RP-Department of Educational Foundations

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A Phenomenological Analysis of Experiences of Parents, Teachers and Students about Examination Malpractices in Kisii County, Kenya
(EANSO, 2024-07) Simiyu, George Mukhebi; Likoye, Malenya; Kandagor, Daniel
While the problem of examination malpractices in Kenya has been a perennial one, the efforts put in place to address it have not fully borne fruits. This study focused on understanding this scenario from the phenomenological perspective that sought to examine the experiences of teachers, parents and students in Kisii County about examination malpractice and the relationship therein. The following was its objective: explore the complexity of examination malpractice, its related ills and the responsibility of the education stakeholders as experienced by the teachers, parents and students in Kisii County. The study focused on parents, students and teachers in secondary schools in the county who have experienced the problem of examination malpractice. It was guided by normative ethical theories to understand its persistence. It utilized descriptive survey research design through focused group discussions and open-ended questionnaires. Purposive and snowball sampling procedures were used to pick the respondents complemented by document analysis. The study adopted hermeneutic and transcendental phenomenological approaches for both prescription and analysis of data. The findings showed that: forms of examination malpractice are either conventional or non-convectional and are grounded in either the positive or negative experiences of teachers, parents and students; The study makes the following conclusions: focusing on both conventional and non-conventional forms of examination malpractice gives a wider understanding of what ails the examination process in Kisii County; understanding the negative and positive experiences of teachers, parents and students in regard to examination malpractice as well as understanding its complexity is key in formulating a comprehensive solution to the menace; and the network to hold those who engage in examination malpractice responsible to be widened. The study recommends more focus on both the conventional and non-conventional forms of examination malpractices to capture in detail what ails the examination process in Kisii County; utilization of both the negative and positive experiences of the students, teachers and parents to come up with more all-encompassing solutions to the issue of examination malpractice that is grounded in their experiential attitudes;-, and more analysis of the complexity of examination malpractice to generate more lasting solutions to the menace.
A Critique of the Teachers’ Performance Appraisal and Development Tool of Evaluation in Kenya with Reference to the Socratic Pedagogy
(2024-06) Wanjiku, Simon Wambuu; Ndichu, Francis Murira; Andafu, Edward Maina
Teachers’ appraisal is key to enhancing their professionalism, which translates to effective curriculum implementation. This paper sought to evaluate the Teachers Performance Appraisal and Development (TPAD) process in Kenya with a view to identifying its challenges and suggesting ways of enhancing it. The study took a philosophical approach, subjecting the teachers’ appraisal process to criticism in light of the Socratic Pedagogical theory. The study established eleven errors that riddle the teachers’ appraisal process. These are the errors of strictness, leniency, central tendency, halo effect, recency of events, failure by participants to identify professional development gaps, failure by participants to attend the appraisal meetings, subjectivity nature of the TPAD appraisal process, alienation of some participants from the appraisal process and passive participation of some participants.The study utilized the six tenets of Socratic Pedagogy (participatory, dialectical, conversational, inquisitive, rational and practical tenets), interpreted to constitute the soul of the TPAD appraisal process, to fix the aforementioned errors. Therefore, the study recommended that the TPAD online system be reconfigured so that the appraisal process could be in tandem with the soul of the appraisal process
A Regression Analysis of Mathematics Achievement on Achievement Motivation Factors. A Case Study of Secondary School Students in Busia County, Kenya
(IJRISS, 2024-02) Okaka, Brian Mukani; Mutua, Josephine; Dinga, Jotham
A majority of KCSE candidates in Samia Sub-County have been performing below average in mathematics. Studies have been conducted to address this problem but significant progress has not been achieved. To address this problem, this study sought to examine achievement motivation as a predictor of mathematics achievement in order to come up with a model that can be used to predict mathematics achievement. The study was anchored on achievement theory of motivation by McClelland (1985). Quantitative research methodology was adopted with a correlational research design. The target population for this study was 5395 Form three students in 28 public secondary schools in Samia Sub-County. Purposive sampling, proportionate sampling and simple random sampling techniques were used to select the participants. A sample size of 361 students was selected from a target population of 5395. Academic motivation scale and mathematics achievement score sheet were used to collect data. Pilot study was conducted among 30 students in one public secondary school in Samia Sub-County to establish the validity and reliability of achievement motivation scale. The researcher conducted a number of descriptive statistics such as mean, percentage, and standard deviation to describe the study variables. Inferential statistics was used to test the research hypotheses. Results revealed that achievement motivation score had a strong, positive and significant relationship with mathematics achievement, r (346) = .76, p < .05. Achievement motivation was also found to be a significant predictor of mathematics achievement. The study recommends that teachers and curriculum developers should include and improve ways of enhancing achievement motivation in their teaching methodologies and in the school curriculum to ensure that it works for the benefit of the students in learning mathematics and better achievement in the subject.
