MST-School of Education

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

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Academic Achievement of Learners with Down Syndrome in Special Primary Schools for Learners with Intellectual Disability in Kiambu County, Kenya
(Kenyatta University, 2019-09) Lydia Wanjiku, Kamau
This study sought to analyse academic achievement of learners with Down syndrome in special primary schools for learners with Intellectual disability in Kiambu county. The study was guided by the following objectives: To Analyse academic achievement of learners with Down syndrome in special schools; to identify the instructional resources used by teachers to teach learners with Down syndrome; to assess the instructional strategies used in teaching learners with Down syndrome; and to examine the instructional challenges caused by Down syndrome secondary conditions. The study was guided by Social Cognitive Theory (SCT) of 1986 by Albert Bandura. This study adopted descriptive survey design. The study targeted the 6 head teachers, 74 teachers and 147 parents from the six special primary schools for learners with Intellectual disability in Kiambu County. Purposive sampling method was used to select the 6 head teachers, 44 teachers were randomly sampled and 40 parents were conveniently sampled translating to a total of 90 respondents. Questionnaires were used to collect data from the headteachers and teachers. Interview guide was conducted on parents/guardians and observation checklist was used by the researcher to observe learners with Down syndrome in class. Piloting was done at Waithaka special school to enhance validity and reliability of the research instruments. Questionnaires from the respondents were checked for completion. The data was analyzed using Statistical Package for Social Sciences (SPSS) computer program. The findings were presented in form of frequency tables, pie charts and bar graphs. Data collected from the interviews and observation schedules were analyzed using narrative descriptions. Study findings revealed that most of the learners with DS had communication difficulties. The findings further indicated that even though communication books, charts, pictures, visual schedule timetables and drawing items were available in special schools, they were inadequate. Secondary conditions of DS were characterized by fatigue, sleep complications, slow motor developmen, speech problems, poor counting skills, poor memory, lack of competetition among peers and poor social skills. The study concluded that engaging students with Down syndrome based on the individuality of their learning profiles had positive impacts on teachers' experiences. The study recommended that teachers should involve a wider body of professionals in order to improve the secondary conditions of learners with DS. The Ministry of Education should allocate more funds on instructional materials to special schools so that the resources can be adequate for all learners.
Academic Engagement and Grit as Correlates of Academic Burnout among Form Three Students in Nyandarua County, Kenya
(Kenyatta University, 2024-07) Gichomo,David Giita
Academic burnout is a condition that arises from students’ feeling of exhaustion and incompetence in academics. The academic burnout might be due to multiple factors such as school assignments, continuous assessment tests among other examinations. These may lead to academic disinterest and students’ unexplained absenteeism. This study intended to establish the relationship between academic engagement, grit and academic burnout among form three students in Kipipiri Sub-county in Nyandarua County, Kenya. Students experiencing academic burnout may face maladjustment that may seriously affect their academic path. Students in Nyandarua County secondary schools experience academic burnout. The aim of this study therefore, was to determine the relationship between academic engagement and academic burnout and to establish the relationship between academic grit and academic burnout. Further, the study sought to establish the prediction equation for academic burnout from academic engagement and academic grit. Work engagement theory and grit theory were used to guide this study. Correlation research design was employed. Form three students were the target population 1,152 (572 boys and 580 girls) from 8 secondary schools in Kipipiri Sub-county. The sampling methods that were used in the study are purposive sampling, proportionate sampling and simple random sampling. The sample comprised of 349 participants from 8 secondary schools. Research tools used consisted of the Utrecht work engagement scale meant for students, academic grit scale and the academic burnout scale. A pilot study was carried out using 36 students selected randomly in one of the schools within Kipipiri Sub-county. To ascertain validity of the research instrument, the researcher presented them to expert (supervisors) for scrutiny. Cronbach’s alpha coefficient was used to ascertain the reliability of the research instruments. Statistical Package for Social Science (SPSS version 25) was used to compute inferential and descriptive statistic. The study established that there exists a significant negative relationship between academic engagement and academic burnout. r(345) = -.68, p< .05. It was also established that there exists a negative and significant relationship between grit and academic burnout, suggesting that, the higher the academic grit, the lower the academic burn out and vice versa. , r (345) = -.76, p< .05. It was established that both grit and academic engagement had a joint negative and significant predictive value on academic burnout among form three students in Kipipiri Sub County. R obtained was 0.59 which suggests that 59% variance in academic burnout is explained by grit and academic engagement. The study recommends that teachers should come up with guidance programs and other more relevant interventions to help students boost their academic engagement and grit in order to reduce academic burnout.
