Doctor of Philosophy Theses and Dissertations(PHD)
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Item Item 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. NyamuAn 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.Item A Model to Enhance Tutorial Management in Teaching and Learning Using Cloud Computing(Kenyatta University, 2024-02) Thuku, John KiiruIntegration 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.Item 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 MuthoniLow 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.Item 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. MugambiThere 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.Item Absentee landlords and land utilization in Uganda: the case of Kibaale District, 1894 – 1995(2015) Magezi, James WilsonThis research focuses on absentee landlords and land utilization in Uganda, taking the case of Kibaale District in present-day Bunyoro Kingdom. It covers the period between 1894-1995. The study covers the economic history of Kibaale District during the colonial and post-independence period up to 1995.The objectives of this study were to identify the origins of absentee landlords, the commoditization of the land resource and its impact on land use between the landlords and the tenants. The study also examines how land policies of the colonial and post-independence governments tackled the issue of absentee landlords. The significance of this study is to add to the existing knowledge about the land tenure system in Kibaale District especially in relation to the politics of land allocation and utilization during both the colonial and post-independence periods. The study employed a number of theories including the theories of the articulation of the modes of production, neo-patrimonialism, conflict and relative-deprivation. The study adopted an historical approach in data collection and interpretation. Both primary and secondary data were collected. The study employed both the qualitative and quantitative methods of research to analyze and interpret the data. Both primary and secondary methods of data collection were used. A variety of informants were interviewed namely civil servants, peasants, teachers, landlords, landowners, politicians, and Kingdom leadership. The Uganda national archive in Entebbe was also a major source of information especially on correspondences of the colonial administrators. The research established that absentee Baganda landlords disrupted land use in Kibaale District during both the colonial and post-independence period. They were the holders of the land titles, and yet they were always absent which created insecure land-tenure among their Banyoro tenants. This research, therefore, recommends that the government should effect a land legislation that will solve the land question in Kibaale District.Item Absorptive Capacity and Performance of Insurance Companies in Nairobi City County, Kenya(Kenyatta University, 2022) Kinyua, Jeremiah Kamau; Anne Muchemi; David KiiruThe insurance companies constitute a fundamental building block of the global financial system that provides opportunities for hedging against an assortment of risks and as well serve as institutional investors thus promoting sustainability and growth of national economies. Despite the significant role played by the insurance industry in supporting the national economy, there has been a notable decrease in insurance penetration trend. Similarly, the insurance industry has registered an increase in the number of complaints lodged by customers in relation to delayed settlement, erroneous deductions, and unsatisfactory offers. This study therefore sought to investigate the effect of absorptive capacity on performance of insurance companies in Nairobi City County, Kenya. In particular, the study sought to establish the effect of acquisition capacity, assimilation capacity, transformation capacity, and exploitation capacity on performance of insurance companies in Nairobi City County, Kenya. Furthermore, the study also sought to establish the mediating and moderating role of organizational agility and organizational learning culture respectively on the relationship between absorptive capacity and organizational performance. The study was grounded on systems theory, dynamic capabilities theory, Denison model of organizational culture, and the balanced scorecard model. Positivism research paradigm and explanatory research design were adopted in this study. The target population of this study comprised of 59 insurance companies operating in Nairobi City County. Cross-sectional data were collected using a semi-structured questionnaire from 216 heads of functional areas in 27 insurance companies which were selected using proportionate stratified random and simple random sampling. Face, construct and content validity of the research instrument were confirmed accordingly. A pilot study was conducted to aid in the statistical test of reliability using Cronbach alpha index of at least 0.7. Administration of the questionnaire was done using drop-and-pick later method. The study had a response rate of 81 percent. Quantitative data were analyzed using descriptive and inferential statistics. Descriptive analysis involved the use of frequency count, percentages, sample mean, sample standard deviation and coefficient of variation. Test of assumptions of linear regression analysis was performed. Linear regression analysis was used to estimate the population parameters and facilitate testing of hypotheses at 95 percent level of confidence. Results of data analysis were presented in tabular form as well as using figures. Qualitative data were analysed using content analysis. The study found out that acquisition capacity, assimilation capacity, transformation capacity and exploitation capacity had positive effect on organizational performance. Similarly, organizational agility was found to partially mediate the effect of absorptive capacity on organizational performance. Furthermore, the findings of the study confirmed that organizational learning culture moderates the effect of absorptive capacity on organizational performance. The financial manager should develop a policy framework that would avail more resources for benchmarking, industrial workshops and seminars, insurance fairs and exhibitions, and productive collaboration with academia. Management of insurance companies should promote practices that enhance optimization of informational resources. The manager in charge of research and development should enact a policy that would strengthen practices that buttress the ability to inspect and monitor events and changes in the business environment.Item 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.Item 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 MuriithiOver 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 achievementItem Academic impediments students with visual impairments encounter in the Colleges of University of Rwanda(Kenyatta University, 2015-08) Nasiforo, Beth MukarwegoThe 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.Item 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.Item 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 MutuaNationally, 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.Item 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 MutindaTeachers’ 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.Item 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 NjokiABSTRACT 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.Item Academic Staffing and Implication on the Quality of Bachelor of Education Program in Selected Public Universities in Kenya(Kenyatta University, 2019-06) Njoroge, Antony JohnsonThe 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.Item 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.Item Access to information communication technology and its influence on education for learners with visual impairment in selected special primary schools, Kenya(Kenyatta