PHD-School of Education

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This collections contains bibliographic information and abstracts of PHD theses and dissertation in the School of Education held in Kenyatta University Library

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5es Model: Effect on Secondary School Students’ Achievement in Chemistry in Information Communication and Technology Integrated Lessons in Murang’a County, Kenya
(Kenyatta University, 2023) Nduati, Charagu Sammy; Samson R. Ondigi; Florence K. Nyamu
An integration of the 5Es model in teaching Chemistry has an impact on student conceptualization. Equally, integration of information communication technology (ICT) in teaching and learning can be helpful to students. The Kenya National Examinations Council (KNEC) reports indicate that Chemistry has dominantly registered dismal achievement in Kenya Certificate of Secondary Education (KCSE) at national level. KCSE results analysis over the years show poor results in the subject within Murang’a County. KNEC report further reveal that the topic on “structure and bonding” over the years has been rated as one of the poorly achieved areas. This study aimed at examining how 5Es model impacts learner’s achievement in “structure and bonding” in ICT integrated lessons in Chemistry. The specific objectives of this study were therefore to: (i) establish effect of 5Es model on learner’s achievement in “structure and bonding” in ICT integrated lessons; (ii) determine the effect of use of 5Es model in ICT integrated lessons on learners’ achievement based on ability; (iii) establish the effect of use of 5Es model in ICT integrated lessons on learners’ achievement based on attitude; (iv) determine the gender difference on learners’ achievement in “structure and bonding” for learners exposed to the 5Es model in ICT integrated lessons; and (v) establish the challenges encountered in teaching ICT integrated lessons using the 5Es model. A quasi- experimental design of the Solomon four type was applied to determine the impact of the instructional model used in ICT integrated lessons on students’ conceptualization and consequently achievement in “structure and bonding” in Chemistry. The sample size was 197 form two students as well as teachers of Chemistry, purposively selected from four mixed gender secondary schools. This study was guided by constructivist theory of learning and the technology acceptance model. Research instruments used included students’ questionnaire, pre and post achievement tests, observation schedule as well as an interview schedule. The data collected from the study was quantitatively and qualitatively analyzed. Descriptive statistics including mean, standard deviation, percentages, frequencies and inferential statistics comprising t-test and ANOVA was used to show the relationship between the identified parameters which were used in the derivation to the new body of knowledge. Findings indicated that students instructed through 5Es model in ICT integrated lessons achieved significantly better than in the conventional methods. Consequently, 5Es model in ICT integrated lessons is rated as a better instructional approach as compared to conventional methods. Further, use of 5Es model in ICT lessons has a significantly greater effect on low ability learners as compared to high ability students. Whereas 5Es model in ICT enhanced lessons seems to have an effect on the attitude of students with positive attitude towards Chemistry as well those with negative attitude, the difference in the effect was insignificant. The results show that the difference in performance between female and male students is not significant. A technology-based instructional model related to 5Es for enhancing learning in Chemistry suitable for developing countries like Kenya has been developed based on the findings of the study. It is, therefore, recommended that Chemistry teachers should be encouraged to use the 5Es model in ICT integrated lessons so as to improve achievement in Chemistry. Moreover, the findings would be significant in improving achievement in secondary school Chemistry by involving all stakeholders in the education sector.
A Model to Enhance Tutorial Management in Teaching and Learning Using Cloud Computing
(Kenyatta University, 2024-02) Thuku, John Kiiru
Integration of ICT in teaching and learning has been a growing concern that has attracted a lot of research and inquiry following the increase in the availability, accessibility and affordability of ICT among learners and the emergence of E Learning systems. Universities face unprecedented demand to shift their pedagogues to be more learner-centered in an effort to improve student learning experience and outcomes using modern technology. However due to the increase in student enrolment there has been a gradual decline in the use of the learner-centered tutorials despite potential in enhancing students learning experience and acquisition knowledge and other academic skills. Modern technology, such as cloud computing can indicatively be integrated to improve tutorial administration and help increase students’ participation in learning. There is a lack of locally developed E-Learning systems to address challenges appropriately. The main purpose of this study was to improve the management of tutorials in teaching and learning by developing an online application model based on cloud computing. The study was guided by collaborative and constructivist theories of learning. The study was conducted at Kenyatta University where the researcher used a snowball sampling method to identify participants since not all academic programs are taught using tutorials. The study was conducted in three stages: survey on tutorials, development of online tutorial management system (Tutmas) and experimentation of the platform. The main methodology was action research but it combined agile software development approach and qualitative method at specific instances. The findings show that students and lecturers appreciated the learning experience and skills gained in regular tutorials and that Tutmas platform was quite effective in the management and administration of tutorials as well as enhancing students’ learning experiences. The recommendation is that institutions should purposefully enhance the use of tutorials and enhance their efficiency by using the cloud-based system. Students should be experiencing tutorials early once they join the University in their first year. It is recommended that tutorials should be harnessed and the system should incorporate peer review of tutorial papers in order to publish quality papers in an institutional online tutorial journal.
Ability beliefs, achievement goals and fear of negative evaluation as predictors of academic achievement among form three students in Mombasa County, Kenya
(Kenyatta University, 2018-01) Mwangi, Jayne Muthoni
Low academic achievement remains a major concern among all stakeholders in Mombasa County. This study sought to explain academic underachievement from a self-worth protection perspective. Specifically, the study sought to establish the extent to which ability beliefs, achievement goals and fear of negative evaluation predict academic achievement. The study also sought to determine gender differences in ability beliefs, achievement goals, fear of negative evaluation and academic achievement. The study employed an ex post facto research design and was anchored by Covington's Self-worth Motivation Theory. The target population were form three students and class teachers in public secondary schools in Mombasa County. The sample comprised a total of 431 respondents; 421 students and 10 teachers selected using stratified, purposive and simple random sampling techniques. Questionnaires for students and semi-structured interview schedules for teachers were used. Students' academic records provided data on academic achievement. Questionnaires for students included items from the Implicit Theories of Intelligence Scale, the Achievement Goals Questionnaire - Revised and the Brief Fear of Negative Evaluation Scale. Both quantitative and qualitative data were collected. Quantitative data was analysed using descriptive and inferential statistics using SPSS. Linear regression analysis and t-tests were used to test hypotheses at α = 0.05. Qualitative data was analysed thematically in line with the objectives of the study. Ability beliefs significantly predicted academic achievement. Entity beliefs significantly and negatively predicted academic achievement while incremental beliefs insignificantly and positively respectively predicted academic achievement. Achievement goals significantly predicted academic achievement with mastery and performance goals positively and negatively respectively predicting academic achievement. Fear of negative evaluation insignificantly and negatively predicted academic achievement. As a single model, ability beliefs, achievement goals and fear of negative evaluation significantly predicted academic achievement. Significant gender differences were found in performance goals and academic achievement. Qualitative analyses showed that students set their goals in line with overall schools' targets; goal monitoring was done by class teachers and parents; students feared the subsequent evaluation because previous results were publicly displayed and discussed and girls were at an elevated risk of undervaluing academics because of cultural socialisation. The study recommended that learning should be a more holistic process encompassing both performance mastery domains and that parents should not peg their children‟s overall worth solely on academic achievement. In the same line, diverse programs should be developed to ensure that students find worth in other domains that are also socially valued.
