RP-Department of Educational Foundations

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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.
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 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.
Adequacy of Instructional Resources Provided by Principals and Students’ Academic Performance in Machakos County, Kenya
(International Journal of Humanities and Social Science Invention (IJHSSI), 2020-03) Mutiso, Kavita Bonface; Kirimi, Francis; Itegi, Florence
Globally, regionally and nationally, studies keepdocumenting insufficient provision of instructional resources by principals’ to teaching and learning process. Despite the continued efforts by the Kenyan government to institute policies to mitigate this problem, students’ performance in Machakos remain low over the last five years. The purpose of this study was therefore to investigate the relationship between adequacy of instructional resources and students’ performance in public secondary schools in Machakos County. Descriptive survey design was adopted, simple random sampling and stratified sampling were used to select target population of 8 sub county QASOs, 47 principals and 395 teachers of public secondary schools within Machakos County, Kenya. Both descriptive (mean and standard deviation) and inferential statistics (independent t-test) wasused in the analysis of quantitative data. Qualitative data was analysed thematically. Questionnaires and interview guides were employed in data collection process. The study established that, principals did not provide sufficient instructional resources to teaching and learning. Further, there was limited improvisation and innovation of the available teaching materials to compliment the few provided by the principals.Eventually the paper concluded that, provision and improvisation of instructional resourcesinfluences learners’ performance. The study recommends that the government should put more resources in schools and capacity built principals on improvisation and use of the locally available teaching and learning resources to make them sufficient for teaching and learning process.
Adoption of Information and Communication Technology in Teaching and Learning in Secondary Schools in Nairobi County, Kenya
(IPRJB, 2023) De’, Kiage Jacob; Kaugi, Ephantus
Purpose: The purpose of this study was to determine the adoption of information and communication technology (ICT) in teaching and learning in secondary schools in Nairobi County, Kenya. Specifically, the study aimed to evaluate the ICT adoption level, examine the teachers' training in the use of ICT, determine the ICT infrastructural capacity, and find out the teachers' perception of adopting ICT in public secondary schools in Nairobi County. Methodology: The study adopted a descriptive survey design. The target population comprised 475 teachers and 19 principals in secondary schools in Kasarani and Westland's sub-counties, which were randomly sampled. The sample comprised 164 teachers and 19 principals from 19 secondary schools drawn from the chosen subcounties. Statistical Package for Social Sciences (SPSS version 25.0) was used to analyze quantitative data. Qualitative data were grouped into themes and analyzed thematically. Findings: The study found that secondary schools needed to be aware of the advantages of ICT tools to boost learning. Regarding ICT infrastructure, most schools examined had very few computers, which exacerbates the problem considering that most schools in these two subcounties were county schools. According to the findings, most teachers and students needed easy access to computers for teaching and learning. Furthermore, the study revealed that most secondary school teachers had a positive attitude toward using ICT in teaching and learning. The study found that teachers supported the need for students to use ICT as a tool for practice and learning. Unique Contribution to Theory, Practice and Policy: The research indicated that appropriate administrative practices by school heads, teacher attitude, and the degree of teachers' ICT knowledge and abilities all significantly impacted the use of ICT in teaching and learning. The study recommends that secondary schools engage in technology education and training, and that the government and other education stakeholders support regular teacher ICT training to modify their view of using ICT tools in secondary school for teaching and learning. This study may be helpful for both the county and national governments in supporting secondary schools in terms of ICT.
Analysis of Education Reforms and Challenges in Kenya: a Historical Perspective
(IJCIAR, 2023) Muricho, Pius Wanyama
This paper explores education reforms in Kenya. It has presented the concern of education reforms from a historical point of view. An exploration of education reforms has been traced from the colonial period (1908-1963) up till the post-colonial era. The paper is built from both empirical and theoretical sources. The researcher also used both community and school walkabouts to get oral data. Before focusing on education reforms in Kenya and the related challenges, aspects of education reforms in Pakistan, Indonesia, Gambia, Benin, Malawi, Tanzania, Uganda and Mali have been discussed to form the basis of literature review. Education reforms in the independent Kenya include proposals of Ominde Education Commission of 1964, the Gachathi Education Commission of 1976 that brought about 7-4-2-3 Education System, the Mackay Education Commission of 1981 that led to the implementation of 8-4-4 Education System, and the Douglas Odhiambo (Taskforce, 2012) that proposed the Competency Based Curriculum (2-6-6-3) (Amukoa,2003), an education reform whose implementation is on-going since its introduction in 2017. The paper concludes that coming up with education reform proposals in Kenya was necessary. However, there were challenges that impeded effective implementation of these reforms, especially the Competency Based Curriculum. These include in effective assessment strategy, inadequate funding, unclear understanding of CBC, antagonism on domiciling Junior Secondary School, teacher shortages, inadequate teaching and learning facilities and parents’ concern.
