PHD- Department of Educational Management Policy & Curriculum Studies.

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Academic self-concept, motivation and resilience as predictors of mathematics achievement among secondary school students in nairobi county, Kenya
(Kenyatta University, 2018-06) Kingi, Petronilla Mutinda
Teachers’ participation in the management of change has been highlighted as a significant contributor to teacher motivation. The purpose of this study was to establish the level of teachers’ participation in management of school change in the secondary schools and its effect on teachers’ motivation. The objectives of the study were to establish: the effect of teachers’ level of participation in management of curriculum and instruction on their motivation, the effect of teachers’ level of participation in management of physical facilities on their motivation, the effect of teachers’ level of participation in management of students’ and teachers’ activities on teachers motivation, the effect of teachers’ level of participation in management of school-community partnership on teachers’ motivation and the effect of teachers’ level of participation in management of school financial resources on teachers’ motivation. The study was anchored on Change Management Model and Hertzberg Motivation Theory. The study used correlation design. Proportional stratified random sampling technique was used to select a sample size of 403 respondents comprising of 58 principals and 345 teachers. Data were collected using questionnaires for teachers and principals and self-administered check list. The study used Quantitative statistics. Means were computed to compare the teachers’ and principles opinions on the level of teachers’ participation in management of change. Mean of below 2.00 was considered low level, mean between 2 to 3.5 was moderate whereas as mean above 3.5 was regarded high level. Simple and multiple Regressions was used to establish the effect of teachers’ level of participation in the management of curriculum and instruction, physical and material resources, students’ and teachers’ activities, schoolcommunity partnership and financial resources on teachers’ motivation. The study established that teacher were at different levels of participation in the five areas of school management (means were between 2.00 and 5.0).In objective one, the study revealed that teachers’ level of participation in management of curriculum and instruction had a statistical significant effect on their motivation ( = .28, p-value< .01). In objective two, the study showed a statistical significant relationship between teachers’ level of participation in the management of physical facilities and their motivation ( = .399, p-value< .01). For the third objective, it was found that teachers’ level of participation in the management of students’ and teachers’ activities had a statistical significant effect on teachers’ motivation ( = .652, P-value< .01). In the fourth objective, the study established that teachers’ level of participation in the management of school community-relations significantly affected their motivation ( = .641, p-value< .01). For the fifth objective, it was found that teachers’ level of participation in management of school finances had a statistical significant effect on teachers’ motivation ( = .35, p-value< .01). It was concluded that teachers’ level of participation in the management of the five task areas of school management was a positive determinant of teachers’ motivation. It was recommended that schools embrace participatory structures that encourage high levels of teachers’ participation in management of change in order to increase their motivation. The study recommended sensitization of school principals and other stakeholders on the need for teachers’ participation in management of school change through their conferences workshops.
An analysis of zilizopendwa for the development of instructional materials for music education.
(2011-08-10) Ondieki, Otoyo Donald
This research focused on the development of instructional materials for music education from zilizopendwa (early Kenyan popular music of 1945-1975) with the hope of providing a social-cultural education. The study sought to: establish musical and extra-musical contest of zilizopendwa; identify features of zilizopendwa that are pratical for use in education; develop an index of song material; each with derivable music concepts; and generate learning materials from zilizopendwa useable for teaching music concepts and skills. The study population included music teachers, popular musicians and recording from era under study. Purposive and stratified sampling techniques yielded respondents for the study. Data collection instruments included questionnaire, observation and analysis schedules. Qualitative data was analysed through the descriptive method that involved the transcription of songs into staff notations for analysis in reference to musical concepts and translations of texts into English to facilitate understanding of verbal message. The study authenticates the suitability of zilizopendwa in proving materials functional in music education. Through the analysis, an instructional model was created that validates the genre's applicability for music instructions. The study further generated a collection of song material for classroom use. A song index was developed to guide the selection of this song material for the implementation of various segments of the music curriculum. Finally, in light of the study findings, the recommendations made for possible implementations by relevant authorities included the need for: teaching strategies that involve active experiences with the music; socio-cultural sensitive education policies, methodologies, strategies and resources; equipping teachers with contemporary teaching strategies and techniques and the incorporation of more socio-cultural teaching materials and resources in music education.
Analystical study on factors influencing school-based-teacher-evaluation practice in secondary schools in seleted districts of Western province, Kenya
(2011-05-08) Itolondo, Wilfrida Arnodah
Education commissions in Kenya starting with the Report of the Commission of the Presidential Working Party on Education and Manpower Training for the Next Decade and Beyond of 1988 studies have persistently recommended for the need to establish the practice of SBTE in secondary schools as a remedy to the inadequate and ineffective role of the Directorate of Quality Assurance and Standards in Education (DQASE). Recommendations made by the commissions to the effect that SBTE practice be established in secondary schools in Kenya and yet it is supposed to be an on-going practice led to the conclusion that there was a problem with the practice. It was in view of this that this study analyzed factors influencing SBTE practice in secondary schools in the selected districts of Western Province, Kenya with the purpose of providing explanations and suggestions solutions on issues surrounding it. A survey study design was used because of the type of information collected and also because of the large target population of the study. The study was conducted in three districts of Western Province, Kenya, namely, Bungoma, Butere/Mumias and Vihiga. Thirty-seven out of 282 schools were sampled for the study. The target population was 3826 subjects while the sample size was 514. Data was collected using headteachers, senior teachers, selected heads of departments and selected teachers. Stratified, purposive, simple and systematic random sampling procedures were used to select the districts, schools and respondents. A questionnaire, two different interview schedules and document analysis guides were used to collect the information. Validation of the research instruments was partly based on a pilot study conducted in two schools not involved in the study. Both qualitative and quantitative data analysis approaches were used. The data was analyzed manually according to themes derived from the specific objectives of the study. The findings were discussed and presented through descriptive tables. The main findings of the study were: there were no awareness programmes especially with regards to the analysis of professional tools; less than half of the respondents had received some in-service training course; there were no proper strategies laid down for the institutionalization of SBTE and observation of teachers during instruction is done in very few schools. Understaffing especially in district schools, failure by head-teachers to initiate and enforce observation of teachers during instruction, lack of funds by most of the schools, lack of know how and lack of a clear government policy especially with regards to peer teacher evaluation were some of the factors militating against SBTE practice. There was no mutual understanding by the respondents about the purpose of SBTE and the role of the DQASE in SBTE practice. The following recommendations were made: headteachers to take a leading role in SBTE practice; in-service training courses targeting all teachers to be conducted; schools to be staffed with enough teachers; need for a clear government policy about the purpose and practice of especially peer teacher evaluation; the Ministry of Education through the DQASE to be more involved in SBTE practice
Assesement of the impact of handcraft industry on the environment: a study of Wamunyu and Gatangi locations, Mwala district, Kenya
(2011-08-09) Mutinda, Wanza Jane
The study was on woodcarving and basket weaving handicrafts among the Kamba community in Wamunyu and Katangi locations of Mwala District of former Machakos District in Kenya. It examined the extent to which the two practices have impacted on the raw materials used in the production of the respective crafts. A total of 200 craftspeople (100 woodcarvers and 100 basket weavers) participated in the survey. These were purposively sampled for the reason that in each location, the target respondents were organised into a major association. In Wamunyu the major association is Wamunyu Cooperative Society, whereas in Katangi it is the Yatta South Women Group. Other study respondents included cooperative officials and, programme managers of local non-governmental organisations. Questionnaires, in-depth interview guides, focus group discussions, observation and photography were used in collecting data which revealed certain significant aspects of the respective handicrafts. Wood carving is a major informal industry in Wamunyu. It is a source of livelihood for many families. However, it has been practiced to the detriment of the environment. Witnessed is a complete disappearance of some indigenous trees originally used in the industry due to inactive foresight in replenishing the resource base. Most carvers are blind to environmental concern but monetary gain. In comparison, basket weaving has had a relatively modest impact on the environment. Its resource base is sisal. Revealed as well, resident NGOs have very little to do with the handicraft industries despite the significance of the crafts as major income earners. Admittedly, the findings suggest a need for both woodcarvers and basket weavers to carryout their trade in a sustainable way especially that most local tree species and sisal are near depletion. Required are afforestation and reforestation programmes and, as relates to leftovers from the respective crafts, adaptation of good waste management practices. For example, use of cut-offs in carving smaller items and making of compost manure rather than setting ablaze the resultant leftovers. The cooperative societies should be in the forefront of ensuring that sustainable wood carving and basket weaving is done. There is need for urgent extensive mobilisation of all stakeholders to start nurseries and plantations with the sole purpose to grow raw materials for use by the respective crafts. Hence conservation education would come in handy in promoting sustainable woodcarving and basket weaving. Suggested as well is a need for resident non-governmental organisations to expand their activities and train and empower the woodcarvers and basket weavers in aspects such as resource conservation, water harvesting techniques and, diversification of income generating activities.