Academic Engagement and Learning Approaches as Predictors of Academic Achievement among Form Three Students in Machakos County, Kenya
(Kenyatta University, 2022) Masila, Judith Nthenya; Anthony Ireri
The academic achievement of most secondary school learners in Kangundo Sub County has been below average for the period between 2015 and 2019. Studies have shown that cognitive variables influence academic achievement of students. However, the studies that have been conducted so far involved samples of students from other areas that differ from Kangundo Sub County in many aspects. This study examined academic engagement and learning approaches as predictors of academic achievement. The objectives of the study were to; examine the relationship between cognitive engagement and academic achievement among form three students, investigate the relationship between emotional engagement and academic achievement among form three students, examine the relationship between deep approach to learning and academic achievement among form three students, find out the relationship between surface approach to learning and academic achievement among form three students and to develop a regression model to predict academic achievement from academic engagement and approach to learning.The study used a correlational design. The study was based on social cognitive theory and engagement theory. The target population comprised of 24 secondary schools in Kangundo Sub County. The target population of the students was 2640 form three students in the year 2020. Purposive sampling and simple random sampling techniques were used to select the sample. The sample size consisted of 10 secondary schools and 417 students. A pilot study was done in one school involving a sample of 30 students to establish the validity and reliability of questionnaires. The researcher collected data from the respondents using self-administered questionnaires. Frequencies, mean, standard deviation and percentage were used to analyze background information and describe academic engagement, approach to learning and academic achievement data. Inferential statistics was used to test research hypotheses. The study established that cognitive engagement and academic achievement had a positive significant correlation r (368) = .22, p < .05). Emotional engagement and academic achievement had a significant correlation, r (368) = .31, p < .05. There was a significant positive correlation between deep approach to learning and academic achievement, r (368) = .27, p < .05. There was a weak positive correlation between surface approach to learning and academic achievement, r (368) = .12, p < .05. Only 14% variance in students’ academic achievement was accounted for by cognitive engagement, emotional engagement, deep approach and surface approach to learning. The multiple correlation coefficient was 0.37 which indicates that the independent variables moderately predict academic achievement. R square was 0.14 implying that 14% variance in academic achievement is explained by cognitive engagement, emotional engagement, deep approach and surface approach. The study recommends that teachers should strive to enhance cognitive engagement, emotional engagement and guide the students to adopt deep approach to learning in order to enhance academic achievement. Student counsellors may leverage on the study findings when designing guidance programs that focus on enhancement of academic engagement and adoption of deep approach to learning for better learning outcomes.
Academic Implications of Defiant Behavior Disorder on Performance of Learners with Hearing Impairment in Selected Special Schools, Kilifi County, Kenya
(Kenyatta University, 2022) Ernest, Ommang’ale Linus; George Wairungu Mathenge; Beatrice Bunyasi Awori
This survey aimed to explore the implication of defiant behavior disorder on academic performance of learners with hearing impairment in Kilifi County, Kenya. The study was prompted by the increasing number of learners with hearing impairment in Kilifi county failing to perform academically. The study objectives were to find out common traits of learners with hearing impairment with defiant behavior disorders in Kilifi County, Kenya. Establish how defiant behavior disorder leads to poor academic performance among learners with hearing impairment in Kilifi County, Kenya. To determine the prevalence of defiant behavior disorders in learners with hearing impairment in special schools in Kilifi County, Kenya and lastly to investigate education intervention strategies that were employed to curb defiant behavior disorder while improving academic performance in learners with hearing impairment in Kilifi County, Kenya. Piloting was done at School A for the Hearing Impaired after which further improvements of the research instruments was done. The survey was guided by the Social Learning theory advanced by Albert Bandura (1977). The descriptive survey design was adopted since it depicted the condition of occasions in view of the response from the participants. The target population was four hundred and sixty one respondents while the sample size was one hundred and fifty four respondents. The research instruments utilized were interview, questionnaires and observation schedules. Mixed data analysis methods were employed whereby qualitative data was analyzed by use of themes guided by the survey objectives while quantitative data was analyzed by use of simple descriptive statistics like measures of central tendency, frequency distribution tables, mean, mode, median and measures of dispersion i.e. variance and standard deviation. The study established that the defiant behaviours observed in learners with hearing impairment were mostly psychological including low self-esteem, low confidence and/or depression. Verbal defiant behaviours noted in learners included threatening others, labelling, cheating, gossiping and excluding others from games. These findings also suggest that exposure to family-related conflicts; drug and alcohol abusing parents or caregivers, poverty and trauma were the major factors causing defiant behaviours among learners with HI. The survey concluded that high scores of defiant behavior among learners with HI led to poor performance in class. School administrations need to boost greater parental involvement in the school by including them in the formulation of policies and a behavior management plan to deal with the issue of defiant behaviors especially those that are physical in nature. The Ministry of Education's quality assurance and standard division should make an effort to plan appropriate in-service programs for all teachers and head teachers in the special schools so that they can become informed and sensitive to communication strategies, sign language, and even instructional materials. This will help students do better in school. The study may be of benefit to the Ministry Of Education, Kenya Institute of Curriculum Development, and Teachers Service Commission who are major players in the field of education. Parents‟ guardians and sponsors of learners with hearing impairment with defiant behavior disorder will also be able to understand their learners better.