Ability Streaming, Ranking and Extrinsic Rewarding as Predictors of Academic Inferiority Feelings among Secondary School Students in Kisii County, Kenya
(Kenyatta University, 2021-12) Sakina, Mogaka Moraa; Chrispus K. Wawire; Doyne K. Mugambi
There is substantial literature on inferiority complex but scanty research has been done on academic inferiority in relation toability grouping, ranking and the use of rewards on secondary school students.The main aim of this study wastherefore to investigate the predictors of academic inferiority feelings. More specifically, the study was designed to find out the relationship between ability streaming, ranking, extrinsic rewarding and academic inferiority feelings among students who do not perform well. Alfred Adler’s theory of individual psychology forms the theoretical framework of the study. The study adopted a mixed methods sequential explanatory research design. It was carried out in Kisii County, Kenya. The target population was all the Form Three students in public secondary schools in Kisii County (29309 students). Proportionate stratified sampling was used to select the top, average and low ranking schools in the county. It was further used to stratify schools into boys’ boarding, girls’ boarding, mixed boarding, mixed day and boarding and mixed day schools. Simple random sampling was used in the selection of the 400 respondents. The sample consisted of 400 students selected from 20 schools. The research instruments were questionnaires and an interview schedule for the students administered by the researcher. Personal and academic self-concept inventory (PASCI) was used to collect data on academic inferiority feelings and Stephanie Soto Gordon’s questionnaire was used to collect data on ability streaming from students. Researcher developed questionnaires were used to collect data from students on ranking and extrinsic rewarding. A pilot study was carried out to validate and ensure reliability of the research instruments.Both descriptive and inferential statistical procedures were used to analyze data using Statistical Package for Social Sciences (SPSS) version 20. The results were presented using frequency tables. The results showed that there was a significant positive relationship between ability streaming, ranking, extrinsic rewarding and academic inferiority feelings.Most of the respondents experiencing moderate feelings of academic inferiority, that is, r (399) = .31, p=0.1 in ability streaming, r (399) = .28, p=0.01 in ranking and r (399) = .32, p=0.01 in extrinsic rewarding. Sex differences were found in ability streaming, ranking and extrinsic rewarding in regard to academic inferiority feelings. Boys experienceda higher level of academic inferiority feelings with a mean of 67.11as compared to girls who had a mean 65.08. A major recommendation of the study was that the ministry of education should try to do away with ranking totally more so within school ranking which leads to ability streaming in schools and extrinsic rewarding thatmake the students feel academically inferior.
Academic Adaptability, Psychological Capital and Academic Engagement as Predictors of Academic Achievement among Form Three Students in Kitui County, Kenya
(Kenyatta University, 2024-04) Muthui, Priscah M.
Academic achievement is the main pathway to formal employment all over the world. However, in Kenya poor academic achievement by students nationally has been of great concern to the teachers, parents and all educational stakeholders. More specifically, most secondary school students in Kitui County have been performing below average in national examinations. This poor performance has been attributed to the school environmental factors, teacher factors and little has been done on individual psychological factors, which may contribute to the students’ below average performance. The purpose of this study was to investigate how academic adaptability, academic psychological capital and academic engagement predicts academic achievement among form three students in Kitui County. The objectives of the study were; to find out the extent to which academic adaptability predicts academic achievement, to examine the extent to which academic psychological capital predicts academic achievement, to find out the extent to which academic engagement predicts academic achievement, to establish the extent to which gender moderates the relationship between the students’ academic adaptability, academic psychological capital and academic engagement and to determine the predictive model of academic adaptability, academic psychological capital and academic engagement on academic achievement. The study was anchored on Individual Adaptability theory by Ployhart and Bliese (2006), Broaden -and -build theory by Fredrickson (2004) and Engagement theory of learning by Kearsley and Shneiderman (1999). Explanatory sequential mixed method design was used. The participants were 427(218 boys and 209 girls) students from ten public sub-county secondary schools in Kitui County in the year 2023.Purposive, stratified, simple random sampling and proportionate sampling was used to select the schools and the participants. Questionnaires were used to collect quantitative data while interview schedule was used to collect qualitative data. Finally, data on the students’ academic achievement was collected from the respective class teachers. A pilot study involving 30 students was conducted to establish the reliability and validity of the research instruments. The school was not involved in the actual study. Both descriptive and inferential statistics were used to analyze the data. Quantitative data was analyzed using Pearson’s Product Moment Correlation Coefficient, multiple regression and t-test for independent samples while the qualitative data was analyzed thematically. The findings revealed that there was a significant positive relationship between academic adaptability and academic achievement (r=.00, p<.05), academic psychological capital and academic achievement (r=.65,p< 0.01) and academic engagement and academic achievement (r=.57,p< 0.01). From the multiple regression analysis, it was revealed that academic psychological capital was the best predictor of academic achievement with a predictive index of (β=.42) followed by academic adaptability with a predictive index of (β=.17) while the least predictor was academic engagement with a predictive index of (β=.13).The equation for predicting academic achievement from academic adaptability, academic psychological capital and academic engagement was significant (F (3, 411)=.000,p<.005). As a result, all the sub-scales of the three constructs had a significant predictive weight on academic achievement. The qualitative data was analyzed thematically and the findings concurred with the quantitative results. In conclusion, the significant predictive weight of academic adaptability, academic psychological capital and academic engagement on academic achievement implied their importance in the learning process. As a result, the study recommends that the teachers, parents and all education stakeholders should enlighten and guide the students on the importance of academic adaptability, academic psychological capital and academic engagement in boosting their academic achievement.
