PHD-Department of Educational Foundations

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Academic Staffing and Implication on the Quality of Bachelor of Education Program in Selected Public Universities in Kenya
(Kenyatta University, 2019-06) Njoroge, Antony Johnson
The preparedness of graduates from Kenyan universities has raised questions in the job market. For instance, a large percent of graduates are believed to be unfit for the teaching jobs. In this regard, this study intended to establish the implication of academic staffing on the quality of Bachelor of Education Program in public universities in Kenya. The study employed descriptive research design hinged on comparative study methodology (Problem solving Approach) proposed by Brian Holmes. The respondents included: Bachelor of Education Program academic staff, Bachelor of Education Program students, Deans, chairpersons in the School of Education and the Chairperson, Commission for University Education (CUE) in the Ministry of Education. Kenyatta University and University of Nairobi were sampled for the study. The sample comprised of 30% of the targeted academic staff, who were selected randomly to participate in the study. Structured questionnaires, interview schedules and document analysis were used to collect the data. A pilot study was conducted at Moi University. Various descriptive (mean, standard deviation and frequency distribution) and inferential (t-test) statistics were employed at different stages of analysis. Qualitative data was analysed through narration and prose discussion. The findings revealed a number of issues relating to academic staffing, especially full-time teaching staff, in the sampled universities. During the study period (2007-2016) the two universities (UoN and KU) had generally employed more lecturers and tutorial fellows compared to the proportion of senior lectures, associate professors and professors. Notwithstanding, one academic staff was teaching more than one course unit in a semester while others were the only staff relied upon in the department to teach a certain course unit. Moreover, most of the academic staff had scheduled units throughout the semester with majority teaching 14 hours per week. Additionally, some academic staff were involved concurrently in instruction of students within the university and supervision of others on teaching practice. Add to this the requirement to conduct research and publish. Such a huge workload makes it hard for all the obligations to be performed adequately. The respondents also admitted that increase of part-time academic staff was a disadvantage to the quality of B.Ed program since part-time staff were not involved in quality assurance and other important administrative tasks. Majority of the academic staff observed that on many occasions students failed to achieve 75% class attendance meaning that such students were not adequately instructed. It was noted that the proportion of self-sponsored students had surpassed that of government sponsored ones over time. Some classes, especially those involving common units, went as high as 400 students. Another problem affecting the B.Ed program is inadequate space in lecture halls. This was more prominent in common units such as those shared in the school of education including educational foundations and educational psychology. The study recommends that the universities management should adopt the model of mentor supervisors and regulate their recruitment, incentives and reporting in order to reduce the burden of B.Ed Academic Staff participation in teaching practice.
Bursary Scheme and its Influence on Secondary School Participation by Learners from Poor Households in Homa Bay County, Kenya
(Kenyatta University, 2022) Ojwang, Janet Auma; Daniel N. Sifuna; Violet Khalayi Wawire
The study investigated bursary scheme and its influence on participation in educational activities by learners from poor households in Homa Bay County, Kenya. Despite the government’s systematic release of bursary funds to constituencies, there were questions on whether the bursary scheme facilitated participation of needy learners in secondary school education. Homa Bay County had climatic conditions unfavourable for agriculture, was dominated by low rewarding economic activities like small scale fishing and the HIV and AIDS scourge had impoverished the residents of the county, necessitating bursary intervention. The objectives of the study were: to establish the bursary application procedure and disbursement criteria in Homa Bay County, to find out the awareness creation mechanisms on existence of bursary in Homa Bay County, to establish the extent to which needy learners benefitted from the bursary scheme in Homa Bay County, to determine the extent of fairness in the distribution of secondary school bursary awards in Homa Bay County and to identify the challenges facing the secondary education bursary scheme in Homa Bay County. The study was guided by the Classical Liberal Theory by Sherman and Wood that stressed on each child being given opportunity to develop their naturally given capacities and talents without barriers so as to promote the individual’s socio-economic mobility. The study employed a descriptive survey design. Purposive sampling was used to pick 16 schools out of 51 for the study. 900 respondents participated in the study. A pilot study was done to determine the feasibility of the study and test-retest method was used to assess reliability of instruments. The first and second test scores were correlated using Pearson Correlation Coefficient which gave a result r=0.98 indicating a strong correlation and therefore a reliable instrument. Content validity of instruments was done by the researcher and other professionals. . Questionnaires, interview schedules, focused group discussions and document analysis were used to collect data. Qualitative and quantitative data collection methods were employed. Analysis was done using IBM SPSS Statistics 25.0 and results presented in frequency distribution tables, line charts and bar charts. Information obtained through emergent themes was analyzed qualitatively while the rest were subjected to quantitative analysis. The greatest success of the bursary scheme was found out to be subsidized school fees while the greatest challenge was political manipulation. The study revealed that fairness was not adequately observed in the distribution of secondary school bursary awards. Suggested recommendations included people of high integrity be put in CBC, bursary be given only to needy students, sufficient amounts be awarded, transparency and accountability be enhanced, bursary policies be followed, disbursement be done in time, CBC to get correct data on needy students from schools and government to enhance monitoring of the disbursement process.
