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Item Principals' Decision-making Styles and their Influence on Teachers' Professional Performance in Public Secondary Schools in Embu county, Kenya(Kenyatta University, 2023-08) Nthiga, Anisia Mbucu; Peter Nyaga MuchanjeDecision-making styles are key influential factors in regard to professional performance of employees in any organisation. The present study sought to examine the influence of decision-making styles used by principals on teacher professional performance in Mbeere South sub-county Embu county. The study was guided by five objectives which included establishing the prevalent decision making style applied by principals in the management of public secondary schools in the selected study locale, assessing the influence of directive decision making style on teacher professional performance, finding out the influence of participative decision making style on teacher professional performance, establishing the influence of conceptual decision making style on teacher professional performance and establishing how analytical decision making style influences teacher professional performance in the selected study locale. The study was steered by contingency theory of Management by Fred Fiedler (1958). To actualise this study, the researcher sampled 247 teaching professionals from various secondary schools in Mbeere south from a target population of 629. Included in the sample were 11 principals sampled randomly from the 54 targetted principals and 236 teachers sampled using Taro Yamane formula from a target of 575 teachers. The researcher conducted the study using self-administered questionnaires for the teachers and interview schedules for the principals. Half of the questionnaires were administered physically while the other half was administered digitally via e-mail through the respective principals and received back in the same way. Piloting of the study was carried out in two day-public secondary schools which were later exempted from the study. The researcher ensured content validity by checking through the questionnaires and the interview guide to certify that the questions correlated with the objectives and, expert judgement of experienced supervisors. Questionnaire reliability was ensured using the internal consistency method which involved distributing the questionnaires only once and estimation of the consistency index. The researcher obtained introductory letters and letters of authority from relevant authorities to show the legality of the data collection exercise. The data collection instruments were scrutinized for any errors and inadequacies before administration to the respondents. The SPSS software was used to help in the analysis of the data collected. The study found a strong positive linear association between decision-making styles and teacher professional performance. The analysis also revealed a statistically stronger positive association between the conceptual decision-making approach and teacher professional performance as compared to analytical, participative, and directive. The study thus concluded that in the Kenyan education sector, the conceptual decision-making approach has a stronger positive influence on teacher professional performance than the analytical, participative, and directive styles. These results may be key towards interpreting existing disparity in teacher performance across different public secondary schools thus seeking possible solutions to bar continuation or repeat of the existing issues affecting teachers in regard to their professional performance. The study recommended that education management training institutes such as the Kenya Education Management Institute should consider to include decision making as an independent unit and not a chapter within a unit for thorough coverage. Teachers Service Commission in conjunction with the Ministry Of Education should also organise regular capacity building forums and seminars for principals to equip them with, and, or, remind them of basic management skills such as decision making. Manuals containing basics of decision making should also be prepared by Teachers Service Commission and distributed to the principals for regular reference as they perform their duties. Additionally, princincplas should interchangeably use decision making styles for effectiveness since different situations require different approaches.Item And Policy Studies at Kenyatta University, Assessment of the effectiveness of Drug Abuse Reduction Strategies Adopted by Secondary School Students in Kitui County(Kenyatta University, 2023-04) Muinde, Teresa; Kisilu Kombo; Daniel SifunaThe problem of drug abuse among secondary school students in Africa is increasingly worrying. The finding of this study and other related studies indicate that the problem affects negatively on the academic, social psychological and physical development among the abusers. With that knowledge in mind, this study sought to find out the effectiveness of drug abuse reduction strategies adopted by secondary school students in responding to drug abuse in Kitui County. The study applied descriptive survey techniques to investigate the phenomenon. Through purposeful sampling, the study collected data from 20 public secondary schools in Kitui County-Kitui Central Sub County. From the research findings, 51.8% of the respondents agreed that some of the drug abuse reduction strategies adopted by students in secondary school were contributing to drug reduction among secondary school students in Kitui County-Kitui Central Sub County. Some of the strategies include guidance and counseling, role modeling, and drug screening. Role modeling was rated as the most effective (23.3%), and guidance and counseling was not statistically significant in reducing drug usage in secondary schools (p = 0.06> 0.05). Informed by the study finding, the study first recommends strengthening the guidance and counseling departments in schools to increase their impact in reducing drug usage in schools. Second, the government through the ministry of education should do further research on the subject to find out what works universally and issue policy directives on best strategies that contribute to drug reduction among secondary school students. Thirdly, the government should align their national policies to current strategies for drug abuse reduction among students in secondary school with the United Nations and African Union’s strategies. On drug reduction among youth and among secondary school students. Fourthly, the study also recommended a similar study in private schools in the same location, to establish whether the results are generalizable.Item Formative Assessment and Its’ Implication on English Literacy Acquisition in Selected Public Primary Schools in Machakos County, Kenya(Kenyatta University, 2023-04) Mwende, Felistus; Peter Mugo Gathara; Isabella Musyoka-KamereIn many Anglophone institutions of learning, English literacy acquisition (ELA) is considered one of the major steps in the development of learners. This study sought to evaluate formative assessment and its implications on English literacy acquisition in public primary schools in Matungulu Sub-County, Machakos County, Kenya. Specific objectives included: to describe the challenge faced in use of formative assessment in the teaching of English literacy acquisition in class six in selected public primary schools in Machakos County; to review the professional qualifications of teachers and their influence on the utilization of formative assessment in English literacy acquisition in selected public primary schools in Machakos county; to review the performance of pupils in class six in English literacy acquisition in selected primary schools in Machakos county using Uwezo Kenya tools; and to identify the availability of scholastic materials that are used for teaching and learning of English literacy acquisition among the pupils in selected public primary schools in Machakos County. The study used a descriptive survey design and was based on Halliday’s (2003) language-based theory of learning. The study used simple random sampling to select schools, pupils, and teachers. Head teachers were selected purposively. The study used questionnaires, interview schedules, pupils’ test and checklists to collect data. The study used a sample that comprised of pupils, teachers and head teachers, drawn from 22 sample schools from a population of 99 schools. Quantitative data was processed using SPSS