Academic Mindset and Buoyancy as Correlates of Academic Motivation Among Form Three Students in Murang'a County, Kenya
(Kenyatta University, 2023-11) Wanjiru, Kaguanjai Stella; Theresia Kinai
Academic motivation and achievement emotions as predictors of self-regulated learning among Form three students in Nyeri County, Kenya
(Kenyatta University, 2024-04) bundi, Rosalyne karuana
Ineffective use of self-regulated learning strategies by learners in their studies may be a hindrance to the realization of successful learning outcomes. When students fail to utilize self-regulation strategies, the impact may be evident in massive failure in teacher made tests as well as national examinations. More specifically, the failure maybe attributed to limited use of planning, goal setting, rehearsal, seeking assistance and self-evaluation in academic activities. In order to help students utilize these strategies, there is need to investigate the psychological variables which promote or hinder their use in learning. Consequently, the purpose of this study was to determine if academic motivation and achievement emotions predicted self-regulated learning among form three students in Nyeri county. The study aimed at developing a model to predict students’ self-regulated learning from academic motivation and achievement emotions. Further, the study established the relationships of academic motivation and that of achievement emotion and self-regulation as well as gender differences in both academic motivation and achievement emotions. The control value theory, self-determination and social cognitive theory informed the theoretical framework. The reseach design adopted was ex- post facto research design and the study was carried out in Nyeri Central Sub- County, Kenya. All the students in form three in Nyeri Central Sub- County public schools in the year 2022 were the study’s targeted population. A pilot study that helped improve the research instruments was conducted in Kieni West Sub-County. The sampling procedures used to select a sample that comprised of 200 participants from four public secondary school were simple random, stratified and purposive sampling. A questionnaire was developed to collect information on participant’s personal information. The scales used to measure academic motivation, achievement emotions and strategies of self-regulation were Academic Motivation Scale, Achievement Emotions Questionnaire and Motivated Strategies for Learning Questionnaire respectively. Data was analyzed using Pearson’s Product Moment Correlation Coefficient, multiple regression and independent samples t-test. Findings of this study revealed that academic motivation correlated positively and significantly with self-regulation. (r (196) =.77, ρ<.01). The highest positive predictive weight on self-regulated learning from academic motivation was from intrinsic motivation towards accomplishment (β=.56, ρ<.05) followed by intrinsic motivation to know (β=.09, ρ<.05). Both amotivation and extrinsic motivation external regulation domains had significant negative predictive weight on self-regulation. However, a non-significant predictive weight was evident in self-regulated learning and intrinsic motivation to experience stimulation, extrinsic motivation identified and extrinsic motivation. Achievement emotions enjoyment had a strong positive correlation with self-regulated learning (r (196) =.87, ρ<.01). Emotions of anger, anxiety and boredom had a negative correlation with selfregulation. A significant gender difference in students’ academic motivation was identified (t (196) =4.63, ρ<.05). A non- significant gender difference was evident in emotions of enjoyment, anger and boredom. However, a significant gender difference was identified in emotion anxiety in favour of girls. The study’s recommendations included the school administrators should coming up with intervention measures to help students develop emotion of joy as well as increase their intrinsic motivation level. Parents and teachers are also to come up with ways to inculcate and retain high level of intrinsic motivation as well as achievement emotion enjoyment and curb emotions of boredom, anxiety and anger from the experiences of the learner. Further research on predictor variables academic motivation and achievement emotions are also recommended.
Academic motivation and achievement emotions as predictors of self-regulated learning among form three students in Nyeri County, Kenya
(Kenyatta University, 2024-04) Bundi, Rosalyne Karuana
Ineffective use of self-regulated learning strategies by learners in their studies may be a hindrance to the realization of successful learning outcomes. When students fail to utilize self-regulation strategies, the impact may be evident in massive failure in teacher made tests as well as national examinations. More specifically, the failure maybe attributed to limited use of planning, goal setting, rehearsal, seeking assistance and self-evaluation in academic activities. In order to help students utilize these strategies, there is need to investigate the psychological variables which promote or hinder their use in learning. Consequently, the purpose of this study was to determine if academic motivation and achievement emotions predicted self-regulated learning among form three students in Nyeri county. The study aimed at developing a model to predict students’ self-regulated learning from academic motivation and achievement emotions. Further, the study established the relationships of academic motivation and that of achievement emotion and self-regulation as well as gender differences in both academic motivation and achievement emotions. The control value theory, self-determination and social cognitive theory informed the theoretical framework. The reseach design adopted was ex- post facto research design and the study was carried out in Nyeri Central Sub- County, Kenya. All the students in form three in Nyeri Central Sub- County public schools in the year 2022 were the study’s targeted population. A pilot study that helped improve the research instruments was conducted in Kieni West Sub-County. The sampling procedures used to select a sample that comprised of 200 participants from four public secondary school were simple random, stratified and purposive sampling. A questionnaire was developed to collect information on participant’s personal information. The scales used to measure academic motivation, achievement emotions and strategies of self-regulation were Academic Motivation Scale, Achievement Emotions Questionnaire and Motivated Strategies for Learning Questionnaire respectively. Data was analyzed using Pearson’s Product Moment Correlation Coefficient, multiple regression and independent samples t-test. Findings of this study revealed that academic motivation correlated positively and significantly with self-regulation. (r (196) =.77, ρ<.01). The highest positive predictive weight on self-regulated learning from academic motivation was from intrinsic motivation towards accomplishment (β=.56, ρ<.05) followed by intrinsic motivation to know (β=.09, ρ<.05). Both amotivation and extrinsic motivation external regulation domains had significant negative predictive weight on self-regulation. However, a non-significant predictive weight was evident in self-regulated learning and intrinsic motivation to experience stimulation, extrinsic motivation identified and extrinsic motivation. Achievement emotions enjoyment had a strong positive correlation with self-regulated learning (r (196) =.87, ρ<.01). Emotions of anger, anxiety and boredom had a negative correlation with selfregulation. A significant gender difference in students’ academic motivation was identified (t (196) =4.63, ρ<.05). A non- significant gender difference was evident in emotions of enjoyment, anger and boredom. However, a significant gender difference was identified in emotion anxiety in favour of girls. The study’s recommendations included the school administrators should coming up with intervention measures to help students develop emotion of joy as well as increase their intrinsic motivation level. Parents and teachers are also to come up with ways to inculcate and retain high level of intrinsic motivation as well as achievement emotion enjoyment and curb emotions of boredom, anxiety and anger from the experiences of the learner. Further research on predictor variables academic motivation and achievement emotions are also recommended.
