RP-Department of Educational Management Policy & Curriculum Studies

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Browsing RP-Department of Educational Management Policy & Curriculum Studies by Subject "academic performance"

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    Curriculum resources and academic performance of distance learning students in selected Kenyan public universities.
    (International Knowledge Sharing Platform, 2018) Wambua, Rebecca; Gakuu, Christopher; Kidombo, Harriet; Ndege, Speranza
    Distance learning is a mode of study which involves the separation of the lecturer from the student in space, time or both. The mode of study is increasingly being adopted globally due to development in technology, its flexibility and the benefits which accrue to individuals and the society as a result of investment in education. Academic performance of distance learning students has been of interest to scholars. Findings in developed countries have been consistent, however in Kenya, they have been inconsistent. This study sought to establish the extent to which curriculum resources influence academic performance of distance learning students in selected Kenyan public universities. The study is based on pragmatism due to its focus on objectivity and use of scientific methods. Mixed methods of research were used. The sample consisted of 847 Bachelor of Education (Arts) distance learning students, 149 lecturers teaching distance learning students and 2 administrators in charge of distance learning programmes. The research instruments consisted of questionnaires, interview guides, document analysis and the instrument for measuring academic performance. The findings indicated that curriculum resources, significantly and positively influence academic performance of distance learning students. The study recommends that effort should be geared towards enhancing accessibility and the use of online curriculum resources by distance learning students.
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    Learners’ self efficacy and academic performance of distance learning students in selected Kenyan public universities.
    (International Knowledge Sharing Platform, 2018) Wambua, Rebecca; Gakuu, Christopher; Kidombo, Harriet; Ndege, Speranza
    Academic performance of distance learning students has been of concern to researchers. Several researches done since 1920s in developed countries have revealed that there is no significant difference in performance between distance learning students and conventional students. In Kenya, however, the result findings have been inconsistent. The objective of this study was to establish the moderating influence of learners’ self efficacy on the relationship between institutional factors and academic performance of distance learning students. The study is based on pragmatism due to its focus on objectivity and use of scientific methods. Mixed methods of research were used. The target population consisted of 847 Bachelor of Education (Arts) distance learning students, 149 lecturers teaching distance learning students and 2 administrators in charge of distance learning programmes. The research instruments consisted of questionnaires, interview guides, document analysis and the instrument for measuring academic performance. The findings indicated that the moderating influence of learners’ self efficacy on the relationship between institutional factors and academic performance was statistically significant.
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    Role of Parents’ Involvement in Shaping Pupils’ Discipline and Its Influence on Performance in KCPE
    (IJRISS, 2023) Ocharo, Livingstone; Itegi, Florence; Njoroge, Rose
    Parents’ involvements play a significant role in the educational sector as this influence pupil’s academic success. Despite the involvement playing pillar role in learners’ academic success, existence of harmonious parental and teachers’ work together remains a challenge internationally and locally. The purpose of this study was to find parents’ involvement in pupils’ learning and its influence on performance in Kenya Certificate of Primary Education in public primary schools in Nyamira County, Kenya. The study was guided by the objectives; role of parents involvement in shaping of pupils’ discipline and its influence on performance in KCPE in public primary schools, Nyamira county Kenya. Convergent mixed method design was adopted by the study, using Epstein theory of family school partnerships. The target population for the study consisted of 1,970 respondents. These comprised of 394 head teachers, 394 class eight teachers, 394 parents’ representatives and 788 pupils. These ’were drawn from 394 public primary schools in Nyamira County. Stratified random sampling was used for schools, head teachers and parent. However, teachers and pupils were sampled purposively. Sample size for the study consisted of 296 respondents drawn from 59 public primary schools. They include: 59 head teachers, 59 teachers 59 parents and 119 pupils. Interview schedule was used for head teachers and parents while questionnaires for teachers and pupils. Descriptive statistic was used to analyze and Pearson product moment was used to correlate the variables. The findings indicated that parents do not have enough time to engage pupils’ discipline though discipline was found to be critical in enhancing performance (r = 0.546, P = 0.0001). The study recommends sensitizing parent on working with teachers to address indiscipline in schools. Parents should create time to address discipline of their children both in school and at home.
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    Social Networks and Students’ Performance in Secondary Schools: Lessons from an Open Learning Centre, Kenya
    (International Knowledge Sharing Platform, 2015) Muhingi, Wilkins Ndege; Mutavi, Teresia; Kokonya, Donald; Simiyu, Violet Nekesa; Musungu, Ben; Obondo, Anne; Kuria, Mary Wangari
    Given the known positive and negative effects of uncontrolled social networking among secondary school students worldwide, it is necessary to establish the relationship between social network sites and academic performances among secondary school students. This study, therefore, aimed at establishing the relationship between secondary school students’ access to and use of social network sites at an Open Learning Centre in Kenya. The centre was located about 30km South West of Nairobi, the capital city. This site was selected because information technology was the designed mode of delivery of the courses at the school, hence, high exposure of the students to quantitative social networking among the young, knowledge and information-thirsty population. The study sought opinions of key informants, parents, teachers and policy-makers in Kenya at the school compound. In addition, it investigated the behaviour of the students to generate both quantitative and qualitative data. Findings in this study showed that secondary school students in Kenya were much more vulnerable to the adverse effects of social networks in a manner consistently and concurrently similar to that found elsewhere in the worldwide. This included conversion of academic into recreational sessions and subsequent poor academic performances among the majority of the secondary school students in Kenya. It is, therefore, necessary for the schools to vet, supervise, monitor, control, censor and restrict secondary school students’ access to available information on the SNS in Kenya to enable the students to concentrate on academic excellence. The government, on the other hand, should develop a learner-friendly policy to curb the downward spiraling of academic performances in secondary schools in Kenya attributable to uncensored access to social network sites.