version 21 and results organized and tabulated in percentages and frequencies. Qualitative data was coded and organized in themes. The study drew its justification from the apparently low learning outcome in basic reading literacy in Matungulu sub-county, in order to achieve 100% basic reading literacy rates among the primary school pupils. Findings indicate that teachers made a good effort in the utilization of formative assessment even though they require opportunities for retooling to be up-to-date with new trends. Teachers, however, experienced an insufficiency in writing and even reading materials for class 6 pupils as well teachers’ guidebooks. Again, class six pupils had the literacy competences they needed to have developed while at grade two level even though 36% were still at story level and with a further 1% at paragraph level. Nonetheless, teachers were found to face challenges related to planning for instruction for acquisition of literacy skills as well as designing lessons. The study concluded that whereas the development of the literacy skills was on the right trajectory, continued capacity building through in-service trainings on formative assessment are bound to further foster acquisition of literacy skills and competencies. The study recommends exposure of language teachers to more refresher courses and in-service trainings to sustain their efforts in developing literacy competences on the part of the learners.Item Impact of drug sensitization compaigns on achievements of students in secondary schools in Mutomo Sub County, Kitui County, Kenya(Kenyatta university, 2022) Matuku, Clapperton Kilonzo; Daniel N. Sifuna; Kisilu KomboDrug abuse is recording an upward trend in most secondary schools in the country. To address the challenge, various approaches have been engaged to resolve the menace. One of the main strategies to combat drug abuse in schools is through drug sensitization campaigns. However, despite drug sensitisation campaigns student’s achievement is still jeopardized by drug abuse. The general objective was to analyse the impact of drug sensitisation campaigns on the student’s achievements in secondary schools in Mutomo sub county in Kitui County, Kenya. The specific objectives guiding the study were: To examine the impact of drug sensitisation campaigns on the school unrests, absenteeism and on the academic performance of learners in secondary schools and to establish strategies in place to improve drug sensitisation campaigns in order to improve learner’s achievements in secondary schools in Mutomo Sub County. This study employed a concurrent triangulation research design. Mixed methodology was used during the study. The target population was 23 principals, 209 teachers, 6127 students, 12 chairpersons of youth campaigns groups, SCDOE and SCQASO totalling to six thousand three hundred and seventy- three. Stratified, simple random and census sampling methods were used to sample respondents of the study. The respondents were 7 secondary school principals, 68 teachers, 226 students, 4 chairpersons of campaign groups, one SCDOE and one SCQASO. The sample size was three hundred and seven respondents. Questionnaires and interview schedule were used to collect data. Data was analysed thematically where qualitative data was coded and categorized while quantitative data was coded and entered in the computer package for analysis using the Statistical Package for Social Sciences (SPSS) to produce descriptive statistics. The results of quantitative data were presented using pie charts, tables and bar graphs. Descriptive statements were used to present qualitative data. The study found that there was relatively low level of drug abuse in school. Drug sensitization campaigns in secondary schools had impact on the school unrests, absenteeism and academic performance although academic performance was average in most secondary schools in Mutomo sub county, Kitui county in Kenya. Strategies in place to promote drug sensitization campaigns lead to improved achievement of learners in secondary schools. The study recommends that all stakeholder to be involved and trained on ways of implementing drug sensitization campaigns so that it may be successful. The study further recommends for good rewarding systems, guidance and counselling and role modelling systems be rolled out in all schools to aid in the campaigns against drug abuse. The study further recommends on the infusion of contents on drug abuse in the curriculum.Item Influence of Government’s Sanitary Towels Initiative on Access and Participation in Education among Secondary School Girls in Nakuru County, Kenya(Kenyatta University, 2022) Chepkoech, Diana; Lucy Wandiri Mbirianjau; Peter Mugo GatharaEducation all over the world has been prioritized as an important means for achievement of global SDGs, national development and individual’s social mobility. Educating girls is important to a nation’s development, attainment of SDGs and Kenya’s Vision 2030 considering that women and girls comprise over half the global population. Girls’ education has been hindered by several socio-cultural factors such as household chores, early marriages, teenage pregnancies and poverty which adversely affect access to basic amenities such as sanitary towels. These challenges bring about gender disparities in education. The government of Kenya is committed to end this disparity 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 Free Primary Education, Free Day Secondary Education, Affirmative Action and 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’s motive was to explore the influence of GSTI on educational access and participation of secondary school girls in Kuresoi South Sub-County, Nakuru County. This study pursued trends in the provision of sanitary towels, the implications of such provision on school girls’ access and participation in education and the strategies for the sustainability of such provision in improving education. Liberal feminism theory guided this study and illuminates on how equality of opportunity is important for a person’s wellbeing thus making progressive social change possible. This theory holds that barriers to girls’ education should be eradicated so that they can receive equal educational opportunities as the boys. The study employed a descriptive survey research design; stratified random sampling and purposive sampling was useful in selecting schools and principals respectively. Simple random sampling was useful to draw class teachers and secondary school girls from the target population. Piloting was done in one school with similar characteristics as the target population. Questionnaires for students, interview schedules for principals and class teachers and document analysis are the research instruments that were useful in gathering data. Analysis of data was done both qualitatively and quantitatively. Findings revealed that GSTI is not providing adequate sanitary towels to schools despite existing policies. Further, sanitary towels provision has a positive impact on girls’ access and participation in education. This study established that the following strategies if implemented would ensure the sustainability of this initiative. There is need for adequate funding, clearer policies, constant supply through the year and increase in quality of the sanitary towels. Access to information on menstrual health and management is also very important. These findings are envisioned to be beneficial to all education stakeholders not only in Kenya but also internationally, as an eye-opener on the need of interventions to ensure equity of educational access and participation for both boys and girls.Item Implementation of Free Secondary Education Policy and its Influence on Participation and Resources in Public Secondary Schools in Nairobi County, Kenya(Kenyatta University, 2022) Kimani, Gladys N. Muthoni; Daniel N. Sifuna; Maurice I. MakatianiEducation is key to Nations's developmental process. For the FSE policy to be fully realized and for citizens to fully enjoy its benefits, it’s essential for the national system of education in Kenya to be streamlined in order to develop a clear educational policy and redress the likely internal inefficiencies in the system. The purpose of the study was to find out the impact of the FSE Policy on Public secondary schools in Kenya. The study sought to assess the influence of the FSE Policy on access and enrolment, physical facilities and material resources, human resources and community participation