Assessment of the Status of E-learning as Course Delivery Method in Public Universities in Kenya
(2013-08-14) Murage, Michael Njagi
e-Learning is the acquisition and use of knowledge distributed and facilitated primarily by electronic means through the multi-media , telelearning , the flexible learning and the intelligent flexible learning models. This form of learning currently depends on networks and computers but would likely evolve into systems consisting of a variety of channels like wireless, satellite and technologies like cellular phones as they are developed and adopted. e-Learning may incorporate asynchronous or synchronous access and may be distributed geographically with varied limits of time. The central problem in this study was that despite the fact that e-Learning as a mode of course delivery in institutions of higher learning in Kenya has several positive attributes which include: high degree of interactivity between users, capacity to cater for high enrolment against the background of insufficient physical facilities, promoting education for the working population at low opportunity costs, and reducing administrative loads by making routine information and resources available online among others, the paradox was that the emerging body of literature globally and nationally indicate that e-Learning as a mode of course delivery is not being practically implemented effectively and efficiently. As a consequence, full benefits could be realized by expanding the implementation of e-Learning to meet the high social demand for education and training in Kenya public universities and this could eventually enhance the capacity of educational planners and university management in broadening the market of university courses. To this end, this study was designed to determine the status of e-Learning as course delivery method and assess the range of barriers faced by public universities in implementing e-Learning. The specific objectives were six fold: assess the e-Learning components applied and status of e-Learning infrastructure in public universities in Kenya ;identify the features that are associated with the current e-Learning in public universities in Kenya; establish costs involved in development and production of e-Learning courses, maintenance of e-Learning courses in presentation, storage and delivery including transmission of e-Learning courses and materials in public universities in Kenya; determine the benefits of e-learning course modules from both the demand and supply sides; identify the constraints faced by the public universities in implementing e-Learning; and propose possible strategies and interventions that can be applied to improve dissemination of course modules via e-Learning in Kenyan public universities. The study adopted an exploratory descriptive survey design. The units of sampling were the seven public universities in Kenya. From each sampling unit the researcher collected data from all ICT managers/e- Learning directors and university e-Learning technicians and purposively sampled members of the academic staff on the criterion of their specialized role in e-Learning course delivery. The study utilized questionnaires, interview schedules, direct observation and observation schedules for data collection. The instruments were piloted to determine the reliability using split half method. Validity was determined using experts opinion. Data analysis was done using both qualitative and quantitative approaches. The following conclusions have been drawn on the basis of results obtained from this study; universities make use of a variety of hardware in production, storage and distribution of the e- Learning courses. Universities endeavour to acquire the state of art hardware so as to be in line with changing technological trends; In reference to the software applied, it was concluded that universities make use of a variety of software. The use of assortment of software facilitates in performance and execution of the many e-Learning activities; The features of the hardware and software are custom made and support e-Learning activities; It was also found that different categories of staff are involved in development and transmission of e-Learning course modules; It was also concluded that, there are no students who undertake their courses purely via e-Learning rather what is applied is blended learning where both e-Learning and face to face sessions are utilized. In terms of the overall costs involved in production, development, storage, maintenance and transmission of the e-Learning course modules, it was found that the variation was not significant. The following recommendations were arrived at in the light of the study findings. e-Learning coordination to be restructured to be under ICT departments. It is also recommended that the server should be re-located to KENET offices. Students and staff should be encouraged and motivated to use the e-Learning systems through sensitization on matters related to e- Learning and its importance through seminars and training workshops. All lecturers should be trained and exposed to writing e-Learning materials and content development tools. Lecturers should be sponsored to e-Learning conferences and establish a directorate to specifically handle e-Learning issues.