Academic Motivation and Self- Efficacy as Predictors of Academic Performance among Form Three Students in Kitui County, Kenya
(Kenyatta University, 2024-01) Kipngetich, Francis Kogei
Poor academic performance in national examinations in Kenya like in most countries has been an issue of concern. Poor academic performance has been attributed to school environmental factors with individual psychological factors receiving little attention yet this may contribute towards poor students’ academic performance. In addition to this, most of the studies that have explored psychological factors have been done in developed countries hence leaving a gap locally. The purpose of the study was therefore to examine if self-efficacy and motivation predicts academic performance and if so, to what extent. Academic performance was the outcome variable while the predictor variables was motivation and self-efficacy. The objectives of the study were to examine the relationship between motivation and academic performance, establish the relationship between self-efficacy and academic performance, to determine the relative predictive weights of motivation and self-efficacy on academic performance and lastly to test for gender differences in academic motivation and self-efficacy. Self-determination theory by Ryan and Deci and Social Learning Theory by Bandura guided the study. Data was collected through use of questionnaires which also gave students biographical information. The researcher employed ex post facto design and involved 193 study participants. Out of 31 public secondary schools in Kitui County, 25% of the schools were sampled for this study. Stratified random sampling procedure was used to select the study sample, 8 schools were selected to participate in the study, and 24 students were randomly selected from each secondary school. A pilot study was carried out on a random sample of 40 students from a public school which was not part of the study sample but of similar characteristics as sampled schools. The academic motivation and academic self-efficacy scales were adapted to measure academic motivation and self-efficacy. Students’ academic performance was measured by use of examination records which was obtained from the schools. Pearson product moment correlation coefficient was used to test relationships between variables while multiple regression analysis tests were used to obtain the relative predictive weights of independent variable on outcome variable and t-test for predictor variables for gender. Data was analyzed by use of descriptive and quantitative statistics. This research may be of importance to the educators as they may understand how these psychological predictors may impact on their students. Secondly, the teachers may be able to gauge their students’ motivation and self-efficacy which may help them in setting realistic targets for performance. Understanding motivation and self-efficacy may enable schools reach operational efficiency as teachers will be in a position to address students according to their study requirements. In view of the findings, it can be inferred that academic motivation, self-efficacy and academic performance are statistically dependent as the p-value in the ANOVA model was .000 which is less than 0.05, the alpha level of significance for academic and self-efficacy and academic performance (R (192) =0.367. The study recommended that all stakeholders in education should work together in creating conducive environments for development of academic motivation and self-efficacy, among students, and appropriate intervention programmes should be developed in schools, particularly targeting girls in order to help reduce the gender differences which were found to exist with regard to students’ academic motivation and self-efficacy learning.
Academic Optimism, School Anxiety, and Fear of Failure as Antecedents of Academic Achievement among Form Three Students in Kitui County, Kenya
(Kenyatta University, 2024-05) Muimi, Dorcas Mutanu
Secondary schools in Kenya have been recording poor grades in national examinations in the last five years (2017-2021). This poor performance is worrying because it limits students from joining higher institutions of learning alongside securing jobs in the competitive market. Research has associated poor academic achievement with contextual and psychological factors. This study intended to examine students' academic optimism, school anxiety, and fear of failure as antecedents of students' academic achievement. The primary objective was to ascertain the existence of a correlation between academic optimism, school anxiety, fear of failure, and academic achievement. The predictive weight of academic achievement was also determined given academic optimism, school anxiety, and fear of failure. Martin Seligman’s theory of optimism, theory Albert Bandura’s social cognitive and Birney and Teevan’s fear of failure theory were used to guide this study. The research used an ex post facto research design, and was conducted in Kitui County, Kenya. This research targeted the entire form three students in government sponsored schools in Kitui County in 2023. The sample consisted of 400 students in form three who were chosen from 10 different schools. The schools and participants were selected through purposive and stratified sampling procedures. Simple random technique was also used. Student’s academic achievement was inferred from their end of term 2, year 2023 examinations scores. Piloting of the study was done using 20 form three students in schools within Kitui County. The study used descriptive and inferential statistical procedures to analyze the data. Specifically, it used Pearson’s Product Moment Correlation Coefficient, Multiple regression and ANOVA. Results from the analysis revealed that student’s academic optimism had a positive significant relationship with academic achievement (r (386) = 0.12, p < 0.05). On the other hand, school anxiety and fear of failure had a significant negative relationship with academic achievement (r (386) = -0.24, p< 0.05); (r (386) = -0.15, p< 0.05) respectively. School anxiety was found to be the best predictor of academic achievement scores followed by academic optimism which had a significant and positive predictive value β = -0.22, t (386) = -3.96, p < .05 and β = 0.13, t (386) = 2.72, p < .05 respectively. Findings on exploratory analysis reported that student’s academic optimism, school anxiety and fear of failure varied by school type. This study may benefit educational policymakers by providing them with insights on developing educational practices that make a school a more pleasant environment for its students
Academic Resilience and Motivation as Correlates of Academic Engagement among Form Three Students in Meru County, Kenya
(Kenyatta University, 2024-03) Muriuki, Purity Gatwiri
Academic engagement refers to the energy which the student employs within his/her learning community. It emphasizes on the good characteristics of students that are associated with academic performance, retention in school, and completion. Strikes, property damage, absenteeism, and school dropouts in Meru County may be signs of lack of academic engagement. The study’s objectives focussed on establishing the correlation between academic resilience, motivation and academic engagement and determining the degree to which academic motivation and resilience predict academic engagement. It also sought to determine whether there were any differences in gender based on academic resilience and motivation. The study’s theoretical basis was formed by self-determination (Deci & Ryan 1985) and ecological systems (Bronfenbrenner, 1979) theories. It employed a predictive correlational study design. A sample constituting of 341 students (boys = 180 and girls = 161) from the population of form three students attending public schools in Imenti North Sub County, Meru County, was chosen. The sampling techniques employed to select the schools include stratified and purposive. The participants from the sampled schools were selected proportionately and randomly. An adapted questionnaire which composed of academic resilience scale, academic motivation scale and student engagement measure was utilised to collect data. Piloting was carried out to confirm whether the research instruments adapted were valid and reliable. Statistical Package for Social Sciences (SPSS) was used in analysing data. Pearson product moment correlation, t-test for independent samples and multiple regression analysis techniques were applied to test the null hypotheses. Academic resilience, motivation, and engagement had a strong positive relationship. There was no significant gender difference in academic resilience. Both intrinsic and extrinsic motivation varied significantly across genders. The difference in amotivation between respondents based on their gender was not significant. The main recommendation of this study was that educators, parents, guardians and other interested parties should strive to equip the students with the right skills in order to develop their academic resilience and motivation, which have been found to support students’ academic engagement.
