RP-School of Education

Permanent URI for this community

https://repository.ku.ac.ke/handle/123456789/1308

Browse

Now showing 1 - 20 of 1077

A Comparative Analysis of Early Language Competencies between Boys and Girls in Pre-Primary Schools in Busia County, Kenya
(European Journal of Special Education Research, 2024) Onyango, Consolata Nabwire; Begi, Nyakwara; Mugo, Juliet W.
This study aimed to find out the difference in early language competencies between boys and girls in pre-primary schools. This study used Joyce Epstein's parental involvement model to inform the study, while correlation design was used to guide the study. The target population was pre-primary school children plus their teachers and parents in 67 public schools and 40 private schools. Out of these schools, 7 public schools and 4 private schools were sampled. Early language skills checklist, questionnaire, and interview schedules were used for data collection. A pilot study was conducted in two primary schools. Content validity was used to determine the research tools' validity, whereas the reliability of the instruments was established using the test-retest method. When analyzing qualitative data, thematic analysis was used, while quantitative data was analyzed using inferential statistics, where frequencies, percentages, and means were generated. A t-test and correlation were used to test null hypotheses. Results revealed that female pupils were better in early language competencies, with a mean score of 2.35, as compared to boys, who had a mean score of 2.28 with a mean difference of 0.07. This outcome implies that the mean performance for female children was a bit higher than that of boys. The average language competency of both boys and girls was 2.32. The results were not significant at 0.05 level of significance and, therefore, were rejected, meaning that there was no significant difference in early language competency between boys and girls. Therefore, these results imply that gender did not influence children's early language competencies. The differences in language acquisition competencies between boys (M = 2.30; SD = .843) and children in private school (M = 2.34; SD = 1.060); t (252) = -.639, p = .523, two-tailed) was considered not significant, indicating no significant difference in children’s early language competencies between boys and girls. The study concluded that female learners acquired higher early language competencies than male learners. Female learners had an advantage over males in the acquisition of early language competencies. The study recommended that Public school administrators and managers should encourage parents to offer voluntary services that enhance the acquisition of language competencies, encourage parents to make frequent calls to the school to inquire about their children's acquisition of language skills and attend organized language functions. The Ministry of Education needs to begin programs in schools where parents are encouraged to be actively involved in the acquisition of their children's language competencies
A Cross-Sectional Study on Interprofessional Practice of Health Professionals in Oropharyngeal Dysphagia Management among Acute-Care Inpatients in a Kenyan Level – Six, Research Hospital
(International Journal of Research and Scientific Innovation (IJRSI), 2025-08) Ndiema, Dalphine C.; Abuom, T.; Karia, M.; F., Robinson
Introduction: An Interprofessional Collaboration (IPC) practice approach to oropharyngeal dysphagia (OPD) management is vital to enhance the outcomes of patients with this condition. Effective practice requires health professionals (HPs) from different specialties to be involved in OPD management. This study assessed HPs’ involvement in OPD management in the acute-care facility (ACF) of a level-six research hospital in Kenya. Methodology: The study employed a descriptive, cross-sectional design. The target population comprised HPs from different work units (medical officers and specialists, nurses, nutritionists, physiotherapists, and Speech therapists-SLP/Ts) attending to inpatients in the hospital’s medical and surgical wards (ACF). A previously validated multiple-choice questionnaire was adapted and administered to a purposive sample of 16 HPs. The questionnaire assessed respondents in three involvement aspects: level of involvement, management considerations, and OPD traits for bedside swallowing safety. Responses to the questionnaires were entered into the Statistical Package for Social Sciences (SPSS) and then coded into quantitative values using appropriate scales. Frequencies, percentages, and means were used to summarize patterns in the dataset, while the independent samples t-test and one-way ANOVA were used to compare participants’ OPD involvement by their demographic and general characteristics. Tests of significance were at the 95% confidence level. Results: The majority (87.5%, n = 14) generally managed adult OPD inpatients, 75.0% (n = 12) had been in an OPD management team, and 81.3% (n = 13) referred inpatients with swallowing issues. The mean correctly matched management consideration items was 61.3% (SD = 17.08), showing moderate appropriate selection of OPD management considerations during practice. None of the selected demographic and general characteristics significantly influenced their choice of OPD management considerations (p > 0.05). On average, each participant matched 60.8% (SD = 16.12) of the bedside swallowing safety items correctly, suggesting that the sample had, on average, moderate appropriate considerations for bedside swallowing safety among OPD patients. None of these selected characteristics significantly influence the levels of bedside swallowing safety considerations among HPs. On a high positive, almost all HPs (93.8%, n = 15) demonstrated interest in further involvement in the care of OPD patients in their ACF. Recommendations: The hospital’s management should develop strategies to increase inter-professional collaboration among all HPs who should be involved in OPD management. Training programs to increase dysphagia awareness among the hospital’s HPs could help enhance their involvement in its management.
