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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Headteacher’s Instructional Supervisiory Pratices Influence on Academic Achievement in Public Primary Schools in Kasarani Sub-County in Nairobi City County, Kenya
(Kenyatta University, 2020) Njogu, David Gakuya
Education is the best tool for reforms in the socio-economic and political arena worldwide. Primary Education makes a strong foundation in education. Learners academic achievement at this level of education is very important.Instructional supervision practices by the head teachers is important in enhancing the academic achievement among learners. Based on this insight, this study aimed at investigating how the head teacher‘s instructional supervisory practices influence the learner‘s academic achievement in public primary schools in Nairobi City County, Kenya. The study was specifically guided by the following objectives: To establish how often head teachers supervise the teachers during their instructional practices, to determine head teacher classroom observation practices on academic achievement of learners in the public primary schools, to appraise the head teachers assessment of teachers‘ professional documents in support of learners academic achievement , to assess head teachers instructional feedback practices in support of academic achievement of learners in the public primary schools. This study was underpinned by Symbolic Interactions theory coined by Blumer (1969). The study adopted the descriptive survey design and used a cross sectional survey method of data collection. The actual data collection was done through the use of interviews and questionnaires. The study targeted primary schools in Kasarani subcounty in Nairobi City County. Eight schools were sampled purposively. The eight head teachers from the sampled schools were selected as respondents of the study. Eighty (80) teachers were selected for the study using random sampling technique. The findings of this study were: that there was inadequate supervisory practice by the head teachers in the classrooms; that most of the head teachers gave feedback after classroom observation, that majority of head teachers checked professional documents without keenness.. The study recommended that: the head teachers be given in-service on their role as instructional supervisors and be helped to embrace the classroom observation practice as an instructional supervisory practice to ensure better academic achievement by the learners; the Quality Assurance and standards and the curriculum support officers should intensify their supervision in the primary schools in order to strengthen quality instructional supervisory practices by the head teachers; the supervisors should ensure that all the required professional documents are accurate before commencement of instructions; the supervisors should improve and give immediate and effective instructional feedback to the teachers. The findings of this study were envisaged to help the education policy makers to come up with policies that would improve instructional supervision. The result of the study could also help in offering in-service courses to both the teachers and head teachers on instruction techniques and classroom management.
An investigation of the probable causes of poor performance in the Kenya Certificate of Secondary Examination (KCSE) in Matuga division, Kwale district, Coast province
(2012-01-24) Yeya, Musa Sudi; Mse, G.S.
In Kenya, good performance in national examinations is the key to assured access to institutions of higher learning and eventually to securing gainful employment. The persistent mass failures in national examinations observed in Kwale district over the years is worrying to students, parents, teachers and other stakeholders in the education sector. This study attempted to unearth the root cause(s) of poor performance in K.C.S.E. in schools of Matuga division, Kwale district. Inadequate learning facilities, low morale among teachers, lack of support from parents, poor supervision from head teachers and inspectors of schools, and an insecure working relationship between head teachers and their fellow teachers were some of the main factors leading to poor performance in national examinations. Indiscipline among students also contributed to aggravating this situation. Cultural factors like religion did not influence performance or attitudes towards education, but the fact that most parents lacked any formal education may have contributed to the lukewarm attitude they exhibited towards the schooling of their children. A thorough investigation is necessary for all this factors to be investigated in depth and using a wider school sample covering the whole district.
Leadership Styles of Headteachers and Their Impact on Students' Academic Performance in Secondary Schools,Nyamaiya Division,Nyamira District.
(2012-06-13) Nyaboga, Evans Nyagaka; Ogeta, Norbert; Nyerere, J.K.A.