Academic Resilience and Self-Efficacy as Predictors of Academic Achievement among Form Three Students in Trans-Nzoia County, Kenya
(Kenyatta University, 2023) Angeline, Kelly; Anthony Muriithi Ireri
For the past five years, 2015 to 2019 Trans-Nzoia County has shown a low academic achievement in Kenya Certificate of Secondary Education (KCSE) among students. Little has been done in this area to establish how academic achievement relates with academic resilience and academic self-efficacy among form three learners. The aim was to explore how academic resilience and self-efficacy related with academic achievement. The study objectives were: To examine whether there is a relationship between academic resilience and academic achievement, to examine how academic self-efficacy correlates to students’ academic achievement, to establish differences in gender in students’ academic resilience and academic self-efficacy and to determine how academic achievement is predicted from academic resilience and academic self-efficacy. Flach’s theory of resilience and social cognitive theory by Bandura were applied in this study. Correlational research design was used and the study targeted 1500, form three learners in Kiminini Sub-County in the year 2021. Kiminini Sub County, public secondary schools and form three students were purposively sampled. The number of participants per school was proportionately determined and 306 participants were randomly picked. Data was collected using academic resilience and academic self-efficacy scales. Students’ academic achievement was obtained from students’ progressive records. To ascertain whether research tools used were reliable and valid, piloting was done. SPSS (Version 21) aided analysis of data. The hypotheses were tested by both descriptive and inferential statistic. Pearson correlation and multiple regression analysis were employed to test research hypothesis. Findings indicated a strong relationship between academic resilience and academic achievement, r (279) = .65, p < .05. Academic self-efficacy significantly and moderately correlated positively with academic achievement, r (281) = .46, p < .05. Gender differences were statistically significant in academic resilience, t (279) = - 4.11, p < .05. Significant gender differences also existed in academic self-efficacy, t (279) = -4.74, p < .05. R squared value was 0.54 showing that 54% of the variance in academic achievement could be attributed to academic resilience and self-efficacy. This study recommends that teachers should utilize the findings to come up with suitable instructional methods and guidance programs to help students enhance their self-efficacy and resilience skills for better learning outcome.
Academic Self-Efficacy and Locus of Control as Correlates Of Pupils’ Mathematics Performance in Public Primary Schools in Nyandarua County, Kenya
(Kenyatta University, 2023-11) Kamau, Dorcas Njeri; Lucy Mawang
Pupils in Nyandarua County, Kenya, persistently record poor mathematics performance in KCPE examinations. Studies in Nyandarua County have concentrated more on learning environment and teacher related factors, affecting mathematics performance, while limited studies have focused on pupils’ academic self-efficacy and locus of control. Therefore, this study aimed at establishing the relationship between academic self-efficacy and pupils’ mathematics performance in primary schools in Nyandarua County, Kenya. The study also sought to examine the relationship between locus of control and pupils’ mathematics performance. Subsequently, the prediction equation of pupils’ mathematics performance from academic self-efficacy and locus of control was established. Pupils’ age and gender were the intervening variables. Bandura’s socio cognitive learning theory and Rotter’s locus of control theory guided this study. Correlational research design was used. The study targeted all class eight pupils 1,810 (930 boys and 880 girls) in Kipipiri sub- county. Purposive sampling was applied in selecting the sub-county of the study and participating class, simple random sampling was used in selecting participating schools and participants, while stratified sampling was used to categorize participants into category of boys and girls. A total of 320 sampled participants were drawn from 8 public primary schools out of 67. The academic self-efficacy scale and locus of control scale were used to collect quantitative data. Mathematics performances were obtained from pupils’ mid and end of term two 2022 examination scores. A pilot study was carried among 35 participants and instruments were adjusted accordingly to improve reliability and validity. Statistical Package for Social Science (SPSS version 21) was used in data analysis. Data was analysed using both descriptive and inferential statistics including Pearson’s product moment correlation coefficient and multiple regressions. The study hypothesized that pupils’ academic self-efficacy and locus of control may positively influence their mathematics performance. The results revealed a positive and significant relationship between academic self-efficacy and pupils’ mathematics performance, r (312) =.61, p =.00. There was a positive and significant relationship between external locus of control and pupils’ mathematics performance, r (209) = .49, p = .00. The study found a positive and significant relationship between internal locus of control and mathematics performance, r (101) = .646, p = .00. There was a moderate positive interrelationship between locus of control and self-efficacy score as predictor variables and mathematics performance as the outcome variable, R = .63. R square value showed that locus of control and self- efficacy accounted for about 39% of the total variance in mathematics performance. The study recommends that parents, teachers, and other education stakeholders should work together and come up with guidance programs to help the pupils acquire more academic self-efficacy for success and internal locus of control for better performance in mathematics.