A Machine Learning Model to Detect Phishing Emails using Ensemble Technique
(Kenyatta University, 2024-11) Murangiri, Fredrick Nthurima
The majority of phishing attacks prey on behavioral flaws in users. Phishing links are included in an email that an attacker sends to the recipient that looks and feels authentic. The attacker can obtain sensitive data, like as usernames, passwords, and credit card details, by having the receiver click on the embedded links and access the hacked account. With the increasing case of cyber-attacks, organizations are looking for safer ways of protecting data and preventing getting hacked or getting hacked again. Design and technology should be greatly improved to prevent hackers from infiltrating networks. Phishing attacks, which mostly target financial organizations, have been identified as the most common online content attack according to surveys. A 2017 Ponemon Institute LLC survey estimated that the yearly loss from phishing attempts is almost $1.5 billion. The Internet of Things (IoT) is contributing to the global danger to information security; hence, a more effective phishing detection system is needed to reduce these losses and reputation injury. In order to increase the accuracy of phishing detection and prevention, this research study investigates and reports the use of several machine-learning models by utilizing more phishing email features and the random forest algorithm. To detect and prevent phishing attacks, this project examined current phishing techniques, examined the impact of using an ensemble model, designed and created a supervised classifier to identify and stop phishing emails, and tested the model using available data. The model was learned under supervision using a dataset of legitimate and fraudulent emails. With a rate of less than 0.1% for False Positives (FP) and False Negatives (FN), the expected accuracy is 99.9% which will be higher than the already existing models therefore better detection of fraudulent emails.
A Phenomenological Analysis of Experiences of Parents, Teachers and Students about Examination Malpractices in Kisii County, Kenya
(EANSO, 2024-07) Simiyu, George Mukhebi; Likoye, Malenya; Kandagor, Daniel
While the problem of examination malpractices in Kenya has been a perennial one, the efforts put in place to address it have not fully borne fruits. This study focused on understanding this scenario from the phenomenological perspective that sought to examine the experiences of teachers, parents and students in Kisii County about examination malpractice and the relationship therein. The following was its objective: explore the complexity of examination malpractice, its related ills and the responsibility of the education stakeholders as experienced by the teachers, parents and students in Kisii County. The study focused on parents, students and teachers in secondary schools in the county who have experienced the problem of examination malpractice. It was guided by normative ethical theories to understand its persistence. It utilized descriptive survey research design through focused group discussions and open-ended questionnaires. Purposive and snowball sampling procedures were used to pick the respondents complemented by document analysis. The study adopted hermeneutic and transcendental phenomenological approaches for both prescription and analysis of data. The findings showed that: forms of examination malpractice are either conventional or non-convectional and are grounded in either the positive or negative experiences of teachers, parents and students; The study makes the following conclusions: focusing on both conventional and non-conventional forms of examination malpractice gives a wider understanding of what ails the examination process in Kisii County; understanding the negative and positive experiences of teachers, parents and students in regard to examination malpractice as well as understanding its complexity is key in formulating a comprehensive solution to the menace; and the network to hold those who engage in examination malpractice responsible to be widened. The study recommends more focus on both the conventional and non-conventional forms of examination malpractices to capture in detail what ails the examination process in Kisii County; utilization of both the negative and positive experiences of the students, teachers and parents to come up with more all-encompassing solutions to the issue of examination malpractice that is grounded in their experiential attitudes;-, and more analysis of the complexity of examination malpractice to generate more lasting solutions to the menace.