Academic Identity Status and Achievement Goal Orientation as Predictors of Academic Achievement among Form Three Students in Embu County, Kenya
(Kenyatta University, 2015-11) Ireri, Anthony Muriithi
Over the last three years (2012 to 2014), the candidature for Kenya Certificate of Secondary Education has been increasing but the national pass rate has consistently been low. Low pass rates limit the nation's progress towards attaining the universal goals of education. Although studies have associated low pass rates with risks presented by contextual and psychological factors, there is a dearth of local studies on how students' academic identity and achievement goals predict academic achievement. The purpose of this study was to determine whether academic identity status and achievement goal orientation predict academic achievement among secondary school students in Kenya. Specifically, the relationships among academic identity status, achievement goal orientation, and academic achievement were examined. Sex differences and the prediction equation were also established. Framed upon the identity status theory and the 3 x 2 model of achievement goal orientation, the study adopted an explanatory sequential mixed methods design. The study targeted all year 2015 form three students in Embu County. Purposive, stratified proportionate, and simple random sampling procedures were used. 390 students were selected from 10 public secondary schools in Mbeere South Sub County. Quantitative data were collected through adapted Academic Identity Measure and Achievement Goal Orientation Questionnaire. To crosscheck the quantitative data, interviews were conducted with 40 participants purposively selected from those who filled the questionnaire. Academic achievement was inferred from students' examination grades. A pilot study involving 40 students established and enhanced the psychometric properties of the study instruments. Quantitative data were analysed using Pearson's Product Moment Correlation Coefficient, multiple regression, and independent samples t-test. Qualitative data were analysed thematically. A major finding was that achieved academic identity status was the only academic identity status that correlated positively and significantly with academic achievement (r (383) =.38, p < .05). There was a significant positive correlation between approach achievement goal orientation and academic achievement (r (383) = .20, p < .05). A significant negative correlation was found between avoidance achievement goal orientation and academic achievement (r (383) = -.15, p < .05). Boys had significantly higher scores in foreclosed academic identity status (I (383) = 2.21, p < .05) while girls had significantly higher scores in approach achievement goal orientation (I (383) = -.56, P < .05). The equation for predicting academic achievement from academic identity status and achievement goal orientation was significant (F (3, 381) = 26.73, p < .05). Achieved academic identity status had the highest significant predictive value on academic achievement compared to avoidance and approach achievement goal orientation. In the exploratory analysis, age and school type had significant main effects in the prediction model. A path analysis established that achievement goal orientation mediated the relationship between academic identity status and academic achievement. The study recommended that parents and teachers should create conducive environments for the development of achieved academic identity status and approach goal orientations. Specifically, schools should have interventions to help students attain achieved academic identity status since it is the most facilitative identity in predicting academic achievement
Academic impediments students with visual impairments encounter in the Colleges of University of Rwanda
(Kenyatta University, 2015-08) Nasiforo, Beth Mukarwego
The Purpose of this research was to investigate academic impediments students with visual impairments encounter in the colleges of the University of Rwanda. This study addressed the following objectives: the suitability of teaching methods used in colleges of the university of Rwanda to accommodate students with Visual Impairment; lectures ability to adapt to the learning/teaching resources available in public colleges to suit academic needs of students with visual impairments; determine the extent to which lecturers adapt the teaching/learning resources and examinations to suit the needs of students with visual impairment; how administrative staff facilitate the learning of students with visual impairments in inclusive colleges and how orientation and mobility affect the learning of students with visual impairments in inclusive colleges. The researcher used descriptive survey design. The study was carried out at the college of arts and social sciences in Huye District in the Southern Province and college of Education in Gasabo District in Kigali city. The target population was 1405 respondents who included deans of faculties, resource room managers, lecturers, all learners with visual impairments and all level four sighted learners. A sample size of 125 respondents was obtained through the use of purposive sampling, stratified random sampling and snow ball methods. Questionnaires and interview guides were used to collect data. Content validity was tested to ascertain whether the item s in the questionnaires were suitable for their task. The correlation indicated that there was a strong positive correlation between two tests of scores where r=0.829 for the lecturers questionnaire and 0.801 for the students questionnaire. Data collected was analyzed using descriptive statistics. Findings showed that majority of respondents confirmed that the curriculum was not adapted, learning resources which aid in the learning of students with visual impairment were not available and the learning resources available and examinations were not adapted by the lecturers to suit the needs of students with visual impairment. Staff development was done in other areas but inclusive education was still at a very low level and majority of the students with visual impairment were not trained in orientation and mobility and did not have white canes. It was recommended that the Ministry of Education should provide funds for organizing seminars and workshops in the area of the SNE to allow lecturers to be able to teach effectively. The University curriculum and the environment of the University should be adapted to accommodate students with VI.
Academic mindsets and learning strategies as predictors of academic achievement among form three students in Nairobi County, Kenya
(Kenyatta University, 2018-09) Mutua, Josephine Ngina; ;
In Kenya, academic achievement especially in the Kenya Certificate of Secondary Education has been declining over the years (2014 -2017). Poor academic achievement poses a threat to the educational sector, which is an important pillar in the realization of vision 2030. Studies on motivational factors in learning have been done especially in Western Countries. However, little has been done in Kenya on how academic mindsets and learning strategies predict academic achievement. The purpose of this study was to examine how academic mindsets and learning strategies predict academic achievement among secondary school students in Kenya. In particular, the relationship between academic mindsets, learning strategies and academic achievement were examined. Sex differences and the predictive weight of academic mindsets and learning strategies on academic achievement were also examined. The study was guided by Social Cognitive Theory of Motivation and Personality and Social Cognitive Theory of Learning. Explanatory sequential mixed methods design was adopted. The target population was form three students in public secondary schools in Nairobi County in 2016. Purposive, stratified, and simple random sampling procedures were used. A sample of 488 participants was selected from 10 public secondary schools. A pilot study using 50 students from one secondary school was conducted to check on the validity and reliability of the instruments. Quantitative data was collected through self-report questionnaires which comprised of adapted scales for Academic Mindsets and Learning Strategies. The quantitative data was further cross-checked through interviews conducted with 40 participants purposefully selected from those who had filled the questionnaires. Academic achievement was inferred from student‟s academic records. Quantitative data were mainly analyzed using Pearson‟s Product Moment Correlation Coefficient, t-test for independent samples, and multiple regression. Qualitative data were analyzed thematically. The study found a non-significant positive correlation between students‟ academic mindsets and academic achievement (r (486) = .05, p > .05) and a positive significant correlation between learning strategies and academic achievement (r (486) = .20, p < .01). There were significant sex differences in academic mindset scores (t (486) = -2.47, p < .05). No significant sex differences in learning strategies were found (t (486) = -1.56, p >.05). The equation for predicting academic achievement from both academic mindsets and learning strategies was significant (F (2, 485) = 11.23, p <.05). Hence, all the subscales of academic mindsets and learning strategies had a significant predictive weight on academic achievement. The qualitative findings were in agreement with the quantitative results. In conclusion, the significant predictive weight of both academic mindsets and learning strategies imply their importance in the teaching learning process. Therefore, the study recommended that, teachers, parents and all stakeholders in education should create an enhancing environment to foster the development of academic mindsets and learning strategies among secondary school students.
