals is a mark of the success already achieved and a portrayer of future trend toward delivery of sound and quality education for the hearing impaired in Nigeria.
‘Dear Diary I saw an Angel, She Looked like Heaven on Earth’: Sex Talk and Sex Education
(Routledge, 2003) Chege, Fatuma N.; Pattman, R.
In this paper we highlight and address some of the problems involved in teaching HIV/AIDS education in southern and eastern Africa, and especially in generating open discussion among pupils about sex and sexuality. The paper draws on the findings of a UNICEF-funded study, in which we were involved, as research consultants (2001). The study focused on ‘young people, gender, sexuality and HIV/AIDS education’ and was conducted in Botswana, Kenya, Rwanda, South Africa, Tanzania, Zambia and Zimbabwe. In Botswana, Rwanda and Kenya, teachers and young people were interviewed about their attitudes towards and experiences of teaching/learning HIV/AIDS education. Young people were also interviewed more generally, in all the countries, about what it was like being a boy or girl of their age. We argue that HIV/AIDS education, as it is commonly taught, as a series of moral injunctions (against pre marital sex) effectively silences young people, and means that sex ‘becomes’ naughty when they do talk about it. We propose HIV/AIDS pedagogies, which emulate the practices our researchers adopted when researching the identities and views of boys and girls, especially concerning gender and sexuality. By addressing young people as experts about themselves and in a holistic and non-judgemental way, our interviewees were able to speak about anxieties and pleasures, many of which related to sexuality. This, they had not been able to do with other adults, and even with other children. We focus on the regulation and production of gender identities through the ways boys and girls talked about sex in our interviews and also in their participation in HIV/AIDS classes. In particular we look at how boys and girls ‘performed’ gender when discussing sexuality with boys often very loud and girls quiet, with boys presenting themselves as sexual and girls presenting themselves as asexual. We argue for approaches to HIV/AIDS education which challenge gender power relations without alienating boys by problematising them, and without reproducing stereotypes of boys as subjects and girls as objects of sexual desire. We examine the implications of this for single sex and mixed group work and for addressing ‘sexual harassment’. Importantly, we found that both girls and boys described people of the opposite sex and heterosexual desire very differently in mixed-sex group interviews and in the diaries they kept. Rather than addressing girls and boys as unitary gendered subjects, we argue for approaches in HIV/AIDS education, which are responsive to the different and contradictory ways boys and girls present themselves and talk about sexual desire and the opposite sex in different contexts.
Community-based vocational rehabilitation (CBVR) for people with disabilities: experiences from a pilot project in Nigeria
(John Wiley & Sons, Inc., 2004-09) Alade, E.B.
This article discusses the community-based vocational rehabilitation (CBVR) of persons with disabilities. In 1991, a pilot project was instituted by the International Labour Organisation and the United Nations Development Programme in conjunction with Oyo State Government in Nigeria. The aim was to facilitate the reintegration of persons with disabilities into their communities after a vocational rehabilitation programme. This project has resulted in the successful training of about 155 individuals with disabilities since its inception and a number of the trainees have benefited from a revolving loan scheme. The initial seven areas of vocational training have, over the years, expanded to 24. Recently, the project has been introduced to six other states in Nigeria. Various problem-solving strategies have been employed in the course of the project as the need arose and the community-based vocational rehabilitation programme has proved to be a success in Nigeria so far. In this paper, Eunice Alade, associate professor in the Department of Special Education, Kenyatta University, Kenya, provides an evaluation of an innovative alternative approach to vocational rehabilitation for people with disabilities. She discusses some of the problems experienced in Nigeria and offers suggestions about how to sustain the work. Her ideas will be of direct interest to those seeking to promote social inclusion in developing countries and elsewhere around the world.
Madrasa Early Childhood Development Program: Making a Difference
(The International Bank for Reconstruction and Development / The World Bank, 2008) Mwaura, P.A.M.; Mohamed, B.T.