Community financing of primary schooling in Kenya and its implications on quality: case studies from Kajiado and South Kisii districts
(2012-01-20) Ogachi, Ibrahim Oanda
The major objective of this study was to analyze the implications that community financing of primary schools has had on their quality. The rationale for the study was that parents and communities were increasingly financing both the development and recurrent budgets of primary schooling, with the government paying only teachers' salaries. However, the implications of this responsibility on quality, especially in terms of securing teaching and learning materials, have not been explored. The study used a framework that conceptualized the quality of schooling to lie in the interaction of three sets of variables. These were, the degree and quality of relationship between the school and the community, the amount and quality of inputs provided to the school by the community, and the manner the inputs were used in school to improve pupils' learning environments. The positive interaction of these variables results to the realization of social capital in the development of quality primary schools. In this regard, quality of schooling was seen as a process that is attained when there is positive synergy among the three variables. A descriptive case study methodology was utilized in the collection, analysis and reporting of data. The study took the design of comparative and collective case studies, of primary schools in Kajiado and South Kisii Districts of Kenya. Hence, a group of case primary schools from the two districts were separately studied on the basis of the objectives of the study, then, comparative conclusions drawn. The choice of the two districts for the study was purposively done to reflect the basic concerns of the study, of exploring how community socio-economic factors determined the quality of primary schools. The sample for the study consisted 498 pupils, 8 headteachers, 26 class teachers, 46 PTA/school committee members, 16 education officers and 40 parents, from 8 primary schools in Kajiado and South Kisii Districts. To gather as much information as possible, the study triangulated various methods for data collection and reporting. The methods were; a questionnaire for pupils, structured interviews for teachers, parents and Education Officers, FGDs for PTA and school committee members, a content analysis of school documents, and school and classroom observation schedules. Both qualitative and quantitative techniques were used for data analysis and reporting. The study established that community financing of primary schooling had led to the deterioration in quality, of both the school physical facilities, and the learning process. This was due to various factors. First, socio-economic background of communities affected household demand and ability to pay the required schooling levies. The economic inability of communities to afford schooling levies was traced to historical circumstances, related to colonial and post-colonial policies in the development of the districts. The historical circumstances meant that in the study districts, the requisite social-economic developments, and positive attitudes had not been realized among the population. Consequently, the communities lacked not only the monetary outlays to support quality schooling, but also, the social attitudes to sustain demand for the same. Second, the negative implications that community economic inability had in the quality of schooling were demonstrated in the scarcity of teaching and learning materials, and desks in schools. The shortages were more in schools that had not received financial assistance outside of what parents provided. Third, reliance on parents and the community to finance school inspection had undermined the quality of teaching in schools. This was due to the fact that parents were not able to pay for this activity. Fourth besides financial demands, headteachers were not keen to involve communities more in the running of schools. This undermined the synergy that would have been realized between parents and the schools to improve the quality of learning. This synergy was further eroded by political, religious and clan based interests in the location and management of schools, thereby undermining the development of community social capital for the development for the development of quality schools. Last, the study established that the increased responsibility on the community to finance primary schools had led to a decrease in parental interest in schooling issues. This meant that the policy had not led to increased parental interest on the schooling of their children, in line with the aims of the cost-sharing policy. In the overall, this study concluded that community financing of primary schooling was undermining the role of primary education in national development. Besides, the findings of the study indicated that the quality of primary schools continued to be determined by the level of economic development of the different Districts of the country. To this end, the study recommends for the Kenya government to institute various affirmative strategies to ensure quality primary schooling for all the children in the country.
Comparative assessment of syllabi and implementation of physical education and sports programmes in primary and secondary schools in Kenya and Uganda
(2011-07-26) Akiiki, B.K. Michael
The purpose of the study was to compare the Physical Education syllabi, and the implementation of Physical Education and sports programmes in primary and secondary schools in Kenya and Uganda. Content of the syllabi, statutory in allocation, time tabling, teaching organization, teaching of Physical Education, mobilization and utilization of resources, funding, organization of sports programmes and school competitions, and challenges facing teaching formed the core of the investigation. Teachers and head teachers from 384 schools selected from 23 districts: in Kenya and 25 districts in Uganda provided the data. Data were obtained using structured questionnaires administered in the field supported by documentary analysis of current Physical Education syllabuses in schools in the two countries. Four null-hypotheses about differences and similarities in Physical Education syllabuses and implementation of physical Education and sports programmes at primary and secondary schools levels, were tested using the Statistical Package for Social Scientists (SPSS) Version; 11 and Pearson's Chi-Square Test Analysis at p=0.05 level of statistical significance. The results showed that the Physical Education and Sports syllabuses used in schools in Kenya and Uganda are different but the structure of Physical Education programmes, tune in allocation, content and objectives are closely similar. In both countries Physical Education is timetabled, taught, but more emphasized in Kenya than in Uganda. However the methods of implementation of Physical Education, sports and games programmes in Kenya and Uganda are identical and inherited from the British high school system. Co-curricular sports and games competitions, especially in ball games and athletics, ire emphasized in schools in both countries. Such games are competed for from school to national championship levels. Inadequate space, lack of equipments, low quality of teaching, inadequate dress policies and inadequately trained teachers, are some of the key challenges facing teaching of Physical Education and sports in schools in Kenya and Uganda. Areas of good practice include: sportsmanship, graded inn and inter-school competitions from school to international levels. The study recommends among others, the harmonization of school Physical Education and Sports system in East Africa through sharing of information, joint research, curriculum development, coordination of teaching, competitions, sharing educational resources, regular consultations and joint regional action through government intervention as a way forward for Physical Education and Sports in schools in East Africa.
Continuing professional development for secondary school teachers in Kenya; policies, trends and practices: a case of Kirinyaga District
(2013-09-05) Gathara, Peter Mugo
The objective of this study was to explore and analyse the policies, trends and practices that influence secondary school teachers‟ participation in Continuing Professional Development (CPD). In the current educational era, the trial and error teaching, and take it or leave it professional development programmes are no longer acceptable. This has been necessitated by the diverse compositions of student populations, changing paradigms in teaching and learning, and changing expectations about the quality of education that are occurring at an unexpected rate. Teacher training is more than the mastery of certain practical knowledge, pedagogical skills, and techniques. Therefore, CPD plays an important role in teacher improvement geared towards classroom improvement. Chapter one has highlighted the plight of secondary schoolteachers and the need to be involved in CPD. Chapter two reviews works undertaken by various scholars on the problem and identifies the gaps in information, which the study sought to fill. The study reviewed the literature using the following themes: Conceptualization of teacher professional development, issues of teacher professional development in Africa, the impact of teacher professional development on pupil performance and indicators of quality CPD programmes together with the status of teacher CPD in Kenya. Chapter three discusses the methodology that the study adopted. The methodology involved a vertical case mixed study approach design that involves analysis of macro and micro aspects using quantitative and qualitative techniques in the collection of data. The national policies on CPD in Kenya and the channels that were used were derived through desk review of documents. Twelve secondary schools in Kirinyaga district were sampled for the survey while six others were subjected to an in-depth case study. The data collected was analysed qualitatively, though quantitative data was used for clarification where it was found necessary. Chapter four dwelt with the data analysis. The data analysed indicated the importance of mentoring and involvement of other stakeholders in the provision of CPD as laid out by the education policies. A variety of providers have been identified in the provision of CPD programmes in the country. The MOE has been providing CPD courses that involved short duration while TSC has been recognizing certificates of teachers involved in accredited CPD courses. Teachers highlighted other areas that they would like to pursue. They involved video shooting, human resource management and banking. These were courses that were viewed by teachers to be more important in changing careers. Most of the programmes that teachers engage in were geared towards improvement of their academic status, with little concern in improving teaching at the classroom level. In the light of these findings, chapter five recommended provision of support at the school level so that teachers would participate in and complete CPD programmes. Since funding was a major problem that teachers faced, alternative financial sources need to be explored to support teacher CPD.
