RP-Department of Educational Management Policy & Curriculum Studies

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School Based Factors Affecting KCSE Performance of History and Government in Day Secondary Schools, Nakuru County, Kenya
(Centre for Democracy, Research and Development (CEDRED), 2025-01) Kinyanjui, Josphine Waithira; Kaugi, Ephantus
The purpose of this study was to identify the school-based factors which affect students' KCSE performance in history and government in selected schools in sub counties within Nakuru County of Kenya. The contention of the study was that despite various interventions from education stakeholders, the performance of History and Government in day secondary schools has been dismal. There are various factors that influence academic performance including school-based factors, institutional environment, student’s attitude among others. The study's specific objectives were to ascertain the effects of teacher-related factors, school infrastructure and teaching/learning resources, student factors and the principal leadership on history and government performance. The study was based on Yutchman and Seashores' (1967) Systems Theory. The research was conducted using a descriptive survey design approach. The target population was principals and departmental heads in day secondary schools in Gilgil, Naivasha, and Nakuru Town East Sub counties of Nakuru CountyKenya. In the three sub counties, there are 80-day secondary schools. As a result, the study focused on 80 principals and 160 heads of humanities departments. Then, using a stratified random sampling technique, 24 principals and 48 teachers were chosen. To get the primary data, a questionnaire was used to collect data. With the supervisor's assistance, content validity was established for the research instrument and its relationship to the study material was ensured. Using Cronbach's Coefficient alpha, which evaluated the instrument's consistency each time it was used to gather responses, the reliability of the tool was ascertained. Data from the field was quantitatively evaluated. Descriptive statistics were used to evaluate the quantitative data, and SPPS version 24 was used to calculate the results. The mean and standard deviation were computed using the SPSS descriptive statistics tool. To display the data, graphs and frequency tables were used. According to the study, teachers go to workshops and seminars to develop their professional skills. The survey also discovered that HODs had access to beneficial in-service training to support them in overcoming obstacles. The study discovered that personnel had an impact on historical performance. According to the study, a student's performance in government and history is influenced by their affinity with their teacher. The study concluded that while HODs have possibilities for beneficial in-service to help them address the issues they face, teachers attend seminars and workshops to develop their skills in their line of work. The effectiveness of a student's academic performance is greatly influenced by their teaching resources. In order to boost student performance in history and government in Nakuru County, the study suggested that the MOEST provide public secondary schools with the necessary textbooks, teacher reference books, radios, televisions, computers, and projectors. In order to improve teaching and students' performance in history and government in Nakuru County, head teachers should encourage teachers to be creative and use resources that are readily available locally to create appropriate teaching aids and charts on pertinent topics.
Forms of Students' Indiscipline and their Influence on Academic Performance among Public Boarding Secondary School Students in Makueni County, Kenya
(International Journal of Innovative Research and Advanced Studies (IJIRAS), 2025-05) Omwaka, Josphine; Gabriel, Madanji
Indiscipline among learners has been and continues to be a major concern among education stakeholders across all levels of learning in Kenya and globally. Several education scholars have occasionally associated indiscipline cases among learners with poor academic performance. However, relevant scientific literature is hardly available on indiscipline and its influence on academic performance among learners in public boarding secondary schools, especially with reference to Makueni County. Therefore, this study statistically assessed different forms of students’ indiscipline behaviors and their influence on academic performance in public boarding secondary schools in Makueni County, Kenya. The study is significant as its findings will help education stakeholders to understand how different forms of indiscipline behaviors among high school students affect their academic performance. Therefore, policy makers will be in informed position to form comprehensive programmes to curb indiscipline for improving academic performance in the county. The study targeted a population of 73,836 education stakeholders in Makueni County including 293 deputy principals, 293 guidance and counseling teachers and 73,250 students. Multistage and simple random sampling techniques was used to select 498 respondents, which included 29 Deputy Principals, 29 teachers in charge of Guidance and Counselling, and 435 students from 29 public boarding secondary schools in Makueni County. Data was collected through Questionnaires. The study applied different quantitative techniques in the analysis of data through which insightful findings were established. Noise making was established as the most common form of indiscipline behavior among the secondary school students while indiscipline behaviors among students were established to have negative and statistically significant influence (r = - 0.388; p value = 0.010) on their academic performance. The study concludes by recommending the need for cultivation of self-discipline among the students as means of safeguarding their academic performance.