Attainment of geometric spatial ability among primary school pupils in Kakamega district, Kenya
(2012-03-01) Shiundu, Akhanwa John
Kenya Certificate of Primary Education (KCPE) taken at standard eight of the 8-4-4 system of education will continue to measure success or failure of primary school pupils in Kenya. While teachers, field education officers and other interested parties work hard to ensure satisfactory attainment in mathematics subject which includes geometry content, achievement has persistence to deteriorate. "1 'o determine if this trend will continue to affect the attainment of mathematics in geometry content under the prevailing conditions of learning, evidence of the degree of attainment should be determined through a study such as this one. The purpose of this study was to investigate attainment of geometric spatial ability, which according to Mitchelmore (1990), Bishop (1978) and Kilpatrick (1971), is an ability prerequisite to understanding geometry and its application in polytechnic subjects. Studies done in this area show that age, school instruction and the pupils' environment are strong determinants of the degree to which geometric spatial ability is attained. To study the problem, six null hypotheses on topological, projective and Euclidean spatial content were formulated arising from the statement of the problem. Three hypotheses tested significant difference between pupils who received treatment and those who received no treatment. The other three hypotheses tested significant relationship between pupils who received treatment and those who received no treatment. Five variables were involved in the study. They were: sex, age, standard, social class and class ability. A sample of 360 respondents in two groups was initially selected for the study with Experimental (N1=180) and Control (N2=180), using systematic random sampling (SRS) technique. Only 285 respondents participated fully in the study with Experimental Group (N1=162) and Control Group (N2=123). A 'pretest-posttest control group design' was used to study the problem. The groups were given a pretest to establish the initial spatial ability on the selected spatial concepts. A treatment was administered to the Experimental group only while the Control group received no treatment. A posttest was administered to both groups after a period of 12 weeks. Data were collected and analysed for comparison between the groups. The t-test was used to analyse significant difference while the Pearson r was used to analyse significant relationship. Both tests were peaked at p<.05 level of significance. Results were reported on each area of spatial content. (i) Topological spatial ability recorded significant difference on age (10-13 years), t=2.00, standard five, t=2.78. Significant relationship was recorded on some variables with strong correlations on girls, r=0.406, standard seven, r=0.473 among others. Ho1 and H04 were rejected. (ii) Projective spatial ability recorded significant difference on class ability with medium variable, t=2.40. Other variables failed to record any significant difference. Significance relationship was observed on some variables with strong correlations on age (10-13 years), r=0.408 and standard seven r=0.246. Ho2 was accepted while 1-105 was rejected. (iii) Euclidean spatial ability recorded significant difference on age (14-17 years), t=2.32, standard seven, t=2.18, middle social class, t=2.53 and medium class ability, t=2.55. Significant relationship was recorded on some variables with strong correlations on boys, r=0.368, age (10-13 years), r=0.325, age (14-17 years), r=0.330 respectively. Highest correlation was recorded on age (18-21 years), r=0.907. H03 and H06 were rejected. Higher age seemed to be a factor of concern in the sample for correlation on spatial ability. These results corroborate those reported in similar studies by Mitchelmore (1990), Bishop (1978), Martin (1975), Kilpatrick (1971) Piaget (1971) Beard (1964) and others as discussed in the review of literature. From these discussions and findings, it was realized and recorded that there were gaps in attainment of spatial geometric content in primary school curriculum. Based on these findings, the study concluded that attainment of geometric spatial ability was quite minimal in the studied sample. It should be realised that the topic of' spatial ability in Kenya's geometry curriculum is a new concept, so little effort is placed on its development. The 8.4.4 (1984) and (1986) geometry syllabuses provide that spatial ability be taught, though evidence from this study showed that this was not done, if done, may be very little. Teachers of geometry need additional training to enable them teach this new concept with confidence for the purpose it deserves in geometry. From the findings and conclusion, the researcher recommended that further studies in the awareness of geometric spatial ability and its attainment be emphasized in the geometry content starting at the primary school level. The development of this aspect of geometry would be useful in physical geometry and related subjects at senior classes of schooling. Specific attention was focused on basic instruction of spatial concepts, enrichment of learning environment, increased play with spatial activitybased objects and consistent age enrolment in class to enhance the required knowledge and attainment in geometric spatial ability.
Attitudes of Parents, Primary School Teachers and Pupils in Kenya Towards the Social Studies Curriculum in Relation to pupils Achievement
(2012-04-27) Ogula, A. Paul
A review of related literature and research revealed that only a few studies have been conducted in Kenya to examine the attitudes of teachers and pupils towards the social studies curriculum and no study has attempted to establish the relationship between parents' teachers' and pupils' attitudes towards the social studies curriculum and pupils' achievement in social studies. The problem of this study was to investigate the attitudes of standard seven pupils, their parents and teachers towards the social studies achievement. The study sought to find out whether there was any significant difference among different categories of parents, teachers and pupils with respect to attitudes towards the social studies curriculum. Answers were sought to ten research questions. In addition, seventeen null hypotheses were tested. The purpose of this study was to determine the attitudes of parents, primary school teachers and pupils towards the traditional and interdisciplinary social studies curriculum. Another purpose of this study was to examine the attitude and achievement among primary school pupils following the traditional and interdisciplinary social studies curricula. In addition, there was an attempt to establish if there were any significant differences and relationships between parents', teachers' and pupils' attitudes towards the social studies curriculum. The sample consisted of ninety eight (98) primary schools drawn from all primary schools in Kenya. Forty nine of the schools were those implementing the Primary Education Project interdisciplinary social studies curriculum (PEP Pilot schools) and an equal number were those teaching geography, history and civics as separate subjects. The respondents were five hundred and eighty eight (588) parents who had children in standard seven in the sample schools, one hundred and twenty five (125) 1985 standard seven social studies teachers and two thousand five hundred and sixty eight (2,568) standard seven pupils. Four instruments were used to collect data. These were standards seven social studies achievement test, pupils' social studies curriculum attitudes scale, teachers' social studies curriculum attitude scale and parents' interview schedule/questionnaire. Data were analysed manually by research assistants and by computer. Hypotheses were tested using one-way analysis of variance, "t" test, and Pearson Product Moment Correlation. Results indicated that the parents, the teachers and the pupils had positive attitudes towards the social studies curriculum. The results also showed that pupils' attitudes towards the social studies curriculum influence their social studies achievement. In view of this finding, the development of positive attitudes towards the social studies curriculum should be considered an important goal of social studies education. The study's conclusions generated several recommendations. It was recommended that social studies should be taught as an interdisciplinary subject at the primary school level. It was also recommended that the teachers' load should be reduced from forty (40) to thirty (30) periods a week. It was recommended further that in-service courses be conducted to acquaint primary teachers and inspectors of schools with the techniques of teaching social studies as an interdisciplinary subject. Finally, it was recommended that more intensive studies be conducted to determine factors that influence pupils' attitudes and achievement in other school subjects.
Availability and Utilization of School Resources on Students’ Academic Achievement in Public Day Secondary Schools in Kisii County, Kenya
(Kenyatta University, 2020-06) Mogaka, Malach Mogire