Coverage of English syllabus in secondary schools in Kenya: A comparative study in Nairobi City County, Kenya
(Kenyatta university, 2024-03) Kimamo, Damaris Wambui; Mugo, Gathara, Peter
Education delivers large, consistent returns in terms of income, and is the most important factor to ensure equality of opportunities. Having education in an area helps people think, feel, and behave in a way that contributes to their success, and improves not only their personal satisfaction but also their community. Worldwide, the Sustainable Development Goals (SDGs), in particular SDG4 calls for access to quality education and lifelong learning opportunities for all by 2030. A Syllabus is an important tool in a bid to acquire quality education. Firstly, it delineates the responsibilities of students and the instructors. It offers information about what should be discussed, what students are supposed to do, and how these results are evaluated. In the Kenyan Education system, all the learning processes depends crucially upon the mastery of the fundamental skills of English Language, which is vital not only for educational purpose but also for economic competitiveness. The government of Kenya has come up with policies that ensure that at the end of secondary school, students are able to communicate competitively using the English language. However, there has been a worrying concern from both employers and educationists that the employees and graduates, respectively, have poor English language skills. The aim of this study was to establish the existing gaps between stated government policies on the syllabus coverage in teaching of English in secondary schools in Kenya on one hand and on the other the actual school practices during the implementation of these policies. This study was based on structural functionalism theory by Durkheim. It adopted descriptive research design which was carried out in public secondary schools in Nairobi County. The study had a target population of 480 from 60 Schools which included: the heads of English department and teachers of English. The study employed purposive sampling where the schools’ Heads of English Department (HODs) and teachers of English were purposively sampled into 62 respondents composed of 8 HODs and 56 teachers. Questionnaires and observation checklists were used to collect data. The qualitative data was grouped into different categories depending on the responses given by the respondents. Those categories helped in establishing themes. Through the use of the statistical package for social sciences (SPSS) program, quantitative data was analyzed using descriptive statistics percentages, frequencies, and tables where appropriate. The Key finding in this study was that all the government policies on coverage of syllabus during teaching of English were not being fully implemented as required. The study recommended that teachers of English access regular professional development programs to enhance their teaching and acquire skills to enable them overcome some of the challenges they were facing during the coverage of the English syllabus during teaching; The Kenya National Examination council (KNEC) is to come up with an oral exam and a listening exam to help students achieve communication competence in English.
Digital Media Use and Dating Abuse: An Exploration of Johnson’s Typology of Intimate Partner Violence
(Kenyatta university, 2023-12) Mayoyo, Nancy; Malenya, Francis Likoye; Ogeno, Jacktone
This paper explores the use of digital media by undergraduate students in selected universities in Nairobi City County in perpetrating different types of violence as outlined in Michael Johnson’s typology of intimate partner violence. Drawing data from a larger study, which used a cross sectional descriptive research design the findings presented here reveal certain important trends and patterns relating to perpetration of Cyber Dating Abuse (CDA). Quantitative data was collected through questionnaires from 315 respondents who were randomly sampled for the study. Additionally, 48 respondents provided qualitative data through focus group discussion. In line with Johnson’s typology of intimate partner violence, data analysis reveals that while the students reportedly used a range of digital media, WhatsApp was the most used in perpetrating intimate partner violence and that the violence perpetrated covered all the four forms of abuse. Of these four, coercive control violence which involved monitoring and control was the most pervasive. The paper concludes that the proliferation and ready availability of different types of user-friendly digital technologies and social networks has enabled both males and females to easily access them and use them in ways that make it possible and, perhaps, easier to perpetrate CDA. The paper recommends the establishment of mentorship programs in universities in Nairobi City County to sensitize them on the negative social character of digital media technology particularly in relation to matters of CDA and how to prevent it.