Continuity and change in Adigo women's roles, status and education: an exploratory anthropological study
(2012-05-25) Wamahiu, Sheila Parvyn
The aim of the present study is two-fold. Firstly, it attempts to identify and describe the varied roles and educational experiences of Adigo women within the contexeds of precolonial societies. Secondly, it purports to explore the interface between the gender roles identified and education (broadly defined to include indigenous, Islamic and western types. The study examines the hypothesis that the relatively higher status of women in indigenous societies, particularly matrilineal ones, has been depressed by mainly non-indigenous educative influences as reflected in their current social-economic dependent status. Data for the study were collected over a period of one and a half years from the Kwale District of Coastal Kenya. It combined traditional anthropological field techniques such as participants-observations, survey questionnaires and ethnographic interviews with techniques developed by feminists anthropologist such as time allocations and daily expenditure study techniques. Additional data were collected from the archives and other documented sources, an exercise that particularly useful in the reconstruction of precolonial, colonial and post-colonial Adigo societies. An overall feminist approach to research was adopted throughout the study with a view to correct misconceptions of past Andocentric research. The emerging data on gender roles on relations suggests need for reexamination of existing literature on women's position and consequent redefinition of their status within matrilineal societies. Contrary to traditional anthropological perceptions of women's status in matrilineal societies, the present study indicates that Adigo women had the rights of inheritance to both property and public office in indigenous societies. They also had far more ritual, and therefore, political power that has been credited to them. This confirms the first part of the hypothesis enunciated earlier, that is, the status of Adigo women in indigenous societies was relatively high. Currently, this high status has greatly depreciated. Despite enjoying considerable marital and personal autonomy, the political, religious (ritual) and economic powers of Adigo women have been curtailed to a great extent. Islamic education, initially and subsequently colonial education, by denying easy access to females, ensured the non-participation of Adigo women in the newly introduced religious and economic activities. Though there is greater participation by Adigo women in both Islamic and postcolonial western type education dydtems today, the dominant patriarchal ideology being propagated through both these educational systems, is continuing to erode women's status in contemporary Adigo society.
Contribution of Gender Policies in Technical Vocational Education and Training to Gender Equity among Students in Vocational Tranining Institute, Central Region, Uganda
(Kenyatta University, 2022) Nganda, Aidah Trevelynn; Francis Kirimi; Salome Nyambura
Globally, gender policies exist to boost access to and retention in TVET. Nonetheless, studies report several barriers to their proper implementation which impacted gender equity. Thus, this study investigated the contribution of gender policies in TVET to gender equity among VTI students in the Central Region of Uganda. Specifically, the study explored gender trends in enrolment and transition between 2013 and 2017, examined the contribution of TVET advocacy strategies, financial resources and learning environment to gender equity among VTI students, and proposed policy interventions for boosting gender equity among VTI students. Anchored on Feminist Socialisation and Subject-Task-Value theories, the study adopted a convergent parallel mixed methods research design. It targeted 5,791 students, 240 instructors, 60 institutional leaders, 42 district leaders, 4 ministry officials, and 21 civil society gender advocates. Purposive, convenience and stratified random sampling were used to select 5 districts of the Central region, 6 VTI, 9 institutional leaders, 2 ministry officials, 3 district leaders, 5 CSO gender advocates, 56 instructors, and 185 students respectively. Hence, 260 participants comprised the study sample size. Questionnaires for institutional leaders, students and instructors, interview guides for students and instructors, district leaders, ministry officials, and CSO gender advocates were used. Likewise, document analysis tools for enrolment and retention trends and observation schedules for the learning environment attributes were used. Piloting, split-half, triangulation, and inter-coder agreement techniques tested instruments’ validity and reliability respectively. SPSS software for analysis and Microsoft Excel were used in the analysis of quantitative data related to access and retention. Specifically, percentage, mean, standard deviation, charts and graphs described the TVET advocacy strategies, financing resources and learning environment. Additionally, Pearson chi-square and Pearson product-moment correlation coefficient were used to show relationships between variables. ANOVA showed the difference in enrolment of students based on their institutional settings. Qualitative data were analysed using the thematic approach and verbatim reporting. Results revealed significant disparities in students’ enrolment and transition, based on the rural-urban divide and TVET trades. Further, a significant difference in the enrolment of students based on institutional settings was noted (F= (1,7) =73.04, p=0.05). Likewise, results showed a less significant enrolment and transition increase for females than males between 2013 and 2017. Moderate popularity (50%) of gender policies based on participants’ categories was noted. Further, findings agreed with the use of different advocacy strategies, financing resources and LFE approaches in promoting gender equity of students. The contribution of the different strategies to gender equity was shown. However, an insignificant relationship between TVET advocacy strategies and the gender equity of students was shown. The study recommended increasing capitation and advocacy for TVET, improving infrastructure facilities, and use of gender-sensitive approaches and materials, for boosting gender equity among VTI students.
Contribution of the German Neukirchen Mission in the Establishment of Western Education in Tana River County, Kenya 1885 - 1986
(Kenyatta University, 2020-05) Kimani, Gitonga Peter
The study examined the contribution of the German Neukirchen Mission (GNM) in the establishment of Western education in Tana River County, Kenya 1885 to 1986.Western education and Christianity in Africa were introduced by Christian missionaries from Europe as early as the 16th century but took root in around the mid-nineteenth century. Later on, Colonial Governments further augmented the missionaries’ endeavours of offering formal education to Africans. A lot has been researched and written on missionary activities at the Coast, Central and Western regions of Kenya. Tana River County embraced Christianity and Western education through the works of the Methodist Missionary Society (MMS) and German Neukirchen Mission (GNM). The MMS and a few other missionary organizations like Holy Ghost Fathers (HGF) experienced hardships and shifted to the interior of Kenya where they registered great success. The GNM hang on and was doing well until World War I broke out and later World War II.These wars resulted in the repatriation of GNM missionaries who kept on struggling to come back and have maintained contacts to date. The reasons behind the success and resilience of the GNM in an area in which other mission groups failed deserve to be unveiled. Whereas extensive studies on the activities of other missionary groups like the Church Missionary Society (CMS), African Inland Mission (AIM), Holy Ghost Fathers (HGF), Universities Mission to Central Africa (UMCA) and Church of Scotland Mission (CSM) among others have been carried out, not much has been done on the GNM. The study had three objectives which were: To trace the origin and the ideology of the GNM; to examine the role of the GNM in the establishment and growth of Western education in Tana River County and to assess the impact of the establishment of Western education in Tana River County. The time frame was 1885 to 1986.This period covers the time Africa was partitioned and shared out among European powers – which influenced missionary work- to the year the first secondary school was established at Ngao i.e 1986. Ngao served as GNM’s mission base or station since the arrival of the missionaries in the region.The study was historical in nature and utilized a historical research design. Sources of data were both primary and secondary sources. Primary sources were mainly drawn from the Kenya National Archives (KNA) and schools and churches in Tana River. At the KNA for instance, vital primary information on GNM activities in Tana River and on educational commissions and reports that informed educational policy in Kenya in the study period were obtained.Document analysis was also utilized as a data collection method. The research instruments were interview schedules and Focus Group Discussions (FGDs). Respondents to these research instruments were retired educationists, civil servants and politicians, church leaders and village elders selected through purposive and snowball sampling techniques. Collected data was analyzed through qualitative and quantitative methods while documents were analyzed through external and internal criticism. The research findings acknowledged the contribution of the GNM in the advent of Western education in Kenya in general and in Tana River in particular and the impact of this education on the community, learning institutions and individuals eversince the missionaries’ arrival to present day and in future. This was achieved through identifying schools that were established by the GNM and still exist; the curriculum that was offered; the students who were products of these schools and how the latter impacted upon the Tana River community then and now. Recommendations were made on policy, infrastructure, archival materials and the possibility of reviving the GNM-Tana River relations. For instance, it was suggested that a tertiary level Educational Complex or Institution could be established in Tana River to propagate the educational initiatives of the GNM missionaries and educationists as well as meet the growing need of such an education in the region. Finally, areas related to the study topic that need further research were suggested.