The Madrasa1 Early Childhood Development Program is a regional initiative in East Africa that began in the 1980s. From its beginning in the Coast Province of Kenya in 1986, the program has resulted in the establishment of quality, affordable, culturally appropriate, and sustainable preschools among the socioeconomically disadvantaged Muslim communities in East Africa. It expanded to Zanzibar’s two islands, Pemba and Unguja in 1990 and to Uganda in 1993. Although the program is similar in the three countries, each country works within is own context to meet the specific needs of its main partner, the communities. The overall goal of the Madrasa Early Childhood Development Program is to improve the well-being of young children from marginalized communities through ensuring a supportive religious, cultural, and learning environment in their early years. More specifically, the community- based Madrasa Early Childhood Development Program aims to provide Muslim children in underprivileged communities with access to high quality, culturally relevant, and affordable early childhood programs that will ground them in Islam and increase their readiness for, access to, and success in later schooling. The responsibility for the development and management of the Madrasa preschools lies with the communities who own and operate the schools. The process of creating and implementing Madrasa preschools is focused on building the capacity of community members, including teachers, members of school management committees (SMCs), parents and others, to provide quality services and create responsive and supportive educational institutions that are technically, financially, and organizationally sustainable.
Turmoil Disrupts AIDS Care in Kenya: Post-Election Turmoil in Kenya Has Disrupted the Fragile and Complex Systems for Delivering HIV/AIDS Treatment in Rural Areas. Peter Mwaura Reports from Nairobi.(News)
(2008-03) Mwaura, Peter
Health services in Kenya have been scrambling to get life-saving antiretroviral (ARV) treatment to thousands of people displaced in a spiral of ethnic violence following the disputed presidential election on 27 December 2007. An estimated one in 20 people are infected with the virus that causes MDS in Kenya, a country of about 35 million people. By early last month, about 250 000 people had fled their homes and were living in temporary shelter, prompting fears that thousands of people with HIV/AIDS would be unable to reach health-care facilities for treatment because of the violence. WHO expressed concern for the well-being of the internally displaced who were sheltering in crowded spaces with poor water supply and sanitation, and shortages of food and medicines. The unrest has been particularly acute in western Kenya, where 62 000 HIV-positive people have been enrolled at 19 clinical sites and seven satellite clinics as part of AMPATH (Academic Model for the Prevention and Treatment of HIV), one of the largest and most comprehensive AIDS programmes in Africa. [ILLUSTRATION OMITTED] Its clinics are located in towns and rural centres, while the main referral centre is at Moi University in Eldoret, one of the parts of Kenya that was worst affected by the violence. "The initial disruption in HIV/ AIDS care was huge and, if prolonged, could have disastrous effects on care and outcomes," said Dr William Michael Tierney, AMPATH's research director. He told the Bulletin that access to medication was "a huge problem because of patients not being able to travel and many staff being homeless, unable to travel, and perhaps leaving permanently because they are of the wrong tribes." Tierney added however that "because we have an electronic medical record system and record the tribe of every patient enrolled, we were able to identify how many of our patients--overall and by care site--were of the Kikuyu tribe and were most likely to be affected (about 4500 patients or 7.4%)." The programme's catchment area in western Kenya has a population of five million with an estimated 300 000 HIV-positive individuals. "Such information allows us to plan for which communities may need more assessment and interventions as we move forward," said Tierney, who is also a professor at Indiana University School of Medicine, which established the programme with Kenya's Moi University Teaching and Referral Hospital in the 1990s. The violence has not only affected AMPATH clients but also its workforce, according to the programme's team leader Dr Joseph Mamlin, who is based in Eldoret. In the first week of violence, less than 10% of the programme's clients and staff found their way to a clinic. "The very next week a remarkable rebound occurred in all sites, except for Burnt Forest," Mamlin told the Bulletin in an e-mail message. "We have multiple large IDP [internally displaced persons] camps, many housing 10 000 to 20 000 people, all around us now. We have been able to work closely with all relief agencies and have the programme's teams engaged in every large camp. …
Evaluating the Madrasa preschool programme in East Africa: A quasi-experimental study
(Taylor & Francis, 2008-09-27) Mwaura, P.A.M.; Sylva, K.; Malmberg, L.E.