The nerve centre of this study was that despite the critical role played by the head teacher in secondary school management, students ‘academic performance has persistently been poor. Factors leading to this dismal performance have not been adequately investigated and well understood in Nyamaiya Division hence the need for this study. Therefore, the purpose of this study was to determine the leadership styles of the head teachers and their impact on the students academic performance in KCSE secondary schools in Nyamaiya Division, Nyamira District. The study was conducted in six secondary schools within Nyamaiya Division, Nyamira District from population of 15 schools, hence six head teachers, and 72 teachers from population of 180 and 68 students from population of 1700. The interest of the researcher to choose and study these schools is strongly prompted by their continued poor performance in KCSE. Data was collected using the questionnaires and interview schedules. The study used descriptive statistics such as percentages and frequency, which were used concurrently with the Chi-Square test in the analysis. The study intended to come up with policy guidelines that were to help improve the leadership styles of head teachers in Kenya and other developing countries, which require similar policies. The study was further to contribute to the functions of knowledge for the present and future scholars. The major findings show a significant relationship between initiatives structure of the head teachers towards improving leadership style which has impact on academic performance, it further shows no significant relationship between consideration behavior of the head teachers regarding day to day issues which has impact on academic performance and finally there was a strong relationship between participatory traits of the head teachers and the management structures of the schools which has impact on the students' academic performance. Based on these findings, it is recommended that to the school administration to cooperate from parents by holding regular meetings and working out strategic plans, to the ministry to in-service head teachers through workshops and finally to the teacher to be encouraged occasionally to review their own leadership styles and check their impact on students' academic performance.
Predictors of Academic Locus of Control Among Form Three Secondary School Students in Kitui County, Kenya
(Kenyatta University, 2020) Muthui, Priscah Mulike
Academic locus of control refers to a learner’s belief of the cause of his/her academic achievement. It is therefore a learner’s conviction that success in academics is either as a consequence of one’s effort or external forces like fate and luck. A Learner’s academic locus of control is either internally or externally oriented. In a learning environment, a learner with internal locus of control orientation has high likelihood of benefiting more from the teaching and learning processes compared to a learner whose locus of control is externally oriented. The academic locus of control of a learner may enhance or hinder his or her learning processes. Consequently, the poor grades witnessed among secondary school students in Matinyani Sub-County may be attributed to the students’ academic locus of control among other factors. Given the importance of this variable in determining the student’s learning ability, this study looked at the predictors of academic locus of control among secondary school students. The study has four objectives which aimed at determining how the learners’ locus of control relates to their academic self-efficacy, motivation and self-esteem and determining a predictive equation for predicting academic locus of control using the above stated predictors. Rotter’s social learning theory (1954), self-determination theory by Deci and Ryan (1985) and Covington (1984) and Beery’s (1976) self-worth theories formed the study’s theoretical basis. Ex-post -facto research design was used and the target population was 1250 (700 boys and 550 girls) form three students in Matinyani Sub -County in Kitui County. Stratified and purposive sampling was applied in selecting schools where samples were drawn from. The number of respondents per school was determined by proportionate sampling and a sample of 291 students was randomly picked. An adapted questionnaire for students was used to collect data. The pilot study was done to ascertain the validity and internal consistency reliability of the adapted scales. Data analysis was done using Statistical Package for Social Sciences (SPSS) (Version 21). Null hypotheses were tested using Pearson product moment correlation and multiple regression analysis. The results provided a proof that academic self-efficacy, academic motivation and academic self-esteem are significantly related to academic Locus of Control. The evidence provided showed that in terms of academic locus of control orientation, internally oriented respondents had a higher mean score for both academic self-efficacy, motivation and self-esteem compared to their externally oriented counterparts. It was also found out that academic motivation had the highest predictive index followed by academic self-efficacy while academic self-esteem was found to have the least predictive index. It was further found out that the highest correlation in academic motivation was realized between intrinsic motivation towards accomplishment and academic motivation while amotivation was found to have a negative and a significant relationship with academic motivation. An important implication and recommendation of the study was that teachers, parents and all the stakeholders should collaborate to ensure that they provide a conducive learning environment in order to enhance the development and nurturing of the three constructs among the students both at home and in school.
Relationship between school organizational climate and puplis' academic performance among public primary schools in Nairobi province, Kenya
(2012-02-07) Mathini, Ndanuko W; Ngugi, N. N. N.; Shiundu, J. A.
