RP-Department of Educational Management Policy & Curriculum Studies
Permanent URI for this collection
Browse
Recent Submissions
Item Relationship between Utilization of Physical Infrastructure and Students’ Academic Performance in Secondary Schools in Machakos County, Kenya(IAJSSE, 2024-11) Kamuya, Naomi Mueni; Guantai, Hellen KiendeIn recent years, the performance of public secondary schools in Machakos County, Kenya, has shown signs of concern. Closer examination of the KCSE performance data from 2012 to 2020reveals a fluctuating pattern that warranted investigation. This study aimed at establishing the influence of utilizing physical infrastructure on the students ’academic performance in secondary schools in Machakos County. The study was guided by the following objectives: (i) To establish the influence of the utilization of computer laboratories on the performance of KCSE in secondary schools in Machakos County; (ii) To determine the influence of science laboratory utilization on students’ academic performance in secondary schools in Machakos County;(iii) To establish the influence of library utilization on students’ academic performance in secondary schools in Machakos County. The study was guided by the System Resource Theory by Yutchman and Seashores (1967) and employed a correlational research design. The target population was all 202 public secondary schools in Machakos County. The unit of observation was 43,688respondents comprising 202 principals, 3,030 teachers, and 40,456 students. Simple random sampling technique was employed to select the 20 public secondary schools which represents 10% of the schools. The study used a census to select 20 principals from the 20 schools because the number was very small. For the remaining respondents, 26 teachers and 338 students for the sample of 20 schools, this study used stratified sampling method. Data were collected through interviews with teachers and questionnaires from students. Pilot testing was conducted to identify potential issues or ambiguities in the instrumentsand1allows for necessary modifications. Content validity was ensured through consultation with specialists in education management, and reliability was assessed through a test-retest method. Data analysis was s done using descriptive statistics including mean, standard deviation, frequency, and percentages. Regression analysis was used to test the hypotheses at a significance level of 0.05 and to examine the relationship between one or more independent variables (predictors) and a dependent variable (outcome). This study might help policymakers at the Ministry of Education create a framework for how the money would be distributed to public secondary schools to upgrade infrastructure and increase students' and teachers' access to physical resources. The study found that majority of the secondary school students’ in Machakos County used the computer lab for academic purposes. Moreover, the study found that the science labs were used for experiments with an appropriate duration and frequency, and the science laboratories were available in their school. The study also found that it was uncertain whether the nature and quality of library facilities contributed to a positive learning environment, and the library facilities were user-friendly and promote effective research and study. The study concludes that utilization of science laboratories (β=0.843, p-value=0.025<0.05) had the greatest influence on student academic performance in secondary schools in Machakos County, followed by utilization of library (β=0.774, p-value=0.008<0.05), while utilization of computer laboratories (β=0.632, p-value=0.023<0.05) had the least influence on student academic performance in secondary schools in Machakos County. The study recommends that secondary schools in Machakos County should prioritize investment in upgrading and maintaining computer lab resources to ensure adequacy and functionality.Item The effect of public engagement on service delivery in Kisumu County(Reviewed Journal International, 2024-10) Musimbi,Saliku Junne; Mbirithi, Daniel MangeThe Kenyan government begun a process of creating an Integrated Development Plan used by the municipalities to create a five-year strategic development plan. As a kind of business plan, Integrated Development Planning (IDP) is a mechanism that offers direction on municipalities’ budgeting and decision-making processes. The plan provides framework for managing the use of land, infrastructure and managing environment. This study examined the effects of public engagement on service delivery in Kisumu County. Conflict theory and democratic theory served as the foundation for this study's analysis. Information from respondents was gathered using a descriptive research approach. The 177 personnel registered to vote in Kisumu County as of the general election of 2017 were the study's target demographic (IEBC, 2017). This was divided into 10 County Executive Committees (CECs), 40 county directors, 35 ward administrators, 70 village administrators, 15 chief officers, and 7 sub-county administrators who were in charge of the integrated development plan in Kisumu County. The KNBS determined the number of employees as of December 2021. The study chose 123 participants from Kisumu County's County Executive Committees (CECs), sub-county administrators, ward administrators, village administrators, chief officers, and county directors. The outcome estimated