A Reflection on Challenges Faced by Deaf Trainees in Effective Social Interaction in St. Angela Mumias Vocational School, Kakamega, Kenya
(Randwick International of Social Sciences (RISS) Journal, 2022-04) Nzioka, Brenda Mumbua; Ong'ang'a, Hudson Ouko; Isanda, Becky
The purpose of the study was to establish the challenges deaf trainees face in their social interactions. The study focused on St. Angela Mumias Vocational School for the Deaf, Kakamega County. The study was anchored on the Theory of Mind by David Premack (1978). A case study design was adopted. The study target was 103, including 95 deaf trainees, one principal, and 7 trainers. Purposive sampling technique was employed to select 3 trainers and the principal, while simple random sampling was used to select 39 deaf trainees. This study adopted a mixedmethods data collection approach. Questionnaires comprising both open-ended and close-ended questions were used to collect data from the principal and deaf trainees. In contrast, semistructured interview schedules were used to collect primary data from trainers. Quantitative data was coded and analyzed using Statistical Package for Social Sciences (SPSS version 21). Descriptive data was represented in the form of mean, median, mode, correlation, frequency distribution tables, graphs, pie charts, and percentages. Qualitative data were coded systematically by hand, analyzed thematically and presented in narrative form. The findings revealed that only 27.8 % of deaf trainees interacted with the hearing trainees and they also do not share their problems and secrets. Based on the results, the study recommends that the government, through the Ministry of Education, decentralize sign language training to the villages and community settings to assist in enhancing communication between the Deaf and the hearing.
Academic Adaptability as Predictor of Academic Achievement among Form Three Students in Kitui County, Kenya
(IJIRAS, 2023-10) Muthui, Priscah M.; Mwaura, Peter; Mutua, Josphine Ngina
Studies that have been done on academic adaptability have demonstrated there is a significant relationship between academic adaptability and academic achievement. The poor performance that has been witnessed among most of the students in sub-county secondary schools in Kitui county could be associated to the students’ academic adaptability among other factors. Specifically, in Kenya little has been done on the academic adaptability as a predictor of academic achievement. This study specifically explored academic adaptability as the predictor of academic achievement. The study was guided Individual Adaptability Theory. The study used Explanatory Sequential Mixed Method research design. The participants were 427, that is 218 boys and 209 girls from ten public sub-county secondary schools in the year 2023. Purposive, stratified, simple random sampling and proportionate sampling was used to select the schools and the participants. Academic adaptability scale was used to collect quantitative data while interview schedule was used to collect qualitative data. Finally, pro forma summary was used to collect academic achievement data. A pilot study involving 30 students was conducted to establish the reliability and validity of the research instruments. Both descriptive and inferential statistics were used to analyze the data. Quantitative data was analyzed using Pearson’s Product Moment Correlation Coefficient and multiple regression while the qualitative data was analyzed thematically. The findings revealed that there was a significant and positive relationship between academic adaptability and academic achievement (r=.00,p<.05). Since the students’ academic adaptability was found to have a positive and a significant relationship with their academic achievement, the researcher recommended that it may be of use to conduct the same study on primary school pupils and even students at the tertiary level.
Academic Advising and Student Retention in Distance Learning: The Case of University of Cape Coast, Ghana
(Journal of Educational and Social Research, 2017-09) Arhin, Vera; Wang'eri, Tabitha; Kigen, Edward
This research investigated the impact of academic advising on student retention in distance learning at the University of Cape Coast, Ghana. Explanatory sequential mixed methods design was adopted for the study. The multistage sampling technique was used to sample 727 student participants from a sampling frame of 8731. Four academic advisors and three counsellors at the College of Distance were purposively selected for the study. Further, 16 students who had dropped out from the college were sampled using the snowball sampling technique. A researcher-self constructed questionnaire and a semi-structured interview guide were used to collect data. Quantitative data were analysed using descriptive and inferential statistics. Analyses of qualitative data were done using Merriam analytical coding process. At an alpha level of .05 academic advising made a non-significant contribution to prediction (p = .10) which implies that academic advising is not a significant predictor of student retention in distance learning. The study concluded by recommending that academic advisory services should be provided in a practical manner to address the specific needs of students at the College of Distance Education of the University of Cape Coast.