Academic Motivation and Self-Regulated Learning as Predictors of Academic Achievement of Students in Public Secondary Schools in Nairobi County, Kenya
(2014-08-15) Mutweleli, Samuel Mutua
Nationally, the distribution of secondary school students’ performance in public examinations has been skewed towards the lower grades. This poor performance has been majorly attributed to school environmental factors and little has been done on individual psychological factors which may contribute towards students’ academic achievement. This study was therefore designed to determine students’ academic motivation and self-regulated learning as predictors of academic achievement. The main aim was to determine a prediction model of secondary school students’ academic achievement given academic motivation and self- regulated learning. More specifically, the relationship among academic motivation, self-regulated learning and academic achievement was established. Further, sex differences in both academic motivation and self-regulated learning were studied. The self-determination theory and the social cognitive theory of self- regulation formed the theoretical framework. The study adopted an ex post factor research design and was located in Nairobi County, Kenya. The target population was all the year 2012 form three students in public secondary schools in Nairobi County. The sample consisted of 938 form three students selected from 10 public secondary schools. Purposive, stratified and simple random sampling procedures were used in the selection of schools and participants. The study used a questionnaire developed to seek information on participants’ biographical data. The Academic Motivation and Academic Self-regulated Learning Scales were adapted to measure academic motivation and academic self-regulated learning respectively. Student’s academic achievement was measured by use of examination records obtained from school. Pilot study was conducted on 30 form three students selected from a mixed day public secondary school in Nairobi County. Both descriptive and inferential statistical procedures were used to analyze the data. The results provided evidence that there was a significant relationship among academic motivation, self-regulated learning and academic achievement. Further, it was found that among the domains of academic motivation and strategies of self-regulated learning, intrinsic motivation towards accomplishment and organizing strategy had the highest positive predictive value on academic achievement. Significant sex differences were found with regard to academic motivation and self-regulated learning and they were in favour of boys.Ultimately, students’ self-regulated learning was found to have the highest positive predictive value on academic achievement as compared to academic motivation. In the exploratory part of the study, a significant main effect on academic achievement was found between type of school, academic motivation and self-regulated learning. A major implication and recommendation of the study was that, teachers, parents and all stakeholders in education should work together in creating conducive school and home environments for fostering the development of these psychological constructs; academic motivation and self-regulated learning, among students. More specifically, the development of the domains of academic motivation and types of self-regulated learning strategies found to have a positive predictive value on academic achievement should be emphasized.
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.
Academic self-concept, motivation and resilience as predictors of mathematics achievement among secondary school students in nairobi county, Kenya
(Kenyatta University, 2018-03) Gachigi, Priscilla Njoki
ABSTRACT Mathematics is considered a key foundation for scientific knowledge required for the development of any nation. Poor mathematics achievement has been reported nationally. The purpose of this study was to establish whether academic self-concept, academic motivation and academic resilience singly and jointly predict mathematics achievement of secondary school students in Nairobi County, Kenya. The objectives of the study included establishing the extent to which: academic self-concept predicts mathematics achievement, academic motivation predicts mathematics achievement, academic resilience predicts mathematics achievement and determining the relative predictive values of academic self-concept, academic motivation and academic resilience on mathematics achievement, test for gender differences in academic selfconcept, academic motivation, and academic resilience and to establish differences in academic self-concept, academic motivation, academic resilience and mathematics achievement among students in different categories of schools. The study was based on the theories of self-determination and resilience by Deci and Ryan, and Flach respectively. Predictive correlational research design was used in this study. The study comprised a population of 9641 form three students in public secondary schools in Nairobi County, Kenya. A sample of 500 respondents was drawn from the population, using purposive, stratified and simple random sampling. A questionnaire was used to measure the respondents’ academic self-concept, academic motivation and academic resilience. The participants’ mathematics achievement score used was the average score in form two second and third terms and form three first term (2016). A pilot study was conducted among 40 form three students from one coeducational day public secondary school in Nairobi County to establish the validity and reliability of the questionnaire. Descriptive and inferential statistics including simple and multiple linear regressions, ANOVA and t-test for independent samples and Tukey’s HSD were used for data analysis. The hypotheses were tested at α=.05. The results showed that: academic self-concept positively and significantly predicted mathematics achievement (F (2,460) = 2.98, P<.05); academic motivation and mathematics achievement were significantly related in some domains (F (4, 458) = 8.01, P<.01) and academic resilience positively and significantly predicted mathematics achievement (F (1, 461) = 41.49, P<.01). Further, the three variables working together positively and significantly predicted mathematics achievement (F (3,459) = 13.88, P<01); there were no significant gender differences in the three predictor variables and mathematics achievement and the type of school significantly influenced academic resilience and mathematics achievement( F (2, 460) = 6.71, P<.01 and F (2,460) =71.91, P<.01) respectively while it had no significant influence on academic motivation and academic self-concept (F (2,460) =.16, P<.85 and F(2, 460) = .19, P<.83) respectively. It is recommended that parents and other educational stakeholders work together to enhance the students’ academic resilience since the findings indicated that it was the best predictor of mathematics achievement. A similar study should be carried in other counties in Kenya for the purpose of generalization of findings.