using the Yamane (1967) methodology at a ninety five percent confidence level. To gather data on independent and dependent factors, Kisumu County's sub-county administrators, ward administrators, village administrators, chief officers, County Executive Committees (CECs), and county directors were requested to respond to standardized questionnaires. Descriptive and inferential statistics were applied to examine the findings. Findings indicated a positive and significant influence public engagement on service delivery in Kisumu County. The study concluded that performance targets aligned with a county's development plans influence service delivery. Open dialogue between the county government and the public is a vital component of effective governance. County governments that actively embrace and are committed to considering public input in their decision-making processes significantly enhance their public image. It was recommended that the county government of Kisumu should ensure that performance targets should be aligned with the county’s development plans. The county government of Kisumu should hold open dialogue between with the public for quality deliberation and consensus. The county government of Kisumu should be open to and be committed to considering public input in the decision process.Item Influence of Teachers’ Age, Gender, and Personality on Students’ Academic Achievement in Kiswahili: A Case of Public Secondary Schools in Murang’a and Kiambu Counties(EdinBurg, 2024-11) Munyaka, Lucy Wanjiru; Bunyi, Grace; Itolondo, WilfridaPurpose: Teachers have a vital influence on students’ academic achievement. The steady decline in academic performance of secondary school students has generated a lot of interest among stakeholders in the education sector in Kenya. Despite efforts by teachers to improve their skills and technical expertise the performance of students in KCSE examinations and Kiswahili in particular has not been encouraging. In the year 2020, Murang’a and Kiambu posted the least mean scores of 4.3 and 4.4 respectively in comparison to neighboring counties Nyeri and Kirinyaga which had mean scores of 4.62 and 4.64 respectively. The purpose of this paper was to establish the nexus between Kiswahili teacher characteristics and students’ academic achievement in Kiswahili at the Kenya Certificate of Secondary Education examination (KCSE) results in Kiambu and Murang,a counties. The objective of this paper was to establish the influence of teachers’ age, gender, and personality characteristics on students’ academic achievement in KCSE examination results. Methodology: A descriptive survey research design was utilised. The target population was 29,134 comprising 512 principals, 1,172 teachers, and 27,450 students across 512 secondary schools in Murang’a and Kiambu counties. A sample size of 103 schools through proportionate and 299 Kiswahili teachers, and 395 students was obtained through Yamane sampling formula. Purposive sampling criteria were used to obtain 103 principals across the 103 sampled schools. Data was collected using a questionnaire for principals, students, and teachers. Results: It was established that teachers’ Pedagogical Content Knowledge, professional skills and academic achievement, and teachers’ characteristics positively influenced student academic achievement in Kiswahili at KCSE, (M = 4.0, SD = 1.1), (M = 3.9, SD = 0.8) and (M = 3.8, SD = 1.1) respectively. ANOVA test showed teachers characteristics in terms of gender was the only aspect which statistically, significantly differed with teachers’ response and the response from principals and students, p =. 000. These findings emphasized the complexity of teachers’ factors affecting students’ academic achievement. Conclusion: There is a nexus between teacher characteristics and students’ academic achievements as perceived by principals, teachers, and students. This is related to recommendations that every practicing teacher should enroll in a teacher performance development program initiated by TSC to enhance and update teacher pedagogical content knowledge in teaching for an impressive students’ academic achievement.Item Impact of Covid-19 on the Financial Stability of Commercial Banks in Kenya(EJEFR, 2024) Mathenge, Noah Muthondu; Muniu, JosephCountries worldwide were gripped by the COVID-19 pandemic for the greater part of 2020 and 2021. COVID-19 spread to virtually all nations around the globe, causing a contraction of the global economy, and Kenya was no exception. Governments worldwide deployed social distancing, lockdowns, and curfews, which resulted in employee lay-off, business closure, and suppressed demand for commodities and services, eventually trickling down to commercial banks. The Kenyan banking sector experienced deterioration in asset quality which has been worsening since 2014 when it stood at 5.6 percent, reaching an all-time high of 14.5 percent in 2020 whereas Return on Assets which has also been declining since 2014, stood at 4.46 percent dropped to a record low of 2.07 percent in 2020 during the pandemic. This study, therefore, sought to determine how the financial stability of Kenyan commercial banks has been impacted by the COVID-19 shock. The study sought to specifically establish how both Z-score and capital adequacy of Kenyan commercial banks were impacted by the COVID-19 pandemic. Financial intermediation theory, Capital buffer theory, and Financial Instability Hypothesis