Academic Burnout and Academic Achievement among Secondary School Students in Kenya
(Hindawi Education Research International, 2020-05) Oyoo, Syprine; Mwaura, Peter; Kinai, Theresia; Mutua, Josephine
,e study examined the relationship between academic burnout and academic achievement among secondary school students in the Kenyan context. Data were collected from 714 form 4 students (equivalent to 12th graders) drawn from 31 public secondary schools. ,e Maslach Burnout Inventory Student Survey was used. Academic achievement was measured using students’ grades in end of term examinations. ,e results of the Pearson product moment correlation of coefficient revealed a significant inverse relationship between academic burnout and academic achievement (r (712) � −0.24, p < 0.01). Furthermore, regression analysis revealed that academic efficacy significantly predicted academic achievement (β � 0.18, p < 0.01). A key implication of the findings is that examination-oriented approach to learning be reduced to ease the pressure exerted on learners for good academic grades
Academic Expectations as Correlates of Secondary School Students’ Academic Achievement
(International Journal of Science and Research (IJSR), 2018) Ngunu, Susan; Kinai, Theresia; Ndambuki, Philomena; Ireri, Anthony
Students may form expectations, which may influence their academic achievement either positively or negatively. The main objective of the study was to find out if academic achievement was related to academic expectations. The research was guided by the Expectancy Value theory. The participants were 585 students (315 males, 270 females). The participants completed the Academic Expectancy Scale while academic achievement was obtained from the participants’ academic records. The major finding was that academic expectations were significantly correlated to academic achievement. Taking into account that students can form biased academic expectations, the study made recommendations to the stakeholders on intervention measures. They included encouraging and helping students form positive academic related beliefs. The researcher also recommended for further research in the area of academic expectations.
Academic identity status measure: psychometric properties when used among secondary school students in Kenya
(2015) Ireri, A. M.; Wawire, Chrispus K.; Mugambi, Doyne K.; Mwangi, Cecilia N.
The study examined the internal consistency, factor structure, and predictive validity of the academic identity measure (AIM), a pioneer measure of academic identity status. Data were collected from 390 students (average age 16.65; SD=1.31) in 10 secondary schools in Embu County, Kenya. The factor structure of the AIM corresponded to that reported in previous studies among high school and college students. Furthermore, significant correlation and predictive equation was found between AIM subscales and academic achievement. The AIM yielded data with sufficient psychometric properties among secondary school students. In addition, the findings add support to crossnational generalizability of the factor structure of the AIM.
Academic Mindsets as Predictors of Academic Achievement among Public Secondary School Students in Nairobi County, Kenya
(International Journal of Education and Research, 2018-02) Ngina, Mutua Josephine; Kinai, Theresiah; Ndambuki, Philomenah
In spite of the importance attached to education, poor academic achievement has continued in Kenya especially in public secondary schools. It affects the life prospects of students and also poses a challenge to parents and the society. Therefore, this study sought to establish how academic mindsets predict academic achievement among public secondary school students in Nairobi County, Kenya. The study was guided by Social Cognitive Theory of Motivation and Personality. Explanatory sequential mixed methods design was adopted. A sample of 488 participants was selected from 10 public secondary schools. Quantitative data were collected through adapted scale for Academic Mindsets and analyzed using Pearson’s Product Moment Correlation Coefficient and multiple regression. Academic achievement was inferred from student’s academic records. Qualitative data were collected through interviews and analyzed thematically. Results revealed a non-significant positive correlation between students’ academic mindsets and academic achievement (r (486) = .05, p = .27). The individual subscales of academic mindsets were significant predictors of academic achievement (F (2, 485) = 241.08, p < 0.5). The qualitative findings confirmed the obtained quantitative findings. The study has implications for teachers, parents and all stakeholders in education in developing a malleable academic mindset in learners’ right from pre-school through primary to secondary school to enhance academic achievement. Keywords: Academic Mindsets; Academic Achievement; Fixed Academic Mindset,
Academic Psychological Capital as Predictor of Academic Achievement among Form Three Students in Kitui County, Kenya
(IOSR-JHSS, 2023-10) Muthui Priscah M.; Mwaura, Peter; Mutua, Josphine Ngina
Academic achievement is the main pathway to formal employment all over the world. However, in Kenya poor academic achievement by students nationally has been of great concern to the teachers, parents and all educational stakeholders. More specifically, most secondary school students in Kitui County have been performing below average in national examinations. This poor performance has been attributed to the school environmental factors, teacher factors and little has been done on individual psychological factors, which may contribute to the students’ below average performance. The purpose of this study was to investigate how academic psychological capital predicts academic achievement among form three students in Kitui County. The objective of this study was to examine the extent to which academic psychological capital predicts academic achievement. The study was anchored on Broaden-and-build theory by Fredrickson (2004). Explanatory sequential mixed method design was used. The study targeted 427 form three sub-county secondary school students in Kitui County in the year 2023.Purposive, stratified, simple random sampling and proportionate sampling was used to select the schools and the participants. A questionnaire was used to collect quantitative data while interview schedule was used to collect qualitative data. Finally, pro forma summary was used to collect academic achievement data. A pilot study involving 30 students was conducted to establish the reliability and validity of the research instrument. Both descriptive and inferential statistics were used to analyze the data. Quantitative data was analyzed using Pearson’s Product Moment Correlation Coefficient and multiple regression while the qualitative data was analyzed thematically. The findings revealed that there was a significant positive relationship between academic psychological capital and academic achievement (r=.65, p< 0.01). From the multiple regression analysis, it was revealed The best predictor of academic achievement from the sub-scales of academic psychological capital was resilience (𝛽=.525). The qualitative data was analyzed thematically and the findings concurred with the quantitative results. As a result, the findings of this study may be used to inform the teachers, parents and all education stake holders on the importance of academic psychological capital among secondary school students.