The study intended to investigate the relationship between availability and utilization of school resources on students‟ academic achievement in Public day secondary schools in Kisii County, Kenya. The concern was why the decline in students‟ academic achievement in public day secondary schools in Kisii County when the government of Kenya is funding all public secondary schools through the Free Day Secondary Education(FDSE) program. The study was guided by the following objectives: To establish the level of availability and utilization of text books and its relationship to students‟ academic achievement in public day secondary schools in Kisii County, to establish the level of availability and utilization of laboratory equipment and how it relates to students‟ academic achievement in public day secondary schools in Kisii County, to establish the level of availability and utilization of library resources and its relationship on students‟ academic achievement in public day secondary schools in Kisii County and to establish the level of availability and utilization of classroom equipment and its relationship on students‟ academic achievement in public day secondary schools in Kisii County. The study was guided by the production function model of education. The study adopted a correlational research design which involved students and teachers from the 246 public day secondary schools in Kisii County. The target population was 24266 participants comprising of 21843 form four students and 2,423 teachers in public day secondary schools in Kisii County. The sample size of this study was selected using on-proportionate sampling, systematic random sampling and purposive sampling techniques. Non-proportionate sampling technique was used to sample schools, systematic random sampling technique was used to sample students while teachers were sampled using purposive sampling technique. The Yamane simplified formula was used to calculate the sample size. The sample size was therefore 401 students and 25 teachers totaling to 426 subjects. Data collection was done by use of student questionnaire (SQ) and Teachers Interview Schedule (TIS). The data collected were both quantitative and qualitative. Quantitative data were analyzed using inferential statistics, Pearson‟s Product Moment Correlational Coefficient analysis and multiple regression. Qualitative data were analyzed thematically and were reported as direct quotations. Findings from the analyzed data were presented as tables, figures and graphs. The study found out that school resources needed for teaching and learning were available in public day secondary school in Kisii County. These resources ranged from recommended textbooks and set books, basic laboratory equipment, libraries resources and classroom equipment. Among the facilities that were not available in public day secondary schools were libraries. The study revealed that availability and utilization of textbooks, laboratory equipment, library resources and classroom equipment had a relationship with students‟ academic achievement. It was concluded that the relationship was statistically significant [F (4, 372) =39.203, R2=.297, sig. <.05]. A respectable variability (≈30%) in student academic achievement was explained by the school resources. There is need therefore to avail all the basic school resources and ensure proper utilization of the said resources for students‟ academic achievement. The study recommends that, libraries should be put up in every public day secondary schools and conduct in-service training for teachers on proper utilization of the available school resources. This study will inform secondary schools‟ policy on resource allocation and utilization, generate more information to the Ministry of Education and education policy makers
Career Plateauing and its Relationship with Turnover Intentions and Pursuit of Postgraduate Studies among Teachers in Nyandarua and Murang’a Counties, Kenya
(Kenyatta University, 2018) Gaturu, Mary Wangechi
Teachers in Kenya exhibit signs of career plateauing, and are registering for post-graduate courses in large numbers. This study investigated whether teachers‟ pursuit of post-graduate studies is a result of career plateauing, and whether this is associated with intentions to quit the teaching profession. The purpose of the study was to determine whether career plateauing relates with turnover intentions and teachers‟ decisions to pursue post-graduate studies. The objectives of the study were to: determine types and levels of career plateauing experienced by secondary school teachers of public schools in Nyandarua and Murang‟a Counties; establish the relationship between career plateauing and turnover intentions among secondary schools teachers; determine the influence of career plateauing on teachers‟ decisions to pursue various Post-Graduate courses; find out whether the structural or job content type of career plateau predicts turnover intentions and teachers‟ decisions to pursue various Post-Graduate courses; determine whether there are significant differences in career plateauing, intentions of turnover and teachers‟ decisions to pursue various Post-Graduate courses across: gender, age and academic qualifications. The study was based on the Managerial Careers Model by Ference, Stoner and Warren (1977), which sought to provide an understanding for the plateaued employee problem. The study employed the correlational research design. The target population of the study comprised of all the 5,022 teachers in all the public schools in Nyandarua and Murang‟a Counties (3,581 in Murang‟a County and 1,441 in Nyandarua County) except those which were used in the pilot. From this population, the sample size for each county was computed using the sample size computation formula by Krejcie & Morgan (cited in Cohen, Manion & and Morrison, 2007), which gave 304 teachers from Nyandarua County and 348 teachers in Murang‟a County. Stratified random sampling was used to select 304 teachers from Nyandarua County and 348 teachers from Murang‟a County giving a total of 652 teachers. In Nyandarua County, the sample size was 152 male and 152 female teachers, while in Murang‟a County there was 174 male and 174 female teachers. A questionnaire designed for teachers was used as the main tool for data collection. Prior to the actual data collection procedure a pilot study was carried out among 15 teachers in Nyandarua county and 15 teachers in Murang‟a county to assess reliability and validity of the questionnaires. The study generated quantitative data, which was analyzed using descriptive and inferential statistics. Qualitative data was reported according to themes and involved the use of frequencies and percentages. Pearson Product Moment correlation coefficient, linear regression, Analysis of Variance and chi-square tests were used at the 0.05 level of significance. The study revealed and concluded that structural and job content plateauing was found among the teachers though it was in the minority. There was a significant positive relationship between turnover intentions in both types of career plateauing. Further the study revealed that old teachers experienced more structural plateau and had lower turnover intentions and that the teaching experience the higher the level of structural plateauing. Gender had no significant influence of career plateau or turn over intention. Job content plateau did not differ significantly across the demographic variables. The study recommends that ministry of education improves working conditions of teacher through providing optimum number of teachers and providing adequate working tools and ensure regular teacher promotions while the school management seeks ways to improve job satisfaction for teachers.
Cio-Cultural Practices and Their Influence on Retention of Boys in Public Primary Schools In West Pokot County, Kenya
(Kenyatta University, 2021) Koskei, Salome; Florence M. Itegi; Peter N. Muchanje
Retention of pupils in school is important in the attainment of educational goals. Although there has been concerted effort to ensure girls remain in school, there is a growing concern that retention of boys in primary schools particularly in pastoral regions in Kenya is low. If this remains unchecked it could lead to wastage of potential human capital as the boys would be unproductive economically, socially and politically. This study sought to address this concern by establishing the influence of socio-cultural practices on retention of boys in public primary schools in West Pokot County. The study objectives were to: establish the influence of male gender roles, establish the influence of institutional practices, determine the influence of parental support and to determine the influence of teachers and pupils’ cultural perceptions on retention of boys in public primary schools in West Pokot County. The study was anchored on Tinto’s theory of student retention and Connel’s theory of hegemonic masculinity. This study employed Convergent Parallel Mixed Method approach in data collection and analysis. The target population was 8319 comprising of 5 sub county Quality Assurance and Standards officers (QASOs), 663 head teachers, 790 class teachers and 6861 class eight boys. Yamane formula was used to obtain a sample of 249 head teachers, 265 class-teachers and 378 class eight boys. Purposive sampling, cluster and simple random sampling were used to select the respondents. Questionnaires were used to collect quantitative data from the teachers and pupils while interview schedules were used to collect qualitative data from the QASOs. Quantitative data were analysed using descriptive statistics and regression analysis while qualitative data were analysed through thematic content analysis according to the objectives of the study. The study found out that participation in rite of passage indoctrinated and kept boys away from school for long durations, inheritance of family wealth falsely promised a secure future for the boys while herding/child labour kept boys away from school leading to drop out. In addition, lack of male role models due to few male teachers in school, lack of parental support in terms of lack of follow up on academics, lack of commitment to boys schooling, negative attitude and perceived low returns from education stood out as key impediments to boys’ retention. The study concludes that socio-cultural practices influenced boys’ retention. This study recommends that school managements could engage alumni and successful professional in the county to mentor the boys. To change the negative parental attitude towards education, the county government could embark on sensitization programmes on the benefits of education to the boys. Additionally, the Teachers Service Commission could consider deliberate gender balancing in posting teachers to West Pokot County in order to address the shortage of male role models. Finally, the national government could replicate effective models employed in girl’s campaigns such as construction of boys boarding schools and rescue centres, re-integration of boys back to school after dropout and affirmative action programmes in order to enhance boys’ retention in public primary schools in West Pokot County.