anchored the study. The research design embraced was non-experimental, while the financial stability proxy was Z-score. The study’s target population was 19 commercial banks in Kenya between the years 2015 and 2022, which had complete data on all the study variables. Annual bank-level data was obtained from Kenya`s Central Bank`s annual supervision reports from 2015-2022. Event study methodology was used while collecting data whereby, the event window was 2020-2021, the period before the event (COVID-19) was 2015-2019, and the period after the event was 2022. The study espoused a panel vector autoregression model in data analysis where the impulse response functions were generated. The researcher discovered that the COVID-19 pandemic adversely impacted Z-score and capital adequacy. Based on the research findings, the Government of Kenya ought to institute non-disruptive pandemic control measures such as proper hygiene and wearing of masks as opposed to quarantines and lockdowns, which are detrimental to commercial banks' operations and other businesses, ultimately leading to a decline in income for commercial banks. Moreover, since capital acts as a shock absorber for banks, Kenyan commercial banks should strive to achieve and maintain the minimum capital adequacy ratios set by the Central Bank of Kenya. This will ensure that commercial banks in Kenya cushion themselves against economic shocks generated by pandemics such as COVID-19.Item The Extent to Which Curriculum Support Costs Influence Students’ Gross Enrolment Ratio in Laikipia County, Kenya.(IJRISS, 2024-07) Kamau, Patrick Muchiri; Magoma, Charles M.; Mogaka, Malach M.This study was set to investigate the students’ participation in education in day secondary schools in Laikipia County as measured by gross enrolment ratios. It was necessitate by the declining enrolment ratios in day secondary schools within the county. The main objective was to analyze the extent to which curriculum support costs influence students’ gross enrolment ratio in Laikipia County. The target population was 19,065 respondents, of whom were, five subCounty directors of education; 78 principals; 7,800 form three and four parents; 8,870 form three and four students, and 312 form three and four class teachers. Census was used to select five SCDEs, stratified random sampling was used to select 25 principals and 400 students, simple random sampling to select 400 parents and 100 class teachers to make a sample size of 930 participants. Both probability and non-probability sampling methods were used to select a sample size of 930 participants. Pearson Product Moment Correlation Coefficient (r) was computed and a level of 0.87 was achieved. The research utilized tangerine electronic data collection software used for data entry and data cleaning. Statistical Package for Social Sciences (SPSS) was used to analyze quantitative data. mathematical set had a statistically significant relationship with the gross attendance ratio with ordinal rank 2, 3, 4, 5 having (b- 1.161, 1.978, 1.545, 2.194 SE 0.535, 0.451, 0.440, 472, wald 4.703, 19.221, 12.306, 21.588 and p= 0.030, <0.001, <0.001, <0.001) respectively; Mathematical set and table showed positive relationship to the gross enrolment ratio.Item The Degree to Which Parents’ Association Costs Predict Secondary School Students’ Gross Attendance Ratio in Laikipia County, Kenya(IJRISS, 2024-08) Kamau, Patrick Muchiri; Ogeta, Norbert O.; Mogaka, Malach M.This study seeks to examine the extent to which private costs influence the participation of students in public day secondary schools in Laikipia County. The study was necessitated by the declining students’ participation in public day secondary schools as measured by gross attendance ratio and gross enrolment ratio specifically in Laikipia County. The objective of the study was to examine the extent to which private costs influence the participation of students in public day secondary schools in Laikipia County. This study was guided by two theories: Production Function Theory of Education & the Equity Theory of Motivation. The research gathered both qualitative and quantitative data simultaneously using convergent parallel mixed methods design. The target population was 19,065 respondents, of whom were, five sub County directors of education; 78 principals; 7,800 form three and four parents; 8,870 form three and four students, and 312 form three and four class teachers. Census was used to select five SCDEs, stratified random sampling was used to select 25 principals and 400 students, simple random sampling to select 400 parents and 100 class teachers to make a sample size of 930 participants. Both probability and non-probability sampling methods were used to select a sample size of 930 participants. Data was gathered from both primary and secondary sources. Questionnaires were utilized to gather primary data from class teachers, students and parents while structured interview schedules were utilized to gather qualitative data from the sub County directors of education and principals. Pearson Product Moment Correlation Coefficient (r) was computed and a level of 0.87 was achieved. The research utilized tangerine electronic data collection software used for data entry and data cleaning. Statistical Package for Social Sciences (SPSS) was used to analyze quantitative data. Iterative Thematic Inquiry (ITI) was utilized to analyze qualitative data.Item Principals’ Communication