Academic Resilience and Self-Efficacy as Predictors of Academic Achievement Among Form Three Students in Trans-Nzoia County, Kenya
(Journal of Popular Education in Africa, 2022-06) Angeline, Kelly; Ireri, Anthony Muriithi
The past four years, 2016 to 2019 has shown a low academic achievement in Kenya Certificate of Secondary Education (KCSE) among students in Trans-Nzoia County. Little has been done in this area to establish how academic achievement relates with academic resilience and academic self-efficacy among form three learners. This study aimed to find out the relationship between academic resilience, academic self-efficacy and academic achievement. The study also aimed at establishing whether there are gender differences in academic resilience and academic self-efficacy. This study was informed by Flach’s theory of resilience and Bandura’s social cognitive theory. The study used correlational research design with a target population of 1500 form three students in Kiminini Sub County in the year 2021. Kiminini Sub County, public secondary schools and form three students were selected using purposive sampling. Proportionate sampling was used to select the number of participants per school. Simple random sampling was used to select 306 students to participate in the study. Data were collected using academic resilience scale and academic self-efficacy. Students’ academic achievement was obtained from students’ progressive records. Data analysis was done using SPSS (Version 21). Pearson product moment correlation and multiple regression analysis techniques were used to test the research hypotheses. The results indicate that there exists a strong positive and significant relationship between academic resilience and academic achievement, r (279) = .65, p < .05. There was a moderate positive significant association between academic self-efficacy and academic achievement, r (281) = .46, p < .05. The results also showed statistically significant gender differences in academic resilience, t (279) = - 4.11, p < .05. The study recommends that teachers should utilize the findings to come up with suitable instructional methods and guidance programs to help students to enhance their self-efficacy and resilience skills for better learning outcomes.
Academic Resilience as a Predictor of Academic Burnout among Form Four Students in Homa-Bay County, Kenya
(International Journal of Education and Research, 2018-03) Oyoo, Syprine Aoko; Mwaura, Peter Mucheru; Kinai, Theresia
Academic burnout has become one of the most common problems in institutions of learning. It negatively affects students’ wellbeing, creativity and effectiveness in educational settings. This study was therefore designed to establish the extent to which academic resilience predicts academic burnout among form four students in Homa-Bay County, Kenya. The study was guided by conservation of resource theory. A correlational research design was adopted. A sample of 714 was selected from thirty one public secondary schools. Data collection was through questionnaires adapted from Resilience Scale (RS14) and Maslach Burnout Inventory-Student Survey (MBI-SS). Both descriptive and inferential statistics were used. Data was analyzed using both Pearson Correlation Moment Coefficient and hierarchical regression techniques. Results revealed a negative statistical correlation between academic resilience and academic burnout (r (712) = -.24, p <. 05) and academic burnout was negatively and significantly predicted by academic resilience (β = -.21, p < .05). These findings have implications for teachers and school administrators in enhancing and enforcing programs that train students on resilience skills.