The contributions of affirmative strategies to widening access to universities for students from Kenya’s Asal regions
(2013-08-12) Obonyo, Mark Makori
This study explored the contributions of affirmative action as an institutional intervention to widen access for students from Arid and Semi-Arid Lands (ASAL) regions to universities in Kenya. The study also investigated interventions that can widen access and participation of students from ASAL regions. Currently, at the international level, the acknowledgement of higher education as critical to the development of societies has encouraged countries to design policies that widen access and participation of students from all social groups in higher education. While these policies have been achieved in the context of developed countries, the opposite is true in developing countries. In Sub-Saharan Africa, for example, demand for higher education has not been met, with enrolments in higher education averaging 5% of the eligible cohort. In Kenya, AA has been used as an institutional intervention to increase the enrolment of students from ASAL regions to public universities. This study was designed to explore the contributions of affirmative action as a strategy of widening participation of students from these regions to universities. The study design employed a descriptive cross-section survey research design; exploratory in orientation. Both qualitative and quantitative data were generated to address the study objectives. Convenience and stratified techniques were used to sample students. Out of a target of 550 undergraduate students at the three universities from ASAL regions based in the 8 arid districts of Kenya, convenience sampling was used to select 150 (27%) students of which 131(24%) responded. Based on the respondents from the convenience sample, a stratified sample was selected for three FGDs comprising 6-10 (12-20%) members at each of the selected universities. Purposive sampling was used to select one private and two public universities, university administrators, heads of agencies (HELB and CHE), staff in charge of student welfare issues, lecturers from ASAL regions and policy-makers/practitioners. Methods used to collect data were: self-administered questionnaires, open-ended interviews, documentary analysis and focus group discussions. Self-administered questionnaires were given to students while open-ended interviews were administered to university administrators, lecturers from ASAL regions, heads of agencies and policy-makers/practitioners. Documentary analysis was done on KCSE results and university student admission records. Focus group discussions were conducted to obtain in-depth data from selected students at the selected universities. Simple descriptive analysis was used to analyse and report data. Reporting of qualitative data was in verbatim while quantitative data was presented using basic descriptive statistics in tabular form. The research findings indicate that a range of between 0.2% and 0.8% students from ASAL regions at the universities benefited from the AA. The study established that the admission trends through AA were below the set ceiling of 10%. To increase access to universities, the study recommended the need to lower the existing affirmative cut-off point for university admission, provide financial assistance on affirmative basis and provision of adequate facilities at basic education level.
Contributions of school health education in promoting heal thy lifestyles in Kenya: case studies of primary schools in Nairobi county
(2014) Kiara, Francis Kirimi
A healthy lifestyle is an enviable ingredient in one's life due to the unending benefits that it enables one to acquire and enjoy in life. These benefits include leading a healthy and productive life free from non-communicable lifestyle diseases such as obesity, hypertension, cancer, heart diseases, overweight and diabetes which have caused untold suffering to the contemporary society. Globally, the number of persons with non-communicable lifestyle diseases has increased dramatically over the past years, making them one of the most burdensome diseases. National surveys in most parts of Africa indicate that cases of non-communicable lifestyle diseases are increasing drastically. In Kenya, health education is included in the school curriculum; further, in the year 2009, the government launched a national school health policy to enhance the quality of health in school communities by creating a healthy and child friendly environment for teaching and learning. Health education on non-communicable diseases is a potent tool that can provide preventive knowledge and skills to pupils early in life during formative years. This is critical since through socialization, habits formed early in life may tend to outlast challenges in later life. In view of escalating cases of non-communicable lifestyle diseases, there was need to explore the contributions of the Kenya National School Health Policy and teaching of health education in promoting healthy lifestyles to enable pupils to be socialized to acquire good practices to prevent non-communicable diseases. The study was mainly descriptive. A multiple case study method was used to provide a detailed study of the schools sampled. Stratified random sampling techniques were used to select three primary schools study sites in Nairobi County which were ideal for this study due to their urban and metropolitan location. The target population was comprised of primary school pupils, teachers, parents, head teachers, Quality Assurance Education Officers in Nairobi County and curriculum developers in the Kenya institute of Education. The data collection tools were content analysis schedule, observation schedule, semi-structured interview guides and focus group discussions. Data was analyzed qualitatively guided by themes drawn from research objectives while quantitative data was analyzed using basic descriptive statistics and presented in pertinent themes. The study findings showed that there is likelihood of an upward exponential increase in noncommunicable lifestyle diseases due to various factors that include lack of implementation of the Kenya National School Health Policy; lack of content dealing with non-communicable diseases in curriculum; use of teacher-centred teaching approaches which are theoretical and examination oriented leading to lack of action-competence; lack of good practices in feeding and physical exercises as well as socio-cultural beliefs. The study concludes that noncommunicable diseases are likely to increase exponentially and geometrically since there are no proactive sustainable strategies to curb them. The government needs to mobilize the resources via the Ministries concerned to provide leadership in policies for advocacy, implementation, supervision and close monitoring of programmes on non-communicable lifestyle diseases.
Correlates of student's deviant behaviour in selected secondary schools in Nairobi
(2012-04-16) Kombo, D. K.