Academic Staffing and Implication on the Quality of Bachelor of Education Program in Selected Public Universities in Kenya
(Kenyatta University, 2019-06) Njoroge, Antony Johnson
The preparedness of graduates from Kenyan universities has raised questions in the job market. For instance, a large percent of graduates are believed to be unfit for the teaching jobs. In this regard, this study intended to establish the implication of academic staffing on the quality of Bachelor of Education Program in public universities in Kenya. The study employed descriptive research design hinged on comparative study methodology (Problem solving Approach) proposed by Brian Holmes. The respondents included: Bachelor of Education Program academic staff, Bachelor of Education Program students, Deans, chairpersons in the School of Education and the Chairperson, Commission for University Education (CUE) in the Ministry of Education. Kenyatta University and University of Nairobi were sampled for the study. The sample comprised of 30% of the targeted academic staff, who were selected randomly to participate in the study. Structured questionnaires, interview schedules and document analysis were used to collect the data. A pilot study was conducted at Moi University. Various descriptive (mean, standard deviation and frequency distribution) and inferential (t-test) statistics were employed at different stages of analysis. Qualitative data was analysed through narration and prose discussion. The findings revealed a number of issues relating to academic staffing, especially full-time teaching staff, in the sampled universities. During the study period (2007-2016) the two universities (UoN and KU) had generally employed more lecturers and tutorial fellows compared to the proportion of senior lectures, associate professors and professors. Notwithstanding, one academic staff was teaching more than one course unit in a semester while others were the only staff relied upon in the department to teach a certain course unit. Moreover, most of the academic staff had scheduled units throughout the semester with majority teaching 14 hours per week. Additionally, some academic staff were involved concurrently in instruction of students within the university and supervision of others on teaching practice. Add to this the requirement to conduct research and publish. Such a huge workload makes it hard for all the obligations to be performed adequately. The respondents also admitted that increase of part-time academic staff was a disadvantage to the quality of B.Ed program since part-time staff were not involved in quality assurance and other important administrative tasks. Majority of the academic staff observed that on many occasions students failed to achieve 75% class attendance meaning that such students were not adequately instructed. It was noted that the proportion of self-sponsored students had surpassed that of government sponsored ones over time. Some classes, especially those involving common units, went as high as 400 students. Another problem affecting the B.Ed program is inadequate space in lecture halls. This was more prominent in common units such as those shared in the school of education including educational foundations and educational psychology. The study recommends that the universities management should adopt the model of mentor supervisors and regulate their recruitment, incentives and reporting in order to reduce the burden of B.Ed Academic Staff participation in teaching practice.
Access and Pedagogical Integration of Information and Communication Technology in Secondary Schools in Nairobi and Kiambu Counties: The Case of Computers for Schools Kenya
(Kenyatta University, 2015-01-20) Mwangi, Minae I.
This study sought to explore the status of pedagogical ICT integration by teachers in Kenyan secondary schools with special focus on schools that have been supported by Computer for Schools Kenya (CFSK). The need for this study was based on the premise that educational systems worldwide are vigorously pursuing the integration of ICT to enhance pedagogy and that a failure on the part of Kenya’s educational system would not only create a digital divide but also affect the quality of learning in schools. In 2006, the Ministry of Education introduced the National ICT strategy for Education and Training which empowers schools to engage with stakeholders like CFSK in partnerships to facilitate access to ICT infrastructure and enhance ICT integration. However, according to Karsenti et al., (2009), in various education systems across Africa, ICTs are increasingly being taught as a completely separate discipline, while the integration of ICTs into pedagogical practices to improve the quality of teaching and learning across disciplines remains the exception. This study aimed at examining the level and manner of ICT integration in Kenyan secondary schools. A cross-sectional and descriptive survey design was adapted for the study. Research data was collected through triangulation, which made use of questionnaires, interview guides and checklists. The study targeted 30 secondary schools from Nairobi and Kiambu Counties. The study sample comprised 278 teachers, 375 secondary school students, 30 schools and two CFSK computer trainers. The data collected was then analyzed using SPSS and MS Excel statistical packages. The analyzed data was then discussed under suitable themes derived from the objectives of the study. The results showed that across all schools participating in the study, the use of ICTs to teach subject matter other than computing itself was almost completely absent. It also emerged from the study that although most teachers have positive attitudes towards ICT, they face a myriad of challenges including teacher-level and school-level barriers, factors that constrain their attempts to integrate ICT in instruction. Further, it was noted that although CFSK is contributing towards enhancing access to technology in Kenyan schools, the ICT infrastructure that is available in schools is way below the required amount. The 1:25 computer to student ratio found in the sampled schools was too high for meaningful ICT integration in schools. Secondly, the study shows that teachers lack requisite capacity to adopt ICTs for pedagogical integration. In order to aid the endeavors of teachers in integrating technologies, the study recommends among others more robust professional development programmes which use a convergent model as well as provision of adequate technologies. These strategies would continuously provide support in order for teachers to be able to overcome the aforementioned problems and challenges faced when attempting to integrate technology. Moreover teachers need to be provided with different types of learning opportunities, including periodic workshops, peer-to-peer training, mentoring, online training programmes, and conferences to enhance pedagogical ICT integration.
Accessibility and Utilization of Written Publications for Enhancing Agricultural Productivity in Kandara, Kigumo, Murang’a South Districts of Murang’a County, Kenya
(Kenyatta University, 2015-01-20) Joshua, Reuben Njuguna
The aim of this study was to identify the challenges encountered by farmers in a accessing and using written information materials in Kandara, Kigumo and Murang’a South Districts of Murang’a County. The objective of the study was to investigate the accessibility and utilization of written agricultural information materials by the farmers in the three districts where low agricultural productivity and high poverty levels continue to be experienced, despite having some high agricultural potential areas with sufficient rainfall. The study used the survey design to establish the sources of information used by farmers in their agricultural activities. The target population was 114,578 farm families in the three districts from whom 390 heads of families were sampled using systematic random sampling technique. Three agricultural officers, three veterinary officers and three livestock development officers were also included in the sample. These were purposively sampled. Two questionnaires were used for data collection- - one for the farmers, and the other for the officers. Both questionnaires were pretested before they were used to collect data so as to ensure the reliability and validity of the test items. The questionnaires for farmers were hand-delivered by the researcher and collected immediately after completion, while those for the officers were also hand-delivered but collected later after completion. Collected data was analyzed both quantitatively and qualitatively as per the study objectives using the Statistical Package for Social Sciences (SPSS). Data was presented in form of Tables, Figures, Text and Percentages. The study established that relevant written agricultural information materials were not readily accessible to most farmers due to: unavailability of the materials (57.9%), illiteracy (20.4%) and lack of interest and time (8.5%) on the part of some literate farmers. The study concluded that many farmers in Kandara, Kigumo and Murang’a South Districts did not use written agricultural information materials for their farming activities. This could lead them to not making well informed decisions in their farming activities, thereby resulting to low agricultural productivity. The study suggested possible solutions to the problems encountered by the farmers relating to accessibility and utilization of relevant written agricultural information materials. One of the suggestions was establishment of Agricultural Information and Documentation Centres at several levels including district, divisional, locational, sub-locational and village levels. The centres should be stocked with relevant written agricultural materials for use by farmers. It also recommended establishment of bookshops within farmers’ neighbourhoods and stocking them with relevant written agricultural information materials which farmers could buy. To tackle the problem of illiteracy, the study recommended that Murang’a County Government embark on an ambitious adult literacy programme to empower illiterate citizens including farmers to learn how to read and write.