Analysis of Technological Innovation and its Utilization in the Wake of the COVID-19 Pandemic, in the Light of Zedong’s Law of Contradiction in Things
(Kenyatta university, 2022-12) Andafu, Edward Maina
Despite the devastation caused by the novel COVID-19 pandemic, its outbreak ushered in an era of fortunes in the sectors of global technology, education, health and economy. This paper analyzes the influence of the COVID-19 pandemic to technological innovation and utilization in the context of Zedong’s law of contradiction in things. The law postulates that everything and even phenomenon contains a contradiction, and the struggle between the mutually contradictory aspects in things determine their existence and development. The paper argues that the outbreak of the pandemic triggered the reminiscence and actualization of human’s innate technological and innovational potential that had hitherto been untapped. Had it not been for the outbreak of the pandemic, perhaps such innovations would not have been actualized in this era. In the event of such a phenomenon, it’s devastating effects activate the human’s rational faculty to figure out measures on how to mitigate it and in the event, such endeavour sets into motion a series of activities that culminate in research and emergence of technological innovation. It is recommended that an understanding of the correlation between catastrophic phenomena and emergence of technological innovation would form frontiers of research in education, science and technology.
An Assessment of How Work Environment Influence Teachers’ Satisfaction in Elgeyo Marakwet County
(Globeedu Group, 2018) Kiptum, Jonah Kipsang; Rubai, Mandela O; Murira, Francis N.
Providing a conducive working environment for teachers is necessary to increase productivity as well as satisfaction. Primary school teachers form a vital segment of the basic education as they impart basic knowledge to leaners. Prioritizing their professional needs is, therefore, commendable to ensure that they fulfill their professional roles. The purpose of this study was to assess how work, influenced teacher satisfaction in Elgeyo Marakwet County with a view of recommending measures that could be adopted for improvement of satisfaction among primary school teachers in Elgeyo Marakwet County. The two-factor theory of Herzberg (1993) guided the study. The theory was based on the assumption that dissatisfaction leading to avoidance of work and satisfaction leading to attract one to work do not present end point of a single continuum. The study area was chosen owing to the high-stress levels due to workload and other indicators of dissatisfaction experienced by school teachers. The county has 345 public primary schools with a population of 3,771 public primary school teachers. The study used stratified, purposive and simple random samplings to select participants. A total of 140 participants (where 38 were males and 102 being females) from Keiyo North SubCounty having a total population of 1,295 primary school teachers (221 males and 1,074 females) were sampled from 11 schools with 11 teachers per school to give 121 teachers (24 males and 97 females), 11 head teachers (8 males and 3 females), 7 Curriculum Support Officers (5 males and 2 females) and 1 Sub-County Director (1 male). Questionnaire, interview schedule and observation were used to collect data. Quantitative data was analyzed by use of both descriptive and inferential statistics where multiple regression was used. The inferential statistics comprised of Pearson product moment and multiple regression. The multiple regression model, (R2 = .557) shows that physical environment account for 54.4% variation in teacher satisfaction. The physical facilities (β1 = 0.419), classroom arrangement (β2 =.606) and work environment (β3 =.454) had significant relationship with teacher satisfaction. The study found out that work environment positively influenced teacher satisfaction. The study recommended that there is need for school management to ensure that good physical appearance; conducive working environment, adequate facilities such as desks, shelves and classrooms are fully satisfied. Secondly, adequate reading and writing materials, reduced workload and proper cooperation by the school management should be ensured.
An assessment of the extent of Facebook use by Students at Kisii University, Kenya and its Implication on Educational Activities
(ScienceDomain International, 2015-03) Mayoyo, Nancy; Nyang’au, Tom N.; Nyamwaka, Evans; Aming’a, Nemwel N.