A comparative analysis of attitudes towards inquiry and non-inquiry science teaching methods between preservice and inservice secondary school science teachers
(2012-05-25) Mullei, Veronica Mumbua
The study sought answers to the following general problem questions; [1] How do the performance of pre-service and in-service teachers trained in inquiry and non-inquiry science teaching methods compare on the test of [a] science attitudes [b] science teaching attitudes, [c] inquiry and non-inquiry science teaching attitudes and [d] classroom application of inquiry and non-inquiry methods? [2] Is there any relationship between the varying attitudes of teachers towards science, science teaching inquiry and non-inquiry strategies among the preservice and inservice teachers? [3] Is there any relationship in the classroom application of inquiry and non-inquiry teaching methods between preservice and inservice teachers when their scores are categories by: age, sex, subject taught, class size, streaming, type of school, school status and teaching experience? The research involved 166 Kenya science teachers’ college and 164 Kenyatta University preservice and inservice teachers. Data were collected through: [1] The Modified Science Support Scale [MSSS] developed by Schwirian [1967] and revised by this study's investigators to measure attitudes towards science;[2] the Science Teacher Attitude Questionnaire [STAQ] developed by Taiwo [1980]and revised by the investigator of this study to measure attitudes towards science teaching,[3] the Modified Inquiry Science Teaching Strategies Instrument [MISTSI],developed by Lazarowitz [1973] and revised by the investigator of this study to measure attitudes towards inquiry science teaching strategies, the Modified Instrument to Measure Inquiry Teaching in the Science Classrooms [MIMITSC] developed by Larson and associates [1974] and revised in the present study for the assessment of inquiry teaching method application in science classrooms. The t-tests for independent samples were used to determine if there were significant differences in attitudes and classroom application of inquiry and non-inquiry methods between preservice and inservice teachers at .05 level of confidence. The Pearson product moment correlation coefficients were used to determine if relationships existed in attitudes and classroom application of inquiry and non- inquiry methods between preservice and inservice teachers at 05 level of confidence. Results of the study revealed non-significance differences in [1] attitudes towards science but teachers trained in non-inquiry methods obtained higher scores on the MSSS. As categorized by the variables: age, sex subject taught, streaming, and type of school, non-significant differences were observed between teachers trained in inquiry and non-inquiry methods are measured by the MSSS. There were significant differences between teachers trained in inquiry and non-inquiry methods in: science teaching, inquiry science teaching strategies attitude, and in use of the inquiry teaching method. Inquiry trained teachers held more favourable science teaching attitudes and employed the inquiry teaching more while non-inquiry trained teachers had more favourable attitudes towards inquiry strategies. Significant differences were also observed between the teachers' scores on [a] the MISTSI as categorized by all of the study’s' variables,[b] the STAQ as categorized by sex and subject taught and [c] the MIMITSC as categorized by all variables except sex. Generally teachers trained in inquiry methods; aged 25years and above, males, biology teachers, in classes of under 42 pupils, streamed, in boys schools, maintained or aided schools and with at least 3 years experience tended to score higher on the STAQ and MIMITSC measures while similar categories of teachers trained in non-inquiry methods scored higher in the MSSS and MISTSI. Significant positive correlations were observed between scores on the attitude measures for these teacher groups;[1] preservice teachers trained in inquiry and non-inquiry methods and [2] inservice teachers trained in non-inquiry methods. For all teacher groups non-significant and sometimes significant but negative correlation between scores on the attitudes scales and those on the inquiry teaching method scale were observed. Significance relationships between science, science teaching and inquiry strategies attitudes were indicated for each group of teachers in the following categories:[1] preservice teachers trained in inquiry and non-inquiry methods and inservice teachers trained in methods who were aged 25 years old, both male and female teachers of biology and chemistry, in class size below 42 pupils, streamed, in government-maintained and aided boys and girls schools and with at least 3 years teaching experience.[2] the inservice teachers trained in inquiry methods science and inquiry strategies attitudes were significantly correlated for all categories but the teachers' science and science teaching attitude scores were non-significantly related. Both inquiry and non-inquiry teachers' scores on the attitude scales and those on the inquiry teaching method were negatively and significantly related. Evidence from the study's results suggested that [1] significant differences existed between teachers trained in inquiry non-inquiry methods in terms of the attitudes and their application of the teaching method, [2] little or non-significant relationships exist between teachers' attitude scores and scores on the inquiry teaching method scale and [3] certain teacher and school situation variables are associated with favourable or non-favourable attitudes and application of the inquiry teaching method. It is recommended that further studies in this area should consider other variables that may be related to formation of favourable attitudes. These may include comparisons of these teachers in terms of their personality traits, and their achievements in science, their pupil's attitude. Further research should compare the inquiry teaching method and the prevalent lecture method to see which one may be suitable to Kenya's science teaching situation especially in relation to unavailability of facilities in the science classrooms. Further replications of this study could include a study of science teachers at the primary school level in order to obtain a clearer picture of how science is taught in Kenya's schools. Studies could also assess pupil attitudes and achievement in relation to their teachers.
Competences needed by secondary school headteachers and implications for pre-service and in-service education: a case of Nairobi and Kakamega district (Kenya)
(2012-02-06) Onyango, George Adino
The purpose of this study was to determine the competences needed by headteachers for effective and efficient management and leadership of secondary schools. In addition to the main purpose, the study also sought to find out how the core competences identified could be used in designing a guideline for the professional development of the headteachers, in terms of pre-service and in-service education and training.The descriptive-survey paradigm was used in conducting the study. The sample comprised of 86 public secondary schools, 57 of which were in Kakamega and 29 Nairobi. A total of 73 headteachers, 131 heads of department and 287 teachers responded to a 75 item questionnaire measuring the actual proficiency or competence of the headteacher, and the degree of need of the competences. The other instruments used were an interview guide and an observation schedule. Quantitative data obtained through the questionnaire were analyzed using statistical package for social science. The statistics derived include percentages, means, standard deviations, t-test scores, and ANOVA values. The findings showed that a large proportion of headteachers viewed themselves as either adequately proficient or averagely proficient in the competences pertain to general school management, management of curriculum and instruction, management of finance and business, management of physical and material resources, management of staff personnel, management of physical and material resources. The heads of department and teachers on the other hand viewed the headteachers as possessing low levels of proficiency in the seven operational management tasks areas. No significant differences were found between the headteachers and the heads of department and between the headteacher and the teachers in the seven operational management task areas. No significant differences were found between head of department and teachers regarding their perception of the actual proficiency of the headteachers in the seven operational management task areas. The study established that a very high proportion of the headteachers, heads of departments and teachers attached a high degree of importance to many of the competences listed under the seven operational management task areas of the secondary school headteacher. In the first operational management tasks area i.e. General school management, of the 16 competences, the respondents attached a high degree of importance to 15 competences. These dwelt on school vision and mission, planning, organizing, coordinating, communication, time management, conflict management of curriculum and Instruction; the respondents identified 11 out of the 16 competences. These competences pertained to curriculum interpretation and implementation, instructional leadership, motivation, curriculum evaluation, presentation, planning etc. In the third management tasks area, i.e. Management of Finance and Business, five out of six competences were identified by the respondents as critical. They related to preparation of budget. The fourth management task area was management of physical and material resources. In this area, the respondents attached a high degree of importance to 5 of the 7 competences. These competences pertained to utilization of school materials, management of school plant, management of educational resources, acquisition of school equipment and stores, etc. The fifth management task area was management of staff personnel. In this task area seven of the 13 competences were deemed important. They pertained to providing direction to staff, listening to staff problems, friendship and respect for teachers, planning and controlling the work of staff. The sixth management task was management of Students. The respondents attached importance to six of the ten competences in the task area. These competences related to student behaviour, relations with students, student discipline, student motivation, etc. In the seventh operational management task area i.e. Management of school community Relations, the headteachers, heads of department and teachers attached importance to five of the seven competences. The identified competences pertain to headteachers' abilities in relation to parents’ involvement in school matters, promotion of good school community relations, communication of school policy to parents, etc. The study established, that ranked in order of importance in relation to the competences needed by headteachers in each operational management task area, General school management ranked first followed by management of Finance and business. Other task areas were management of physical and material resources, management of curriculum and instruction, management of school community relations, management of students and management of staff personnel, in that order. School factors and background characteristic of the headteachers did not influence the headteachers perception regarding the competence needed by headteachers for effective and efficient management of secondary schools. The respondents regarded the current headteacher training programmes as inadequate and wanting in many respects. Based on finding of the study, it is recommended that the government should enact comprehensive policies that will facilitate the professionalisation of headship. The policies should, among other things, make headteacher education and training mandatory. The study also recommended that the universities should introduce specific courses at certificate, diploma and degree levels in school management, for current and prospective headteachers, heads of department and teachers. It is also recommended that the government should establish an advisory centres in each district education office, to monitor and assess the performance of headteachers. Lastly, it is recommended that further research should be undertaken to validate the competences identified in this study, and also to determine the relationship between competence and school effectiveness.