Audio-Visual Media Use and Its Effect on the Performance of Learners in Physical Geography in Secondary Schools in Kiambu County, Kenya
(International Journal of Economics, Commerce and Management, United Kingdom, 2025-03) Njeru, Tecla Wanja; Ondigi, Samson Rossana; Oludhe, David Owuor
Audio-Visual Media application in Physical Geography instruction in secondary schools has the possibility of enhancing understanding of concepts among the learners. Students generally find many concepts in Physical Geography abstract and therefore difficult to learn, leading to poor performance in Geography. This study sought to investigate whether, the use of Audio-Visual Media in Physical Geography instruction would have a positive effect on the learner’s performance in Kiambu County, Kenya. The objective of this study was to assess the effect of using videos in the teaching and learning of glaciation in Physical Geography on the learner’s performance. The study was anchored on the sensory stimulation theory of Dugan Laird (1985). It adopted a pretest-posttest type of quasi-experimental design. The study target population comprised secondary schools, the principals, Geography teachers and Geography students in Kiambu-County. Purposive and simple random sampling techniques were used to select the schools and allocate the experimental and control groups. Two public mixed day secondary International Journal of Economics, Commerce and Management, United Kingdom Licensed under Creative Common Page 151 schools were selected in this study. The study sample consisted of 71 students, 7 teachers and two principals. Data collection was done through achievement tests (pre-test and post-test), classroom observation schedule and teachers’ questionnaires. Quantitative data was analysed with the assistance of SPSS computer software to generate the dependent and independent ttest. The statistical significance was tested at α = 0.05 and presented using frequency Tables. The qualitative data was analysed using thematic analysis and presented in written narratives. The study found that there was a significant difference in performance between the experiment and the control group with the students in the experiment group having higher scores in their performance compared to the students in the control group after the post-test. The study concluded that the use of videos in the teaching and learning of Glaciation topic in Physical Geography had a great positive effect on students’ performance, therefore, AV Media is effective in Physical Geography Instruction. Based on the findings, the study recommended that, the government provide funding for the acquisition of AV Media in secondary schools and that policy makers and curriculum designers formulate policies geared towards production of appropriate AV Media for Geography instruction.
Parental Involvement in the Implementation of Competency-Based Curriculum
(rsis international, 2024-09) Amagove, Brenda; Limboro, Charity; Itolondo, Wilfrida
Numerous studies have been conducted on competency-based curriculum (CBC), but fewer have focused on parental involvement in its implementation. This study aimed to assess the roles of parents in CBC implementation, identifying barriers to effective involvement and proposing strategies for improvement. The research was guided by the following objectives: to examine parental provision of learning resources to children; to determine parental involvement in monitoring and guiding children to complete homework; and to ascertain whether parents provided a conducive atmosphere for learning to occur among children in primary schools in Kakamega county. A descriptive research design was employed in this study. The target population included 50 primary schools, 245 class teachers, 3190 grade six learners, and 245 parents in Kakamega County, Kenya. The sample size was 447, consisting of 8 primary schools, 49 class teachers, 341 grade six learners, and 49 parents. Respondents were sampled through simple random and stratified sampling procedures. The researcher created Likert scale questionnaires and interview schedules which were used for data collection. A pilot study was conducted in two schools. Content validity was used to determine the instruments' validity, while reliability was determined using Pearson product-moment correlation. Data were analyzed both qualitatively and quantitatively according to the research objectives. Quantitative analysis used descriptive statistics (frequencies and mean) to analyze data. The qualitative data, on the other hand, were examined thematically as per the study's objectives. The study's findings revealed that parental involvement in the CBC implementation in Kakamega County was significantly influenced by various factors. It was found that while some parents provided adequate learning resources and created conducive learning environments, others faced barriers such as limited financial resources and lack of awareness regarding their roles. Additionally, the study showed that parental guidance and monitoring of homework completion was consistent, with parents actively engaging in children’s studies. The conclusion drawn from the study indicated that for effective CBC implementation, there needed to be increased parental awareness and involvement, particularly in monitoring and providing learning resources. The study recommended the development of targeted sensitization programs to educate parents about their critical roles, the establishment of community support systems to address financial barriers, and regular workshops to equip parents with skills necessary for supporting their children's education. These strategies were deemed essential to enhance parental engagement and ensure the successful implementation of the CBC in primary schools.