Adherence to Reference Service Standards for Service Delivery in Selected Federal University Libraries in Northeastern Nigeria
(Kenyatta University, 2023-11) Bukar, Inuwa
The criteria for delivering efficient reference services are defined by reference service standards. The extent to which these standards are implemented in reference service delivery can be used to measure a service's effectiveness. Despite the importance of the standards, few documented research on the evaluation of reference service efficacy utilizing the standards as a critical criterion for assessing reference service transactions have been conducted, particularly in Nigerian university libraries. As a result, the adoption and adherence to the International Federation of Library Association (IFLA) and Reference Users Service Association (RUSA) reference standards in the selected university libraries in Northeast Nigeria was thoroughly examined in this study in order to offer ways in which the reference service can reinvigorate the patron's perception of the use of Libraries. The study addresses reference services and methods of delivery used by reference librarians to provide services, evaluation of reference librarians' behavioral performance by postgraduate students to determine whether it aligns with IFLA and RUSA guidelines, establish how reference librarians' behavioral performance meet the information needs of post graduate students', and users’ satisfaction with reference librarians' behavioral performance, challenges to effective service delivery, and best practices for dealing with these challenges. 302 postgraduate students, 86 reference librarians, and 4 heads of library services were proportionately used from four federal institutions in Northeast Nigeria and utilized as the study's sample. Data was gathered using a questionnaire and an interview schedule. The instruments were verified by panel experts to determine the content validity ratio = CVR of 1 by subjecting replies to Lawshe's template, and r-coefficients of 0.89 and 0.85 were obtained as r-coefficients using the Cronbach Alpha technique to verify the instrument's internal consistency (homogeneity). Data was collected using a non proximal approach and analyzed using descriptive statistics (frequency count and percentages), while chi-square was used to establish statistical significance of quantitative data obtained from participants across the universities under investigation. The qualitative data gathered through interviews was coded and thematically analyzed to supplement the quantitative data source's conclusions. According to student reports, traditional reference services are provided at universities utilizing both face-to-face and digital reference service techniques, and the behavioral performance of reference librarians in accordance with IFLA and RUSA standards practice was not satisfactory. Students' information needs were constant across institutions, however postgraduate students' satisfaction with reference librarians' behavioral performance was inconsistent among universities, and students were dissatisfied with the reference librarian’s behavioral performance. According to the findings of the study, conventional reference services are the basic services that university libraries provide to their patrons via traditional (face-to-face and digital means), postgraduate students' informational needs, and satisfaction is significantly influenced by reference librarians' behavioral performance as suggested by IFLA, and RUSA standards practice. The study recommended that; reference librarians should take advantage of training that will have a direct impact on their behavioral performance. This would improve contact between librarians and patrons, increasing user satisfaction
Adoption of Knowledge Management Practices for Service Delivery in Selected North-West Nigeria Federal University Libraries
(Kenyatta University, 2019-10) Fakandu, Muhammed
Knowledge management practices entail generation, acquisition, organization, sharing, preservation, applying and re-use of knowledge. In libraries, the practice aims at improving services and administration. Evidence indicates that university libraries in Nigeria are facing a series of challenges ranging from lack of mentorship, reluctant to share knowledge, lack of research collaboration, inadequate training, seminars among others and the cause of these challenges is not known. The purpose of this study was to establish whether North-West Nigeria Federal university libraries have adopted knowledge management practices (KMP) in acquisition, organization, and sharing and also evaluate the role of information and communication technology (ICT) in the whole process. The objectives of the study was to assess the knowledge acquisition, to determine the knowledge organization, to establish the knowledge sharing and assess the role of ICT in enhancing KM practices. This study reviewed literature in the area of knowledge acquisition, organization, sharing and ICT application. It applied descriptive research design and had a target population of three hundred and ninety-three (393) respondents from the selected north-west Nigeria university libraries. The sample size of the study was 191 which was calculated using Krejcie and Morgan. Questionnaires and interview schedules were used for data collection from different categories of librarians in university libraries. A pilot study was conducted in Gusau University Library and data analyzed to ensure the validity and reliability of the instruments. Descriptive statistic methods were used in analyzing the data into tables, frequencies, percentages, and charts were used for tabulation and presentation. Among the key findings, were practices amenable to knowledge management were in place in all the selected university libraries. The acquisition of knowledge was in place, though a lot were still inclined to explicit knowledge while tacit knowledge was limited. Knowledge organization was mostly done using classification scheme while expert based knowledge was not adequately used. A variety of methods were used for knowledge sharing. Information and communication technology (ICT) were available and used to support library services. Lack of mentorship service, lack of management support and research collaboration were major challenges in knowledge sharing. The study concludes that the adoption of knowledge management practices in the selected university libraries would not be a challenge as practices amenable to knowledge management are in place. The study also recommends the acquisition of tacit knowledge among librarians, the use of expertbased knowledge to organize knowledge in the library and to improve knowledge sharing through mentoring services and research collaboration as methods of sharing knowledge.
Aetiology of instructional practices for reading in english in rural primary schools in Kisii central district, Kisii county Kenya
(Kenyatta University, 2014) Andima, George Morara; Gathumbi, Agnes W.; Bwire, A. M.