The study purposed to assess the extent of Facebook use by fourth year Bachelor of Education students at Kisii University, Kenya and its implication on educational activities. Social networking sites allow users to establish networks with other users. This enables communication through platforms such as Facebook and Twitter among others. While these technologies have eased communication a number of problems abound such as distraction of students from their studies. This was a case study in which fourth year Bachelor of Education students were sampled. The participants consisted of 300 Bachelor of Education students 2012/2013 academic year and 5 ICT officials. Stratified random sampling was used to select 86 males and 85 females to make a sample size of 171. The response rate was 83.6% with 143 respondents returning their fully filled up questionnaires. Data were analyzed using frequencies, means and percentages and presented in tables. The study established that: 93.7% (134) of the respondents used Facebook and spent on average 115 minutes daily Facebooking. The students were found to be spending much of their time socializing online rather than using the social network for academic use. Based on these findings and conclusions, it was recommended that rather than using Facebook for socialization only; the University management and students should be encouraged to embrace it more as a teaching and learning resource as it had the potential to enhance learning.
Beyond engagement in working with children in eight Nairobi slums to address safety, security and housing: Digital tools for policy and community dialogue
(Research gate, 2016) Claudia, Mitchella; Chege, Fatuma N.; Maina, Lucy; Rothman, Margot
This article studies the ways in which researchers working in the area of health and social research and using participatory visual methods might extend the reach of participant-generated creations such as photos and drawings to engage community leaders and policy makers. Framed as going ‗beyond engagement‘, the article explores the idea of the production of researcher-led digital dialogue tools, focusing on one example, based on a series of visual arts-based workshops with children from 8 slums in Nairobi addressing issues of safety, security and well being in relation to housing. The authors conclude that there is a need for researchers to embark upon the use of visual tools to expand the life and use of visual productions, and in particular to ensure meaningful participation of communities in social change.
The Catholic Church and Schools in Kenya: A Historical Perspec tive on Education for Holistic Development. Part I: From the Colonial period to Foundations of an Education dispensation for Independent Kenya
(2012) Beatrice, C.; Philomena, N. M.
This is the first of a two part paper which attempts a critical analysis of the success of the mission of the Catholic Church to educate holistically in Kenya. The milieus discussed are the schools set up by Catholic missionaries, during the colonial period. The missionaries’ primary goal was evang elization; the schools were increasingly recognized as a preferred forum and strategy for reaching it. Many benefits to the foundation of Christian communities in Kenya were reaped from these Catholic schools. Regrettable however, in Catholic education in the colonial period, was the failure to mediate a concurrence of values between its missionary protagonists and the African families and communities, who, as partner educators of the recipients of Catholic education also had their own aims for the educati on of their children. Very often, there was little regard for the latter. The missionaries were recognized by the Africans as being distinct from the colonizers. Yet their attempt to play into the advantages of collusion with the colonial government at the service of their evangelizing goals led many Africans to a sense of betrayal for their course, and a fragmented approach to Christian commitment. While recognizing that the said fragmentation has other roots besides, the authors decry the shortness of vis ion because of which the Catholic schools have played into this liability whose damages are experienced in many other facets of the African community lives.
Christian Religious Education in Kenya : An Assessment of the Evolution and Operation of the Western Missionary Ideology
(1982) Otiende, J.E.
This study analyses the problems of moral education within Christian religious education in Kenya. It focuses on the displacement of African traditional education by the Western missionary ideology. The latter's influence on Christian religious education is deeply rooted in official commissions, reports and teaching programmes. A separation of moral education from Christian religious education in Kenya is suggested. The moral developmental approach of Piaget and Kohlberg is proposed as a basis for this separate moral education.