Adherence to School Safety and Its Relationship to Students’ Performance in Machakos County, Kenya
(International Journal of Innovative Research and Advanced Studies (IJIRAS), 2024-09) Wambua, Mwongeli Mercy; Njogu, Irene N.
The aim of this study was to examine the relationship between school safety and the academic performance of secondary school students in Machakos County, Kenya. The objectives of the study were to: establish the status of school safety in public secondary schools in Machakos County, examine how safety in schools impinges on the learning process, and establish whether secondary school students’ perception of safety in school correlates with their academic performance. The study used a mixed methods research approach. The targeted respondents were all the 84,800 students, 2,954 teachers, and 332 principals in the 332 public high schools in the County. The research utilized stratified random sampling method to select 400 students, 40 teachers and 20 principals, leading to 460 participants. Data was obtained using students’ questionnaires, teachers’ questionnaires, and principals’ interview schedules. Quantitative data was analyzed using correlation analysis, frequencies, percentages, mean and standard deviations. Qualitative data was analyzed thematically using content analysis. The study found that, while the respondents generally perceive certain aspects of school safety positively, there are notable areas of concern that warrant further attention and intervention to enhance overall safety and well-being in secondary schools, including inadequate toilet facilities, overcrowded dining halls, and the absence of comprehensive education on drug and alcohol abuse. Results indicated a moderate positive correlation between students' perception of school safety and their academic performance (r = 0.136, p < 0.05). Recommendations include enhancing safety protocols, increasing stakeholder involvement, and investing in technology to enhance school safety. The study findings could be useful to policymakers, principals and tutors by identifying measures that may be utilized to improve school safety for the wellbeing of students in schools
Influence of Principals’ Financial Incentives and Exceptional Performance Recognition on Teachers’ Work Performance in Public Secondary Schools in Kenya
(International Academic Journal of Social Sciences and Education, 2024-10) Ndirangu, Loise Wanjiku; Mungai, Joseph G.
There is low motivation among the teachers in public secondary schools in Githunguri SubCounty. This has directly impacted their work performance especially in the quality of service delivery to learners. Motivation is a human resource management strategy that can be utilized to improve the work performance of employees. In the education sector, school principal is utilized this strategy to increase teachers' output. Consequently, the goal of this research was to explore how principals’ motivation strategies influence the work performance of teachers in public secondary schools in Githunguri Sub-County, Kiambu County, Kenya with a bid to suggesting how the teachers’ productivity at their work stations can be improved through motivation. The specific objectives of the study were to establish the effect of the financial incentives on the teachers’ work performance and to assess how recognition of exceptional performance affect teachers’ performance of their work. The study was anchored the Herzberg’s Two-Factor Theory of Motivation. The study employed a descriptive research design and targets to gather information from a sample of 180 participants who were teachers and principals using stratified and simple random sampling methods. The primary research tool was the questionnaire, which was used to gather quantitative data. The Statistical Package for Social Sciences, Version 25, was utilized to evaluate the data into descriptive and correlational statistics. Descriptive statistics were analyzed into measures of central tendencies such as percentages, frequencies, means and measures of dispersion such as standard deviations. The study also employed Pearson’s Product Moment Correlation Model and a linear regression model to test the direction, strength and predict the association among the dependent and the independent variable of the study. The findings of the analysis were presented in form of tables, and graphs while qualitative data gathered from focused group discussions were shown using thematic analysis and holistic description. The study ensured that ethical considerations were upheld so that the findings were credible. The findings revealed that financial rewards, and teachers' recognition have an impact on teachers' job performance. The significance of these factors is indicated by the p-values of 0.023 and 0.046, are less than 0.05, implying a statistically significant relationship. The study concludes that financial rewards, and teachers' recognition positively influence teachers' job performance, as the observed relationships are statistically significant. The study recommends that principals to consider the implementation of financial incentives as a motivational strategy. By offering financial rewards such as bonuses based on performance, principals can effectively motivate teachers to excel in their roles. However, it's crucial to ensure that these incentives are transparent, fair, and tied to measurable outcomes to avoid any potential feelings of inequity or demotivation among teachers. The principals should prioritize the recognition of teachers' efforts and achievements. This can be achieved through various means such as verbal praise, awards, or acknowledgment in staff meetings.
