MST-Department of Educational Foundations

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    Socio economic and socio cultural obstacles to boy child retention in public primary schools In Embu County
    (Kenyatta University, 2025-01) Njuki Gladys Wanjiru
    The study focuses on understanding the socio-economic and socio cultural obstacles that impede the sustained enrolment of boys in government-run primary schools. It seeks to delve deeply into the factors that obstruct the continuous education of male pupils in these institutions. The study was guided by the following objectives; to establish trends in the retention of boys in public primary schools in Embu County; to determine how socio economic obstacles affect boy child retention in public primary schools in Embu County; to examine measures that can be put in place enhance boys access and retention of boys in public primary schools in Embu County. The cases of pupils dropping out of school are rampant in that region and have caused great concern to the Kenyan government and the community in the study area. The study was guided by the Social Learning Theory. The study population consisted of 384 public primary schools and the researcher targeted school head teachers, teachers and class 7 and 8 pupils. Purposive sampling method was be used to get a sample size of 20 primary schools. The researcher purposively sampled 2 teachers in every school, one being the head teacher. The research involved a total of 280 participants, including 123 seventh graders, 117 eighth graders, 20 educators, and 20 head teachers. The study utilized a descriptive survey approach, gathering primary data through detailed questionnaires. The collected quantitative data was analyzed using SPSS version 21 and descriptive statistics, with the findings presented in graphs, frequency tables, and percentages. Narrative analysis was used for the qualitative data, which was then organized into themes. Key findings highlighted socioeconomic obstacles, such as sand harvesting, Miraa farming, transport business, income prospects, and household poverty, as major contributors to boys' school dropout rates. Boys drop out is also caused by prevailing social socio cultural obstacles which include society’s assumption on boys participation in education, inadequate mentorship of boys in line with labour and neglect by society as media over emphasizes girl child education. This scenario disadvantages the community and the effects of the same are likely to spill over to the rest of the surrounding communities.
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    Efficacy of Disciplinary Measures Used in Curbing Deviant Behavior among Students in Secondary Schools in Murang’a County, Kenya
    (Kenyatta University, 2025-05) Kithinji, Carolyne Miriko
    Deviance is a rampant problem in schools worldwide which has rendered the schools unsafe for normal academic activities and therefore these deviant acts are now of a great concern to school authorities and parents. Effective classroom learning cannot occur unless teachers are able to develop and implement effective discipline and management systems. Since good discipline brings good results in every school endeavor it is important to put up effective measures for curbing deviance. To realize this purpose, this study investigated the effectiveness of disciplinary measures put in place for curbing deviance among students in secondary schools in Kandara Sub county, Murang’a County. The study also sought to suggest possible and effective strategies for curbing deviant behavior among secondary schools in Murang’a County. The study was guided by assertive discipline theory by Marlene Canter. The sample size comprised of 10 public secondary schools out of 53 public secondary schools in Kandara sub-county of Murang’a County. The sample size was purposively selected. Primary data was collected using questionnaires and focus group discussions. The questionnaire was administered to 100 teachers and 200 students in form three. The questionnaires contained both open- ended and structured questions. Research findings were analyzed using descriptive and inferential statistics. The latest version 20 of SPSS was used in analyzing the quantitative data. Qualitative data was analyzed thematically. Findings were presented using frequency distribution tables. Study findings revealed that disciplinary measures used in different schools vary to a greater extent and they include both the recommended and the harmful ones. The study also revealed that caning students takes place in schools despite the government ban of corporal punishment. Moreover, the guidance and counseling unit was found to be non-functional in some schools. Study highlighted the major challenges faced by teachers in curbing deviant behaviors were non-cooperative parents and students, lack of support from society and administration. In addition, students’ negative perception and development of avoidance behaviors was also identified as a major threat towards efficiency of disciplinary measures used. Therefore, this study makes a major recommendation to the ministry of education to come up a clearly defined behavior policy to control students’ behavior in school. The study also recommended the strengthening of guidance, counseling, and sensitizing parents on the importance of discipline to the education of their children. Finally, students’ involvement and reinforcement was also recommended. In summary, the key beneficiaries of this study work are the stakeholders in the Ministry of Education to initiate in-service training geared to equip teachers with the necessary effective methods of handling students deviant behavior in secondary schools and educate them on the methods which are not effective like suspension as the study reveals
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    Single Parenting as a Correlate of Students’ Academic Performance in Selected Secondary Schools in Nakuru County, Kenya
    (Kenyatta University, 2023-11) Awino, Brenda Achieng’
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    Single Parenting as a Correlate of Students Academic Performance in Selected Secondary Schools in Nakuru County, Kenya
    (Kenyatta University, 2023-11) Awino, Brenda Achieng
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    Competency Based Curriculum in Kenya: Taking Stock of Implementation Process at Early Years Education
    (Culture, Education, and Future, 2025-06) Wanyama, Bernard Wasilwa
    This paper argues that the government implemented Competency Based Curriculum (CBC) with the aim of nurturing global learning competencies into learners. However, the quest faced many challenges at the Early Years Education (EYE) level. Such scenario was going to have a negative implication on producing learners with envisaged competencies. The purpose of this study therefore, was to investigate the gaps that existed in the designed curriculum framework and the actual practice during implementation process. The study adopted descriptive survey design method. Purposive sampling and simple random sampling were employed to select participants. Interview schedules, document analysis and structured observations schedules were utilized to collect data. Quantitative data was analyzed by use of frequencies, percentages, means, pie charts and bar graphs while qualitative data was analyzed thematically and reported inform of quotations and narrations. It was established that gaps existed in the stated curriculum framework designed and the actual practice during implementation. The study concluded that teachers’ we’re not sufficiently retooled on pedagogy and assessment, making their understanding on curriculum implementation vague. There was acute shortage of infrastructure especially digital devices and internet connectivity, undermining the attainment of digital literacy competency. Stakeholders were not adequately sensitized on the rationale for the curriculum reforms before roll out making them sceptical, uncertain and doubtful. It recommended retooling of teachers, funding to be backed by a coherent policy which prioritizes the provision of infrastructure, teaching and learning resources and sensitization process to involve all stakeholders working to implement the reform in shared sense-making.