Learning to read in a second language is a complex challenge for every child. Children require a range of skills and abilities to learn to read. The ability to read with understanding is one of the most important skills for learners, not only in English language but also in other school subjects. Kenyan primary school pupils‘ reading performance as indicated in the sources cited in this thesis has for a long time been generally poor. Perhaps, this may be due to the inappropriate instructional practices used by teachers during reading lessons. This study aimed at examining the aetiology of the instructional practices prevalent in the teaching of reading in standard 4 in selected rural primary schools in Kisii central district, Kisii County, Kenya. The study was guided by the following objectives: Explore the nature of instructional practices that characterize the teaching of reading in standard 4, investigate the factors that influence a teachers‘ choice of instructional practices in teaching reading, establish the level of parental involvement in promoting children‘s reading development, explore the instructional resources used in the teaching of reading, establish the challenges teachers face in the teaching of reading and find out how teachers cope with the challenges encountered. The researcher used a descriptive survey research design to establish the standard 4 reading instructional situation in rural primary schools in Kisii central district. Three sampling techniques were used to draw the samples for the study namely: proportional stratified sampling technique, criterion purposive sampling technique and simple random sampling technique. The study sample consisted of: 20 headteachers and 20 teachers teaching standard 4 English Language from the sampled schools. The research instruments used for data collection included: classroom observation schedule, interview schedule, questionnaires and instructional resource checklist. The instruments were pilot tested to ensure validity and reliability. Both qualitative as well as quantitative data were generated. Qualitative data were organized according to the study themes and presented descriptively on the basis of the study objectives and research questions. Descriptive statistics was used to analyse quantitative data, Chi square was used to test for association between independent and dependent variables. The Statistical Package for the Social Sciences (SPSS) version 17 was used to process the data. The key findings of this study point to the fact that the reading instructional situation in the study location is wanting. The reading instructional environment in the classrooms lacked key literacy support materials, most teachers‘ instructional activities were course-book driven. If teachers are to make reasonable progress in reading instruction then, appropriate reading activities must be selected and applied in classroom instruction. The findings are to help Kenyan primary school teachers evaluate their instructional practices in the teaching of reading, help the curriculum developers in: selecting and sequencing appropriate content for primary English language education and English language education for teacher trainees and also aid in carrying out in-service training courses among others
Aging and retirement in Kenya; focus on aging and retired teachers under the Teachers Service Commission (TSC)
(2012-06-04) Kithinji, C. T.
At the beginning of this century before the western influence was felt by many Kenyans, family land units were sufficient to support all family members including those who worked away from home and returned home after retirement. The ethnic customs decreed that the welfare of the aged was the responsibility of the family and the community. However, due to increase in population the land units became smaller and were unable to support all family members. Also the young and educated people no longer felt bound by their customs to support the aged. The problem of aging and retirement is with us and it is compounded by the fact that many workers in the civil and parastatal bodies have to retire at age 55 the compulsory retirement age in Kenya. The literature reviewed indicated that Kenyan culture is experiencing strain and change in value system. The extended family within which the needs of the elderly were met is slowly disintegrating. It is therefore important for us to prepare people to accept aging and retirement as normal phases in life, so that they can face retirement and old age more confidently. Research studies will assist in the preparation. Until the late 1970s aging and retirement were rare issues in Kenya. The 1980s particularly 1984 and 1985 have witnessed real concern on aging and retirement throughout the country, in local newspapers and public addresses by prominent Kenyans. During this period the compulsory retirement age of 55 years was enforced. In addition, people who were recruited into managerial and other executive posts present study, therefore, is very timely and its main purpose is to identify a group of retired people, study their life conditions, gather documented evidence to assist retirees, and people dealing with the aging and retiring populations as well as to lay a foundation for further research. Since aging and retirement are very broad concepts only a few variables or aspects related to the two phenemena were examined in this study. These included age attributes, education, socio-economic status, health, nutritional status, preparation for retirement, social activities, family and community life. The sample was rural consisting of mainly primary school teachers. Their characteristics indicate that findings cannot be generalized to all retirees in the country. OBJECTIVES OF THE STUDY From the literature reviewed, the researcher's inference and the basic assumptions of the study, the following general objectives were formulated. (1) To identify a group of retired people in Kenya with emphasis on retired teachers. (2) To examine whether they prepared themselves for retirement. (3) To analyze their present life conditions (4) To elicit their views on aging and retirement (5) To make recommendations based on the evidence gathered on how to make retirement more acceptable and worthwhile. From the general objectives a number of specific objectives based on the actual variables under study were drawn to direct the present study. Methodology and Instruments In order to carry out the present study the following steps were followed. The venue and respondents were decided upon. The instrument were identified, developed, pretested and revised before being used for actual data collection. The main instruments were a questionnaire and a personal interview schedule. Two hundred and six respondents from the Eastern and Central provinces of Kenya correctly completed and returned the questionnaires used for data analysis. Thirty of the same respondents were personally interviewed by the researcher to supplement the questionnaire information. Descriptive statistics were used for data analysis and presentation. CONCLUSIONS Data analysis and discussion yielded many tentative conclusions in this study. There are many retired teachers in Kenya and men seem to outnumber women. The sample consisted of 183 men and 23 women. This could be due to the lower status of women's education in pre-independence days. Age is the main cause of retirement in Kenya. Very few respondents retired due to other causes such as poor health, family problems, termination of employment or early retirement. Most of the teachers retired between the late 1970s and the early 1980s, a period which coincides with the enforcement of compulsory retirement age. The retirees face many problems associated with the loss of work routine and decreased finances. Many reported that their socializing circle had become very small and as a result they became very busy in their personal work to occupy themselves. A few who did not find activities to engage themselves in reported boredom in retired life. Results indicated that many teachers did not prepare themselves adequately for retirement and most of the little preparation came naturally. Building of a permanent home, developing one's shamba/farm or buying a shamba were just natural advances in life. Many did not stop to think of approaching retirement and its applications. Farming is the main occupation for this sample and many respondents indicated they were very busy on their shambas or farms. The venue of the study is a rich agricultural land where coffee and tea are the main cash crops. During the interviews some respondents took the researcher round their coffee and tea shambas of which they were very proud. ''Now, I have more time to do the things I could not do when I was employed'', a few remarked. Although 70% of the respondents in this sample thought of themselves as aging, 30% denied the fact. This last group needs encouragement to be realistic about their life and organize themselves for a good later life. Many respondents were aware of the existence of Homes for the Aged, and they rejected the idea of being taken to such homes even when they grow very old. They argued that such homes were not in line with the African culture, they valued their independence and preferred to grow old in their familiar environments. The rejection was by an overwhelming majority of 90% of the respondents. The family is a very important support system for the retirees. The spouse, children and relatives were named as outstanding and essential confidants, helpers and companions of the retired teachers. Friends were also considered important. RECOMMENDATIONS The following recommendations were made on the basis of the literature reviewed and the findings of the present study. It is important for employees to be well disposed to retirement psychologically, economically and socially in order to lead a good productive life in retirement. To achieve this disposition, employers should be interested in the welfare of employees and not only in the services they render. This calls for the employers to assist employees in preparing for retirement without necessarily lowering their productivity. Availing loans to workers, encouraging them to form self-help cooperatives and educating them on their rights and pension schemes are good acts towards assisting prospective retirees. Employees should be given long enough retirement notice to reduce the ''shock'' that some unprepared ones get on receiving short retirement notices. If the first notice is given ten years before retirement and a reminder at five years, it is assumed that the shock if any will be less. Family planning should be encouraged to reduce the heavy responsibilities that the bulk of retirees in this study are facing, that is payment of school fees and meeting the basic needs of their children who are still in various levels of education including primary school. If families are well planned and late marriages are discouraged, by the time most people retire their children will be grown up and probably independent. Pension schemes need to be revised with a view of improving the amounts and mode of distribution. More effort should be made to decentralise payment stations effectively so that retirees do not travel far to sort out their pension problems. With regard to the amount of pension, retirees earning less than K.Shs.500/= per month in Kenya today need special consideration due to the ever rising cost of living. There is need for the government to have a policy to monitor the increasing number of retirees, identify and assist the very old and poor ones in line with ''minding other people's welfare''. The family should be prepared to accept its aging and retired members and assist them in adjusting to retirement. People are born in families, nurtured and they in turn start their own families. It is just in order for them to spend their old age in a family set up, a condition valued and respected by the traditional African. Further research is needed using different venues, retirees in other occupations, another system of data analysis and sampled with bigger proportion of women to men.