and Decisionmaking Practices’ Influence On Students’ Academic Performance in Public Secondary Schools in Turkana County, Kenya((IAJSSE, 2024-09) Ekal, Christine Samal; Munga, Joseph G.Exam results have been used to determine a student's aptitude as well as to choose them for further education and career opportunities. Across the course, Turkana County has been experiencing disparities in Kenya Certificate of Secondary School examination results and has remained poor over the recent five years as shown by the following mean scores: 2016 (3.8531); 2017 (3.5488); 2018 (3.2222); 2019 (2.9078); and 2020 (3.0121). This provides proof that the KCSE scores have been fluctuating in a declining trend. For the past five years, Turkana County's academic performance has been appalling, which begs numerous questions, especially in regard to principals’ management practices and how they influence students’ academic achievement. Principals’ management practices always have devastating effects on students’ academic performance when they are not properly practiced. This study, therefore, endeavored to establish the influence of selected principals’ management practices on students’ academic performance in Turkana County. The research objectives were; to establish the influence of principals’ communication and decision-making practices on students’ academic performance in Turkana Central Sub-County. Fielders' contingency theory served as the foundation for this research. Descriptive survey research design was used in this study. The target population of the research comprised of 16 principals, 200 teachers, and 784 students. A total of 300 respondents were chosen using random for sampling. Principals were chosen using census sampling, teachers through simple random selection, and students through stratified random sampling. Questionnaires with structured and unstructured items were used to gather data. Ten percent of participant questionnaires were examined in order to verify their validity for its intended purpose. In particular, 22 students, 6 teachers, and 2 principals took part in the pilot study. The researcher also requested the supervisor to validate the instruments' accuracy. The study adopted a method of rational equivalence by Kuder-Richardson Reliability. The data was grouped, entered, coded, cleaned, stored, and analyzed with the aid of SPSS v. 26 software. Descriptive statistics in the form of percentages, frequencies, and means were utilized to assess the quantitative information from the structured questions. Narratives and direct quotes were utilized to examine thematically the qualitative data from unstructured questions. Frequency bar graphs, tables and charts were utilized to display the analyzed data. The study findings include: effective communication by pprincipals, characterized by clear articulation of academic goals, expectations, and feedback, positively correlates with student academic performance; and principals who employ evidence-based solutions and involve stakeholders in decision-making demonstrate a more proactive approach to addressing academic challenges. The study concludes that i) effective communication between principals, teachers, students, and parents is foundational to fostering a supportive and engaged school community, and ii) principals’' decision-making practices play a pivotal role in influencing school effectiveness and student outcomes. The study makes the following recommendations: i) principals should prioritize open and effective communication with teachers, students, anItem Curbing Students' Bullying Among Secondary School Learners: The Effectiveness of School Bullying Interventions(Journal of Integration of Social Studies and Business Development, 2024) Kioko, Joseph Wambua; Njihia, Mukirae; Mutune, SusanThis study investigates the effectiveness of bullying interventions in addressing student bullying within secondary schools in Machakos County. Anchored on social learning theory, which elucidates the role of behavior in fostering bullying among learners, the research employed a descriptive survey research design to gather and analyze primary data. A sample of 333 respondents was drawn from a population of 116,053 individuals across 36 schools. Questionnaires and interview guides served as the primary research instruments. The analysis encompassed both qualitative and quantitative methods. Results revealed persistent student bullying despite intervention efforts, with disciplinary measures like suspensions and punishments predominantly employed. Conversely, restorative interventions, anti-bullying programs, and supportive measures were underutilized, demonstrating ineffectiveness in bullying eradication. The study underscores the prevalence of student bullying in secondary schools, attributing it to the inadequate implementation of interventions. Recommendations urge school principals and stakeholders to enhance the efficacy of bullying interventions in secondary education settings.Item Principals’ Classroom Observation Practices and their Influence on Teaching and Learning in Public Secondary Schools in Machakos Sub-County, Kenya(Universal journal of Educational Research, 2024) Kolako, J. BaryarmaPrincipals' instructional leadership bolsters and supports teaching and learning. The study aimed to explore the principals’ classroom observation practices and their influence on teaching and learning in public secondary schools in Machakos Sub