University, 2024-09) Keitany, Julia JelagatInformation Communication and Technology has become the most suitable tool for learners with special needs for it meets their different learning demands. Access to this tool by these learners is hence vital. Learners with visual challenges require this technological tool for their education and personal support. This study therefore investigated access and use of ICT by learners in primary schools for visually challenge. The study was guided by the following objectives: To identify ICT resources available in the special primary schools for visually challenged in Kenya; to determine the level and nature of use of ICTs in teaching and learning in the special primary schools; to find out the learner- related factors that influence the access to and use of ICT in teaching and learning in the special primary schools; to establish the teacher- related factors that influence access to and use of ICT in the special schools; to explore the challenges encountered by the special schools in accessing and using ICTs for teaching and learning; to suggest a model for provision of learning support to learners with visual challenges in the special primary schools. The study was guided by Bruner’s Constructivist theory and was also supported by the Social Model of Disability and the philosophy of Universal Design for Learning. The study adopted descriptive survey design and used both qualitative and quantitative methods of data collection. It targeted the seven special primary schools for the visually challenged in the country. Purposive sampling method was used to select the schools, head teachers, teachers and ministry of education officials. Stratified random sampling method was used to sample the learners. The sample size consisted of 3 MoE officials, 3 headteachers, 3 computer teachers, 18 class teachers and 168 learners with visual challenges. The students were selected randomly. Data collection instruments included questionnaires for the teachers and for the learners, classroom observation schedule, interview schedules for head teachers and officials from the ministry of Education. Inventory document analysis was used to collect the data. Validity and reliability of the instruments was tested through piloting in one school which was not included in the main study. The questionnaires were tested and accepted at r=0.785. Data was analysed through descriptive statistics that included frequencies, percentages, means, ratios and inferential statistics. The Statistical Package for Social Sciences (SPSS) was used to analyse the data. The study found out that the learners did not effectively access ICT in their learning. Use of ICT in teaching and learning was not effective. Both the teachers and the learner’s ICT skills were low and the schools were not well equipped with quality ICT resources. The study concluded that there is minimal use of ICT in teaching and learning in the schools. The study recommended that schools be equipped with modern technologies and more rigorous training of teachers on the use of ICTs in teaching learners with visual challenges be emphasizedItem 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 NjugunaThe 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.Item Acoustic Features of the Non-Ethnically Marked Kenyan English in the Speech of Selected University Lecturers(Kenyatta University, 2018) Itumo, Joshua MulingeThis study is an acoustic analysis of the phonological segments of the non-ethnically marked Kenyan English (KenE). KenE is contextualized within Kachru’s World Englishes (WEs) and its progress towards a ‘standard’ variety of English is accounted for within Schneider’s Dynamic Model for Post- Colonial Englishes (PCEs).The research objectives were: to describe the acoustic characteristics of the non-ethnically marked KenE phonological segments; to identify the phonemes in the non-ethnically marked KenE; to account for the observed phonological patterns within the Element Theory (ET); and to compare the internal element structure of KenE phonemes with that of the Received Pronunciation (RP), the accent associated with the Standard British English (SBE). Oral data was obtained by audio recording as purposively selected university lecturers read, The Boy Who Cried Wolf, a passage which is commonly used for English phonemic analyses. The primary oral data was analysed using Praat software. Quantitative data was further analysed using the Statistical Package for Social Scientists (SPSS) and presented in tables and written descriptions. Qualitative data was presented in figures. The study mainly found out that KenE tends towards eight monophthongs and six diphthongs. KenE does not have a ‘dark l’ and unlike the RP, it does not aspirate the fortis plosives. The lenis plosives are, on the other hand, characterized by a voicing lead. Also, KenE does not distinguish the two dental fricatives. The research findings provide useful insights for the codification of the phonology of an envisioned ‘standard’ variety of Kenyan English.Item Acquisition of English Passive Constructions by Dholuo Speaking Pupils(Kenyatta University, 2015) Awuor, Quiz ElizabethThe current study investigated the processes by which Dholuo speaking pupils acquire the English language passive constructions. Assuming that such pupils would have already mastered the Dholuo passive, the study focused on the cross linguistic effects of the Dholuo passive on the acquisition of the English passive constructions. The study also investigated the role of gender and age in the acquisition of the English passive constructions. An eclectic theoretical paradigm involving Learnability and Interlanguage theories was used. The study adopted the descriptive cross-sectional design which involves respondents in different groups according to their respective levels of development. The cohorts were pupils aged 6-8; 9-11 and 12-14 years. The design enabled the study to compare peers or cohorts as they successively reached a given age or points of development. It also allowed for child cohort comparison. Data was collected using research instruments that consisted of receptive and production tasks which were administered to the pupils. Data was analysed and interpreted qualitatively in terms of percentage scores in pie-charts and bar graphs, and quantitatively in prose form. The study found out that whereas gender had no significant influence on the acquisition of English passive constructions by Dholuo speaking pupils, the age of the pupils had a significant influence. Pupil‘s interlanguage is characteristic of most linguistic systems in the sense that it has properties of both the Dholuo passive and the English passive constructions. It emerged that pupils use a number of strategies as they come to terms with the target English passive structures. The pupils displayed adult like behaviour in their construction of the English passives and had problems only with the by-constructions. The findings of this study have implications not only on the acquisition of English grammatical structures, but also on the cross-linguistic influence in Second Language Acquisition and recommends as follows; syllabus designers and material developers should take due cognisance of the cross linguistic influence while designing syllabi and developing instructional materials for lower primary classes, and teachers handling English language in the corresponding grades to be made aware of the potential effects of the L1 on the acquisition of English target structures. The study also creates an opportunity for further research in other aspects namely: the interaction of Dholuo with the acquisition of other aspects of English grammar; interaction of other languages with English during the acquisition process; focus on adult learners so that any differences attributable to age of the learners could be noted and lastly, focus on child language acquisition within the African background so that inherent differences can be noted and accounted for.