This study investigated the correlates of students' deviant behaviour in selected secondary schools in Nairobi province. The study used a survey method with an application of ex post facto research design on eight sampled secondary schools. From the schools, 310 form IV students, 73 parents, 8 headteachers and 8 guidance and counseling teachers, who were randomly selected participated in the study. Three types of research instruments were used to elicit data. These were: Quesionnaire, interview and observation schedules. The obtained data were subjected to statistical analysis. The results were then used to determine the existence of relationships between independent and depended variables. To facilitate data analysis, chi-square and Gamma statistics were employed. The statistics were computated using SPSS programme. Each computated Chi-square statistical value was compared with the appropriate table (critical x ) value to establish its significance. In each case, the significance of a particular relationship was determined at 0.05 level of significance. A major justification for the study is that to date the problem of deviance rates has been largely concentrated more among the secondary school. Hence there is need to ascertain the correlates of deviance in our secondary school institutions and suggest possible solutions. The study is organized into five chapters. Chapter one starts with introduction, background to the problem, statement of the problem research questions assumptions of the study, significance of the study, limitations of the study, definition of terms and organization of the study. In chapter two, detailed and diverse literature on deviant behaviour has been examined to give the reader the actual picture of deviance in Kenyan schools. It is also in this chapter where conceptual framework was given. Chapter three discusses research methodology while chapter four presents data analysis and discussion of the findings. Chapter five concludes and summarizes the entire study. Here, policy recommendations are proposed and suggestions for further research are also made. The statistical analyses and interpretations of the findings suggested that a good, ideal and conducive atmosphere be created both at home and in the school to help the students to pursue their studies smoothly without damage to school property. The parent’s headteachers guidance and counseling teachers should work in collaboration to strive to inculcate moral education in the students. Second, they should provide and make maximum use of the school to enforce discipline and lastly to provide guidance and counseling curriculum development and instill motivation rather than demotivation which may lead to damage and wastage of school property. Based on the empirical analyses, the following variables correlated significantly: Relationship between the teachers' frequency of offering guidance and counseling services to students by their (students') frequency of being inattentive to teachers in class. Relationship between the headteachers style of handling disobedient students and their (students) frequency of being disobedient to school authority. Relationship between students' frequency of offering guidance in counseling services to their secondary school children and frequency of their (students') damage to school property. These significant relationships mean that the listed variables have important impacts on students' deviance. Consequently, the implications suggested by the finding of this study are that unless the recommended policies are implemented, students will continue to deviate in school. The result of such behavior would be a possible wastage of manpower.
Cost of Schooling and Completion of Secondary Education in Public Day Schools in Kakamega County, Kenya
(Kenyatta University, 2021) Amwayi, Bernard L.; Sifuna Daniel; Gathara Peter
Despite various government interventions aimed at increasing completion of secondary education, the ideal situation is yet to be realized. Completion rate in Kakamega County is lower than the national enrolment rates and missed the 2014 EFA target. With a dropout rate of 25%, the County lags far behind the UNESCO projected dropout out rate of just 5%. Consequently, Kakamega East Sub-County has a substantial share of non-completion despite having the largest number of relatively low cost public day secondary schools. The purpose of the study was to establish the relationship between school costs and completion of secondary school education in public day schools within Kakamega East Sub-County. Specific objectives were: to explore the relationship between school levies and completion; to establish the influence of user items on completion; to establish the influence of household income on completion and to assess interventions towards enhancing completion. Two distinct theories guided the study: Rovai’s Persistence Theory and the Validation Theory. The study utilized a descriptive survey research design. The target population consisted of 35 school Principals (35 day schools), 144 parents’ representatives, 70 form 4 class teachers and 1787 Form Four students. Two sampling techniques were used: systematic random sampling and purposive sampling. The study utilized a sample of 17 school Principals, 34 Form Four class teachers, 70 form 4 parents’ representatives, 538 Form Four students and one SCDE. Questionnaires, interview schedules, Focus Group Discussions and documentary analysis were used to collect data. The validity of data was ascertained through triangulation strategies and a pilot study. The reliability of the data collection tools was established through the test-retest method, a reliability coefficient of at least 0.7 was deemed appropriate for the interview guide, focus group discussion guide and questionnaires. The study established that, despite several interventions by public and private benefactors, high non-completion still persists in public day schools in Kakamega East Sub-County. This rate was caused by a combination of school levies, the cost of user items and low levels of household income. Comparatively, the lunch and infrastructure development levies contributed a substantial 79.4% of the total cost of school levies while over 60% of the cost of user items was contributed by set books, stationery and uniforms. As a result, the non-completion rate in Kakamega East was more than twenty two percentage points behind the EFA target of 5%. School levies mainly caused non-completion while cost of user items aggravated the problem of non-completion of secondary education especially in the subsequent classes of Forms 3 and 4. However, the effect of user items was comparatively lower than the effect of school levies. Also, majority of the households had low and unreliable income. The existing interventions failed to realize the EFA target of 95% in public day schools while some did not benefit day scholars. There was need to expand support from PSSB, Co-operative Bank and Equity Bank to day scholars in order to benefit more students at lower cost. The cost of schooling could be reduced further by lowering the cost of lunch and uniforms. For instance, downsizing the curriculum and promoting public-private partnerships to produce low cost school uniforms through low taxes for designated factories. In addition, the RMI vote head should be adjusted to fund construction of physical facilities in schools according to the needs instead of basing it on student enrolment. Suggested school based interventions include increased sensitization, use of alumni and payment of levies in kind.
Covid-19 Pandemic Prevention Protocols and Classroom Teaching and Learning in Public Primary Schools in Adamawa State, Nigeria
(Kenyatta University, 2024-01) Bakari, Yusuf
This study sought to examine COVID-19 prevention protocols and guidelines and how they influenced classroom teaching and learning in public primary schools in Adamawa State, Nigeria. The COVID-19 pandemic has resulted to massive disruption within the education system globally, affecting learners and teachers in numerous ways. Considering the economic status and technological challenges the Nigerian education sector faces, some COVID-19 prevention protocols and guidelines faced challenges in their implementation, which needed to be fully understood by carrying out a study of this nature. The study was guided by five objectives; to examine the knowledge on COVID-19 prevention protocols and guidelines by teachers and learners in public primary schools in Adamawa State; to investigate the application of ICT integration in teaching during COVID-19 pandemic in public primary schools; to assess the utilization of learning resources during COVID-19 pandemic in public primary school; to identify challenges in the interaction between learners and teachers during teaching and learning in public primary schools and to suggest measures and interventions of addressing COVID 19 during teaching and learning in public primary schools. The study adopted mixed methods approach. Data was collected using questionnaire, interview, Focus Group Discussion and observation. To ensure reliability and internal consistency of the research instruments, a pilot study was conducted in three primary schools in Adamawa State. While the qualitative data collected were subjected to qualitative analysis thematically based on the objectives of the study, numerical data analysis was carried using SPSS software. The findings of this study revealed that, pupils and teachers in public primary schools in Adamawa State, have the knowledge on COVID-19 prevention protocols and guidelines. There was high level of ICT integration in learning during the COVID-19 pandemic in public primary schools in Adamawa State, despite challenges in network connectivity and ICT material availability. There was high level of utilization of learning materials during the COVID-19 pandemic in public primary school in Adamawa State. There were challenges in the interaction between pupils and teachers during teaching and learning in the context of COVID-19 Pandemic in public primary schools in Adamawa State, Nigeria. There are suggested measures and interventions of addressing COVID-19 pandemic during teaching and learning in public primary schools in Adamawa State, Nigeria which include: operating a shift system to reduce overcrowding in classes and sensitization on the immediate action to be taken in classes during teaching and learning in the context of COVID-19. It was recommended that there is need for the Adamawa State government to introduce seminars and workshops for the teachers to be updating their preventive knowledge in the context of COVID-19 and other infectious diseases and that Adamawa State government should incur more ICT equipment for proper integration in teaching and learning during and after the COVID-19 pandemic among other suggestions.