An Exploration of the Understanding of Gender Responsive Researching Among Selected Researchers in Kenya
(iiste, 2023) Mandela, Rubai
This exploratory qualitative study sought to establish what researchers in Kenya understood about disciplines requiring gender analysis in research, how the gender dimension should be applied in research and how empowerment of women was related to exclusion of men. The study utilized a gender balanced sample of 60 informants from three universities and three research institutions that were purposively selected. The informants were researchers in education and social science, medical and health sciences, environmental studies and engineering and technology, sampled using stratified random sampling technique. Data was collected by use of open ended questionnaires, in-depth interviews and content analysis of relevant research reports. Among other findings, this study shows how the concept of gender responsive researching is already being widely understood, though not necessarily being applied at all stages of research, by researchers in Kenya. Among other things, the paper recommends some of the already existing gender analytic frameworks that researchers may use to effectively incorporate the gender dimension in their work.
Teachers’ and Learners’ Perceptions of Utilization of Visuals on Learners’ Academic Achievement in Physics in Secondary Schools in Kiambu County, Kenya
(IJRISS, 2023) Dahn, Archimedes; Waititu, Michael; Muindi, Daniel
The study investigated the perceptions of teachers and learners towards the use of visuals in Physics classrooms and their effects on learners’ academic achievement in Physics in secondary schools. The study was guided by Bernice Rogowitz’s visualisation Theory. According to Rogowitz (2010), learners interpret and reason about information in structures. The Theory explains how students reveal hidden concepts or knowledge while using visuals, thereby creating important learning activities. It predicts how students’ perceptions of learning activities occur due to various shifts and how different representations and visuals are used in their interpretations to achieve learning objectives and improve Learners’ performance. A descriptive research method was employed in the study, which was designed with mixed methods of data collection. The study targeted public secondary schools in Thika East, Kiambu County. The public schools were stratified as county and sub-county schools. The study used a questionnaire as a data collection instrument. The study targeted 294 students in Form 2 (Grade 10) and five Physics teachers from four public secondary schools. The study’s objectives were anchored on the teachers’ and learners’ perceptions towards the utilisation of visuals in the teaching of Physics. The findings of this study will further support existing literature and previous research. The findings will also assist teachers in Kenya to enhance teaching by making it more hands-on activities instead of theoretical as the country implements Competency-Based Curriculum (CBC). The CBC anticipates that by the completion of the learning period, every learner will have acquired skills such as imagination and creativity, critical thinking and problem solving, and communication, among others. The study revealed that learners had positive perceptions of visuals in Physics classrooms. They recognised the application of visuals in Physics classrooms as an important and necessary tool for learning Physics. According to the findings of this study, using visuals in Physics classrooms makes learning more effective and easier for learners. The study recommends that The Ministry of Education in Kenya allot time for the use of visuals in teaching Physics per topic, where applicable.