in public secondary schools in Nairobi City County. This study adopted the Classical Liberal Theory of Equal Opportunity advanced by Jean Jacques Rousseau (1712-1778). The researcher employed a descriptive survey research design. The target population of the research was all the 84 public secondary schools in Nairobi City County, this research was aimed at the 84 secondary schools situated within the city, 43,111 parents, 1873 teachers and 84 principals. Simple random, cluster and purposive sampling techniques were used to select schools, principals, teachers and parents who were the respondents. The validity of the research instruments was ascertained through piloting and the validity of the content was enhanced by expert judgement. A split half technique of reliability testing was employed and the pilot questionnaires were divided into two equivalent halves and then the correlation coefficient was computed. Data was collected using questionnaires for principals, parents and teachers, observation schedules for school facilities and functions and relationships with the community. Document analysis of school records relevant to the study and interview schedules with principals and teachers. Data was analysed using Statistical Package for Social Sciences (SPSS). The analysed data was presented using frequency distribution tables, bar graphs, pie charts and frequency polygons. The study concluded that the schools in Nairobi City County are currently under pressure due to increased enrolment, this has put a strain on physical facilities, material resources human resources. The community is non-committal about providing funds to supplement the school budget however; they are committed to attending school meetings and sorting out discipline issues. The study recommended that the government should focus on increasing the number of schools and expanding the existing facilities to accommodate the increased number of students.Item Teacher Performance Appraisal and its Contributions to Teaching in Selected Public Primary Schools in Nairobi City County,Kenya(Kenyatta University, 2022) Mbabu, Janet Makena; Francis KirimiPerformance appraisal is a human management tool that organizations utilize to gain competitive advantage. It is an interaction of recognizing, estimating and analyzing performance of each worker in each institution. The performance appraisal if conducted effectively can promote the required standards of teaching especially in primary schools. The reason for this study is to establish the influence of teachers’ performance appraisal and its contributions to quality of teaching in selected public primary schools in Kibera Sub- County in Nairobi County. The specific objectives of this study were to find out the influence of performance appraisal on teacher motivation, establish the impact of continuous professional development on the teachers’ performance, determine the influence of setting work standards, determine the influence of feedback on teachers’ performance and to recommend strategies which will be applied to improve TPAD as a tool for teacher’s skills development in selected primary schools in Kibera Sub County. The study was anchored on David McClelland’s model of motivation also called the Learned Need Theory. This study adopted mixed method design. Target population included all teachers in public primary schools in Kibera Sub- County who are 546 in total. The study utilized stratified sampling method, where a sample size of 221 teachers was selected. The study utilized questionnaires and interview schedules to gather information. The obtained data was analyzed using descriptive and verbal and thematic analysis with the aid of SPSS version 26.0. The findings revealed that (75.0% [126]) agreed that TPAD enabled the management to identify instructor’s performance gaps and provided support for professional development. The findings further indicated that teachers reward their learners who perform better in their teaching subjects (85% [144]). The findings also revealed that setting goals help a teacher to manage time properly (85.2% [144]) implying that through TPAD teachers can now manage their time well and give the content as directed by the lesson objectives. On appraisal feedback the highest indicator revealed that supervisor discusses with the teacher work performance during appraisal session and this indictor had a mean of 3.40 (84.0% [142]). This study concluded that TPAD had a great influence on primary school teachers’ motivation that determines their performance. The study further concluded that setting work standards played an influential role in promoting the performance of teachers. The study finally concluded that performance feedback as a component of TPAD was integral in efforts to improve performance of primary school teachers. The study recommends that since setting work standards or goals positively related to teachers’ performance the TSC should encourage teachers to embrace goal-setting practices and associate them to the attainment of those goals. The study further recommends that the HODs who are the appraisers should provide regular and timely feedback to the teachers.Item Implementation of Government Policies on Sanitation and implication on Pupils’ Participation in Public Primary Schools in Nakuru County, Kenya.(Kenyatta University, 2022) Khasiala, Emmaculate; Kisilu Kombo; Peter Mugo GatharaThe introduction of Free Primary Education (FPE) in Kenya resulted into progressive increase in pupil enrolment rate in primary schools over the years. However, the school infrastructure was not developing as fast as the increase in pupils’ population. Due to the growing pupil enrolment rate and slow development of school infrastructure, many schools in Kenya experienced infrastructural strain, including sanitation facilities. To curb this challenge, the government of Kenya formulated sanitation policies to ensure that schools provided adequate sanitation facilities to learners to avoid exposing them to diseases related to either inadequate or poor sanitation. Despite the policies being in place, many pupils in Naivasha Sub-County have been ailing from diseases related to poor sanitation as recorded by the local health centers as well as the Ministry of Health of Nakuru County. To understand why such a situation has been persisting, the researcher studied the implementation of government policies on sanitation and its implication on pupils’ participation in primary schools in Naivasha Sub-County. The objectives of the study were: To establish the trends of implementation of the government policies on sanitation in primary schools; to determine the roles of the school stakeholders in the implementation of government policies on sanitation; to analyze the challenges faced by schools in the implementation of government policies on sanitation in schools; to evaluate the implication of the implementation of government policies on pupils’ participation and lastly to identify strategies that can be put in place to enhance the implementation of sanitation policies in schools. The study adopted a descriptive research design. The target population was 1 Sub-County education officer, 8 Head teachers, 40 teachers, 16 Board of Management members 16 parents and 280 pupils. Questionnaires, interview schedules, Observation Checklist, Focused Group Discussion, and Document analysis were used as tools for data collection. The obtained data was analyzed quantitatively and qualitatively. Quantitative data was presented in tables and graphs while Qualitative data was presented in thematic form. The findings were: Schools in Naivasha Sub-County implemented the sanitation policies despite the challenges; schools in slums and rural areas had significantly less access to sanitation resources as compared to their counterparts in the urban areas; school stakeholders were not playing their roles efficiently in the implementation of school sanitation; failure in the implementation of sanitation policies has an implication on pupils' participation in school activities. In conclusion, schools in slums and rural areas in the study area will continue to experience poor sanitation and illnesses among pupils despite the policies being in place, unless deliberate efforts are put in place to help improve the state of their school sanitation. The study recommends that: The County Government of Nakuru should ensure that the schools are given adequate resources needed to improve the level of school sanitation. Policy