This study investigated the effect of preschool experience (two types of preschool: Madrasa and non‐Madrasa) on the cognitive development of children in East Africa. In the three countries studied (Kenya, Uganda, and Tanzania/Zanzibar) preschool education is burgeoning and government standards are being set. This quasi experimental evaluation used four subscales (block building, verbal comprehension, early number concept, picture similarities) adapted from the British Ability Scale II (BAS II; discussed by Elliot, Smith and McCulloch in 1996), and three (verbal meaning, exclusion, closure) from the African Child Intelligence Test (ACIT; discussed by Drenth and colleagues in 1980). The development of 423 children was studied at pre‐test (entry to preschool) and at post‐test 18 months later. Hierarchical regression showed that children with both types of preschool experience performed better than the home (comparison) group; however, children attending Madrasa Resource Centre preschools achieved significantly higher scores overall.
Effect of endophytic Fusarium oxysporum on paralysis and mortality of Pratylenchus goodeyi
(Academic Journals, 2010-02-22) Mwaura, P.A.M.; Dubois, T.; Losenge, T.; Coyne, D.; Kahangi, E.
Three bioassays were conducted to investigate the antagonistic effect of secondary metabolites produced by 5 endophytic Fusarium oxysporum isolates from banana (Musa spp.) plants in Kenya, against Pratylenchus goodeyi. Percentage paralyses were recorded 3, 6 and 24 h after exposure to culture filtrates. Percentage mortality was evaluated after 48 h. All isolates caused significantly higher percentage paralysis (17.5 - 25.9%) and percentage mortality (62.3 - 72.8%) of P. goodeyimotile stages compared to the control (8.4 - 10.9% and 17.3 - 34.6%, respectively). Percentage paralysis of motile stages of P. goodeyi decreased as the length of time exposure to culture filtrates increased, while mortality increased as length of nematodes exposure to culture filtrates increased. Kenyan isolates performed equally as good as the Ugandan isolate (V5W2) in causing paralysis and mortality. Results from this study demonstrated that endophytic F. oxysporum antagonizesP. goodeyi through production of secondary metabolites.
Assessment of Creativity and Its Relationship with Gender, Age, and Teaching Experience of Postgraduate Guidance and Counselling Student Teachers: A Case Study of Kenyatta University, Kenya
(2011) Kinai, T. K.
Creativity is a collection of different abilities such us flexibility, originality and fluency. The purpose of the study was to assess creativity of postgraduate guidance and counselling student teachers and establish whether creativity is influenced by sex, age, and teaching experience. 72 participants (43 females and 29 males) responded to a 9 point creativity assessment self-rating scale, Results showed: ideative flexibility 56.5%; ideative originality 59.47%; ideative fluency 57.4%; creativity 57.79%; creativity motivation 68.81. Findings show self-motivation for creativity. There were no significant sex differences in creativity at 0.05 Ievel. Age range was 25 - 54 years. The findings showed no significant difference in creativity as a result of age at 0.05 level. Despite diverse teaching experiences 4 - 28 years, there was no significant difference in creativity as a result of teaching experience at 0.05 level. Participants' responses showed minimum understanding of the role or divergent thinking in fostering creativity.
Attitude of Teachers and Students towards the Use of Punishment in Secondary Schools in Kaloleni District of Coast Province, Kenya
(jres, 2011) Mbaka, J. G.; Gatumu, H. N.; Tumuti, S.