Strategies for Aligning Institutional Engineering Technical Vocational Education and Training Practices With Industry Skills Requirements in Kenya
(RJI, 2023) Kirogo, Wahungu Daniel; Wawire, Violet; Kirimi, Francis
This study examined strategies for aligning institutional engineering Technical Vocational Education and Training practices with industry skills requirements in Kenya. The work environment all over the world is experiencing rapid transformations which have brought about unprecedented and significant changes in labour dynamics all over the world. The human capital theory was used for its explanatory value in assessing the critical role of TVET in moving society to the level of a knowledge economy. Literature review marked a conceptual gap in the study requiring broader collaborative arrangements between the technical institutions and the industry. A descriptive survey using both qualitative and quantitative methods was used to provide an in-depth understanding of TVET training. The study utilized 489 participants comprising 339 trainers, 3 Directors of TVET, KAM and LIWA, 24 representatives of industries working with TVET, 64 TVET engineering trainees and 59 TVET engineering trainees who had graduated. The Study mainly utilized questionnaires, interview guide and Focus Group Discussions. For the purpose of triangulation, a document analysis and direct observation were used. The research instruments were piloted to increase and assess their appropriateness, isolate any logistical challenges and evaluate whether the research procedure was workable. All the completed research instruments were scored manually and the collected data organized systematically. The online google questionnaires were analysed and presented in statistical form. The findings of the study presented a summary of strategies for aligning the training practices in engineering courses in TVET institutions with industry skills requirements. The researcher then synthesized the salient findings of the study to tease out and prioritize policies recommendations for matching TVET training with the requirements of the world of work.
Institutional Engineering Technical Vocational Education and Training Practices and Implications for Alignment with Industry Skills Requirements in Selected Central Kenya Counties
(Reviewed Journal of Education Practice, 2023) Wahungu, Daniel Kirogo; Wawire, Violet; Kirimi, Francis
The purpose of this study was to scrutinize institutional engineering Technical Vocational Education and Training practices and implications for alignment with industry skills requirements in selected Central Kenya counties. There are concerns that engineering TVET training practices are not aligned to the industry and this mismatch has implications for the supply of skills to the labour market and youth unemployment. The study based its theoretical explanations on the Human Capital theory whose basic tenet is that education and training are investments that make individuals more productive and more employable, thus economic efficiency. Literature review in this study isolated several gaps including the need for soft skills alongside the technical competencies, the need for the industry to take the initiative for collaboration in order to cut on the cost of retraining and reorienting staff since they are the consumers of the skilled labour from TVET institutions. To realize the objective of the study, a descriptive survey using both qualitative and quantitative methods was utilized. The study utilized 489 participants comprising 339 trainers, 3 Directors (TVET, KAM and LIWA), 24 representatives of industries working with TVET, 64 TVET engineering trainees and 59 TVET engineering trainees who have graduated. The Study mainly utilized questionnaires, interview guide and Focus Group Discussions. For the purpose of triangulation, a document analysis and direct observation were used. A pilot study was conducted on the research instruments in order to increase validity and reliability. Collected qualitative data was scored manually then organized and analysed systematically as per thematic areas in a narrative form as well as tabular form. Quantitative data was analysed using the Statistical Package for the Social Sciences. The collected data was thematically analyzed as per the study objectives. The findings of the study indicated that despite the renewed efforts to revamp TVET education in Kenya and developing countries in general, there is a significant gap between the skills required by the industry and the training offered in engineering courses in TVET institutions and which has partly contributed to the rising unemployment among the youth in the country. Based on the study findings, the study presented a number of policy recommendations including adoption of Collaborative Training Model.