School Principals’ Conceptual Skills and Students’ Academic Performance in Public Secondary Schools in Kakamega County
(Journal of Education, 2024-11) Odinga, Titus Masika; Kibaara, Janerose; Nyaga, Peter
Purpose:The purpose of the study was toestablish how school principals’ conceptual skills influencestudents’ academic performance in public secondary schools in Kakamega County.Methods:The study made use of a correlation research design. A total of 3,350 teachers, 276 deputy principals, 1104 headsof departments, and 276 principals of secondary schools in Kakamega County make up the target population of 5006 subjects. The study sampled 152 respondents, which comprised 8 principals, 8 deputy principals, 34 HODs,and 102 teachers. Stratified simple random sampling and purposive sampling techniques wereapplied to sample participants who were 152. Questionnaires were used to collect data from teachers, deputy principals,and headsof departments,and an interview guide for the principals. Inferential statistics which included regression analysis was used to determine how the independent factors affect the dependent variable. Results:The study found that principals’ conceptual skills had a positive and significant effect onacademic performance in public secondary schools in Kakamega County.Conclusion:Ensuring teachers understand the vision and mission of the school which is the responsibility of the school principal enhances the school performance. The principal should however provide guidance to the teachers on ways to achieve the school’s vision and mission.Policymakers who make school-related policies should formulate a policy that will guide the TSC when posting principals to only postthose who are competent in conceptual skills.
Vocational Instructors Preparedness for Provision of Competency-Based Training in Kenya and Apprenticeship Training in Saskatchewan, Canada
(Journal of the Kenya National Commission for UNESCO, 2024) Kipkoech, Gilbert; Nyerere, Jackline; Muthima, Purity; Muthima, Purity; Okoko, Janet
Competency-Based Training (CBT) in Kenya and apprenticeship training in Canada provide trainees with job-ready skills, but emphasis on theory over practice hinders its effectiveness. To fittingly frame the problem, the study asked, what is the level of instructors' know-how in providing CBT in Kenya, and how does their preparation compare to journeypersons in Saskatchewan, Canada? The research involved 33 public Vocational Training Centres (VTCs) in Nakuru City County, Kenya and 23 branch institutions of Saskatchewan Polytechnic, Canada. Concurrent embedded design was utilised. The sample comprised 10 principals, 92 VTC instructors, 261 trainees, 10 industry managers and 4 programme heads drawn from a total population of 377 using stratified, purposive and simple random sampling methods. Questionnaires, interview schedules and observation checklist were used to collect data. Findings showed that Kenyan instructors are deficient in industrial training and professional development. In contrast, findings from Saskatchewan, Canada reveal greater emphasis on active and hands-on involvement, such as apprentice indentureship and mentorship under certified journeypersons. The study concluded that instructors' preparedness had major influence on the provision of competency-based skills to trainees. The study recommends an increase in funding to facilitate industrial training and refresher courses for instructors to improve quality of CBT in Kenya.
Principals’ Instructional Leadership in Teacher Professional Development and its Relationship with Students' State Examinations Performancein Bururi Province Schools,Burundi
(Journal of Education, 2024-12) Nzambimana, Onésime; Itegi, Florence M.; Okech, Daniel Otieno
Purpose: Studentswho sit for the state examinationsin Bururi Province have recently posted unsatisfactory performance. This poor performance could potentially have a severe impact on the educational system and the subsequent transfer from secondary schools to higher education if it is not addressed. The goal of the current research wastoexplore the principals’ leadership in teacher professional developmentand itsrelationship with student’s performance in the state examinationsin secondary schools in Bururi Province. Methods: The transformational leadership theoryservedas the foundation for the present study. The research design for this study wasthe correlational research design. The target population was public secondary schools in Bururi province and the study involvedprincipals, teachers,and the provincial directors of education. The researcher used apurposive sampling technique to select11 boarding schools, all the principals,and the 6 provincial directors of education in the study while simple random sampling wasadopted to identify teachers who participatedin the study. Principals’andteachers'questionnaires, as well as interview guides for directors of education in Bururi province,wereutilized for collecting data. For quantitative data, Pearson Moment Correlation Coefficient wasused to identify correlations between the independent and dependent variables in this study. Qualitative data from the interview wasanalysed thematically. Results:The findings indicated that coordination of teacher professional developmenthad a positive and significant relationship with student performance in the state examination.Conclusion:The study recommends that principals should strengthen activities related to instructional leadership in coordination withteacher professional development.