Academic Self-Efficacy and Locus of Control as Correlates of Pupils’ Mathematics Performance in Public Primary Schools in Nyandarua County, Kenya
(RJSSH, 2023-10) Kamau, Dorcas Njeri; Mawang, Lucy
The purpose of the study was to establish if academic self-efficacy and locus of control correlates with pupils’ mathematics performance in public primary schools in Nyandarua County, Kenya. The study was guided by socio cognitive theory developed by Bandura in 1986 and Rotters’ locus of control theory developed in 1954. Correlational research design was utilized in this study. Data were collected from 8 public primary schools out of 67 schools in Kipipiri Sub-County. The study sample comprised of 320 pupils from the 8 public primary schools. The study used purposive sampling, simple random sampling and stratified sampling. The simple random sampling was used to select the class seven pupils who participated in the study. Self-efficacy for learning and performance subscale (MSLQ) and academic locus of control scale were used for data collection. Mathematics performances data were obtained from pupils’ mid and end of term two 2022 examination scores. A pilot study was conducted in two public primary schools in Kipipiri Sub-County involving 35 pupils to establish the validity and reliability of the research instruments. Demographic data were analysed using appropriate descriptive statistics. Academic self-efficacy, locus of control and mathematics performance was analysed using inferential statistics. The study findings revealed a positive and significant relationship between academic self-efficacy and pupils’ mathematics performance, r (314) =.61, p =.00. Further, there was a positive and significant relationship between external locus of control and pupils’ mathematics performance, r (209) = .49, p = .00. The study also found a positive and significant relationship between internal locus of control and mathematics performance, r (101) = .646, p = .00. The results of one-way ANOVA test indicated that locus of control and academic self-efficacy can be used to significantly predict mathematics performance among pupils. The study recommended that parents, teachers, and other education stakeholders should work together and come up with guidance programs that will guide students in developing greater academic self-efficacy and locus of control for improved mathematics performance.
Academic Staff and Students’ Participation in Science and Technology Programmes in Public Universities, Kenya
(2021-12) Wanyama, Bernard Wasilwa
:This paper argues that despite the government commitment to the implementation of admission policies like targeting enrolment of 50% of all students in science and technology related courses and significantly expanding them, only 29% of students were studying a course in Science and Technology by the year 2016. Such scenario implies that the country is seriously lagging behind in the realization of Kenya Education Sector Support Programme (KESSP I) participation target of 50%. The purpose of this study was to examine the relationship between academic staff and students’ participation in these Programmes. The study employed descriptive survey design to target 31 public Universities, 237 lecturers teaching Veterinary and Manufacturing Engineering Programmes, 107 Heads of Departments (HoDs) and 31 Academic Registrars. Purposive sampling technique was employed to select three Public Universities, 12 HoDs, 24 lecturers, and three Academic Registrars who participated in the study. Interview schedules were administered to lecturers, HoDs and the Academic Registrars while structured observations schedules were utilized to collect data. Qualitative data was analyzed thematically and reported in form of tables, quotations and narrations while quantitative data was analyzed by use of frequencies, percentages, means, and bar graphs. It was established that 69% of the academic staff had their highest qualifications of Masters, only 25.2% were in the rank of Senior Lecturer and above, acute shortage of facilities extremely undermined the mode of delivery and the lecturer-student ratio was 1:18.It recommends that Universities should establish structures for supporting lecturers to move away from transmission–based lectures to problem-based learning, strengthen staff development programmes, scholarships and provision of lecturers’ book and research allowances and payment of non-practising allowance in order to respond to the challenge of attracting, motivating and retaining staff.
Academic Staff Attitude towards Open Access Outlets in Disseminating Research Findings in Selected Universities in Kenya
(International Researchers, 2017) Mutwiri, Caroline; Karia, Mathew; Murungi, Catherine Gakii
This study sought to establish the attitude of academic staff towards Open Access (OA) outlets. A descriptive research design was chosen for the study to describe the attitude of academics with regard to the outlets. The study was carried out in selected chartered private and public universities in Kenya.A total of 15,000 academic staff formed the study population from which a sample of 381 was drawn using stratified random sampling technique to select respondents from various universities. A questionnaire was designed for academic staff containing both open and closed ended questions. The study established a negative attitude of academic staff towards OA outlets. They were of the view that works published in conventional print journals were more recognized than those published in OA outlets and that OA outlets quality was lower than that of renowned print journals. Academics were also skeptical over the rigorous of review mechanisms for OA outlets. Therefore, their conservative preference for traditional outlets over newer publishing avenues was evident from their responses. The study recommend campaigns to enlighten the academic staff to recognize legitimacy and quality standard of OA outlets.