Academic Self-Efficacy and Locus of Control as Correlates of Pupils' Mathematics Performance in Public Primary Schools in Nyandarua County, Kenya
(Kenyatta University, 2023-11) Kamau, Dorcas Njeri; Lucy Mawang
Accelerated student enrolments in Kenyan public universities: implications for quality instruction
(2012-04-05) Mwangi, Waituru
The purpose of this study was to investigate implications of student enrolments in Kenyan public universities on factors of quality instruction. Focus was put on selected departments in the Faculties of Medicine and Engineering in the University of Nairobi and the Faculties of Education and Science at Kenyatta University. The specific objectives of the study were three, namely: 1 (a) To investigate the implications of increased student numbers on: (i) Physical facilities and learning related resources; (ii) abilities of university academic staff to present and evaluate lessons, do research and publish (b) To find out merits and demerits of the staggered semester system. 2. To investigate the effects of expanded enrolments on the quality of university out-put as measured by the lecturers' opinions on quality of graduates produced and graduates’ satisfaction with skills gained. 3. To investigate ways of improving the quality of instruction in the universities. To answer the questions that guided the study, data was collected through administration of questionnaires and interviews to sampled graduates, lecturers and administrators from the selected faculties. In total, 35 engineering, 33 medical and 65 education graduates and 39 lecturers provided data through questionnaires. Those interviewed included 18 lecturers and 12 administrators. Supplementary information was obtained through analysis of available documents. The analysis of data revealed that in virtually all the studied departments, expanded enrolments strained the use of available facilities and resources and increased lecturers' workload. The staggered semester system introduced to handle large student numbers, was found unpopular among the respondents because it put pressure on lectures and resulted in reduced contact hours with students. Lecturers rated the post-expansion graduates as inferior to their pre-expansion colleagues. Most post-expansion graduates indicated that they were dissatisfied with levels of skills gained in their university experience while most of their pre-expansion counterparts indicated satisfaction with skills gained. Overall, rapid expansion of students negatively affected the quality of instruction and, as a result the quality of graduates produced. In line with these findings it was recommended that effort be made to marshal resources to cater for the increased student numbers. The study also recommended improved management of the public universities especially depolicisation of university administration, motivation of academic staff and more prudent expenditure of funds. Review of the university curriculum was found necessary. In this connection universities should co-operate with industries and middle level training institutions in matters of curriculum development, training and research.
Access and participation of adult and continuing education learners in adult basic literacy programme in Kiambu District, Kenya
(2012-02-20) Kamau, Catherine Njeri
Access and participation of adult education learner in adult basic literacy programme is poor in most regions in Kenya, this is supported by the findings released by Kenya national literacy survey which show that 7.8 million of the Kenya adult population are illiterate (Republic of Kenya, 2007); Kiambu district is one of the regions experiencing poor participation in adult basic literacy programme. This is further evidenced by the low attendance, high dropout rate and low completion rate of adult learners in adult basic literacy programmes. The study assessed the access and participation of adult education learners in adult basic literacy programme in Kiambu District. The study was guided by the theory of Classical Liberal Theory of equal opportunity advanced by Horace Mann (1796) which states that the education system should be designed so as to remove barriers of any nature such as socio-economic, gender, geographical, age and policy. The objectives of the study were: to establish the attendance rate of adult education learners; to determine enrolment rate of adult education learners, to determine the factors influencing adult education learners participation in adult basic literacy programme; to establish drop rate of adult basic education learners, to establish the completion rate of adult education learners, and to suggest measures to improve access and participation of adult education learners. The study target population was 100 adult education learners, 20 adult education teachers, two division adult education officer and district education officer. The sample size was 60 adult education learners, 12 adult education teachers, and one district adult education officer. The descriptive survey method of research was used. Data were collected by use of questionnaires, interview schedules, and focus group discussion guide and observation guide. Data collected were analyzed by using statistical package for social sciences (SPSS). Frequency tables, graphs and percentages were used to enhance data presentation. The major findings of the study were: Teachers in the study area were not academically and professionally qualified, majority of teachers were on full time employment, attendance rate for adult learners have been very low, the learners are not subjected to full time schooling, attendance rates were higher for females than for males, factors that influence attendance drop out and completion rates are economic, social, behavioral and psychological factors, absenteeism was high among the males than the females, age of learners and language used for content delivery had minimal effect on attendance, drop out and completion of learners, there was a declining trend in enrollment the number of females who had had dropped out of classes from 2007-2010 were more than the number of males. The following recommendations were made: the government recruit teachers, who are academically and professionally qualified and should be recruited on full time employment, that a rotational fund with reduced interest rates be established to finance projects initiated by adult education learners, more centres be established to cater for more adult learners, the government should introduce multi-shift learning programmes, and all learners be promoted automatically for post-literacy level.