Analysis of Individualised Education Program Implementation for Supporting the Attainment of Functional Abilities in Learners Who Are Deaf Blind in Selected Schools in Kenya.
(Kenyatta University, 2017-11) Walingo, Mbogani Janet
Persons who are deaf blind experience a lot of challenges in both hearing and sight that limit their interaction with the environment. This makes them dependent on the support of able bodied persons in order to perform daily activities. When appropriate and relevant education is given, and their needs adequately identified and addressed, these learners could be supported to acquire functional abilities that could enhance their independent to a certain degree. One of the goals of the Kenyan education for them is to help them gain functional skills that would enable them maneuver their environment. This study was done in order to analyze individualized educational program implementation in supporting the attainment of functional abilities in learners who are deaf-blind. The study analyzed the strategies that were used in the formulation and implementation of IEPs, the personnel who were involved, the quality of the formulated goals in identifying and addressing the needs of learners, the evaluation and reevaluations of IEPs and the challenges encountered in the whole process and how they were addressed. The study employed document analysis and survey design in a mixed method research approach. A total of 54 IEPs for learners who were deaf blind were analyzed using adapted Program Evaluation for Procedural and Substantive Efficacy (PEPSE), ICF –CY, and R-GORI, while 18 teachers were interviewed. Saturated, simple random and Purposive sampling techniques were used respectively to obtain the samples. Data was collected using a questionnaire and an interview schedule from teachers. Qualitative data was analyzed using deductive content analysis while information from interviews were organized and reported in an ongoing process as themes and sub-themes emerged. Findings of the study revealed that, there were no specific strategies that were used to formulate IEP goals and implement them. A multi-disciplinary approach was not used in IEP formulation, implementation and reevaluation. The goals that were formulated did not capture adequately the needs of the learners that would have supported the attainment of functional abilities. The IEPs were neither evaluation nor reevaluation which further contributed to difficulties in identifying the needs to be addressed. Teachers experienced contextual challenges that impeded the provision of services that could also enhance functional ability development. The study recommended that a policy that had clear stipulation on the whole process of IEP writing and capture the evaluation procedures with stipulated roles of personnel involved should be developed.
Analysis of teachers’ perceptions on instruction of braille literacyin primary schools for learners with visual impairment in Kenya
(2016-06) Chomba, Wa Munyi
The purpose of the study was to investigate and analyze teachers‟ perceptions on instruction of Braille literacy in special primary schools for learners with visual impairment in Kenya. To address the problem of decline in Braille literacy as a result of teachers‟ reluctance to learn and teach Braille in these schools, seven objectives were formulated to determine and establish teachers‟ perceptions on the Braille Code, and factors influencing instruction of Braille in schools, as well as establishing their professional preparation, dual media for learners with low vision and the relationship between Braille and technology. The study targeted five (5) primary schools which had learners with visual impairment in the country and the target group comprised 132 teachers teaching in the five primary schools and five headteachers. The research adopted the descriptive survey research design and was based on Bruner‟s perceptual model which explains the process of perceptual development. Multiple sampling techniques were applied to select the five schools and respondents. Out of fifty-eight (58) respondents, fifty-three (53) were teachers while five (5) were headteachers. A questionnaire focusing on the objectives of the study was used to collect data from the teachers. An interview schedule was used to collect data from the headteachers. Pilot testing of the teachers' instrument yielded a reliability of 0.842 while teachers' questionnaire was reviewed by experts to enhance validity. Quantitative data was analyzed using descriptive statistics namely: frequencies and percentages. The statistics were generated by means of the Statistical Package for Social Sciences (SPSS) version 22.0, while qualitative data was analyzed through narrative analysis and thematic approach. The findings revealed that Braille literacy skills have declined in special primary schools for learners with visual impairment and that factors perceived by teachers as causes of this decline in Braille standards include: increase in multiple disability population, pupil-teacher ratio, inadequate teacher preparation and teacher incompetence. The findings also indicated that teachers were not specially trained in Early Childhood Education (ECD) for learners with visual impairment. The study findings further revealed that nearly two-thirds of the teachers believed that children who use contracted Braille are better spellers and faster readers than children who read English Braille grade 1. Moreover, the research established that schools for learners with visual impairment do not have a standardized assessment tool developed to help teachers determine whether children should receive literacy instruction through Braille, print or through a combination of Braille and print, with a mean of 2.21. Finally, findings revealed that nearly three quarters of the respondents indicated that technological devices should be used to enhance Braille, not to replace it, with a mean response of 1.25. On the basis of these findings, the study recommends that policy-makers through the Teachers Service Commission should adequately support the ECD programmes for learners with visual impairment with specially trained teachers. The Ministry of Education should also facilitate Special Needs Education teachers to attend Braille refresher courses, seminars and workshops on a regular basis. The Ministry should also make a deliberate effort to increase funds to the schools for learners with visual impairment

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