This study was carried out in 14 secondary schools in Kaloleni District. A descriptive approach was employed. Data were collected through the questionnaires designed for the teachers and students. The target population consisted of 215 teachers and about 5600 students in 14 secondary schools. A sample of 42 teachers and 206 students were proportionately selected in the sampled schools. There were four hypotheses, which were tested through inferential statistics of Chi Square and Point Bi-Serial Coefficient. Frequency and simple percentage were employed to the establish attitude of students and teachers towards punishment in secondary schools in Kaloleni District. The study found out amidst others that students and teachers actually felt that punishment was important in helping maintain discipline in secondary schools. Hence it was proposed among many things that teachers should be impressed upon to be fair when punishing students and must accompany it with explanation or rationale for the punishment.
Bridging culture, research, and practice in early childhood development: The Madrasa Resource Centers in East Africa
(Wiley, 2011-05-10) Mwaura, P.A.M.; Marfo, Kofi
The Madrasa Resource Centers in East Africa have adapted features of Euro-American theory and practice into a service delivery system responding to local cultural and socioeconomic realities. After 25 years of implementation in predominantly Muslim communities with high poverty and low literacy rates, the program could serve as a model for other parts of the continent with similar population profiles. This article examines some of the program’s key features and discusses the prospects that the program’s integration of research into service delivery holds for developmental research in the region. It proposes that university partnerships with such programs could yield productive inquiry with benefits to local universities, community-based programs, and developmental science.
Factors Influencing Secondary School Students' Attitude towards the Study of Physics in Imenti South District, Kenya
(Journal of Research in Education and Society, 2011-08) Mbaabu, F. N.; Gatumu, H. N.; Kinai, T.
The study was conducted in January and February 2011. It aimed at investigating the factors that were considered to influence students' attitude towards the study of Physics in secondary schools in Imenti South District, Kenya. The factors under consideration were perceived adequacy of physics laboratory equipment, perceived teacher competence, the influence of calculations in the physics curriculum and sex differences in students' attitude. The study sample consisted of 120 students. These were drawn from four secondary schools sampled through stratified random technique. Descriptive survey design was used. Two instruments were used for data collection. These were a students' questionnaire and a laboratory equipment checklist. The questionnaire was administered to the students at one sitting in each of the schools. The observation checklist was filled by the laboratory assistant in each of the schools. Each of the independent variables had its items scored separately. A single attitude score was thus obtained for each attitudinal object per student. The research findings revealed that students have a positive attitude towards physics, perceive the physics' teachers as competent and they perceive the physics laboratories as well equipped. It was recommended among others that teachers teaching physics and mathematics should work in consultation with each other so as to help the students in appreciating the role of mathematics in physics and girls should be helped to interact with ladies who have excelled in physics so as to boost their attitude towards physics.
Implementation of Integrated Vector Management in the WHO-African Region
(2011-10-31) Shililu, Josephat
Assessing Young Peoples’ Momentary Thoughts About Sex: A Proposal of the Sex Envelope Game
(Scientific & Academic Publishing, 2012) Ireri, A.M.; Mathuvi, P.N.; Njagi, M.; Njagi, A.M.; Mwenda, E.G.; Gatumu, H. N.; Piero, N.M.; Karugu, N.I.
Most sexual reproductive health programmes for young people in developing countries depend on foreign concepts and data ignoring potential local strategies. Finding more effective ways for needs assessment and to engage young people in sexual health discussions is essential. Owing to the lack of research tools to investigate young people’s thoughts about sex, this paper proposes the sex envelope game based on results of a study conducted in Kenya among 113 participants (average age=23.9 years, Sd., 3.9). Results indicate that the simple method of the sex envelope game elicits important information regarding adolescents’ thoughts about sex. Areas of further research are suggested.
HIV/AIDS Knowledge and Risk Perception of Visually impaired and Sighted pupils in Kenya
(European Scientific Institute, 2012) Mweru, M.; Kendi, L.; Kinai, T. K.