Communication Mechanisms and Job Productivity among Public Secondary School Teachers in Machakos County, Kenya
(Journal of Education, 2025-02) Muthengi, Kimanzi Bernard; Otieno, Daniel; Njuguna, Felicita
Purpose:The fundamental part of any school is staff communication and staff performance in teaching. When principals practice effective communication with their staff and recognize what each teacher contributes, productivity can be realized. This study aimed to determinethe role of communication mechanisms in job productivityamong secondary school teachers in Machakos County.Methodology:The research used a correlation research design.The target population wasthe 5869 teachers and 396 principals in the 396 public secondary schools in Machakos County. The researcher used a simple random sampling method to identify 97teachers who formed the study sample. Data wascollected using questionnaires. Quantitative data was analysed using descriptive statisticsand Pearson Correlation Coefficient, while qualitative data was analysed through narrative analysis. Results:The study findings indicated that communication mechanisms influenced job productivity. Further, correlation analysis indicated there was a significant positive relationship between communication mechanisms and job productivity (rho = 0.606, p-value < 0.05), among public secondary school teachers in Machakos County.Implication: Training incommunication process hasensured job productivity. Effective communication ensured job productivity in their schools.Lateralcommunication hasimproved the teachers’ job productivity.The study recommends that principals shouldshift towards a more inclusive and participatory communication model thatempowers teachers to voice their opinions, share feedback, and contribute to decision-making processes.
Teachers’ Information And Communication Technologies Competency Preparedness On Teaching And Learning In Public Secondary Schools Kakamega County, Kenyan
(Journal of Popular Education in Africa, 2025) Walala,Faridah K.; Kariuki,Damaris; Kirimi,Francis
The purpose of the study was to investigate teachers’ perspective toward ICT in teaching. Research used connectivism theory that asserts technology has changed in the 21st century through formation of networks. The contention of the study is that the Kenyan government has made efforts to equip schools with technology tools like computers and to train teachers on how to utilize them in teaching, nevertheless teachers face great challenges in using ICT to facilitate learning. ICT proficiency of the educators’ impacts interests and enhances learning environments where students actively engage in creation of knowledge in teaching. The study determined teachers’ perspective toward ICT in teaching. Research used connectivism theory that asserts technology has changed in the 21st century through formation of networks. Descriptive survey research design was used to gather qualitative and quantitative data where principals and teachers in Mumias East sub-county formed target population of 537 comprising of 375 public secondary teachers, 135 HODs, 27 principals. Stratified sampling was utilized to select five schools i.e.one day; two boarding, mixed and single sex schools as units of sampling in urban and rural settings. Simple random sampling was used to draw 20% of total population yielding to a sample size of 105 respondents; 5 principals were purposively sampled, 25 HODs, 75 teachers were randomly sampled .Questionnaires for teachers and HODs’, interview schedule for principals, an observation checklist on school infrastructure were used. Results showed ICT competence professional development has essential part of successful computer usage. Teachers were not skilled and knowledge was limited. Technological infrastructure accessibility was limited; not all technology devices were available making it impossible to incorporate ICT. Observation checklist showed low ICT resource supply in teaching. Schools had technical support and few had subscribed to online teaching materials, few schools had ICT policy. Beliefs and attitudes had a positive outlook on technology. Research concluded that teachers were slightly skilled on software usage in presentation; most schools lacked ICT policy; teachers had not subscribed to online teaching materials; low investment in ICT infrastructure due to high costs of hardware, software and related accessories, ICT improves focus on the subject matter in teaching .The study recommends teachers to undergo refresher courses in ICT. Curriculum developers and teachers should take part in planning, training and appropriation of ICT resources in schools.
The Extent to whichTeacher Motivation Influences Academic Performance of Students in Public Primary Schools in Mombasa County, Kenya
(Journal of Education, 2025-08) Dindia, Abubakar; Mbirithi, Mange Daniel
This study investigated the extent to which teacher motivation influences academic performance in public primary schools in Mombasa County, Kenya. The specific objectives included assessing the relationship between teacher motivation and student academic performance, examining how motivation impacts teachers’ professional development, and evaluating classroom practices influenced by motivation. The study was guided by Vroom’s Expectancy Theory and adopted an embedded mixed-methods research design. A conceptual framework was utilized, positioning teacher motivation as the independent variable influencing educational outcomes. The study targeted 10 head teachers and 109 teachers, selected using Gay and Diehl’s (1992) and Cronbach’s formulas. Data were collected through semi-structured questionnaires and interviews, and instrument reliability was confirmed via the split-half method with a reliability coefficient of 0.75 or above. A pilot study was conducted in Kilifi County. Data were analyzed using SPSS version24 and presented in tables and graphs. Results revealed that motivation factors such as fair remuneration, professional development opportunities, and incentive structures significantly impact teacher performance and student outcomes. Motivation initiatives including goal-setting, recognition, and regular salary reviews were found to enhance teacher commitment and academic achievement. The study recommends robust motivation policies to promote student success and provides empirical evidence for education stakeholders and policymakers.