Implications of Government’s Sanitary Towels Initiative on Curricular and Co-Curricular Participation of Secondary School Girls in Nakuru County, Kenya
(Kenyatta University, 2022) Chepkoech, Diana; Mbirianjau, Lucy Wandiri; Gathara, Peter Mugo
The government of Kenya is committed to end disparity in education by ensuring equity of access and participation of all girls and boys in education. This is evidenced through education policies in place such as the Government’s Sanitary Towels Initiative (GSTI) whose aim is to minimize barriers to education for girls and put them at par with the boys. This study sought to explore the efficacy of GSTI on educational access and participation of secondary school girls in Nakuru County, Kenya. The study employed Descriptive Survey design. The sample size was 329 respondents comprising of 316 secondary school girls, 6 class teachers, 6 principals and 1 education officer. Questionnaires, interviews and documentary analysis were utilized as data collection tools. Data was analyzed both quantitatively and qualitatively. The study findings revealed that lack of sanitary towels has been a major issue affecting girls’ access and participation in education. GSTI has impacted the girls’ educational access and participation through enabling them to be always present in class, freely stand and answer questions, mingle freely even among boys, concentrate in study activities, volunteer to dust the board and feel comfortable in class
Teaching and Learning Resources during the Covid-19 Pandemic in Public Primary Schools in Adamawa State, Nigeria
(IJMR, 2023) Bakari, Yusuf; Madela, Rubai O.; Mbirianjau, Lucy Wandiri
The main objective of the study on whose this paper based was to examine the availability, utilization and challenges of using ICT resources during the COVID-19 pandemic in public primary schools in Adamawa State, Nigeria. The research made use of survey research design. This study employed multistage sampling techniques which include stratified random sampling, simple random sampling, and also purposive sampling. The study used stratified random sampling, and purposive sampling method to select 16, 16 head teachers, one hundred and sixty (160) pupils, thirty-two (32) teachers. Questionnaire was used as an instrument for collecting quantitative data while qualitative data was collected using Focus Group Discussion. Data obtained from questionnaire was quantitatively analysed using mean score method of data analysis. The study which investigates the availability, utilization and challenges of using ICT resources during the COVID-19 Pandemic in primary schools in Adamawa State, Nigeria revealed that although ICT resources are not always available in Primary schools in Adamawa State, the few that are often available are not usually utilized. The study also confirmed that poor technical infrastructure, cost of ICT equipment, lack of computer literacy, inappropriate teacher training, cost of accessing the internet, irregular and frequent interrupted power supply, and difficulty in understanding the objectives of the online courses are the challenge posed by the e-learning in Nigerian education system. Based on the findings of this study, the following recommendations were made; E-learning should be given the utmost attention and properly implemented to help attain the growth we seek for in our education system during and after COVID-19 pandemic and Schools should be provided with necessary ICT facilities that encourage positive use of ICT.
Adoption of Information and Communication Technology in Teaching and Learning in Secondary Schools in Nairobi County, Kenya
(IPRJB, 2023) De’, Kiage Jacob; Kaugi, Ephantus
Purpose: The purpose of this study was to determine the adoption of information and communication technology (ICT) in teaching and learning in secondary schools in Nairobi County, Kenya. Specifically, the study aimed to evaluate the ICT adoption level, examine the teachers' training in the use of ICT, determine the ICT infrastructural capacity, and find out the teachers' perception of adopting ICT in public secondary schools in Nairobi County. Methodology: The study adopted a descriptive survey design. The target population comprised 475 teachers and 19 principals in secondary schools in Kasarani and Westland's sub-counties, which were randomly sampled. The sample comprised 164 teachers and 19 principals from 19 secondary schools drawn from the chosen subcounties. Statistical Package for Social Sciences (SPSS version 25.0) was used to analyze quantitative data. Qualitative data were grouped into themes and analyzed thematically. Findings: The study found that secondary schools needed to be aware of the advantages of ICT tools to boost learning. Regarding ICT infrastructure, most schools examined had very few computers, which exacerbates the problem considering that most schools in these two subcounties were county schools. According to the findings, most teachers and students needed easy access to computers for teaching and learning. Furthermore, the study revealed that most secondary school teachers had a positive attitude toward using ICT in teaching and learning. The study found that teachers supported the need for students to use ICT as a tool for practice and learning. Unique Contribution to Theory, Practice and Policy: The research indicated that appropriate administrative practices by school heads, teacher attitude, and the degree of teachers' ICT knowledge and abilities all significantly impacted the use of ICT in teaching and learning. The study recommends that secondary schools engage in technology education and training, and that the government and other education stakeholders support regular teacher ICT training to modify their view of using ICT tools in secondary school for teaching and learning. This study may be helpful for both the county and national governments in supporting secondary schools in terms of ICT.