Comparative Analysis of Selected Parental Factors and Academic Achievement among Pupils in Primary Schools in Machakos County, Kenya
(International Journal of Innovative Research and Advanced Studies (IJIRAS), 2022) Muindi, Philip Alexander; Nyambura, Salome; Kirimi, Francis
This study sought to analyse comparatively influence of selected parental factors on academic achievement among pupils in primary schools in Machakos Count, Kenya. A descriptive survey design was used. A sample size of 315 informants from a target population of 3155 was used. The respondents comprised of grade three pupils, grade three teachers, and grade three parents. The validity of instruments was enhanced through the use of the triangulation approach while the test-retest approach was used to assess instrument reliability. Data collection tools were questionnaires for grade three teachers, an interview schedule for grade three parents, pupils and document analysis of the pupils’ academic record. The collected data were analysed qualitatively and quantitatively. The findings revealed that the academic performance of pupils in grade three in Machakos County is affected by parental involvement, which was notably based on parents’ gender and parents’ economic status. According to the findings, most parents were involved in their children’s education; however, the level of participation varied from family to family and in different ways. The study recommended that the schools need to increase the number of academic clinics to motivate more parents to involve in their children's education in order to improve the academic performance of pupils in Machakos County. The results of the study could be helpful to the Kenyan government, which could use them to develop policies on parental participation in education activities among pupils in primary schools.
Continuing professional development (CPD) for secondary school teachers in Kenya: policies, trends and practices
(CUEA Press, 2014) Gathara, P.M.
The aim of this study was to explore and analyze the policies, trends and practices that influence secondary school teachers' participation in Continuing Professional Development (CPD). It adopted a vertical case mixed approach which involved analysis of macro and micro aspects that were dealt with the qualitative data. Desk review of documents that dealt with the national policies on CPD in Kenya and the channels that were used was explored. Out of the twelve schools in Kirinyaga district involved in the survey, six secondary schools were subjected to in-depth case study. The data collected were analyzed qualitatively. The study found that there were government policies that supported CPD in Kenya; and revealed a variety of providers and channels that were used in CPD programmes. In the light of the findings, provision of support at the secondary school levels so that teachers would participate and complete CPD programmes were admist others recommended.
Continuing Professional Development Dilemma of Information Provision for Secondary School Teachers in Kirinyaga County, Kenya
(Msingi Journal, 2019) Gathara, Peter Mugo
The objective of this study was to explore and analyse provision of information to secondary school teachers’ in their endeavour to participate in Continuing Professional Development (CPD). In the current educational era, the trial and error teaching, and take it or leave it professional development programmes are no longer acceptable. In this respect, teacher training entails more than the mastery of certain practical knowledge, pedagogical skills, and techniques. Therefore, CPD plays an important role in teacher development geared towards classroom improvement. This paper highlights the need for secondary school teachers to be provided with information about CPD. This is significant in that CPD is hoped to provide a basis for teacher professional improvement discussion in Kirinyaga County. CPD will lead to constructive discussions by appropriate education experts in Kenya on vital professional development challenges that involve provision of information. Hopefully, CPD would stimulate educational research geared towards secondary school teacher improvement. The methodology used entailed a mixed method study design that involved analysis of macro and micro aspects using quantitative and qualitative techniques in the collection of data. A vertical case study method was used in sampling of twelve secondary schools in Kirinyaga County. The sampled schools were further subjected to a survey method where questionnaires were administered to teachers while six others were subjected to an in-depth case study involving teachers and principals. In the schools where case study was used, data was collected using in-depth interviews with principals and teachers. Teachers were further subjected to Focus Group Discussions (FGDs). The data collected was analysed qualitatively, though quantitative data was used for clarification where it was found necessary. The study found out that there is disparity on information provision from the different groups of people expected to provide critical information to teachers. Teachers need to be provided with information on CPD so that they can improve their professional status geared to classroom practices. The limitation of this study is that the findings could not be generalized to other schools and regions within the country without modification.