County, Kenya. Weber's (1996) instructional leadership model served as the foundation for the study. The research employed a mixed-methods approach using a convergent parallel design. The target population of the research is 3434 and has a sample size of 350 participants, encompassing 10 principals, 40 teachers, and 300 students. The participating schools were selected using a stratified random sampling method. The collected data was cleaned, processed, and analyzed using SPSS 25. Quantitative data was analyzed using percentages and displayed in frequency tables. Qualitative data was labeled, appropriately coded, and transcribed under specified themes. The findings of the study revealed that the principals regularly carried out supervision in the classrooms and ensured that students’ behaviors were controlled in the classrooms by setting class rules. The research recommended that the Ministry of Education, along with the relevant educational agencies, should provide in-service training for principals on their roles as instructional leaders to enable them to proficiently discharge their functions; there should be an increase in the provision of the necessary learning resources to help enhance teaching and learning.Item Establishing the Methods of Poetry Teaching to Influence Critical Thinking among Secondary Schools’ Learners in Kiambu County, Kenya(SARC Publisher, 2023-07) M, Dorker Freeman; Ndethius, Sophia M.; Mulwa, HarrisonMethods of poetry teaching has not only the potential to influence Critical Thinking (CT), but it also enables students’ self-assurance and independent problem-solving skills. Nevertheless, teachers and students the around the world, share the opinion that poetry is difficult to understand and that only literary experts can appreciate it. The objective of the study was to establish the methods of poetry teaching among secondary school learners in Githunguri Sub-County, Kiambu County. The study was based on Vygotsky’s social constructivist theory. The research adopted a descriptive survey design. The research was conducted in 10 public secondary schools with the sample size of 10 English teachers and 349 Form three students. Schools were chosen using stratified random sampling and teachers were selected purposively. Simple random sampling was used to select the students’ sample. Data was collected from teachers and students using questionnaires, structured interviews and observation check-list. Data was analysed using descriptive statistics, which included tables, pie charts, frequency, mean, and standard deviation. For qualitative data, thematic interpretation was done and documented either in tables or pie charts while quantitative data was analysed using statistical analysis or tabulation. The study established that although teachers mostly teach poetry using interactive classroom setting, disparities were observed on students’ responses. Students reported that they did not work in groups to solve problems in the process of poetry teaching. In addition, the study found out that there was limited use of classroom discussion, brainstorming, group work, analysis of poetic devices, asking questions, evaluating, analysing, and interpreting poetic texts. The study therefore recommends that teachers should continue teaching poetry using different methods as this is likely to enhance student’s CTItem Gender Responsive Language Use Influencing the Performance of Girls in Science Subjects in Secondary Schools, Nairobi City County, Kenya(Journal of Popular Education in Africa (JOPEA), 2024) Ng’ong’a, Akoth Dorise; Orodho, John. A.; Katam, ElizabethThe purpose of this research project was to examine how gender responsive language use influences the performance of girls in science subjects in secondary schools in Nairobi City County, Kenya. The contention of the article is that Gender Responsive Pedagogy (GRP), developed by the Forum for African Women Educationalists (FAWE), equips teachers with skills to effectively meet the educational needs of both genders through gender-aware classroom practices. The objective of this paper was to assess how gender responsive language impacts girls' performance in science subjects in Secondary Schools, Nairobi City County, Kenya, grounded in Social Cognitive theory. Employing a descriptive research design, the target was 53 head teachers, 630 teachers, and 4157 girls from 53 schools in Dagoretti South Sub-County. A sample of 15 head teachers, 79 teachers, and 250 girls (totaling 329 respondents) were selected using the Yamane formula. Pilot testing ensured instrument validity and reliability, employing face, construct, and content validity, along with the test-retest method for reliability. Questionnaires and observation schedule was utilized. Quantitative was tabulated, analyzed using percentages, frequencies and presented using pie charts, while qualitative data was thematically analyzed and presented narratively. Findings indicated the significant influence of gender responsive language on girls' science performance in Nairobi City County. The Pearson correlation coefficient between the responses of teachers and girls was determined to be r = 0.9854, indicating a strong positive correlation (r = 0.9854, p < .05). Recommendations included fostering collaboration among educators, policymakers, and researchers to promote gender equity in science education. These findings benefits FAWE, the Ministry of Education, Nairobi City County