Integrating Digital Personalised Learning into Early-Grade Classroom Practice: A Teacher–Researcher Design-Based Research Partnership in Kenya
(MDPI, 2025-06-05) Daltry, Rebecca; Hinks, Jessica; Sun, Chen; Major, Louis; Otieno, Mary; Otieno, Kevin
Although growing evidence suggests that digital personalised learning (DPL) has the potential to enhance learning outcomes, there is little research about the effective implementation and integration of DPL into the classroom. The aim of this study is to investigate the pedagogical implications of integrating a DPL tool into Kenyan earlygrade classrooms to bridge the gap between theory and practice. This paper reports on systematic, design-based research conducted over three years, featuring five phases, each testing iterations to specific aspects of DPL implementation. The findings demonstrate that the pedagogic dimensions of classroom-integrated DPL are pivotal to its effective uptake and implementation. A key research contribution is the identification of a distinct gap between theoretical and practical conceptualisations of DPL, with teachers focused primarily oncurriculumalignmentandclassroommanagement. Theanalysisalsoidentified Academic Editors: Nicola Pitchford, Aida Layachi and Eleanor Dommett Received: 1 March 2025 Revised: 5 May 2025 Accepted: 25 May 2025 Published: 4 June 2025 Citation: Daltry, R., Hinks, J., Sun, C., Major, L., Otieno, M., & Otieno, K. (2025). Integrating Digital Personalised Learning into Early-Grade Classroom Practice: A Teacher–Researcher Design-Based Research Partnership in Kenya. Education Sciences, 15(6), 698. https:// doi.org/10.3390/educsci15060698 Copyright: © 2025 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/ licenses/by/4.0/). teachers’ central role in the process of personalisation, nuancing existing DPL frameworks by exploring interactions between the digital and classroom environments, as well as highlighting important considerations around access and equality. Recommendations include the co-design of DPL with teachers, drawing on their pedagogical perspectives to enhance integrative approaches.
Management Commitment to Quality Management Practices and Students’ Performance in Technical and Vocational Education and Training Institutions in Kiambu County
(International Academic Journal of Social Sciences and Education, 2025-05) Mwangi, Bernard; Muchanje, Peter Nyaga
The overall performance of students in Technical and Vocational Education and Training institution in Kenya and in particular Kiambu County has raised concerns due to continued decline in performance of students in Kenya national Examinations Council modular examinations and completion rate. It was noted that in 2015, Technical Training Institutions' mean grade was 68.7%, 57.9% in 2016, 50.2% in 2017, 43.7% in 2018, and 41.8% in 2019. Besides, completion rate in TVET has also been low, averaging 72.62% Per Anum compared to the global average of 82.13%. The situation is replicated in Kiambu County which has an average completion rate of 65% which is below the national average of 70%. This phenomenon has raised concerns about the commitment on the management of these institutions to implement quality management practices. Since the quality management practices in these institutions are implemented by the management, it implies that their commitment to implementation directly influences their adoption and institutions’ performance. The aim of this study was to determine the correlation between management’s commitment to quality management practices and students' performance in TVET institutions in Kiambu county, Kenya. The study was anchored on the Kaizens’ theory. The study used a correlational research design with a population of 5285 respondents including 45 principals of TVET institutions, 45 examination officers, 145 head of departments, 250 trainers and 4800 students sampled across the 45 TVET institutions. The Institutions were categorised as the Vocational Training Centres (VTCs), the Technical and Vocational Colleges (TVCs), and National Polytechnics (NPs). Nine institutions were selected through a stratified random sampling while simple random sampling technique was used to select a sample of 578 respondents among heads of departments and examination officers. Primary data was collected using questionnaires and analysed using descriptive statistics. Pearson correlation was used to determine the strength and direction of the relationship between the variables. From the findings, the study revealed a strong positive correlation between management commitment to quality management practices and students' performance 0.696 (p < 0.05). It was thus concluded that a highly committed management team would have a strong positive and significant influence on students’ performance in TVET institutions in Kiambu County. This study therefore recommended that the government should enhance management commitment to quality management practices. This may include investing in leadership development programs, fostering a culture of participation and collaboration among staff, and implementing initiatives to improve stakeholder engagement and service delivery.