Contributing Factors to Drug Abuse among Girls in Secondary Schools in Nakuru County, Kenya
(THE INTERNATIONAL JOURNAL OF HUMANITIES & SOCIAL STUDIES, 2019) Odhiambo, Okita Dan; Sifuna, Daniel Namusonge; Kombo, Donald Kisilu
Poor academic performances among girls have over the years been attributed to socio-economic factors. However other factors such as drug abuse have emerged over the last few years. Like in the majority of other regions in Kenya, the academic performance of girls in Nakuru County has been lower compared to those of boys. This study therefore sought to establish contributing factors to drug abuse, establish the sources of drugs abused, and to find out types of drugs commonly abused by girls. The study was based on a descriptive survey design. The target population for this study was 5,188 girls from form three in Nakuru County, 74 deputy Principals, 74 guidance and counseling teachers, 74 Parents association (P.A) representatives in girls’ secondary schools. Purposive sampling was used to select only students in form three. A sample size of 371 student’s respondents was selected using the Slovin’s formula. Proportionate sampling was used to select 44 secondary schools, hence 44 deputy principals, 44 guidance and counseling teachers and 44 P.A representatives. Questionnaires was used to collect data from students, P.A representatives and guidance and counseling teachers, focus discussion group was also used to collect data from students while interview schedule was used to collect data from deputy principals. Quantitative data was analyzed using descriptive statistics while qualitative data was analyzed thematically in line with the study variables and objectives. From the findings too much pocket money, media influence, and poor relationship between parents and their daughters were found to be key contributing factors. The study recommended that parents and older community members should not abuse drugs in the presence of their children, government should ensure programs in the media do not promote drug abuse amongst youngsters, government should ensure all schools have qualified guidance and counseling teachers
The Contribution of the German Neukirchen Mission (GNM) in the advent of Western Education in Tana River County, Kenya 1885-1986
(Msingi Journal, 2019) Kimani, Gitonga P.; Otiende, James E.; Karugu, Augustine M.
The purpose of this study was to examine the contribution of the German Neukirchen Mission (GNM) in the advent of Western Education in Tana River County, Kenya in the period 1885-1986. The historical research design was preferred as the topic in question was a historical survey of the establishment and development of Western education in Tana River County from late 19th century to the last two decades before the close of the 20th century. Both primary and secondary sources of data were utilized. There were three research instruments namely; interview schedules, Focus Group Discussions (FGDs) and Document Analysis. Both quantitative and qualitative data analysis techniques were utilized though the latter to a larger extent. Documents were analyzed through external and internal criticism. The results revealed that Western education was introduced in Tana River County majorly by the GNM. This was in spite of many hardships and challenges that saw some other Christian missionary organizations like the Swedish Mission, Holy Ghost Fathers (HGF) and United Methodist Mission (UMM) vacate the area to other more friendly locations. The British colonial government equally shied off from the area probably for perceiving it as an area without immediate and direct economic gains to the colony. At independence, of all primary schools in existence in Tana River County, over 90% of them had been started by the GNM. The four leading secondary schools in Tana River County namely Tarasaa, Hola, Wenje and Ngao all developed out of GNM initiatives. The GNM achieved this even after being deported twice by the British Government during the WW I and WW II which put Germany and Britain in opposing camps. The findings point out the need to acknowledge the role of the German Neukirchen Mission (GNM) in the introduction of Western Education in Tana River County. The findings also show that there is need as much as possible to ensure that differences of political nature are not allowed to affect the provision of vital social amenities like education. The German missioners ought not to have been deported due to the conflict pitting their country and the British at the international level. Moreover, the resilience and success of GNM where everyone else seems to have failed or avoided should be a reference point to stakeholders in education, notably, both the county and the national government on how to improve the education sector in the county and similar arid and semi-arid lands (ASALs).
Coverage of English syllabus in secondary schools in Kenya: A comparative study in Nairobi City County, Kenya
(Kenyatta university, 2024-03) Kimamo, Damaris Wambui; Mugo, Gathara, Peter
Education delivers large, consistent returns in terms of income, and is the most important factor to ensure equality of opportunities. Having education in an area helps people think, feel, and behave in a way that contributes to their success, and improves not only their personal satisfaction but also their community. Worldwide, the Sustainable Development Goals (SDGs), in particular SDG4 calls for access to quality education and lifelong learning opportunities for all by 2030. A Syllabus is an important tool in a bid to acquire quality education. Firstly, it delineates the responsibilities of students and the instructors. It offers information about what should be discussed, what students are supposed to do, and how these results are evaluated. In the Kenyan Education system, all the learning processes depends crucially upon the mastery of the fundamental skills of English Language, which is vital not only for educational purpose but also for economic competitiveness. The government of Kenya has come up with policies that ensure that at the end of secondary school, students are able to communicate competitively using the English language. However, there has been a worrying concern from both employers and educationists that the employees and graduates, respectively, have poor English language skills. The aim of this study was to establish the existing gaps between stated government policies on the syllabus coverage in teaching of English in secondary schools in Kenya on one hand and on the other the actual school practices during the implementation of these policies. This study was based on structural functionalism theory by Durkheim. It adopted descriptive research design which was carried out in public secondary schools in Nairobi County. The study had a target population of 480 from 60 Schools which included: the heads of English department and teachers of English. The study employed purposive sampling where the schools’ Heads of English Department (HODs) and teachers of English were purposively sampled into 62 respondents composed of 8 HODs and 56 teachers. Questionnaires and observation checklists were used to collect data. The qualitative data was grouped into different categories depending on the responses given by the respondents. Those categories helped in establishing themes. Through the use of the statistical package for social sciences (SPSS) program, quantitative data was analyzed using descriptive statistics percentages, frequencies, and tables where appropriate. The Key finding in this study was that all the government policies on coverage of syllabus during teaching of English were not being fully implemented as required. The study recommended that teachers of English access regular professional development programs to enhance their teaching and acquire skills to enable them overcome some of the challenges they were facing during the coverage of the English syllabus during teaching; The Kenya National Examination council (KNEC) is to come up with an oral exam and a listening exam to help students achieve communication competence in English.