administration, schools, and future researchers, contributing to the empowerment of girls in education. Collaborative efforts among professionals are essential in promoting inclusive and supportive learning environments for girls, enhancing gender equity in science education.Item Effect of Truancy on Academic Performance among Public Secondary School Students in West-Pokot County, Kenya(Journal of African Interdisciplinary Studies (JAIS), 2024) Limakwang, Philip P.; Kinyanjui, GladysThe purpose of this article is to investigate the effect of truancy on academic performance among public secondary school students in West-Pokot County, Kenya. Truancy is a concern in education. Teenage truancy puts their prospects of reaching their educational objectives in danger. Students who are always absent in school fall behind their counterparts in the classroom. The objectives of the study were to determine the effect of occasional truancy on academic performance among public secondary school students in West-Pokot county, Kenya, to assess the effect of habitual truancy on academic performance among public secondary school students in West-Pokot county, Kenya, to establish the effect of chronic truancy on academic performance among public secondary school students in West-Pokot county, Kenya, and to find out the effect of casual truancy on academic performance among public secondary school students in West Pokot county, Kenya. The study found that students who engage in truant behavior fall behind academically and eventually drop out of school. They also attribute their frequent truancy to peer pressure, their socioeconomic status, and their subpar academic performance. The study recommends that in order to eradicate all forms of absenteeism, the school administration should act immediately. Peer counselling, in addition to providing students with professional assistance and counselling services, can help achieve this.Item Determinants of Quality of Hemodialysis Services in Selected County Dialysis Centers in Nyanza Region, Kenya(JOPEA, 2023-12) Mwangi, Mutua Samuel; Katam, ElizabethThe purpose of this article is to interrogate dynamics of teacher related factors in the implementation of competency-based curriculum in primary schools in Murang’a County, Kenya. The contention of the study is that teaching using competency-based approaches could assist learners acquire skills that will help them improve their academic performance. There is scant proof that research was done to determine how prepared teachers are to apply CBC. The objectives of the study were to establish the influence of teachers’ pedagogical content knowledge, teacher’s technological, teacher’s perceptions and attitudes and teachers’ academic/professional qualifications on implementation of competency-based curriculum in Mathioya Sub County. The study found that the respondents can use a wide range of teaching approaches in a classroom which include collaborative learning, lecture method, class discussions, modeling which aids in curriculum implementation. The study concluded that the respondents feel well prepared to manage the challenges that the integration of ICT brings in the teaching of the CBC competencies in the classroom. The study recommended that the government should increase the number of teachers per schools to reduce teachers to improve curriculum implementationItem Research Skill Determinants and Completion Rate among Postgraduate Students in School of Education Kenyatta University, Kenya(UNESCO, 2022-12) Muthiani,Alice K.; Muthima, Purity W.; Itolondo,Wilfrida A.Master’s regular program has a specified time of three years and doctor of philosophy has specified time of four years in Kenyatta University. However, it has been observed that postgraduate students overstay in universities. This study sought to examine the extent to which research skills determine completion time among regular postgraduate students in the School of Education, Kenyatta University (KU). This study was anchored on Field theory. This study used survey research design and was conducted in school of education, KU. Sample size for this study was eleven SBPS members, ninety-two PhD students and 209 master’s students. A questionnaire for students, interview for SBPS and focused group discussion with students were used to collect data for this study. Mean, standard deviation, linear and multiple regressions were used in analyzing data whereas tables and narratives were used in data presentation. This study found that research skills determine completion time for postgraduate. Major research skills determining completion time are: topic identification; statement of the problem; criticizing, identifying research gaps and connecting reviewed literature with the current study; choosing research design; making appropriate research tools; and establishing appropriate data analysis methods. When research skills for PhD and masters are compared, research skills for masters’ students have greater determination of completion time as compared to those of PhDs. Study recommendations are: research unit be introduced at undergraduate level, for graduate students a practical and learner centered approach be used in teaching research unit. Finally graduate students may take in existing faculty research projects.Item Empirical Reviews of Career Plateauing and Turnover intentions of Teachers’ Experience to Pursue Further Studies in Kenya(JEREDA, 2021-09) Gaturu,Mary; Njuguna,Felicita