Academic staff perspectives on operating beyond industrial actions for sustainable quality assurance in public universities in Kenya
(Int. J. Environment, Workplace and Employment, 2008) Waswa, F.; Katana, Gabriel
Industrial actions represent the climax of unresolved conflicts between employers and employees, and have devastating implications on quality assurance in higher education. Management of strikes in public universities in Kenya has been based on a conventional top-down approach which further undermines the greatly needed quality of human and social capital that is responsible for implementing the university mandate towards sustainable development. Results of this study show that the main causes of industrial actions are poor remuneration and offending disparities within and between employee grades in university and other civil service offices – qualifications and the ability to perform, notwithstanding. This calls for radical rationalisation and restructuring of remunerations and staff placement in the entire civil service, based on a combination of earned qualification and competence for prescribed tasks. Overall, a synergistic and people-centred motivational management system stands out as being a critical basis for strike prevention and enhanced quality assurance. include environmental impact assessment and auditing, corporate social responsibility and agricultural land management. He is also a member of the Regional Eastern Africa Unistaff Alumni Network (REAL) whose aim is to initiate positive change in institutions of higher learning in pursuit of quality in service delivery.
Access and Participation in Secondary Institute of School Education in Kenya
(Institute of Policy Analysis & Research( IPAR), 2003) Orodho, John Aluko; Njeru, Enos
On attainment of political independence in 1963, the Government of Kenya (GoK), households and the private sector collectively endeavoured to enhance the development of education in the country. The rapid development of education and training in Kenya was an aftermath of the Sessional Paper No. 10 of 1965 on African Socialism and its Application to Planning in Kenya, which emphasized combating ignorance, disease and poverty. It was based on two long-standing concerns that: (i) every Kenyan child, irrespective of gender, religion and ethnicity, has the inalienable right to access basic welfare provision, including education; and (ii) the GoK has an obligation to provide opportunity to all citizens to fully participate in socio-economic and political development of the country and also to empower the people to improve their welfare. Development of education since independence has been marked by various changes and challenges. For nearly four decades therefore, the sector has undergone several reviews by special commissions and working parties appointed by the government, with the aim of improving efficiency and effectiveness of the education provision.
Access arrangement practices, its effectiveness and influence on the performance of learners with dysgraphia in public lower-primary schools in Vihiga County, Kenya
(European Journals of Education Studies, 2024) Mulima, Emmanuel Ian; Muthee, Jessina; Karia, Mathew
The study explored the access arrangement practices, their effectiveness, and their influence on the performance of learners with dysgraphia in public lower-primary schools in Emuhaya Sub-County, Vihiga County. This study was anchored on Robert Gagne’s Conditions of Learning theory, proposed in 1965. A descriptive research design was adopted. The study aimed to include all 163 learners diagnosed with dysgraphia enrolled in lower public primary schools within the Emuhaya sub-county. Additionally, the study targeted 16 headteachers from public primary schools, 153 teachers, and 10 subcounty Education officers in the same sub-county. The researcher utilized stratified sampling to select 5 public primary schools. Purposive sampling was used to select 5 headteachers from the sampled schools. Similarly, purposive sampling was employed to select 6education officers from the Emuhaya sub-county. The researcher sampled 50 lower primary school teachers and 50 learners identified with dysgraphia from grade 1 to grade 3 in the sampled schools using simple random sampling. The researcher employed a combination of open and closed questionnaires, as well as interview guides, to gather data from different categories of participants. A pilot study was conducted in two public primary schools, which were not included in the main data collection. Qualitative data underwent content analysis, while quantitative data was analyzed using frequencies and percentages with SPSS. Results indicated that schools in Emuhaya utilized various access arrangements for students with dysgraphia. Dysgraphia was found to impact academic performance negatively, but with intervention, student performance improved by 5%–10% in successive exams. Students reported a positive change in attitude towards education due to the intervention, feeling supported by the school. The study concluded that access arrangements have an impact on the academic performance of students with dysgraphia. Before the intervention, dysgraphia hurt students' academic performance, as evidenced by poor performance in previous exams. The study recommended that the government need to implement a systematic identification method for documenting students with learning disabilities early in their academic journey. Early identification and intervention can significantly improve outcomes for dysgraphia students and facilitate timely support and resources. Schools should prioritize the implementation of recommended interventions to support dysgraphia students, promote inclusivity, and foster a positive attitude towards education among all students, regardless of their learning needs.

Browse

Browsing RP-School of Education by Title

Results Per Page

Sort Options