Covid- 19 Pandemic And Its Impact On The Lecturers’ And Students’ Performance In Teaching And Learning At Kenyatta University, Kenya
(Machakos University, 2022-04) Kombo, Kisilu; Itumo, Joshua M.
The outbreak of the Covid-19 pandemic brought unprecedented disruptions in all aspects of human life across the globe. In the education sector, university calendars were re-scheduled and in-class learning was commuted to online platforms. The present study focused on performance of lecturers and students at Kenyatta University. The chosen institution has the second largest number of enrolled students and it is ranked as number 2 in Kenya. Performance, in this study, is broadly defined as ‘the expectations placed on the lecturers and students during their stay at the University’. Performance during the post-Covid period has received little attention in literature relating to adjustments in universities. A case study approach was adopted within the broad mixed-methods research design. Interviews and questionnaires were used to obtain qualitative data. Quantitative data derived from questionnaires was computed into mean and Standard Deviation scores. This was further subjected to Analysis of Variance (ANOVA) using the Statistical Package for the Social Sciences (SPSS). The Pearson-mark was also used to correlate the data. The findings indicated that interactive activities were drastically reduced during the post- Covid period; a significant number of classes and postgraduate defenses were postponed for various reasons. Make-up classes were created from time to time; reduced class attendance; failure by students to remain in classes throughout the entire class sessions; internet interruptions and numerous disconnections were reported. Modules were written as a stopgap measure for augmenting lost time. The paradigm shifts in pedagogical approaches impeded, to some extent, the lecturers and students’ performance. Activities on proposal writing for funding and research activities were drastically reduced. In conclusion, the University lost heavily due the intermittent resurgence of the pandemic and a sluggish approach to confront it. The study recommends a robust online-based system of monitoring classes and postgraduate defenses; provision of internet for both students and lecturers in order to avoid numerous disconnections. Lastly, both students and lecturers should be proactive in order to surmount the Covid-19 related challenges.
A Critique of the Teachers’ Performance Appraisal and Development Tool of Evaluation in Kenya with Reference to the Socratic Pedagogy
(2024-06) Wanjiku, Simon Wambuu; Ndichu, Francis Murira; Andafu, Edward Maina
Teachers’ appraisal is key to enhancing their professionalism, which translates to effective curriculum implementation. This paper sought to evaluate the Teachers Performance Appraisal and Development (TPAD) process in Kenya with a view to identifying its challenges and suggesting ways of enhancing it. The study took a philosophical approach, subjecting the teachers’ appraisal process to criticism in light of the Socratic Pedagogical theory. The study established eleven errors that riddle the teachers’ appraisal process. These are the errors of strictness, leniency, central tendency, halo effect, recency of events, failure by participants to identify professional development gaps, failure by participants to attend the appraisal meetings, subjectivity nature of the TPAD appraisal process, alienation of some participants from the appraisal process and passive participation of some participants.The study utilized the six tenets of Socratic Pedagogy (participatory, dialectical, conversational, inquisitive, rational and practical tenets), interpreted to constitute the soul of the TPAD appraisal process, to fix the aforementioned errors. Therefore, the study recommended that the TPAD online system be reconfigured so that the appraisal process could be in tandem with the soul of the appraisal process

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