Relationship between Clear Performance Standards and Students’ Academic Performance in Homa Bay County
(Journal of Education, 2025-03) Owino, John Opana; Kiende, Hellen Guantai
Active learner and the teacher contribute to meaningful learning. Active participation requires motivation which is fundamental especially to learners who view learning process as a challenging and time-consuming activity. This can only be achieved by the implementation of motivational strategies to enhance students’ performance. This paper was aimed at establishing the relationship between clear performance standards and students’ academic performance in public secondary schools. The paper was guided by the following objective: To establish the relationship between clear performance standards and students’ academic performance in Homa Bay County. This study adopted Maslow’s theories of motivation. The correlation research design was used. The study was carried out in public secondary schools in Homa Bay County, Kenya. The target population of the study was 32 heads of department, 64 teachers and 640 students in 32 public secondary schools in Homa Bay County, this gives a total of 736.The sample size were: 32 heads of departments, 19 teachers and 64students. This gave a sample size of 115.Stratified sampling was used in selecting schools according to the following strata: public boarding secondary schools and mixed-day secondary schools. Simple random sampling was used in selecting heads of departments, teachers and students. The instruments for collecting data were questionnaires for teachers and students. There was also an interview schedule for heads of departments. Qualitative data was analysed thematically and presented in thematic summary and quotes while quantitative data was analysed using Spearman rank correlation, frequencies, percentages, and mean and presented in tables and graphs. The key findings of this study were that there is a positive correlation between student performance standards, and student academic performance in public secondary schools in Homa-Bay County. Based on the findings, the study recommends that educational policies should mandate the establishment of clear and well-communicated performance standards across schools.
Effect of Cultural Practices on Enrolment and Retention of Students in Public Day Secondary Schools in Kwale County, Kenya
(IAJSSE, 2025-02) King`ondu Lillian Wanza; Mbirithi Daniel Mange
Enrolment and retention of learners has emerged as a critical issue in Kenyan schools being subjected to debate and reforms, the most recent being 100% transition from primary to secondary schools since 2017. Despite efforts to comply with the regulation, enrollment and retention continues to be low. This research sought to establish the effect of cultural practices on enrolment and retention of students in public day secondary schools in Kinango Sub County, Kwale. A qualitative and quantitative analysis of the cultural practices effect on enrolment and retention was employed. Qualitative analysis was via content analysis on the data collected to provide insights on patterns in cultural practices. Quantitative analysis was through descriptive statistics quantifying the measurable enrolment and retention data in percentages and frequencies. It covered a population of 21-day public schools, 261 teachers, 21 principals, 21 PA chairpersons and 5,057 students.10% of significant population and 20% of the small population provided the sample size. Therefore,4 principals,4 PAs,26 teachers and 506 students were the sample size which totalled up to 540 respondents. The research employed a descriptive survey using interviews on principals and PAs and questionnaires on teachers and students to collect enrolment and retention data. Sampling was achieved by frequencies and percentages analytical statistics. Tables, charts, and graphs were utilized to illustrate the data. Through intervening measures, this research conceptualized these practices as independent variables to show improved enrolment and retention. In regard to ethical practices, a research permit was granted by NACOSTI while MOE Kinago Sub County also provided permission for the researcher to carry out the investigation within the locality upon request. The study found out that initiation according to 65% respondents and early marriage affected enrolment and retention due to the challenging family responsibilities installed upon the affected learners and change of behaviour that discouraged participation in education, 39% of respondents family were polygamous, 25% monogamous while 36% other types of family setting. Economic activity limited the income generated in families making them unable to cater for the sake of their children’s needs both at home and more so in school. The researcher concluded that the four cultural practices affected enrolment and retention. This study recommended sensitization, practice of a variety of economic activities and guiding and counselling as well as legal action against perpetrators of forced marriage to enhance enrolment and retention of the students in Kinango Sub County
Cultural Diversity Inclusion and Implementation of Co-Curricular Activities in Primary Schools in Garowe District in Puntland, Somalia
(EdinBurg, 2025) Jama,Fathi Mohamud; Itolondo,Wilfrida; Kaugi,Ephantus