Computer Aided Instruction and Performance In Kiswahili Language Skills among Public Secondary Schools in Nakuru County, Kenya
(Kenyatta University, 2019-03) Abobo, Francis
The Ministry of Education initiated the integration of computer technologies in teaching of school curriculum in order to enhance quality of education in Kenya. Poor performance in Kiswahili subject skills has been experienced for a while, among majority students in sub-county secondary schools in Nakuru County, Kenya. The integration of CAI in teaching of Languages, helps to transform pedagogical skills in order to improve learners’ performance. The purpose of this study was to determine the difference in performance in Kiswahili language skills between students, taught Kiswahili subject using CAI and those students taught the same content using TTMs. Four objectives guided this study, namely; to determine the difference in performance in Kiswahili in a) grammar, b) reading comprehension, c) writing skills between students taught Kiswahili language skills integrating CAI and those students instructed the same content using TTMs and d) develop a theory explaining the use of CAI on performance in Kiswahili language skills. This study was guided by Constructivist Learning Theory and employed a causal-comparative design. This study was conducted in public sub-county secondary schools in Nakuru County, with a target population of 13290 subjects, comprising Kiswahili teachers, form two students, and principals. A sample of 839 participants comprising 750 students, 59 teachers and 30 principals was drawn using stratified, purposive and simple random sampling methods. Questionnaires, semi-structured interview schedules and documentary analysis guide were used to collect data from principals, teachers, and students. Piloting was done on questionnaires and interviews in secondary schools from a different county. Piloting helped to determine the validity and reliability of the instruments. This was done two weeks before the commencement of the actual study. The study confirmed the instruments valid and reliable. Reliability from questionnaires was each computed separately using Cronbach’s Alpha Formula. Teachers’ coefficient yielded a correlation coefficient of 0.73; while students’ yielded a coefficient of 0.76 that were all considered reliable for the study to be conducted. Descriptive statistics were used to analyze quantitative data from objectives; while the hypotheses were tested at 95% confidence interval using t-test in order to determine the difference in performance in Kiswahili language skills between students taught Kiswahili using CAI and those students taught the same using TTMs. Quantitative data were presented and interpreted in frequency table distributions, bar graphs, and pie-charts; while qualitative data was summarized into differences and analyzed in text. The findings showed that CAI improves performance in grammar by higher mean of 21.79 than lower mean of 16.94 scored by TTMs. Additionally, CAI improves performance in reading comprehension by higher mean of 21.08 than lower mean of 10.79 scored by TTM students. Also, CAI enhances performance in writing by higher mean of 22.95 than lower mean of 13.07 scored by TTM students. All the hypotheses were rejected at 95% confidence interval (p=0.000<0.05) indicating that the students’ mean performance in grammar, reading comprehension and writing taught using CAI and TTMs are significantly different. The differences were in favor of those students taught grammar, reading comprehension and writing using CAI than those taught using TTMs. Based on these findings, the study concluded that those students taught Kiswahili using CAI performed better in grammar, reading comprehension and writing than those students taught Kiswahili using TTMs. It was recommended; that the MOE should review the Policy on integration of CAI in teaching of Kiswahili subject with regard to making it mandatory for all secondary schools and updating CAI. These results could be useful in increasing teachers’ CAI integration for Kiswahili subject instruction purposes in order to enhance students’ performance, thereby improving quality of education.
The contribution of the Franciscan sisters of St.Joseph,Asumbi,to education in Kenya
(2013-01-22) Akoth, Sidter Dorothy; Mueni N. Kiio; Mary W. Nasibi
The study focused on the contribution of the Franciscan Sisters of St Joseph (FSJ), Asumbi, to education in Kenya. Therefore, the study aimed first at establishing who the FSJ were, and their place in the contribution to education in Kenya. The background of the study, explaining the reasons for founding Religious Institutes in the ancient Christian History, was meant to authenticate the existence of the FSJ as a religious Institute with a mission to provide education where there was need. In followin~ some of the activities of the Catholic Missionaries of the late 19th and early 20t centuries, the study recognized the part played by the missionaries who trained the FSJ in the art of teaching, so as to become the educators that they became. Data was collected through interviews, questionnaire, observations, focus group discussions, written literature and story telling. The Franciscan Sisters of St Joseph were and are still involved in education in Primary and Secondary Schools, Colleges and Institutes of higher learning in six provinces, in Kenya. Samples of people working with FSJ in those centres of learning were selected. Other samples included neutral public who knew FSJ, District Education Officers of relevant Districts, and the FSJ former students. All these selections were purposively done in order to gain insights on the contribution the same sisters had made and were making to education in Kenya. The F.S.J. themselves were also asked to respond through interviews, questionnaires and written testimonials. The researcher communicated with all those thus selected making appointments for interviews or informing them about the questionnaire that they were to receive, whichever was relevant. The researcher worked with two assistants who, in turn, were assisted by a Franciscan Sister of St Joseph in each selected District. These administered the questionnaire, gave oral interviews, made observations and returned all these raw materials to the researcher for processing. The raw data was organized to ensure that it was relevant, factual and informative. This was done by eliminating unsuitable data, watching out for, and interpreting ambiguous answers, verifying and rejecting irrelevant responses. The resulting data was analyzed using the Statistical Package for Social Sciences (SPSS) to generate frequencies and percentages. All the findings of the study were reviewed and analyzed in line with the objectives of the study. The study revealed that the FSJ had substantively contributed to education in Kenya by participating in the actual teaching, addressing relevant educational issues, being conversant with the adverse issues facing the youth they were teaching and making attempts to address them; by giving holistic education, paying particular attention to the girl child, and economically, socially and educationally empowering Kenyan citizens for the life.