Analysis of Education Reforms and Challenges in Kenya: a Historical Perspective
(IJCIAR, 2023) Muricho, Pius Wanyama
This paper explores education reforms in Kenya. It has presented the concern of education reforms from a historical point of view. An exploration of education reforms has been traced from the colonial period (1908-1963) up till the post-colonial era. The paper is built from both empirical and theoretical sources. The researcher also used both community and school walkabouts to get oral data. Before focusing on education reforms in Kenya and the related challenges, aspects of education reforms in Pakistan, Indonesia, Gambia, Benin, Malawi, Tanzania, Uganda and Mali have been discussed to form the basis of literature review. Education reforms in the independent Kenya include proposals of Ominde Education Commission of 1964, the Gachathi Education Commission of 1976 that brought about 7-4-2-3 Education System, the Mackay Education Commission of 1981 that led to the implementation of 8-4-4 Education System, and the Douglas Odhiambo (Taskforce, 2012) that proposed the Competency Based Curriculum (2-6-6-3) (Amukoa,2003), an education reform whose implementation is on-going since its introduction in 2017. The paper concludes that coming up with education reform proposals in Kenya was necessary. However, there were challenges that impeded effective implementation of these reforms, especially the Competency Based Curriculum. These include in effective assessment strategy, inadequate funding, unclear understanding of CBC, antagonism on domiciling Junior Secondary School, teacher shortages, inadequate teaching and learning facilities and parents’ concern.
Trends in doctorate Degree Programmes Enrolment and Completion Rates from Selected Public Universities in Kenya
(International Journal of Arts and Social Science, 2023) Ochwangi, Motanya Jared; Salome, Nyambura; Gathara, Peter M
Doctorate holders are central in spurring socioeconomic development of any country, globally. However, studies indicate that most students in Kenyan public universities take long to complete their doctorate programmes. Moreover, enrolment data from selected Kenyan public universities show that fewer students enroll for doctorate programmes in comparison with those who register for Master and Bachelors’ programmes. The purpose of this paper was, therefore, to establish the reasons for low enrolment rates and long completion time by the doctorate students in selected Kenyan public universities. The study sought to analyse the trends in doctorate degree programmes enrolment and completion rates from selected public universities in Kenya for the last fifteen years. The Social Support Theory and theory of involvement were utilised to comprehensively reveal the reasons for low enrolment and completion rates of doctorates in selected Kenyan public universities. The study employed the mixed methods research design. Data was collected from four purposively sampled universities using questionnaires, documentary analysis and interview schedules. Qualitative data was coded and then thematically analysed guided by the study objectives while quantitative data was analysed using percentages and graphs. The study revealed that between 2003 and 2017, there was low doctorate programmes enrolment and completion rates at the selected public Universities in Kenya. This was demonstrated from trends in the numbers of those who enrolled and those who graduated from public universities. The trends revealed that more males than females enrolled and completed their studies with the highest being between 2008 and 2013. The study concludes that low enrolment rate and long duration in doctorate degree study are caused by incongruous systemic practices. The research recommends that: institutional doctorate programme procedures’ policies to be standardized across universities; the Ministry of Education through the State Department of University Education to have a robust funding programme for the doctorate programmes. The findings of this research are resourceful to university policy makers, administrators and lecturers to improve on institutional policy framework which could be used to enhance doctorate degree enrolment and completion in Kenyan public universities.
Comparative Analysis of Selected Parental Factors and Academic Achievement among Pupils in Primary Schools in Machakos County, Kenya
(International Journal of Innovative Research and Advanced Studies (IJIRAS), 2022) Muindi, Philip Alexander; Nyambura, Salome; Kirimi, Francis
This study sought to analyse comparatively influence of selected parental factors on academic achievement among pupils in primary schools in Machakos Count, Kenya. A descriptive survey design was used. A sample size of 315 informants from a target population of 3155 was used. The respondents comprised of grade three pupils, grade three teachers, and grade three parents. The validity of instruments was enhanced through the use of the triangulation approach while the test-retest approach was used to assess instrument reliability. Data collection tools were questionnaires for grade three teachers, an interview schedule for grade three parents, pupils and document analysis of the pupils’ academic record. The collected data were analysed qualitatively and quantitatively. The findings revealed that the academic performance of pupils in grade three in Machakos County is affected by parental involvement, which was notably based on parents’ gender and parents’ economic status. According to the findings, most parents were involved in their children’s education; however, the level of participation varied from family to family and in different ways. The study recommended that the schools need to increase the number of academic clinics to motivate more parents to involve in their children's education in order to improve the academic performance of pupils in Machakos County. The results of the study could be helpful to the Kenyan government, which could use them to develop policies on parental participation in education activities among pupils in primary schools.