Wanjiru; Adebisi,Rufus OlanrewajuPURPOSE: The purpose of this paper was to review the various studies on the relationship between career plateauing, turnover intentions and teacher decisions in order to pursue further studies. METHODS: The empirical study focused on the forms of career plateauing faced by teachers, the relationship between career plateauing and turnover intentions, the relationship between turnover intentions and teacher preparation, the history characteristics of career plateauing and turnover, and techniques to enrich the quality of teacher work to fight career plateauing. Two forms of career stagnation were described in the review: structural (hierarchical) plateauing and content (job content) plateauing. RESULTS: The analysis of the studies has shown that previous researchers have studied the influence of career plateauing on organizational variables such as turnover intentions, work satisfaction and organizational engagement. Previous studies have shown that work plateauing has been negatively associated with job satisfaction and organizational engagement and positively correlated with turnover intentions. The reviewed literature also found that there are a variety of techniques that can be used to improve the job content of teachers to address the career plateau. CONCLUSION AND RECOMMENDATIONS: The review tried to define the type of plateauing that Kenyan teachers often face. While the reviews have shown that career plateauing is becoming increasingly widespread in various organizations, there has been little research in Kenya especially among secondary school teachers. The study therefore recommended that studies be undertaken to determine the relationship between career graduation, turnover intentions and the decision of the instructor to undertake post-graduate studies in Kenya.Item Utilization of Support Services and Its Relationship with Retention among Open and Distance Learners in Selected Public Universities in Kenya(IJEMA, 2023-11) Wanderi,Mary Nyakiringa; Waweru, Samuel N.; Itegi, Florence M.The study aimed at determining scope of utilization of instructional support services and its relationship with retention in Open and Distance Learning (ODL) in selected public universities in Kenya. Correlational research design was adopted. Population comprised of 1510 ODL student, 158 lecturers and 2 of each of the following personnel, ICT Directors, librarians, mentors and deans. Systematic random sampling was employed in sampling and Krejci and Morgan table was used to sample ODL students and 110 lecturers from two public universities while purposive sampling was used on the administrators. Questionnaires and interview schedules were used for data collection. Validity of instrument was determined through expert judgement and factor loads analysis showing internal correlations among items. Reliability was determined through calculation of Cronbach’s Alpha correlation coefficient which should be 0.7 or above 7. Social sciences version 25 enhanced analysis of quantitative data. Descriptive statistics namely: frequencies, percentage and mean were used in analysis and presentation of quantitative data while quotes and thematic approach analyzed qualitative data. Utilization of learner support services and its relationship with retention was analyzed through regression which also tested hypothesis. The findings showed instructional support services had significant relationship on learner retention. The study concluded that instructional support services had significant correlation (0.644) with retention of ODL learners in public universities in Kenya.Item Effect of Classroom Environment on the Academic Achievement of Secondary School Students in Mombasa County, Kenya(IAJSSE, 2024-06) Kamoet, Peter Cheroben; Mbirithi, Daniel MangeIn the 2022 KCSE examination in Kenya, the pass rate was 61.96%, signaling a poor performance influenced by factors such as poverty, overcrowded classrooms, and insufficient teaching quality. The objective of this study was to investigate the impact of the classroom environment on academic performance in public secondary schools within Mombasa County, Kenya. To fulfill this objective, the study concentrated on three key research inquiries: The effect of class size on student academic performance, the effect of teacher-student ratio on academic achievement, and the influence of teaching style on students' academic outcomes. Additionally, the study examined the book-student ratio. Employing a descriptive research design, data were collected to examine the correlation between the classroom environment and academic achievement. The study targeted 1000 participants from four public secondary schools in Mombasa County, with a sample size distributed among principals (0.4%), teachers (9.6%), and students (90%). A descriptive research technique was employed to define the situation, problem, and phenomena without establishing causal relationships. Python was used for comprehensive data analysis and visualizations. The results investigated the influence of class size, teacher-student ratio, teaching style, and resource allocation on the academic success of secondary students in Mombasa County. The findings, systematically depicted through bar charts, underscored the effects of these variables on students' academic performance. The study emphasized the significant role of specific factors in shaping academic achievement. Both educators and students