The contributions of parents to the cost of upper primary education and its implications for free primary education; a case of South Nyanza, Kenya
(2011-05-01) Ogeta O. Norbert
Due to the large enrolments, rising costs of education and the demands of the other sectors of the economy, in sessional paper No. 1 of 1986, the government legitimized cost-sharing policy in which parents were given more responsibilities of providing more funds for meeting the costs of primary education. The purpose of this study was to investigate the adequacy of parents' contribution to the cot of upper primary education. More specifically the study sought to find out whether parents' contributions were actually adequate or sufficient in meeting the cost of upper primary education. A descriptive survey design was used in this study. The sample of the study comprised 496 parents and 124 headteachers . A total of 120 head teachers and 450 parents responded to the questionnaires and the interview schedules respectively. An interview schedule for parents and a questionnaire for head teachers were the two instruments used for data collection. In analyzing the collected data, percentages, means, standard deviation, t-tests were used. The level of testing the hypothesis was set at 0.05 level of confidence. The findings showed that parents had low financial abilities in meeting the costs of upper primary education because of their low income. It was also due to unreliability of the various occupations they were engaged in as sources of income for providing funds to meet the cost of upper primary education. Even though parents were found to be unable to effectively meet the cost of upper primary education because their low income, their contributions were necessary due to the inability of the government to meet the primary schools' financial needs. It was therefore recommended that school authorities should come up with some strategies for mobilizing funds from the parents and other possible sources of funding education. It was therefore recommended that school authorities should consider soliciting funds for schools by engaging school children in income generating activities such as agriculture, keeping poultry and any other which they are capable of undertaking as a way of raising funds. Funds should also be solicited from community members, foundation bodies ( like religious organizations, commercial firms), cost-saving measures and through costsharing activities by setting benchmarks for various educational costs and ensuring that such benchmarks are not changed. The study recommended that it was necessary for school authorities to liase with the local leaders such as the local chiefs who were in better position to mobilize community groups to participate effectively in school projects like fundraising for individual schools. The study concluded that married male parents who were engaged in 12 occupations were more economically able to meet the costs of upper primary education for their children than those parents who were engaged in six occupations. It was recommended that further research be carried out on ways and means of controlling the prices of basic facilities and resources which were required for learning in upper primary education to enable parents to effectively meet the costs of upper primary education. i.e setting benchmarks
Curriculum innovation in Kenya: a case of the introduction and implementation of secondary school intergrated English in Nairobi county
(2012-04-02) Magoma, Charles M.
This study analyzed the whole program of integrated English cuniculum since its inception to its current state and practice in second8.I)' schools. The specific objectives of the study were to: Find out the justification for initiation and introduction of secondary integrated English curriculum; Analyze the implementation process of secondary integrated English curriculum.; Find out the challenges facing effective implementation of the integrated English curriculum; and to explore how implementation of secondaJy integrated English curriculum can be improved The Study mainly used a qualitative approach in the form of a case study design and it employed questionnaire, interview and observation instruments to collect data from 101 teachers of integrated English and 20 head teachers in Nairobi North District area. Also, three heads of English - one from each of three Government agencies (KJE, MoE and KNEC) were interviewed. The researcher organized raw data collected from questionnaires, interview and observation sdJeduies into significant patterns so as to easily intapret and understand the essence of the data. It was realized from the study that integrated English curriculum was introduced to enable teachers use Integration as a teaching. approach across . the two diSciplines and between and/or among their constituent parts. Despite this good intention, it was found that 57.4 % of the teachers of integrated English did not undergo any type of in-service training before they started the actual teaching of integrated English curriculum. Therefore, they started teaching the curriculum without proper understanding as regards the implementation of integrated English curriculum. Consequently, 55.5 % of teachers of integrated English and 80 % of their head teachers faced difficulties in the process of implementing integrated English curriculum. Due to these difficulties that they faced, most of the concerned teachers (86.1 %) taught English language and Literature as separate subjects. They did DOt exploit the complementary relationship between the two subjects to teach the integrated English curriculum. Even in instances where integration was attempted, there was no meaningful and significant integration between the teaching of English language and Literature. The study concluded that there has been no effective implementation of integrated English innovation in Nairobi North District as was/is intended by the curriculum developers. To ensure effective implementation of integrated English curriculum in seconduy schools, the study recommends that proper and continuing professional support in the . form of in-service training and other activities on the implementation of integrated English curriculum should be conducted by experts. This will assist teachers and their head teachers to acquire and develop necessary skills on how to integrate English language and Literature. EqualJy, the study recommends that pre-service training in colleges and universities sbouId be reformed and an integaated approach adopted. This way, teacbcn to-be will be familiarized with the integrated approach and their competence in handling integration developed. The teachers-to-be will eventually develop great interest in the approach and this will impact positively on their teaching and evaluation once they get to the field. It is also recommended by this study that adequate teaching and learning resources should be provided to teachers such that they can teach and evaluate integrated English as expected.
Dependability of Students Learning Outcomes on Performance Appraisal for Teachers in Public Secondary Schools in Kisii County, Kenya
(Kenyatta University, 2019-03) Nyakundi, Gilbert Morara
The underlying purpose of performance appraisal for teachers is to promote quality teaching and student learning outcomes. However, there is a dearth of research-based literature on dependability of student learning outcomes on performance appraisal for teachers in public secondary schools in Kisii County hence the need for this study whose objectives were to establish the relationships between performance appraisal variants of teacher qualifications, professional development, teacher experience, appraisal ratings and student survey ratings with student learning achievement. The theoretical framework was based on Locke’s (1968) goal-setting and Vrooms’ (1964) expectancy theories. The study adopted the explanatory sequential mixed methods research design. The population was 50,379 comprising of 3,759 teachers and 46,620 students. In phase one, principals, deputy principals and heads of departments participated in their capacity as teachers. Using the simple random sampling technique, a sample of 758 consisting of 362 teachers and 397 students was determined using Slovene’s formula. In the second phase, a sample of 27 comprising of 9 principals, 9 deputy principals and 9 heads of department was purposively selected on the basis of their roles as appraisers under the TPAD framework. Questionnaires for teachers and students were used to collect data in phase one while a semi structured interview schedule for principals, deputy principals and heads of department was used in phase two. The instruments were piloted on 1% of the sample and their validity assessed by two experts in research and educational management respectively. Reliability of the teacher questionnaire was found to be.749 and .771 for the student questionnaire for 7 items in each instrument. Reliability of the semi-structured interview schedule was ascertained using the constant comparative method. Data collected was analyzed with the aid of the Statistical Package for the Social Sciences (SPSS) computer programme. Data was presented in contingency tables and analyzed in terms of frequencies, percentages, Pearson’s correlation coefficient, chi-square and linear regression based on teacher appraisal variables and student learning achievement. Qualitative data was analyzed thematically using direct respondent quotations that were triangulated with findings from phase one. The findings show that the contribution of teacher performance under the TPAD framework to learning achievement was minimal at R=.085. The R² computed yielded a value of .007, suggesting that teacher performance explained .7% of students’ learning achievement in the study locale. However, the multiple regression model constructed to measure influence of performance appraisal on student learning achievement yielded R=.475 while R² computed was .226 suggesting that the model could explain 22.6% of student learning achievement in the study locale. As a result, all the five null hypotheses of this study were upheld. These findings led to the conclusion that TPAD contributes minimally to student learning achievement in public secondary schools in Kisii County. The findings of this study are significant because they provide research-based information useful to TSC and other education stakeholders in developing programmes to elevate and motivate teachers through professional development. Based on the findings, it is recommended that TSC together with other education stakeholders should consider the re-engineering of teacher appraisals to fit within the broader school performance management system that incorporates variables influencing student learning achievement. Finally, further research is recommended to develop a performance management model for schools in which performance appraisal for teachers shall be integrated.