makers on the other hand should be clear on the roles that school stakeholders should play in the implementation of school sanitation. Finally, school administrators should be diligent and efficient in implementing the government policies on sanitation.Item Effects of fishing activities on retention rates among students in public day secondary schools in Kisumu County, Kenya(Kenyatta University, 2022-07) Owiyo, Ogalo YonahThe study aimed at establishing how retention rates among students in public day secondary schools in Kisumu County which has five sub counties namely Kisumu, Muhoroni, Nyakach, Nyando and Seme all affected by fishing activities. Comparably, Seme Sub County also has the highest number of school dropout rates according to statistics from the County Education Office, Kisumu. Specifically, the study sought to find out the effect of fishing activities on the retention rates of learners in public day secondary schools and establish strategies being undertaken to improve retention rates among learners in public day secondary schools from fishing backgrounds. It was guided by socio-ecological theory. This study adopted a descriptive research design that permitted description of the behaviour of study subjects without influencing them and targeted a population of 7373 respondents comprising of 25 Public Day Secondary Schools principals, 240 teachers, 6569 students from form one to form four, 12 County Education Officers and 402 parents. Fischer formula was utilised to compute a sample size of 384 respondents who was selected through proportionate stratified sampling and purposively sampling methods. The study used semi-structured questionnaires and interview schedules to collect data from principals, teachers and students. A pilot study was conducted on 5% of the sample size, validity was established through expert judgement while reliability of the study instruments was established through Cronbach test. Analysis of quantitative data used descriptive statistics with the help of Statistical Package for Social Sciences version 23.0 to calculate for frequencies and percentages. Thematically with the guidance of objectives of the study, triangulation of the results was done with questionnaires’ quantitative findings. The study established that involvement of learners in fishing activities has various negative effects in their education that included not attending school and poor participation; there are several other factors related to fishing that influence retention of learners in public day secondary schools that contribute to low retention in schools; and most schools are moderately conducive for learners from fishing communities and that learner in Seme Sub County attach special value to being in school. The study recommended that there is need for parents to avoid allowing their children to take part in fishing activities at the expense of schooling as this impedes their focus in learning; parents need to understand that all students need to concentrate on school work rather than being engaged in the fishing business that can affect their education; the government should beef up surveillance on people who engage students in immoral behaviour such as sexual engagement and drug trafficking. There is also need for the government to take serious action against parents who engage school going students in fish business as this is considered a form of child labour and learners should be made aware of values of education so that they can put more effort in learning.Item The Implications of Teacher Mobility on Learning Outcomes among Students in Public Secondary Schools in Kakamega County, Kenya(Kenyatta University, 2022) Dominic, Everia; Violet K. Wawire; Peter M. GatharaAlthough teachers routinely move schools and jobs, the quality of teaching and learning in such schools is significantly diminished as a result of these transitions. This study was carried out among students in secondary schools in Khwisero sub-county, Kakamega County. It sought to understand the critical role that teaching staff stability plays in affecting learning results. The study was guided by two complementary theories in its investigation of the characteristics of teacher mobility and their implications for student learning. The Human Capital Theory and the Social Learning Theory were used. A descriptive survey design was employed in this study. The Systematic Area Study Approach was also used in order to complement and enhance the design of the descriptive survey. Using a mixed methods technique, the researcher was able to collect statistical and explanatory information while also completely exploring the research issues from all sides. This was a first for the researcher, who had never used a mixed methods strategy before. The sample size and population were determined via the use of stratified sampling techniques. After the schools were separated into strata, a random selection process was used to choose the final schools, which were proportional to each stratum. The sample consisted of 179 respondents, including five school administrators, 70 high school instructors, 103 high school students, and a representative from the Teachers Service Commission. The information was gathered using questionnaires, document analysis guides, and interview schedules. A statistical analysis of the data was done using the Scientific Package for Social Sciences Version (20.0.) and the results were presented in frequency distribution tables, measures of central tendency, and percentages. The study findings indicate that teacher mobility rates in Khwisero sub-county are very high: on a yearly basis, more than 20% of instructors leave their base schools, with just 11% of those teachers being swiftly replaced. Second, the burden of teacher departures is greater in schools with poor learning levels and, perhaps unexpectedly, in schools that are already facing teacher shortages. Third, teacher mobility is more severe among early-career teachers, especially male teachers, and teachers who are assigned to teach sciences, mathematics, and foreign languages, among other groups. Fourth, teacher migration is connected with low academic performance. On average, the loss of a teacher is connected with a 0.08 standard deviation decline in learning levels. Fifth, the learning environment provided by the stability of the teaching staff enabled students to achieve success in all disciplines, and finally, the student/teacher connections created because of teacher engagement in co-curricular activities had a good influence on student learning. The study recommends that governing authorities must prioritize the retention of teachers who provide the highest learning results as well as the retention of teachers who work in underperforming schools. At the same time, they must guarantee that instructors are replaced on a timely basis in order to decrease the amount of time that schools must spend adapting to transitional times.Item The Relationship between Socio-Cultural Practices and Low Participation of Girls of Maasai Origin in Public Secondary School Education in Kajiado County - Kenya(Kenyatta University, 2022) Mungania, Silas Mwenda; K.F Kirimi; Daniel B. NyanjeCountries in sub-suharan Africa have for decades grappled with bridging the gap in enrolment numbers between male and female students. Education for All[EFA]. Semi-Arid areas is complicated by poor infrastructure, rural tradition, and circles of poverty. The government of Kenya through the Ministry of Education has invested immensely in the education sector in the quest of ensuring there is increase of girls’ participation in secondary education and to improve transition rate of girls from secondary education to colleges and Universities. Despite all this effort, the level of girls’ participation in secondary education remains low. The purpose of this study was to establish the relationship between socio- cultural practices and low participation of Maasai girls in secondary school education in Kajiado County. The variables under the study are: To establish the socio cultural practices of the Maasai people, to document the current trends of school attendance of Maasai boys vis-as vis Maasai girls, to establish the possible retrogressive social cultural practices that affect Maasai origin to participate in Secondary education and to suggest ways of improving participation of girls of Maasai Origin in Secondary Education in Kajiado County. The study adopted a descriptive design since it describes the current