The Status of Adult Education Programme in Yatta Sub-County of Machakos County Kenya
(International Journal of Academic Research in Business, Arts and Science (IJARBAS.COM), 2019) MAINA, MICHAEL M; OGENO, JACKTON; GATHARA, PETER MUGO
This study sought to establish the status of adult education programme in Yatta Sub-County, Machakos County, Kenya. Despite the campaigns that have been carried out to eradicate illiteracy in addition to the government’s support of the same through the Department of Adult Basic Education in the Ministry of Education in Kenya, the level of literacy in the country is still low standing at 61.5%. The purpose of this study was to establish the status of adult education programme in Yatta Sub-county. The study adopted descriptive research design. Stratified random sampling technique was used to select 11 out of 22 Adult Education Programme (AEP) centres as the sample of the study. A proportional sample of 99 adult learners was selected from the selected AEP centres to act as the respondents of the study. Additionally, adult education teachers from the selected centres and the education officer were included in the sample as key informants. The study employed interviews for adult learners and questionnaires for the key informants. The data collected was cross-tabulated for qualitative and quantitative analysis based on themes generated from research objectives. The findings indicated that demographic characteristics such as gender, age, academic qualifications and educational level influenced the status of adult education in Yatta Sub-County. The major reasons for enrollment in AEP in Yatta Sub-County were to gain knowledge in literacy and numeracy skills followed by gaining skills to operate business among others. It was also noted that in Yatta Sub-County, there was an upward trend in KCPE and KCSE completion rates from 2012 to 2015.
The Prevalence and Perceptions of Cyber Dating Abuse among Undergraduate Students in Nairobi County, Kenya
(2020) Mayoyo, Nancy; Malenya, Francis Likoye; Ogeno, Jackton O
Background: The advancement of technology has contributed to the rise of intimate partner violence perpetrated through technology. Whereas research indicates that intimate partner violence is a common phenomenon, relatively little is known about cyber dating abuse (CDA) among Kenyan undergraduate students. This study sought to assess its prevalence and understand perceptions held regarding behaviors that constitute Cyber Dating Abuse. Johnson‟s typology of intimate partner violence was used to investigate the prevalence of certain forms of cyber dating abuse. Materials and Methods: The study sample comprised 315 dating students drawn from selected universities in Nairobi County, Kenya. Using a cross sectional research design, the study collected both qualitative and quantitative data. Results: Results indicate a high prevalence of Cyber Dating Abuse among respondents. Coercive control violence was the most pervasive form of abuse. Respondents exhibited ambivalence towards Cyber Dating Abuse. Majority perceived most of the acts to be rather normal than abusive. Just over a third had contrary opinion, reporting that depending on the contexts and the kind of relationships they were involved in, they constituted abuse. These misguided perceptions held by the respondents led to the justification of Cyber Dating Abuse hence its prevalence. Conclusion: It is concluded that misconception contributed to the respondents‟ failure to recognize this abuse thus increasing their chances of suffering from Cyber Dating Abuse. This has an implication on preventive measures to be adopted so as to mitigate on negative effects on students‟ academic engagement.