Access and retention of girls in primary education, Wajir district, North-Eastern provision of Kenya
(2013-01-22) Noor, Ambia Guhad
Investment in female education especially at primary level is increasingly being realized to improve nutritional practices, proper hygiene and management of their households, increased earning and economic productivity as well as improved quality of life for developing nations. In Kenya, the government has articulated its commitment to providing primary education to all its school age children. But female illiteracy remains a draw back to realizing an ideal equality and universality of primary education. Despite the governments commitment of providing education to all school age children; donor funding as well as self-help activity, Wajir district is still lagging behind as far as girl's accessibility and retention in Primary Education is concerned. No in-depth investigation has been undertaken to find out the reasons for this low access and retention in Wajir. Therefore, this study investigated the socio-economic, socio-cultural and school based factors affecting girls' primary education in Wajir district. The study involved a sample of 340 pupils (170 males and 170 females) from class seven and eight, 12 head teachers (11 male and 1 female), 72 teachers (36 males and 36 females) and 24 parents (12 females and 12 males). In the sampling of Head teachers, one female Head teacher was chosen because she was the only female Head teacher in Wajir district. It also included the District Commissioner, the District Education Officer, six chiefs and 24 village elders. The data was collected through questionnaire administered to pupils, interview schedules for parents, head teachers, District Commissioner and District Education Officer. Focus group discussions were held with the sampled teachers, chiefs and village elders. The data collecte d was analysed both qualitatively and quantitatively. From the findings of the study, the following emerged as the main factors influencing girls' access to and retention in primary education in Wajir district: -School based factors such as distance and location of schools, category of schools, lack of physical facilities, learning environment, staffing as well as safety inside and outside the school. - Socio- cultural factors such as gender stereotyped roles, negative traditional beliefs, attitudes and practices, patriarchal descent system, religious beliefs, miraa trade as well as nomadic way of life. - Socio-economic factors, which include high poverty level, child labour, home environment and household chores, parental level of education, occupation and income levels, lack of employment and well as high cost of education. In conclusion, it is evident that the government has the policy that allows equal access to primary education for boys and girls but due to the aforesaid factors enrolment and retention rates differ in Wajir district. Taking the above findings into consideration, the study makes the following recommendations. - There is need to carry out awareness campaigns to sensitize all the stakeholders on the importance of education especially of the girls child. - It is important tocreate well-maintained single sex boarding schools. There is need to equip the existing nomadic boarding schools. Girls should be targeted in terms of bursary and sponsorship. - There is need to create projects and programmes that will increase the family income hence a source of economical empowerment. This will help parents to generate more income to invest in primary education especially for the girl-child. There is need to enforce the laws that prohibit negative practices such as early marriage, Female Genital Mutilation and sexual harassment
Access and Use of Dairy Agricultural Information by Small-Scale Young Farmers in Murang’a County, Kenya
(Kenyatta University, 2018-08) Thuo, Martha Wanjiku
Access to agricultural information influences the farming practices adopted by farmers. Information centres are charged with the responsibility of ensuring that there are adequate, relevant and up-to-date information resources for all. Dairy farmers need frequent access to information on nutrition, breed, health status, environment, and among others to cope with modern dairy farming practices. Inefficient access and dissemination of dairy agricultural information can negatively affect the production level of dairy products. This study sought to investigate access and use of dairy agricultural information by small-scale young farmers in Murang’a County, Kenya. The area has experienced low dairy agricultural productions despite its high potential in dairy farming. The study aimed at understanding how farmers get information on dairy farming for improvement in dairy farming production. The study’s specific objectives were; to assess the information needs and seeking behavior of young farmers venturing in dairy farming; to find out the various information sources used in accessing dairy agricultural information by young dairy farmers; to find out the technologies employed by young dairy farmers in accessing dairy agricultural information and finally investigate the challenges encountered by small-scale dairy farmers in access and use of dairy agricultural information. The study used descriptive survey research design. A sample size of 152 respondents were selected from a target population of 250 young dairy farmers and 12 extension officers who are located in Kangema, Kiharu, Kigumo and Mathioya constituencies in Murang’a County. Simple random and purposive samplings were used to select 152 small scale dairy farmers and 12 extension officers. Questionnaires, interview guides and observation schedules were used as instruments of data collection. A pilot study was conducted in Maragwa constituency to enhance the reliability and validity of the instruments. Data was analyzed by use of quantitative and qualitative methods. Description and thematic analysis was used for qualitative data analysis while descriptive and inferential numeric analysis was used for quantitative data. Frequency tables, bar graphs, percentages and pie charts were used to present analyzed data. The study established that all the young dairy farmers required dairy agricultural information however; factors such as lack of exposure, lack of confidence, illiteracy, lack of funds and technical difficulties in information access negatively affected their information seeking behavior. The key source of dairy agricultural information used by majority of the farmers was radio, others being other dairy farmers and television. Majority of the farmers never used technologies such as computers, CD/DVD and social media to access dairy agricultural information. Three quarters preferred using other sources over technology. Among the most common challenges faced by farmers were inadequate funds, inadequate extension services, lack of information services, lack of support by the government and poor infrastructure in rural areas. The study concluded that there are gaps in access and use of dairy agricultural information. The researcher therefore recommended that the government should; recruit more extension officers within Murang’a County to ensure improved extension services, set up agricultural resource centers with qualified information providers to assess, select and acquire useful agricultural resources, improve infrastructure and set up cyber cafes within the sub counties and also educate dairy farmers on the use of technologies in accessing agricultural information
Access of Primary Education to the pastoralist: a case Study of Namanga division Kajiado county
(2013-08-08) Saltakwet, Metuy