status in a social system such as a School. The target population was girls of Maasai origin in public secondary schools in selected schools in Kajiado County. The study population was drawn from five girls’ boarding public schools and five mixed day public secondary schools, one County Education Director from the Ministry of Education, ten Principals, forty teachers’, and two thousand one hundred thirty students giving a total population of two thousand one hundred eighty one in Kajiado, Kenya. Purposive sampling was used to sample both the County Education Director from the ministry of Education and Principals from public secondary schools while simple random sampling was utilized to sample students, giving a total sample of six hundred twenty six. The study sample size was one County Education Director, five Principals, twenty teachers and six hundred school girls, making a total of six hundred twenty six out of the target population of two thousand one hundred eighty one. Data collection tools for the study were interview schedules and open ended questionnaires. The selection of the schools for interviewing was done through stratified sampling while the girls were selected through systematic sampling. The data from the field was sorted out. Responses were coded and analyzed by computer using the statistical package for social sciences (SPSS version 21.0).In the resultant analysis pie-charts, frequency tables and bar graphs were used to present the quantitative data. The collected data was analyzed by mixed method where the quantitative data was presented in form of percentages, means and standard deviation. The quantitative data on the other hand was analyzed by use of content analysis and presented in prose form. Inferential statistics was carried out to ascertain the relationship between the independent variables and the dependent variable. The study found that the participation of girls in most of public secondary school was low as compared to their boy’s counterpart. The research findings indicated that early marriages and retrogressive cultural practices affect girls of Maasai origin to participate in education in Kajiado County. The study findings therefore recommended that there is need to create awareness to both parents as well as the whole community at large as this was seen as only way which will enhance the girl’s participation in secondary schools.Item Role of World Gospel Mission in Development of Western Education in Bomet County, Kenya: A Case of Tenwek Mission School (1935-1980)(Kenyatta University, 2022) Langat, Emmy Chepkorir; Daniel Sifuna; Augustine M. KaruguThe history of formal education in Kenya is intertwined with the history of Christian missionary work in the country. For this reason, the researcher looked at the role of the World Gospel Mission in the growth of educational opportunities in Bomet County, Missouri. The research used Tenwek Mission School as a case study from the time of the WMG's arrival until 1980, and it used a case study technique. While missionary contributions to education have been made in other regions of Kenya, particularly in the central and western parts of the country, little attention has been paid to the Rift Valley, in particular Bomet County, and in particular the contribution of the World Gospel Mission to education. Tenwek Mission Institution was chosen as the site of the investigation because it was one of the schools established by World Gospel Mission and because the school gained widespread recognition among the local population. It was the goal of this study to look into the early educational activities of the World Gospel Mission in Bomet County, with a particular focus on Tenwek Mission School, to trace the historical development of Tenwek Mission School, and to assess the impact of Tenwek Mission School on the development of the local community in Bomet County, and on the development of Kenya in general. Because the study was historical in character, it was conducted using a historical research design. The region of research and the informants were selected using a combination of purposive selection and snowball sampling. It drew on both primary and secondary sources of information, however it leaned mainly on primary sources for the majority of its findings. After being assessed qualitatively via the use of themes, the results were then interpreted in accordance with the study's goals. As one of the missionary organizations that supplied education in Bomet County, the World Gospel Mission was a significant participant in the research. Tenwek Mission School, founded by World Gospel Mission in the same year, was the first school in the area to be created by the organization. The research addressed a knowledge vacuum on the role of women in the founding and growth of Western education in Bomet County, which had previously existed. Students, instructors, policymakers, and educational planners in the ministry will all profit from the results, as will the general public. It is hoped that the results will also contribute to a better knowledge of and increased historical awareness in the subject of history of education. The research began by researching the history of World Gospel Mission back to its inception. It was founded in the United States and was formerly known as the National Holiness Movement, before being renamed the World Gospel Mission in 1971. The investigation also looks into the organization's principles, purpose, and mission, and it is apparent that the primary goal of the World Gospel Mission was to convert the Africans. This was made simple via the use of education. Schools may gather a large number of Africans together, making it easier to preach to them. Second, the research studied the historical growth of Tenwek High Institution from 1935 to 1980, highlighting the roles performed by missionaries as well as Africans in the development of the school throughout this time period. It also addressed the difficulties that the school has encountered in its progress. In addition, the research looked at the influence of the school on the surrounding community as well. According to the findings, the project had a good influence on the local community's social, economic, political, and educational lives. At the same time, the school has made significant contributions to national development via the work of several of its graduates who have assumed leadership positions. Finally, the study has provided suggestions as well as areas that need additional investigation.Item Implications of School Culture on Academic Performance in Selected Public Secondary Schools in Machakos County, Kenya(Kenyatta University, 2022) Ngumuta, Magdalene Mbula; Francis Kirimi; Francis KirimiThe study was prompted by concerns raised by various stakeholders in Machakos County over declining performance of public secondary schools that used to perform well in the past decades’ national examinations. The study sought to examine specific school cultural aspects and their relationship to students’ academic performance as evidenced by Kenya Certificate of Secondary Education (KCSE) results in selected Public Secondary Schools in Machakos County, Kenya. Objectives of the study were to: Investigate the effects of aspects of school culture on academic performance in selected Public Secondary Schools in Machakos County, Kenya; Examine the role of students’ and teachers’ achievement orientation culture and how it affects academic performance in selected Public Secondary Schools in Machakos County, Kenya; Establish how emphasis and practice of a school’s shared ideology enables high academic performance in selected Public Secondary Schools in Machakos County as well as examine the effects of the role a secondary school’s administration in fostering a learning and teaching culture which affects academic performance in selected public secondary schools in Machakos County. Both qualitative and quantitative research methods were employed. The study was guided by Vygotsky`s Theory of Social Interactionism. The study utilized a sample of 21 selected Public Secondary schools out of 212 public secondary schools in Machakos County. These schools included high and low performing Schools which were purposively selected. Sample size of the study was 200 students of which 100 were boys and girls were 100; 21 principals [men were 11 and 10 were women] and 21 deputy principals [10 men and 11 women], 25 teachers [12 men and women 13], 1 lady County Education Officer from Machakos County. The