The main purpose of the study was to investigate the relationship between school organizational climate and pupils' academic performance among public primary schools ion Nairobi Province. The study also investigated the relationship between school organizational climate hand headteachers' administrative experience, gender and professional qualification. To achieve the purpose seven research questions were formulated. To answer the research questions 12 null hypotheses were formulated and tested. Ex post facto research design was used. The study sample comprised 40 out of 177 schools that had presented candidates for K.C.P.E by 1998. This represented 22.6 per cent of the population. The instrument used in soliciting information on school organizational climate was Organizational Climate Descriptive Questionnaire (OCDQ). The instruments was development by Halpin and Croft (1966). The scores on pupils' academic performance were requested from Nairobi City Education Department. The scores were based on the Kenya National Examination Council results of 1997 and 1998. The data gathered was analyzed using frequency distribution, percentages, contingency tables, and chi square statistic. The analysis was done at p<. 05 level of confidence. The main findings of the study included the following: - There was a significant relationship between school organizational climate and pupils' academic performance. - Majority (61.3 %) of the schools approaching an open climate had pupils' exhibiting high pupils' academic performance. In schools approaching a closed climate majority (88.9 %) had pupils exhibiting low academic performance. - There was a significant relationship between headteachers' behaviour of thrust and pupils' academic performance. - Majority (65.4%) of the schools with a headteacher exhibiting high thrust had pupils exhibiting high academic performance. In majority (78.6%) of the schools with a headteacher exhibiting low thrust the pupils exhibited low academic performance. - There was a significant relationship between teachers experience of espirit and pupils' academic performance. - Majority (71.4%) of the schools with teachers experiencing high espirit had pupils' exhibiting high academic performance. In majority (73.6%) of the schools with teachers experiencing low espirit the pupils exhibited low academic performance. - There was a significant relationship between school organizational climate and gender of a heateacher. Of all schools headed by a male 61.1% had organizational climate that approached an open climate. Of all the schools headed by a female 90.9% had organizational climate that approached an open climate. On the basis of the findings, conclusions, recommendations and some suggestions for further research were proposed.
School environment factors affecting academic performance among public primary school pupils in Mwala Division, Mwala District, Machakos County
(2012-09-17) Mutua, Eunice Mukami; Martin Ogola; Nyerere, J.K.A.
In some regions of Kenya, poor performance in the Kenya Certificate of Primary Education and even in the other lower levels of primary education has been attributed to such factors as absenteeism of students from school, lack of facilities, lack of motivation, understaffing and lack of role models. However, these factors differ depending on the region as well as school. Performance in Mwala Division has been dismal in the past five years. The purpose of the study endeavored to study the school environment factors affecting performance among public primary school pupils in Mwala Division that influence performance in the schools of Mwala Division. The objectives of the study were to find out the average performance in KCPE and in the other lower levels of primary education for the last five years, analyze school factors that influence performance in the schools and to seek possible remedial measures to poor performance. The significance of the study was to provide information on the factors impacting on the academic performance of pupils in public primary schools. Piloting was done on a small representative sample of two schools to ascertain the feasibility of the study. The validity of the questionnaire content was also tested to ensure that the questionnaires measured what they were supposed to measure. Reliability of the questionnaires was determined using split-half technique of measuring reliability. The research adopted a descriptive Research design. The total of 3201 students and 501 teachers drawn from 10 primary schools was targeted. Systematic random sampling was used to select a sample comprising of 320 students (10%) and 50 teachers (10%). Questionnaires were used to collect data. The data collected was analyzed using mean, mode or median and presented in bar graphs, tables and pie charts. Most of school factors which were considered and which significantly affected the performance of the pupils included, number of teachers (P=0.032), number of lessons going unattended, availability of facilities (p==0.427), school attendance (p=3.05), availability of books (p=O.029), enrolment levels (p=0.960) and number of lessons handled by a teacher. The study concluded that the factors affecting the performance of pupils in public primary schools can be alleviated by ensuring that awareness is created on the role of parents and stake-holders that they need to play in ensuring quality primary education. The study hence recommends that; (i). The government through the ministry of education should ensure that the necessary facilities are provided to the public schools. (ii) The government should consider improving much on the staffing levels in schools since it adversely affects performance. (iii). The study did not look at factors related to school efficiency in education and how it affects performance. Hence there is need for further study to be carried out to discover its impact and performance. (iv) the study did not look into factors related to classroom instruction and how they affect the performance. Hence it recommended that further studies need to be conducted on these factors to describe their interplay with factors described here to affect performance. (iv) The entry behavior of students was not considered in this study hence there is need to carry out research to ascertain the role of entry behavior in influencing the performance of the pupils.

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