In this research project, the researcher dealt mainly with access of primary education to the pastoralist of Namanga division, Kajiado County in the Rift valley province of Kenya. The objectives of the study were to find out how household conditions, educational facilities, socio-cultural practices and environmental factors affect access to primary education to the pastoralist of Namanga division. The design of the study was descriptive survey design where a sample size of 20 out of 39 public primary schools in the division, were selected for the study. These represented 51.3% of the total population in the schools. The head teachers of these schools were selected automatically from the study sample. A simple random sampling technique was used to identify 5 teachers per school. A total of 100 teachers out of 273 teachers were sampled making a total sample size of 120 respondents. The data was obtained using structured and semi-structured questionnaires which were administered to the head teachers and teachers in the respective schools. An interview schedule was also administered to the Assistant Education Officer (AEO). The data was analyzed using descriptive statistics and summarized using tables, pie charts, bar graphs and percentages. Chi square was used to test if there was any significant difference between variables. The results indicates household conditions such as the type of house, source of light and economic activities of the parents, educational facilities such as type and location of schools, writing materials and textbooks and environmental factors such as drought and famine affect access to primary education. Socio-cultural practices such as Moranism and circumcision (X2=6.988, P=0.008) and provision of lunch in schools (X2=7.179, P=0.007) were the most significant factors affecting access to primary education at P<0.05. This implies that there is need for provision of lunch to learners as well as discouraging Moranism in order to improve access to Primary education in the study area. In conclusion, the household conditions, educational facilities, socio-cultural practices and environmental factors influence the access of primary education to the pastoralists in Namanga division. In order to improve access to primary education in study area, the study recommends that there is need of integrating all stakeholders’ involvement in the education sector in order to address the above mentioned factors, diversify on economic activities and create awareness on the importance of education for all in the study area. There is also the need for the government to build more boarding schools in the study area, have consistent provision of lunch to schools, provide adequate learning materials, abolish retrogressive Socio-cultural practices such as Moranism, drill more boreholes and promote equitable distribution of resources across the pastoral areas in the republic of Kenya. This will ensure that all learners across the County have access to primary education, thus improving livelihoods and strive to achieve Vision 2030.
Access to and participation of women in science-oriented vocational education and training programmes in Kenya
(2011-08-08) Mbirianjau, Wandiri Lucy
Since the women's decade conference in Nairobi, various efforts have been made by governments and international donors to increase women's participation in formal schooling and the labour market. However, evidence still persists that women in most parts of the world face numerous challenges. The objective of this study was to explore persisting challenges that exclude women students from pursuing science and mathematics programmes in Kenya's vocational training institutes. The study sought to investigate factors influencing women's access to and participation in science oriented Vocational Education and Training (VET) programmes in selected Technical Institutes in Nairobi. To realise the purpose of the study, a survey design was adopted. Primary data was collected by use of questionnaire and interview schedule. The questionnaire contained both open ended structured questions. Informal discussions were held to seek clarification and additional information from the respondents. The Statistical Package for Social Sciences (SPSS) version 11.5 was used for data processing and analysis. The study revealed that the general enrolment of females in VET institutions in Nairobi is lower than males and in particular they are under-represented in science oriented courses.
Accessibility and use of online databases: a case study of INASP/PERI initiative in Kenyan university library
(2011-11-29) Amunga, Hellen A.
This study assesses the impact of online databases accessed through the Programme for the Enhancement of Research Information (PERI) on teaching, learning and research in Kenyan universities. The online resources are a new innovation in these libraries and the study therefore sought to establish the current status in relation to access and use of the resources. It focused on the available access facilities, users' awareness levels and training in use, challenges hampering access and use of the resources and sustainability of the PERI initiative in Kenya. A survey was conducted in four universities (two public and two private). It targeted university and reference librarians, lecturers and Masters students. Questionnaires were used to gather information from lecturers and Masters students, while university and reference librarians were interviewed as key informants. The general response rate for all the 136 target respondents was eighty percent (80%). Findings point at limited use due to inadequate access facilities in the university libraries. Users' awareness of availability of the INASP/PERI online databases in their local libraries is low- only 18% of all the lecturers and Masters students were able to mention a few of these academic databases. Most who claimed to be aware associated online databases with the search engines - Google and Yahoo! The study found out that 93% of the lecturers and 72% of the Masters students used print resources as compared to 73% of lecturers and 82% Masters students who used online resources including search engines. This is because the print resources are readily available in their libraries unlike access to online databases that is hampered due to various reasons. The study also established that information literacy training in Kenyan universities is still uncoordinated with lecturers teaching Communication Skills (a common unit) to undergraduate students only. Librarians teach the unit's library component on request by lecturers. Both lecturers and Masters students are not empowered to access and use online information. The study identifies various challenges that hamper access and use of the INASP/PERI online databases by the academic community in the country. The major challenges include inadequate access facilities; inability of the databases to adequately cover the information needs of most users in private institutions; insufficient bandwidth; lack of space, lack of awareness; high computer illiteracy and inadequate professional staff. Other challenges include lack of support facilities and services; lack of support from respective university administration and time limits to access and use the online databases. The lecturers targeted in the study indicated that the provision of online resources by their university libraries has not had a big impact on their work. The implication is that the expected outcome from access and use of the PERI online resources namely quality research and publishing, effective teaching and learning are, not therefore being achieved in Kenya. The study concludes that the country's academic community is not contributing towards the production and dissemination of knowledge through use of ICTs as envisaged by INASP/PERI. There is need for all stakeholders to urgently address identified challenges to enable maximum utilization of these resources. This dissertation outlines some recommendations that are useful for addressing the issues.

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