study adopted a descriptive research design. It employed both probability and non-probability sampling methods. Data analysis was guided by themes from research objectives. Data was analysed quantitatively and qualitatively. Analysed data was presented using qualitative and quantitative methods. Qualitative methods included narratives and descriptions while quantitative methods included tables showing comparisons, fluctuations and distributions in percentile presentations. The study found out that there were various school cultural aspects that affect students’ academic performance. They included shared norms by teachers, positive assumptions on academic performance of students and good incidences among teachers which were most predominant positive cultural aspects in selected Public Secondary Schools that enhanced Students’ academic performance. Findings also revealed some predominant negative cultural aspects in schools; these were rumours among students and rumours among teachers. The study therefore concluded that positive school cultural aspects had significant influence on students’ academic performance. The study recommends that School cultural aspects should be given strong emphasis since they have great influence on school climate that contributes to students’ academic performance.Item The Relationship between Socio-Cultural Practices and Low Participation of Girls of Maasai Origin in Public Secondary School Education in Kajiado County – Kenya(Kenyatta University, 2021) Mungania, Silas Mwenda; K.F Kirimi; Daniel B. NyanjeCountries in sub-suharan Africa have for decades grappled with bridging the gap in enrolment numbers between male and female students.Education for All[EFA]. Semi-Arid areas is complicated by poor infrastructure, rural tradition, and circles of poverty. The government of Kenya through the Ministry of Education has invested immensely in the education sector in the quest of ensuring there is increase of girls’ participation in secondary education and to improve transition rate of girls from secondary education to colleges and Universities. Despite all this effort, the level of girls’ participation in secondary education remains low. The purpose of this study was to establish the relationship between socio- cultural practices and low participation of Maasai girls in secondary school education in Kajiado County. The variables under the study are: To establish the socio cultural practices of the Maasai people, to document the current trends of school attendance of Maasai boys vis-as vis Maasai girls, to establish the possible retrogressive social cultural practices that affect Maasai origin to participate in Secondary education and to suggest ways of improving participation of girls of Maasai Origin in Secondary Education in Kajiado County. The study adopted a descriptive design since it describes the current status in a social system such as a School. The target population was girls of Maasai origin in public secondary schools in selected schools in Kajiado County. The study population was drawn from five girls’ boarding public schools and five mixed day public secondary schools, one County Education Director from the Ministry of Education, ten Principals, forty teachers’ , and two thousand one hundred thirty students giving a total population of two thousand one hundred eighty one in Kajiado, Kenya. Purposive sampling was used to sample both the County Education Director from the ministry of Education and Principals from public secondary schools while simple random sampling was utilized to sample students, giving a total sample of six hundred twenty six. The study sample size was one County Education Director, five Principals, twenty teachers and six hundred school girls, making a total of six hundred twenty six out of the target population of two thousand one hundred eighty one. Data collection tools for the study were interview schedules and open ended questionnaires. The selection of the schools for interviewing was done through stratified sampling while the girls were selected through systematic sampling. The data from the field was sorted out. Responses were coded and analyzed by computer using the statistical package for social sciences (SPSS version 21.0).In the resultant analysis pie-charts, frequency tables and bar graphs were used to present the quantitative data. The collected data was analyzed by mixed method where the quantitative data was presented in form of percentages, means and standard deviation. The quantitative data on the other hand was analyzed by use of content analysis and presented in prose form. Inferential statistics was carried out to ascertain the relationship between the independent variables and the dependent variable. The study found that the participation of girls in most of public secondary school was low as compared to their boy’s counterpart. The research findings indicated that early marriages and retrogressive cultural practices affect girls of Maasai origin to participate in education in Kajiado County. The study findings therefore recommended that there is need to create awareness to both parents as well as the whole community at large as this was seen as only way which will enhance the girl’s participation in secondary schools.Item Reading Difficulties on Academic Perfomance among Standard Seven Pupils in Public Primary Schools, Bungoma County, Kenya(Kenyatta University, 2021) Karanja, Francis; Daniel N. Sifuna; Isabella M. KamereThe study investigated the influence of reading difficulties on academic performance. The role of school and home environments on the influence of reading difficulties was yet to be investigated in the context of primary schools. The study addressed this research gap by testing for the mediating and moderating effects of school and home environments on the influence of reading difficulties. The objectives of the study were to examine the influence of reading skills difficulties on academic performance, moderating effect of home environment and mediating role of school environment on the influence of reading difficulties of standard 7 pupils within public primary schools in Bungoma County. A descriptive survey research design facilitated the collection of data. Data was collected by use of questionnaires from 179 pupils, 10 focused group discussion, interview schedules from 21 teachers, interview schedules from 11 head teachers and observation schedules. The Sample for the study was from public primary schools within Bungoma County. Purposive sampling technique was used to select Bungoma South Sub-County. A pilot study was carried out on the instruments to find out reliability and validity in a school around Bungoma County. Data from questionnaires was compiled, edited, coded and analysed by use of SPSS programme. From the findings, pupils agreed that reading comprehension difficulties had a negative influence on academic performance and that they had to be good readers in order to perform well. Reading instruction did not have an influence on academic performance. Possession of good language skills had positive influence on academic performance. Cognitive skills included, thinking, logic and understanding influenced academic performance. Pupils with reading difficulty did not read less than others and were neither frustrated nor demotivated. Home environment contributed to academic performance. Inadequate reading materials, frequent absenteeism and high number of pupils in classrooms influenced reading difficulty. Based on the research findings the researcher made the following recommendations: The government should consider ways of building more infrastructures such as library and extra classes to accommodate the large number of pupils in primary schools especially with the advent of the CBC.The government should deploy more teachers in public primary schools to alleviate reading difficulty. Parents should be sensitized on the need to collaborate with schools in order to assist their children to read without difficulty. Schools should come up with measures of helping and motivating pupils with reading difficulties. Due to the high number of pupils in classes teachers need to consider individual attention in order to assuage the problem of reading difficulty among pupils. Suggestions for further research were that a similar study should be carried out in other sub-counties to find out the situation in other areas of the country. Also, the study could be extended to private primary, secondary schools and tertiary