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    Utilization of Information, Communication and Technology and Its Influence on Financial Management in Public Secondary School in Machakos County, Kenya
    (Kenyatta University, 2024-05) Mutisya, Gloria Mwikali
    Many organizations have adopted ICT to perform their daily activities. In educational institution, ICT is greatly used with aim that it will lead to better performance of the institution. However, this has not been the case as some of the initial problems are still experienced today. The purpose of this study was to examine utilization of ICT and its influence in financial management in public secondary schools in Machakos County. The objectives of this study were: To determine principal access to ICT infrastructure and its influence on financial management, determine principals knowledge on utilization of ICT and its influence in management of finance, determine principals perception towards utilization of ICT and its influence on financial management and also determine principals ICT competency and its influence on financial management. The study was guided by the theory of Technological Acceptance Model the study adopted descriptive research design, questionnaires and interview schedules were used to collect data. The study targeted 66 respondents which constitute 33 principals and 33 bursars. Purposive sampling technique was used to select the sample. Cronbach`s coefficient alpha was used to test reliability, coefficient of 0.7 or over was assumed to reflect internal reliability of the instruments while validity of research instruments was determined through consultation with experts. The data was analyzed using descriptive and inferential statistics. Statistical packages for social science (SPSS V22) was used for analysis. Frequencies, percentages, mean and standard deviation were used to analyze the data and tables, pie charts and bar graphs were used to present the data. Pearson’s Chi-square test was used to determine the influence of the independent variables on dependent variable. The study established that principal had access to basic ICT infrastructure, they had varying levels of knowledge and skills on ICT and these significantly influenced their use of ICT in financial management. Principals perception and competencies also influenced the way they utilised ICT in financial management. The study recommends that government through MOE to enhance wider access to ICT infrastructures in schools and principals to develop skills that will enable them utilize more of available ICT infrastructures.
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    Perceptions of Teachers and Learners on the Influence of Private Supplementary Tuition on Academic Performance in Secondary Schools, Kilifi County, Kenya
    (Kenyatta University, 2024-04) Namulundu, David Bwire
    Private supplementary tuition (PST) is a widespread practice in secondary schools globally. Despite this, there is a dearth of research on its perceived influence on academic performance in publicly and privately funded secondary schools in Kenya. This study aimed to explore the perceptions of teachers and learners regarding the impact of PST on academic achievement in secondary schools in Malindi Sub-County, Kilifi County, Kenya. The study sought to answer the following research questions: To what extent is PST prevalent in public and private secondary schools in Malindi sub-county? What are teachers' insights into the influence of PST on academic achievement? What are learners' views on the influence of PST on academic achievement? And what are the trends in the usage of PST and its influence on academic achievement in public and private secondary schools in Malindi sub-county? A descriptive survey research design was employed, and data was collected through self-administered survey questionnaires and semi-structured interviews with a randomly selected sample of 20 teachers and 100 learners. The study utilized a mixed-method approach, combining quantitative analysis using SPSS software (version 26) and qualitative analysis through thematic analysis technique. Ethical considerations were followed to ensure participant anonymity and confidentiality. The findings reveal the prevalence of PST in secondary schools, with significant time devoted to these supplementary sessions by both students and teachers. Teachers generally hold positive perceptions of the impact of PST on academic performance; however, it also leads to stress and anxiety for parents. The high cost of PST limits accessibility, posing concerns of equity and social justice in education. The study recommends the regulation of PST, provision of free or low-cost sessions for disadvantaged students, emphasis on developing critical thinking skills, teacher training, and further research on the topic. This study contributes to the existing knowledge base on the influence of PST on academic performance, addressing a significant research gap at the secondary school level in the context of Malindi Sub-County, Kilifi County, Kenya. The findings provide valuable insights for policymakers, educators, and parents to make informed decisions regarding the regulation and implementation of PST practices, with the aim of improving educational outcomes and promoting equitable access to quality education.
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    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 Muchanje
    Decision-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.
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    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 Sifuna
    The 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.
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    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-Kamere
    In 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.
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    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 Kombo
    Drug 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.
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    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 Gathara
    Education 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.
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    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. Makatiani
    Education 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.
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    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 Kirimi
    Performance 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.
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    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 Gathara
    The 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.
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    Effects of fishing activities on retention rates among students in public day secondary schools in Kisumu County, Kenya
    (Kenyatta University, 2022-07) Owiyo, Ogalo Yonah
    The 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.