Critique of Nigeria’s Basic Education in the Light of John Dewey’s Concept of Education for Functionality
(Kenyatta University, 2024-01) Adamu, James Nanbak
Educational goals as enshrined in the National Policy on Education of Nigeria aims to create self-reliant and independent-minded human beings. The focal point for these goals was the training of citizens1for growth1and1development. Education for functionality is that type of education that comes spontaneously from the influence of the environment. Nigeria is a society in dire need of education for functionality but analysis of the system reveals discouraging outcomes. In Nigeria, education is divided into three segments which include basic, secondary, and higher education, all of which are meant to guarantee education for functionality. In contradistinction, these tiers of education have failed to deliver on the purpose for which they existed due to lack of functionalism. Given the poor impact of the Nigeria’s Basic system of education on its students in education for functionality, there was a need to critique the system in1the light1of Dewey’s1concept1of1education for1functionality. Basic education being the fulcrum of education was used with the conviction that once that level was fixed, other levels could be fixed in view of education for functionality. The reason for this was simple: whereas basic education by its structure would not graduate professionals, it is the foundation from which tertiary institutions develop, thus leading to professionalism. An attempt was made to respond to the following study questions: to what extent is Nigeria’s Basic Education System operating in line with its philosophical goals for education? What1are1the challenges1faced in1the implementation of1educational policies1in Nigeria1for purposes of attaining education for functionality? In what ways can John Dewey’s concept of education enrich Basic Education in Nigeria for functionality? What are the essential components of a philosophy of education for functionality in Nigeria? The study was also guided by the following objectives: explain the philosophical foundations of the national system of education in Nigeria; analyze the challenges faced in the implementation of Nigeria's policy on education; elucidate John1Dewey's concept1of education1for functionality; 1and, propose1a philosophical framework in line with1John Dewey's1concept of1education for1functionality. The1study was guided by the following assumptions: that there is a discrepancy in content and form between Nigerian educational policies and implementation; the basic Education level is strategic in plotting a new curriculum for functional education in Nigeria; the educational concept coined by John Dewey has the potential to serve as a mirror for redressing the current trends in the Nigerian system of education for human functionality. John Dewey’s educational theory notwithstanding its deficiencies, emphasized a “hands-on” approach, built on the “learning by doing” approach, which made it a veritable tool in this study. His approach emphasized the value that the learner must interact with his environment and also allow the environment to do the same for his person. The findings of the study established that through Dewey’s educational concept of education for functionality, applying philosophical framework for education for functionality has capacity to solve Nigeria's unemployment challenges. Being1a qualitative1research, Document1Analysis- a non-philosophical research1method was adopted to help with data collection while conceptual analysis and Prescriptive methods of philosophy were used as main methods for the research.
A Critique of the Implementation of Moral Aims of Education in Kenya in the Light of Aristotelian Concept of Eudaimonia
(Kenyatta University, 2021) Makoyo Stephen, Monanda; Jackton O. Ogeno; Francis N. Murira
Education throughout history has been charged with the responsibility of inculcating societal norms and culture into the learners. Educationists and philosophers have contended that education is incomplete if it fails to inculcate good morals among learners. Moral values have an intrinsic good of helping students grow up into responsible adults capable of enjoying a good life. This is referred to as the normative dimension of education. In Kenya, there are rising cases of indiscipline among the youth and the general public who have been schooled which point to a grim picture of the role of the school in character formation. This thesis, therefore, sought to critically analyse how moral goals of education are implemented in Kenya, with a view to investigating the challenges that schools face in implementing them. In essence, this thesis attempted to: appraise the significance of moral education in Kenya, examine the nature of moral goals of education in Kenya, examine the influence psychological theories of moral development have in the implementation of moral goals of education in Kenya, justify the need for a philosophical theory of morality in the implementation of moral goals of education in Kenya and to articulate plausible ideals of moral goal of education in Kenya. This was done by the application of two complementary theoretical frameworks, namely: Aristotelian concept of eudaimonia, and Kantian categorical imperative theory. Aristotle’s concept of eudaimonia implies that a good life is a life of ethical conduct. He observed that if human beings practiced moral uprightness in their conduct, in tandem with ‘the golden mean’, then they would live happily. Immanuel Kant, on the other hand, argued that human conduct should be modelled on fixed ‘maxims’ or ‘principles’ referred to as the ‘Categorical Imperatives’. These imperatives should be modelled from the call of duty without considering consequences of human action. Three methods of philosophical inquiry were used, namely; critical method, philosophical analysis and prescriptive method. The study established that there exists a moral lacuna in the implementation of moral goals of education in Kenya resulting into unabated immoral behaviour such as negative ethnicity, religious intolerance, corruption, dishonesty and lust amongst the youth and the Kenyan society. From the findings of this study, some suggestions were offered. One, there was need to develop and introduce moral education (ME) as a discipline in its own right in Kenyan learning institutions. Two, an evaluation mechanism capable of measuring the implementation of moral goals of education was suggested. Three, a philosophy of moral education, that is, education for virtue and happiness, was propounded as necessary to guide the implementation of moral goals of education. Four, a fourfold criteria for implementing moral goals of education (MGE) was offered thus: eudaimotive, normative, evaluative and pedagogical. In conclusion, the study provided five recommendations. One, there was need to develop a moral education programme for learning institutions in Kenya. Two, there is need to formulate and articulate a national philosophy of education. Three, a study should be carried out on the best pedagogies in teaching and training children in moral education. Four, a study should be carried out in Kenyan secondary schools to find out the effectiveness of Competency Based Curriculum (CBC) in imparting moral values. Finally, a study should be carried out in Teacher training colleges and universities to establish the nature of ME in these institutions. The study was intended to benefit educational stakeholders, parents and religious organisations in finding possible solutions to this perennial problem of poor character formation among the youth and provide alternative pathways in the development of good morals in learners for the benefit of humanity. The findings of the research are also intended to help curriculum developers in development of a moral education curriculum, with clear moral aims for educational institutions.