Contributing Factors to Drug Abuse among Girls in Secondary Schools in Nakuru County, Kenya
(THE INTERNATIONAL JOURNAL OF HUMANITIES & SOCIAL STUDIES, 2019) Odhiambo, Okita Dan; Sifuna, Daniel Namusonge; Kombo, Donald Kisilu
Poor academic performances among girls have over the years been attributed to socio-economic factors. However other factors such as drug abuse have emerged over the last few years. Like in the majority of other regions in Kenya, the academic performance of girls in Nakuru County has been lower compared to those of boys. This study therefore sought to establish contributing factors to drug abuse, establish the sources of drugs abused, and to find out types of drugs commonly abused by girls. The study was based on a descriptive survey design. The target population for this study was 5,188 girls from form three in Nakuru County, 74 deputy Principals, 74 guidance and counseling teachers, 74 Parents association (P.A) representatives in girls’ secondary schools. Purposive sampling was used to select only students in form three. A sample size of 371 student’s respondents was selected using the Slovin’s formula. Proportionate sampling was used to select 44 secondary schools, hence 44 deputy principals, 44 guidance and counseling teachers and 44 P.A representatives. Questionnaires was used to collect data from students, P.A representatives and guidance and counseling teachers, focus discussion group was also used to collect data from students while interview schedule was used to collect data from deputy principals. Quantitative data was analyzed using descriptive statistics while qualitative data was analyzed thematically in line with the study variables and objectives. From the findings too much pocket money, media influence, and poor relationship between parents and their daughters were found to be key contributing factors. The study recommended that parents and older community members should not abuse drugs in the presence of their children, government should ensure programs in the media do not promote drug abuse amongst youngsters, government should ensure all schools have qualified guidance and counseling teachers
Implications of Life Skills Education on Character Development in Children: A Case of Hill School
(Baraton Interdisciplinary Research Journal, 2015) Okech, Daniel Otieno; Role, Elizabeth M
The world today is facing numerous challenges such as indiscipline in schools, civil strife and social deprivation. Life Skills Education (LSE) is an intervention. This program is meant to equip the youth with life skills. The purpose of this study was to investigate the development of LSE amongst primary school children in Kenya. The major research objective was to determine whether LSE contributes to character development. The research addressed these research questions: What is the status of LSE in Kenya; how is LSE implemented; to what extent has LSE contributed to development of psychosocial competencies; what are the challenges facing the implementation of LSE? The research design was descriptive survey. Data was collected using questionnaires, interviews and focused group discussions. Quantitative data was analysed using Pearson Product moment correlation coefficient, multiple regressions and Kendall’s Tau (t) coefficient. Qualitative data was coded and under themes. Results revealed a significant correlation between teaching of LSE and development of character. Teachers and pupils acknowledged the importance of LSE in the development of character. The study identified challenges facing the implementation of LSE. This study is relevant to teachers, parents, educators, policy makers and stakeholders in education
Research Agenda on Social Entrepreneurship Education, Regulatory Framework and the Global Sustainability Agenda
(International Academic Journal of Social Sciences and Education, 2021) Mwasiaji, Evans; Kombo, Kisilu; Gravenir, Fredrick
The purpose of this study was to review literature using a meta-analysis approach in collecting data to identify gaps in the phenomenon of sustainable development goals, social entrepreneurship education, regulatory framework and its link to sustainability objectives. The study established that progress in vital areas of the global sustainability agenda, including reducing inequality, lowering carbon emissions and tackling hunger, had either stalled or reversed. Activities necessary in the global sustainability agenda amidst coronavirus disease outbreak are non-binding with countries expected to create their own national plans, including the sources and extent of required financing remaining ambiguous, resulting in little global progress towards the desired objectives. There are also social entrepreneurship education related research gaps, in addition to studies proposing varied models on how best to realize the 2030 global sustainability agenda. This study concluded that young people especially without jobs, children out of school, families without hope, displaced people or those living in fragile or conflict afflicted areas will be left behind especially in the context of COVID-19. This study argues that sustainable development goals can be realized if government, academia and other stakeholders move beyond the current forms of engagement and have social entrepreneurship education cascaded to lower levels of the school curricula. The study has therefore proposed an integrated theoretical model upon which propositions at the abstraction level can be advanced and empirically tested as part of the research agenda

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