institutions. Moreover, studies on other aspects that influence reading difficulty such as mother tongue influence need to be investigatedItem An Examination of Kenya’s Fight against Corruption and Tribalism through Education with Reference to Freire’s Concept of Education for Liberation(Kenyatta University, 2021) Kiarie, Njuguna Peter; Daniel Batso Nyanje; Francis WokabiEducation can be used as a tool for either domestication or liberation depending on the way national programs are intended, formulated and implemented. Education that domesticates makes learners passive recipients of knowledge as it is dominated by the teacher. Consequently, learners neither realize their full potential nor participate in changing realities in their world. Iiberative education, learners are active participants in developing knowledge and become co- creators by developing critical consciousness which is necessary for realization of their potentialities to initiate change. In Kenya, many graduates of education system continue holding onto practices which dehumanize society such as corruption and tribalism rather than interrogating their practice and taking responsibility to change people's perception towards such vices. This study therefore sought to examine how education in Kenya could be made more liberative using Freire's concept of liberative action of education in order to liberate the society from these practices. The researcher has reviewed literature on the basis of themes that were guided by the objectives of the study. These were: To elucidate implications of various forms of bondage that dehumanize the Kenyan society, the Freirian concept of education for liberation, the success of education in liberating learners from social cultural and political problems in the society and how education could be made a more effective tool for liberating learners from social cultural and political problems. This study is guided by the Freire’s theory of learning which strongly supports student-centered approach to teaching and learning. As a philosophical study, phenomenological and analytical methods of inquiry were used to process data in order to derive conclusions that may provide insights on how education could be used to liberate Kenyans from practices which dehumanize the society. The findings of this study indicate that the bondage of corruption and tribalism has weakened social fabric and economy while democratic processes are negatively affected. Ultimately this has resulted to a lot of suffering and increased poverty levels. The study shows that education has not succeeded in liberating Kenyans from the bondage of corruption and tribalism which have enhanced tribal rather than national consciousness and exploitation of the masses by the elites. This study finds value in Paulo Freire’s concept of liberative education which proposes development of critical consciousness among learners to empower them to tackle problems in their world. The study recommends application of this concept in Kenyan education in order to make it an instrument of liberation and empower the people to break the bondage of tribalism and corruption.Item Influence of Peer Bullying on Student Engagement in School Activities: The Case of Secondary Schools in Laikipia County, Kenya(Kenyatta University, 2021) Ombasa, Edwin Andama; Violet K. Wawire; Salome NyamburaThe World Health Organization ranked Kenya among countries with the leading cases of bullying in 2016. According to the study, prevalence of bullying in Kenyan secondary schools was 57.4 % for students who got bullied at least once a month. These findings raised concern because bullying causes physical, emotional, and psychological harm to victims. However, prior studies did not compare how peer bullying affects academic and co-curricular engagement of victims, bullies and observers. It was against this background that the study investigated the influence of peer bullying on student engagement in school activities in Laikipia County. The study used the theory of humiliation by Evelin Gerda Lindner. A descriptive survey design was used. Stratified random sampling and purposive sampling were used to sample 374 students, 11 teachers, and 11 Deputy Principals from 11 schools. Questionnaires, focus group discussions, and interviews collected data. Piloting was done in one school to establish the validity and reliability of the instruments. Qualitative data was categorized into themes and analyzed in a narrative form whereas quantitative data was analyzed using percentages and frequencies. Frequency tables presented quantitative data whereas qualitative data was presented in narrative themes. The first objective revealed that verbal, physical, and property forms of peer bullying were common among peers. The second objective found that boys were more likely to be involved as victims of property and physical bullying whereas girls were more likely to be involved as victims of verbal bullying because bullies used their physical appearance to bully them. The third objective about the influence of peer bullying on academic engagement revealed that being bullied made victims skip lessons because of fear. Other victims stopped answering questions and failed to write lesson notes because of stress. Perpetrating peer bullying caused suspension from school for bullies. It also made bullies miss exams for violating school rules. In contrast, observing incidents of peer bullying created fear among observers and influenced them to change schools and withdraw from discussion groups. The fourth objective on the effects of peer bullying on co-curricular engagement revealed that being bullied caused victims to drop out of co-curricular activities because of fear. Furthermore, victims developed hatred and convinced friends not to join co-curricular activities. Perpetrating peer bullying caused bullies to be suspended from CCAs for creating disturbance. Other bullies missed competitions and got expelled from co-curricular activities. Observers lost morale to participate in CCAs and eventually dropped out for fear of being bullied. These findings led to the conclusion that an increase in cases of peer bullying lowered academic and co-curricular engagement. The study recommends that teachers should increase vigilance on students and ensure that cases of low academic and co-curricular engagement caused by peer bullying are detected early and curbed.Item Implementation of Government Policies and Teaching of Kiswahili in Primary Schools in Bungoma County, Kenya(Kenyatta University, 2021) Makatiani, Cyril; Rubai Mandela; Ibrahim O. OandaThe purpose of this study was to investigate the gaps that exist in functional relationships between the government’s stated policies on the teaching of Kiswahili language in public and private primary schools and the actual practice during the implementation of these policies. Kiswahili is a compulsory subject at primary school level in Kenya. The study confined itself to Bungoma County in Kenya. The major objectives of the study were to find out if the coverage of content in Kiswahili syllabus in the public and private primary schools showed consistency with government policy that the syllabus should be recommended by the Ministry of Education and covered within eight years of schooling. Next was to find out the effects of implementing these policies on the availability and adequacy of instructional materials in these schools. The study also assessed whether the modes of evaluation were in line with those recommended by Kenya National Examinations Council. Finally, the study examined the influence of composition of the staff teaching Kiswahili syllabus in classes 5 and 6 in line with the stated government policies. The review of related literature was mainly drawn from secondary sources, works of commissions or task forces and research works. This review explicated the gaps that need to be filled. The study adopted a collective case study design as a better option for in-depth exploration of a situation. This enabled the researcher to understand how beliefs and opinions in the pattern of mental states of those working in public and private primary schools influence effective policy implementation process. The population for the study comprised public and private primary schools in Bungoma Municipality Zone of Bungoma County. The target population for this study included the field education officers from MOE and TSC in the study area, head teachers and their deputies, heads of Kiswahili panels, staff