supported the positive impact of smaller class sizes and a lower Teacher-Student Ratio (TSR) on academic performance and engagement. Effective teaching styles, especially pedagogical approaches and individualized instruction, received strong endorsement from students. Educators acknowledged the positive influence of resource distribution, particularly subjectspecific books, on academic achievement.Item Reforming Education in Kenya for Global Competitiveness: A Case of Competency Based Curriculum(EJCEEL, 2024) Nzoka, Francis KatumoEducation reform demands increased as Kenya entered the twenty-first century. Developing critical thinking, creativity, and practical skills is the main goal of the government's learner-centred Competency Based Curriculum (CBC), which was unveiled in 2017. The goal of the CBC is to develop well-rounded people who can thrive in a world that is changing quickly by placing an emphasis on competency above content. In Kenya, the 8-4-4 system of education has been replaced with the Competency Based Curriculum under the 2-6-3-3 system of education. This signifies the end of a period in which the sector has been dominated by competitiveness and ranking. The primary distinction is that CBC concentrates on the observable abilities and competences that learners demonstrate, whereas 8-4-4 emphasizes content more heavily, which promotes memorization. A requirements evaluation of the curriculum measured against the aspirations of the country, according to the Kenya Institute of Curriculum Development, made a curriculum modification necessary. Furthermore, there have been gaps in the educational offerings since 1964 due to the partial implementation of the suggestions made by earlier commissions on education. Curriculum Based Assessment (CBA), the assessment tool provided by the CBC, evaluates students' competency in relation to predetermined performance requirements. A series of systematic procedures that gather data to support the analysis of learners' progress and accomplishments are used in CBA, in contrast to formal assessments. As a result, assessment entails the learners doing specific tasks to evaluate their level of proficiency in completing them in an actual setting.Item Social-Cultural Factors and Women’s Participation in Higher Educational Leadership in Mogadishu, Somalia(EdinBurg, 2024-04) Abdikarim, Shamsa; Otieno, Daniel; Kariuki, DamarisParticipation of women in leadership, particularly in higher education is an issue that attracts global attention from educational practitioners. The SDG 5 data shows that the world is not on track to achieve gender equality by 2030. Women’s representation in positions of power and decision-making remains below parity. Women’s participation in government, research, and resource management remains far from equitable to that of men. It is with this background that this study sought to investigate the relationship between social-cultural factors and women's involvement in higher educational leadership in Mogadishu, Somalia. The social feminist theory is employed to theoretically anchor the study. Pearson's correlational design was employed. Descriptive statistics such as mean, standard deviation, frequencies, and percentages were used while Pearson correlational analysis was used to establish correlations. The findings revealed that social-cultural factors (r = -0.631, p<0.05) had a negative and significant relationship with women's participation in higher educational leadership. The study concluded that social and cultural factors contribute significantly to the decrease in women's participation in higher educational leadership in Somalia. The study recommends that university management should discourage gender stereotyping when it comes to leadership by encouraging and training employees to adopt a universal leadership mindset.Item Social-Cultural Factors and Women’s Participation in Higher Educational Leadership in Mogadishu, Somalia(EdinBurg, 2024-06) Abdikarim, Shamsa; Otieno, Daniel; Kariuki, DamarisParticipation of women in leadership, particularly in higher education is an issue that attracts global attention from educational practitioners. The SDG 5 data shows that the world is not on track to achieve gender equality by 2030. Women’s representation in positions of power and decision-making remains below parity. Women’s participation in government, research, and resource management remains far from equitable to that of men. It is with this background that this study sought to investigate the relationship between social-cultural factors and women's involvement in higher educational leadership in Mogadishu, Somalia. The social feminist theory is employed to theoretically anchor the study. Pearson's correlational design was employed. Descriptive statistics such as mean, standard deviation, frequencies, and percentages were used while Pearson correlational analysis was used to establish correlations. The findings revealed that social-cultural factors (r = -0.631, p<0.05) had a negative and significant relationship with women's participation in higher educational leadership. The study concluded that social and cultural factors contribute significantly to the decrease in women's participation in higher educational leadership in Somalia. The study recommends that university management should discourage gender stereotyping when it comes to leadership by encouraging and training employees to adopt a universal leadership mindset.