Determinants of apparel Fashion Consumption Decision Making among University Students in Nairobi City County, Kenya
(Kenyatta University, 2022) Kimemia Millicent Wamuyu, Kimemia Millicent; Dinah Tumuti; Bosibori Oigo
Apparel fashion is an important dimension of a person’s lifestyle. Researchers have investigated various consumer factors that influence apparel fashion consumption and, marketers and designers are interested in the variables influencing the apparel fashion consumption. This study investigated determinants of apparel fashion consumption decision making among university students in Nairobi City County, Kenya. The objectives were to; establish the socio-demographic characteristics of apparel fashion consumers; establish the physiological factors influencing apparel fashion consumption decision making; determine the relationship between socio-cultural factors and apparel fashion consumption decision making; examine the relationship between psychological factors and apparel fashion consumption decision making, assess the impact of internet and media on apparel fashion consumption decision making, investigate whether universities students are guided by the Engel-Kollat-Blackwell model and develop a model explaining apparel fashion consumption decision making process. Employing a descriptive cross-sectional research design, this study employed both qualitative and quantitative techniques to collect, analyze and present data. Purposive sampling was used to select seven universities in Nairobi. Proportionate sampling was applied to spread the sample size of 534 respondents across sampled universities. A structured questionnaire containing both open-ended and closed-ended items was used in data collection. Means, frequencies and percentages were determined and data presented in tables and charts. Chi-square test was used to test the hypotheses. Apparel fashion consumption decision making was found to be influenced by age, gender and marital status with gender having the highest influence. Physiological factors, socio-cultural factors, psychological factors and internet & media had no significant relationship with apparel fashion consumption decision making. A seven-stage model was followed by the university students in the apparel fashion consumption decision making process skipping some stages of Engel-Kollat-Blackwell model. Stages followed by students included need conceptualization, expectation of what to buy, knowledge of latest apparel fashion trends, search for product information, evaluation of information making a purchase and evaluate between possible alternatives. Post purchase evaluation was not done by the students. The study concluded that Engel-Kollat-Blackwell model was not followed by the university students in their apparel fashion consumption decision making. The study recommended that; apparel fashion designers should come up with age and gender appropriate apparel fashion to tap into these vital cohorts that have a significant importance on apparel fashion consumption. There should be an established center in every university to offer counsel and direction on best clothes depending on these physiological factors and apparel fashion consumption model given by the researcher. The government may come up with policies to regulate the apparel fashion industry to ensure that what is made is in line with national values through the national clothe policy. A study should be carried out to establish factors influencing consumption of non-apparel apparel fashion which contributes immensely on apparel fashion industry in Kenya
Determinants of Education Output in Public Secondary Schools in Central Province, Kenya
(2012-03-19) Ndiritu, John K.
Secondary education is indeed a crucial stage for the education system. This is where some primary schoolteachers are trained; it is also where the future students of higher education are selected having been taught essential skills. It is believed that students enter secondary schools as children and leave as young adults. This change of children to young educated adults calls for various inputs within the school setup. Each of these inputs is assumed to have a certain impact on the young adult produced by the school. It is, therefore, crucial to evaluate all the processes that students undergo through the secondary education level with an aim of identifying educational inputs with the greatest impact on the school product (output). This study was aimed at establishing the major determinants of output in secondary education and the extent to which each educational input used in the study explains the output. The study used survey design, which is concerned with the generalized statistics that result when data are abstracted from a number of individual cases. This study was carried out in Central Province, Kenya. According to Ministry of Education, Statistics Section, there were 690 public secondary schools in Central Province by 2008. Further, there was a total of205,157 students in the province by 2008. The study was carried out in the public secondary schools where a sample of 69 public secondary schools represented by the head teachers, and 400 students were used from the province. The researcher used two questionnaires; one for the head teachers and another for form four students. Data analysis was done using SPSS and STATA. Regression analysis was used to estimate the relationship between inputs and educational output. After the study it came out clearly that among the endogenous inputs, the key determinant input on education output is student prior performance. The researcher regressed student current performance against his/her previous performance and the result gave a coefficient of determination of 94.3%. The second key determinant of education output is teacher experience. For the sake of this study, three year experience was used as the benchmark for an experienced teacher. On regressing student performance against teachers' experience, the results indicated that experience accounts for 75.7% of variability in the student performance. Further, the study found that most endogenous and exogenous inputs are key determinants of female than male student performance. The study recommends that the government and other stakeholders should provide more resources to ensure that more teachers at secondary school level acquire more skills. The fact that the higher the teacher qualification, the better the student performance means that more resources should be provided to ensure that even those teachers with the first degree pursue masters and doctoral degrees. Further, educational policy-makers should ensure that the investment made in teachers is sufficient and proportionate to the demands placed upon them. The fact that education inputs determine performance in females more than in males implies that female students in co-educational institutes should be fully equipped, while girls schools should be provided with more facilities. Based on these recommendations, the study proposes that similar studies should be carried out in primary and university levels of education. Further, a study on key determinants of male performance should be carried out as the inputs used in the study showed very low impact on male performance.
Determinants Of The Trend Of Demand For And Supply Of University Education In Kenya
(2014-08-28) Madanji, O. Gabriel
The purpose of this study was to identify the determinants of the trend of demand for and supply of university education in Kenya. The demand for university education keeps on increasing every year to the extent the supply of university education is unable to cope with this trend of ever increasing number of qualified students. The study objectives were to establish the level and nature of programmes offered, identity the factors affecting trend of demand and supply of university education, determine the challenges facing demand and supply and develop strategies for addressing the challenges associated with to the trends of demand and supply of university education. The study will have theoretical and practical implications which will contribute to advancement of knowledge and provide strategies for addressing challenges facing university education. The study applied the theory of demand and supply of McConnell (1999) as a guide to this research. The research employed a descriptive survey design, which is concerned with the generalized statistics that result when data is abstracted from respondents. The research instruments were questionnaires and interview schedules used to collect data. The instruments were piloted and validity verified. Reliability was also verified where the correlation coefficient of +0.72 was established. Out of thirty one universities, only seven (four public and three private universities) were sampled. The target population was 1717, comprising of university administrators, students and informed specialists from both public and private universities. These also included officials from Commission of University Education and Ministry of Higher Education. Simple random sampling was used to get a total of 595 respondents as the sample for the study. In relation to ethical consideration permission from the graduate school and the Ministry of Education was sought to make this research successful. Data analysis was done using the Social Package for Statistical Science (SPSS). Both qualitative and quantitative data analysis was used to analyze the data. The findings were presented through descriptive statistics by use of frequencies, tables, graphs and pie-charts. The analysis was on the determinants of demand and supply of university education. The study found out that university education is expensive and costs incurred by both the student and the government cannot be sustained. Further the study established that the government is not clear on how much it is willing to invest in university education. That all programmes ranging from certificate to doctorate level are available in the universities but most of them are in the discipline of social sciences as opposed to pure sciences. The main challenge was inadequacy the human and capital resources to foster university education that are core to efficiency, economic development, access and provision of quality education. The study recommends that university education should be quality, relevant and cost-effective to determine the nation’s economic prosperity. The stakeholders should make sure that university education is responsive, adoptive, and proactive so as to make full use of resources. In relation to financing, the government should introduce new funding strategies to promote efficiency, quality and accountability. Based on recommendations, the study proposes that similar studies should be carried out on the policies guiding

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