teaching Kiswahili in classes V & VI and their respective learners in these classes. A total of about 11% informants were targeted from public and private primary schools in this zone. In-depth interviews, Focused Group Discussions, observation schedules and questionnaires were used as tools for data collection. This study had both qualitative and quantitative approaches, but more emphasis was on qualitative research. Qualitative data was organized into themes, pertinent to patterns of the study, from which the researcher closely examined the usefulness of information in response to the research questions. Quantitative data was analysed by use of Statistical Package for Social Sciences (SPSS) computer package version 16. Responses from interview and observation schedules, FGDs and questionnaires were organized according to pertinent aspects of the study. The findings were presented by use frequencies, tables, and graphs. The study unravels the ways of improving content delivery, availability, and adequacy of instructional materials, as well as modes of assessing learners in Kiswahili in public and private primary schools. This study recommends effective implementation of the policies during actual classroom teaching. This is vital in fighting the negative perception of teachers and learners towards the teaching of Kiswahili. 1Item School-Related Characteristics Influencing the Implementation of Free Primary Education Programme in Uasin Gishu County, Kenya: a Comparative Perspective(Kenyatta University, 2021) Kipchirchir, Musa; Maurice I. Makatiani; Ibrahim O. OandaThis study sought to explore the school-related factors that are influencing the degree of success or failure in the implementation of Free Primary Education (FPE) at school level in Uasin Gishu county of Kenya. The study was a comparative study of primary schools in the rural and urban areas of the county. The provision of basic education is very crucial in laying the foundation for meaningful development in any country. The Kenya government introduced the FPE programme on January 6, 2003 with an aim of increasing access and participation in primary education across the country. Studies have shown that the policy has not had the desired impact as the initial entrants to primary schools were faced with various challenges, leading to dropout and therefore wastage. One of the Millennium Development Goals (MDGs) was ensuring universal primary education by 2015. The overall purpose of the study was to find out if schools, through the Head teachers, BoM members, and teachers, had the required potential to sustainably manage and implement the programme. The Head teachers are expected to have both administrative and financial management and book-keeping skills being the implementers of government policies at the school level. The research questions sought answers on whether Head teachers have the necessary administrative skills, and whether the BoM members have the required management skills, availability and quality of teaching and learning resources, perceptions of teachers on FPE, and how the challenges experienced can be addressed. The researcher collected both quantitative and qualitative data using questionnaires, interview guides and observation schedule. The study sample included a total of 12 schools in urban areas selected from the five zones within Eldoret Municipality and another 12 from those found in the surrounding rural areas. Stratified random sampling method was used. The participants in the study included 24 Head teachers, 44 Board of Management members, and 48 class teachers pooled from the selected schools. Presentation and analysis of descriptive data was done using frequency tables, cross tabulations and interpretations made. The study found out that schools are still faced with a number of challenges in implementing the programme. These include lack of financial management skills, inadequate financing, inadequate physical facilities, teacher shortage and limited parental participation. The study found out that rural and sub-urban schools are disadvantaged in the implementation of the FPE programme. The study recommends that the Ministry of Education (MoE) should continually create and monitor awareness among various stakeholders especially BoM members and parents on their roles in implementing FPE programme. It is also recommended that Head teachers be given appropriate training on financial management. Hiring of more teachers by the government was identified as key in matching the ever-increasing pupil enrolment in public schools. Allocation of adequate funds and timely disbursement to schools is also critical in ensuring the success of the programme. This study further recommends the adoption of a participatory approach where key stakeholders are involved in budgeting since schools in rural and urban areas have unique priorities.Item Influence of Institutional Variables on Numeracy Levels among Lower Primary School Pupils in Kiambu County - Kenya(Kenyatta University, 2020) Maina, Peter MwangiMathematics has a fundamental position in a school curriculum. Mathematics is expected to give learners competencies required to possess their correct places in areas of industry, technology, science and commerce, core skills needed for attainement of the big four agendas in national development. Owing to its significance in society, in the present education system in Kenya, mathematics is a core subject from primary through secondary school level of the educational system. Despite the appreciation of the importance of mathematics by parents and other educational stakeholders in Kiambu County, pupils‟ numeracy levels in lower primary is low, yet most important skills of numeracy are acquired at the foundational basic level of a child‟s learning. This study aimed to examine the influence of institutional variables on numeracy levels among lower primary school pupils in Kiambu County, Kenya. This study sought to realise the following objectives: To examine the influence of school physical facilities on numeracy level among lower primary school pupils; To establish the influence of teachers‟ characteristics on numeracy levels among lower primary school pupils; and to establish the influence of the availability of teaching and learning materials on numeracy levels among lower primary school pupils in Kiambu County. The study adopted a descriptive survey design. The target population comprised of all the 104 head teachers and 412 lower primary school teachers in all the primary schools (public and private) in Gatundu North Sub County, with a sample of 42 head teachers and 42 lower primary school teachers, obtained through stratified sampling, simple random sampling and purposive sampling techniques. The data was gathered using questionnaire, interview schedule and observation check list/schedule. The reliability of the study tools was obtained using test re-test method while the validity of the research tools was measured against construct and content of the tools by consulting with specialists and experts at the department. Piloting was done from a sample of 2 primary schools in the study area. Qualitative data was analysed thematically based on the research objectives and presented in narrative forms while the quantitative data was analysed descriptively using frequencies and percentages and presented in tables and charts. Results showed that a number of variables (school physical facilities, teaching and learning materials and teacher‟s teaching experience) in this study were influencing classroom learning environment which contributed to low numeracy levels in lower primary schools in Kiambu County. It was concluded that, inadequately available school physical facilities and teaching and learning materials may be the main cause of low numeracy levels in lower primary school pupils in the study area. It was recommended that parents be sensitized to participate in forums which could help primary schools get funded for physical facilities and teaching /learning materials and that the government agencies such as CDF and county Government funding be improved to help improve school physical facilities. More so, the Government should increase the Free Primary School funding to enable schools buy more teaching/learning materials and improve school infrastructure. Finally, this study was concerned with the numeracy levels only, and therefore a study may be carried out to find out the determinants of literacy levels in lower primary school pupils.