Curriculum Practices as Determinants of Learners School Readiness in Public and Private Preschools in Uasin-Gishu County, Kenya
(Kenyatta University, 2023) Khamala, Wanjala Justus
In the course of this research, a comparison was made between the public and private preschools in Uasin-Gishu County with regard to the impact that curriculum practices have on the academic preparedness of their pupils. Two theories, Piaget's theory of child development and Vygotsky's theory of social interaction, formed the foundation for this investigation. The research used descriptive survey approach. Stratified random sampling was used. The following methods were used in the collection of data: the School Readiness Checklist, the Lesson Observation Schedule, the Questionnaire, and the Interview Schedule. Participants in the research included preschoolers in preprimary II, as well as instructors in preprimary II and first-grade. Sub-county Quality Assurance and Standards Officers were also part of the participants. The number of preschools included in the study was as follows: 37 public preschools, 150 private preschools. 366 preschoolers enrolled in public preprimary II, 1396 preschoolers enrolled in private preprimary II, 37 teachers of public preprimary II, 150 teachers of private preprimary II, and 6 sub-county Quality Assurance and Standards Officers. A pilot research was carried out in which participants were 176 preschoolers, 19 preprimary II instructors, and 19 preschools. The validity of the content was determined using the opinion of experts. The test-retest method was used in order to determine the level of reliability. The Cronbach Alpha Method was used to conduct the analysis of the reliability coefficient. For the analysis of the quantitative data, descriptive statistics were used, and for the study of the qualitative data, thematic content analysis was utilized. The results revealed that children who attended public pre-schools were better in psychomotor abilities than in private high-cost pre-schools. Children who attended private preschools with lower fees had the lowest levels of psychomotor skill growth. Learners in high cost preschools had the highest command of the English language. It was discovered that learners in public pre-schools had greater language capabilities compared to those in private low-cost. According to the findings of the research, administrators of low-cost private preschools should provide their facilities with learning materials that should be used by instructors to engage preschoolers in order to encourage the development of the relevant ability. In addition, it was suggested that the officer in charge of early childhood education within the county government makes plans for in-service trainings for the teachers. The last recommendation was that the administrators of preschools should devise means of gathering resources to allow them to provide classrooms with instructional and learning materials that are cognitively suitable for the preschooler
Cyber Dating Abuse and Undergraduate Students’ Academic Engagement in Selected Universities in Nairobi City County, Kenya
(Kenyatta University, 2021) Mayoyo, Nancy; Jackton Ogeno; Francis Likoye Malenya
The purpose of this study was to establish the influence of Cyber Dating Abuse (CDA) on the academic engagement of undergraduate students. The objectives of the study were: to establish the students’ perception of CDA; identify the kinds of technology used in perpetrating different forms of CDA; assess gender differences in CDA perpetration and victimization; examine the extent to which CDA affects academic engagement of Kenyan University students and propose strategies to mitigate on effects of CDA on academic engagement. The study adopted two theories: Routine Activities Theory which states that the daily activities which individuals engage in make them susceptible to CDA and Johnson’s Typology of Intimate Partner Violence which outlines different kinds of Intimate Partner Violence. The study utilised a cross sectional descriptive survey research design. The respondents comprised a convenience sample of 384 students from three randomly selected Universities, namely: Multimedia University of Kenya, Kenyatta University and Catholic University of Eastern Africa in Nairobi City County; three Deans of Students and two Student Counsellors purposively selected. Quantitative and qualitative data was collected through questionnaires, focus group discussions and interviews. Piloting of the study was done in University of Nairobi to validate the content and face validity of instruments while the internal consistency method was used to ascertain their reliability. Data was analysed both quantitatively and qualitatively and presented in Tables, Charts and Graphs. Results indicate that majority of the respondents had misguided perceptions and normalized most of the CDA behaviours. The respondents’ routine activities involved constant exchange of calls, SMS, online chats providing avenues for CDA victimization. WhatsApp was the most used digital media to perpetrate CDA. Results revealed that the four types of violence outlined by Johnson (2005) were evident with Coercive Control Violence being the most pervasive. Although no differences were found in the prevalence rates in CDA perpetration and victimization for males and females, significant gender differences were noted for specific CDA behaviours. On perpetration, males were more likely to perpetrate sexual coercion than females while for victimization, males were more likely than females to report frequent victimization in direct aggression and sexual coercion. Gender was statistically and significantly associated with response to four acts of CDA behaviours of: partners spreading rumours; threats of physical harm; pressurizing partners to have sex or engage in sexual activities online and pressurizing them to exchange sexual photos and videos. On the contrary, both males and females reported frequently suffering from depression, anxiety and fear. Results indicated that a significant negative correlation (r (313) = -.193, p =< .001) existed between victimization and behavioural academic engagement but no significant correlation existed between victimization and emotional academic engagement. Finally, based on the high prevalence rates reported and negative consequences experienced by victims, the study put forth suggestions for interventions which could mitigate on the negative effects of CDA. It was suggested that the three Universities should include CDA in existing policies such as the social media policy and in policies on sexual harassment and interpersonal violence within University settings. Also, there was need to create awareness on CDA and its prevention to promote healthy dating and enhance behavioural academic engagement.