The aim of this study was to find out HIV/AIDS knowledge level, and perception of risk of infection with HIV/AIDS, of visually impaired and sighted pupils. Differences between visually impaired and sighted pupils HIV/AIDS knowledge and perception of risk of infection were studied. Descriptive survey was used to collect data. The sample included 116 pupils. The mean score for HIV/AIDS knowledge was 92.94% and 87.59% for sighted pupils and visually impaired pupils respectively. The risk perceptions mean score for sighted and visually impaired pupils was 71.08% and 68.03% respectively. There were Significant statistical differences between sighted and visually impaired pupils' knowledge of HIV/AIDS and perception of risk of infection with HIV/AIDS. This study recommended the government al1d other stakeholders increase education programmes to address misconceptions about transmission and make available HIV/AIDS information in accessible formats for the visually impaired through Braille, audio tapes and large print visual aids
Teachers’ Influence on Children’s Selection and Use of Play Materials in Kenya
(SPREAD Corporation (Sustainable Programs for Reducing Educational and Avocational Disadvantages), 2012) Mweru, M.
Gender socialization has an impact on children and any gender stereotyped verbal comments or activities assigned to children by those in charge are bound to influence the attitudes children have of themselves. This exploratory study therefore set out to investigate among 36 Kenyan preschool teachers if they hold gender-stereotyped views and if they communicate these views to children during selection and use of play materials. To collect data, an observation schedule was used. T-tests were then performed to find specific intergroup differences. Teachers were found to influence children in a gender stereotyped manner with more influence being exerted on boys than on girls. This influence on the children may encourage the children to adopt gender roles that are not always fair to both genders. This study therefore advocates for the encouragement and training of teachers to adopt an androgynous gender role attitude. In this way teachers may also encourage this same attitude in preschool children.
An Overview of Major Biological and Contextual Factors in Language Acquisition
(Scientific & Academic Publishing, 2012) Ireri, A.M.; Mukuni, D.M.; Mathuvi, P.N.; Njagi, A.M.; Njagi, I. Karugu
This paper gives an overview of the major theoretical perspectives and factors in language acquisition. In the discussion, research findings in African setups are included alongside key American or European findings. Implications for parents and educators are highlighted together with areas requiring more inquiry.
Relationship Guidance Sources, Fears and Reasons for Marriage among Young Urban Christians in Kenya
(Scientific & Academic Publishing, 2012) Tumuti, D.W.; Ireri, A.M.; Tumuti, J.W.
Existing professional services for young people especially in developing countries need to be informed by the local situation for them to be effective. The study aimed at identifying sources of relationship guidance, young people’s fears and reasons for marriage. 65 young Christians in Nairobi with an average age of 25.23 (sd.4.38) completed a self-report questionnaire. Results indicate that the participants relied mainly on friends for relationship guidance. Social emotional benefits, especially companionship, were the major motivation for young people to marry. Infidelity and divorce were the main sources of fear of marriage. Suggestions for research and practice are given
Sources of VCT Information and Reasons for Use or Non Use of VCT Services by Young People in Selected Rural Locations in Kenya
(International Journal of Social Science Tomorrow, 2012-01) Ireri, Anthony Muriithi; Mathuvi, Philomena; Njagi, Joan; Ngugi, Mathew Piero
This study investigated the sources of VCT information and reasons why young people used or failed to use VCT services in selected rural VCT locations. A total of 110 participants (Male= 66; Female= 44), with an average age of 24.9 years (Male=24.9; Female=25.0) were involved. An exploratory descriptive survey design was used. Results indicate that media and friends are the major sources of VCT information, and that majority of the young people made their own decision to seek VCT services. Young people identified quest to know one’s HIV status, Illness, pregnancy and encouragement from friends as major reasons for using VCT. Fear of positive results, lack of youth-friendly services and not feeling at risk were given as the main reasons for not using the existing VCT services. Social support and increased use of internet- based arenas are suggested to help in translating awareness of VCT into action among young people.

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