Determinants of female participation in primary education: a study of Kwale and Taita-Taveta districts, Kenya
(2012-04-30) Juma, Magdaline N
The purpose of this study was to investigate factors that determine female participation in primary education in Kwale and Taita-Taveta District of the Coast Province of Kenya. The study was based on a conceptual framework which centres on a gender structuring theory in which it is argued that culturally determined ways of defining women and men and their roles in a given society shape gender specific opportunities and constraints. It influences the manner in which the society orders its relations of production and the distribution of resources including education that result in gender differences. Seven research tasks guided the study. They included:(i) participation rate of girls in primary education in the two districts, (ii) participation rate as related to socio-economic factors, (iii) the influence of the educational level of family members, (iv) socio-cultural attitudes towards education, (v) the effect of household labour activities, (vi) school based factors and the perceptions on the importance of girl's primary education. The sample population of the study consisted of 120 household heads, 20 headteachers, 10 Islamic religious leaders, 2035 pupils from standard six, seven and eight of whom 1037 were girls. Data was collected through documentary review, in-depth interviews with household heads, headteachers and Islamic religious leaders, while primary school pupils completed a questionnaire. Participatory observation was also carried out in a small number of schools and households selected from within the main sample. Research findings established that there exist serious disparities which date back to the colonial period. Taita-Taveta which was fully integrated into the colonial economy and is relatively among the rich districts in the country has more educational resources than Kwale and girls’ participation rates in primary education are higher. Boys and girls ratios in this district are equal. Government intervention in through the abolition of the so called school fees benefited girls only marginally with a small rise in enrollment, but did not significantly alter the boy-girl ratio in Kwale. Girls' participation is not only affected by low enrolments, but also by promotion or progression rates. It was established that with the expansion of primary education after independence, dropout rates rose from about 20 to 40 per cent for Kwale, while in Taita-Taveta the range was from 11 to 20 per cent. Although dropout rates appeared high for both boys and girls in Kwale it affected the latter more seriously than the former. Dropout rates for girls are not only high throughout the classes, but become more pronounced in the upper classes. Taita-Taveta does not only register low dropout rates but also retains more girls in the primary school system through repetition. Research findings also established that in terms of socio-economic factors, a large proportion of the community is involved in productive a economic activity that enables them to meet the high cost of their children’s education as compared to Kwale. Closely related to the parental socio-economic background is the educational level of the family members. It is an important factor influencing the participation of girls in primary education, for parents who themselves are educated; impart a positive view of schooling among their children. Taita-Taveta has a high percentage of parents who attained basic education than Kwale. The study also concludes that although a vast majority of parents in both Kwale and Taita-Taveta, have positive attitudes of educating both boys and girls, they are generally less inclined to educate girls than boys and harbour some traditional values that discourage the former's active participation in primary education. Religion that constitutes part of the socio-cultural factors was found to have a strong impact on girl's education. In Kwale where the population is predominantly Muslim, religious leaders who hold a strong sway are not only opposed to schooling in general, but to girls’ education in particular. Western education is believed to have a disruptive effect on Islamic institutions. The socio-cultural attitudes that tend to discourage girl's schooling encourage them to participate more in domestic and farm work, thereby reducing their participation in education. With respect to school factors, although on the overall headteachers did not think that the school environment is discriminative against girls, it was established that the primary school teaching force is male dominated in the two districts and holds very negative views about girls schooling which adversely influence their participation. Finally the study concludes that the communities in both Kwale and Taita-Taveta hold positive views about the importance of providing basic education to girls. The provision of literacy, numeracy and cognitive skills in primary education enhances women's ability to perform the multitude functions that contribute to the social and economic development. A number of factors identified in the study are readily subject to alteration through policy intervention. It is therefore recommended that the literacy campaign that the government has been waging should be stepped up as well as public awareness strategy to change gender stereotypes about female education.
The development of special education for physically handicapped children in Kenya:1945-2003
(2012-03-01) Musyoka-Kamere, I.
This study traced the development of Special Education (SE) for the physically handicapped, (PH) children in Kenya. It investigated the discharge, adequacy and relevance of the education. It further analyzed factors that influenced the provision and development of the education, identified specific privations of the PH, and gave suggestions for appropriate amendments and reforms. The study is based on the conceptual framework adopted from SIDA 2001 Human Rights Perspective on Education. This perspective sees education as an essential prerequisite to an individuals effective functioning in society. The study used a historical method of data collection, which provides insight into past events that impinge on the present, and provides a basis for the prediction of future trends. In addition, the investigation employed a collective case study approach that involved detailed studies on selected SE institutions. The data collection instruments used included questionnaires, structured interview schedules, and classroom observation schedules. Content analysis of school documents and correspondence was also carried out. The information collected from these data collection instruments was sorted, analyzed and presented qualitatively and quantitatively and also in form of percentage tables. The study established that the government's participation in the provision of SE is minimal. Most of the initiatives in the provision of SE are by non-governmental organizations. The government merely provides ancillary services such as provision of teachers the provision of learning materials, and financial assistance. The government also lays down the policies and guidelines that govern SE, and more recently, provide some learning equipment under the free primary school programme. This study concludes that SE in Kenya is wanting. Policies governing SE ignore the needs of the PH. The prevailing policy calls for their integration with the Non-disabled children (NDC), ostensibly to achieve inclusiveness. The study however found that this only aggravated the plight of the CWD. From the findings of this study, the following recommendations ensued: ¨ That SE institutions be made more disabled friendly ¨ The assessment modes and curriculum be adapted to the needs of the CWD ¨ More training and incentives need to be offered to staff working with the PH ¨ Vocational training is essential to prepare the PH for a future career ¨ Rehabilitation must be incorporated in the education of CWD That government policies must reflect the desires of CWD
Drug and Substance Abuse and Their Effects on Girls’ Academic Performance in Secondary Schools in Nakuru County, Kenya
(Kenyatta University, 2020) Odhiambo, Okita Dan
Secondary school education is an important stage in the educational cycle of a child because it is the foundation for further education, training and work. Despite the importance of this level of education, girls‟ academic performance in Nakuru County has generally been low. The unsatisfactory performance could be due to drugs and substance abuse given that the county had been experiencing an increase in number of cases of drug and substance abuse in schools. This study investigated drugs, substance abuse, and their effects on academic performance of girls in secondary schools in Nakuru County, Kenya. The objectives of the study were to establish: factors contributing to drug and substance abuse, sources and types of drugs and substances, strategies used to curb the vice and effects of drug and substance abuse on academic performance. The study adopted the descriptive survey research design and involved girls‟ schools only. The accessible population comprised of 5,188 Form Threes, 74 Deputy Principals, 74 Guidance and Counselling (G&C) teachers, and 74 Parents‟ Association (P.A) Chairpersons. Stratified, proportionate and simple random sampling techniques were used to select the 371 students, 44 Deputy Principals, 44 Guidance and Counselling teachers and 44 P.A Chairpersons who participated in the study. Five instruments, namely; PA representatives‟, G&C and students‟ questionnaires, Deputy Principals‟ interview schedule and students‟ focus group discussion guide were used to collect data. Frequencies and percentages were used to describe and summarise data. Qualitative data generated by open ended items in the questionnaires, interviews and focus group discussions were organised in themes pertinent to the study objectives and summarised using frequencies and percentages. The findings reveal that excess pocket money, media, poor relationship between girls and parents/guardians, ineffective guidance and counselling, perception that drugs enhance performance, peer pressure, stress, single parenting, rejection by family members, and lack of corporation between parents/guardians and schools were the factors which contribute to drugs and substances abuse. Sources of drugs and substance were chemists, pharmacies, fellow students, peddlers, and members of communities neighbouring schools while emergency pills, contraceptives, painkillers, alcohol and antibiotics were the commonly used drugs. Provision of basic needs, guidance and counselling, strict enforcement of school rules and regulations, involvement of local communities and inculcating religious values were the strategies for curbing drugs and substance abuse while punishment was not. Drugs and substance abuse affected the health, behaviour, discipline and girls‟ participation in learning, and their performance. It was recommended that policies be developed which bring teachers, students, local communities, parents businesses groups together in the war against drugs and substance menace. It was also recommended that; rules on sale of prescription drugs be tightened, mandatory training in drugs and substance for principals and teachers and drug education in curriculum be introduced, need for policy guidelines for monitoring and evaluating strategies used to curb drugs and substance abuse. It was further recommended that schools develop policies that promote participation in learning by creating environments that make it enjoyable and interesting to students.

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