Purpose: Putland has a diverse cultural landscape, which has resulted in variations in the level of importance attributed to co-curricular activities. This study investigated the influence of cultural diversity inclusion on the implementation of co-curricular activities in primary schools in Garowe District in Puntland. Methods: The study used a descriptive survey design. The target population comprised 39 head teachers, 383 teachers, and 20,088 pupils totaling 20,510 subjects. The sample size was 250 however only 195 respondents participated comprising 7 head teachers, 32 teachers, and 156 pupils. Three sampling techniques namely: stratified sampling procedure, purposive sampling, and simple random sampling were used to select the respondents. Data was gathered using semi-structured questionnaires and interviews. Data was analyzed using descriptive statistics. Qualitative data was analyzed according to themes derived from the study objectives. Results: Students exhibit a predominantly favorable disposition towards the inclusion of cultural diversity; however, a considerable number may not engage actively in activities with peers from varied cultural backgrounds. Most students view the incorporation of cultural diversity favorably, highlighting its contribution to enhancing co-curricular experiences and fostering mutual respect. A considerable number of educators recognize that the inclusion of cultural diversity positively impacts the execution of co-curricular activities, while also acknowledging the challenges posed by cultural differences. Headteachers generally view the inclusion of cultural diversity in activities favorably, despite certain challenges. Proactive measures are implemented to integrate diverse cultural elements. Conclusion: Although there are favorable attitudes toward the inclusion of cultural diversity, challenges concerning active participation persist. Policies must be established to cultivate a supportive atmosphere that incorporates diverse cultural aspects within co-curricular activities. This may entail fostering intercultural comprehension and respect via initiatives like cultural exchange programs, diversity workshops, and inclusive event planning protocols for educational institutions.
Formative Evaluation and Its Influence on Academic Performance in Biology Among Students in Secondary Schools in Siaya County, Kenya
(EdinBurg, 2025) Were Margaret Awuor; Kibaara Janerose; Mbirithi Daniel Mange
Purpose: The study aimed to investigate how formative evaluation influences learners’ academic achievement in biology in high schools in Siaya County, Kenya. The research is based on three major objectives: to determine how feedback on formative evaluation relates to the performance of learners in biology, to find out how frequency on formative evaluation relates to the performance of learners in biology, and to establish how learning through assignments relates with the performance of learners in biology. Methods: The research used a descriptive research design study. The study targeted 159 secondary schools in Siaya. Through the random sampling method, a sample of 30 respondents consisting of deputy principals, principals, and teachers, was used to collect primary data. Qualitative data were analyzed using content analysis. Quantitative data was analyzed using descriptive statistics and regression analysis. Results: The study findings showed that feedback on formative evaluation, frequency of formative evaluation, and learning through assignments had a positive and significant relationship with learners’ academic performance in biology. Conclusion: To increase openness in the learning process and set an example for students on how to acquire new skills, good feedback should be connected to explicit expectations for students' performance. Additionally, feedback needs to be provided precisely, on time, and with suggestions for how to improve moving forward. Teachers should regularly and interactively assess students' understanding in formative assessment-equipped classrooms.
The Influence of Appraisal of Teacher’s Professional Knowledge And Application on the Implementation of Curriculum in Public Secondary Schools in Kenya
(Edinburg, 2024-04) Langat, Kipkirui Geoffrey; Kibaara,Janerose Mutegi
Teacher Performance Appraisal (TPA) is recognized globally as a crucial tool in managing the performance of educators with the potential to greatly impact curriculum implementation and academic outcomes. However, despite its significance, teachers’ unions often oppose this policy, viewing it as a means to undermine educators. This research examines the influence of teacher appraisal on curriculum implementation in public secondary schools within Bureti Sub-County. By investigating the appraisal of teachers' professional knowledge and application, this study aims to shed light on factors that affect the effectiveness of curriculum delivery. The target population comprises 63 principals and 889 assistant teachers from 63 public secondary schools in Bureti Sub County. Sampling techniques include stratified, purposive, and random sampling, with structured questionnaires serving as research instruments. To test the reliability of the research instruments. Correlation analysis was used to establish if there was a relationship between the independent variables. Pearson correlation coefficient (r) was used to determine the relationship between the two variables with a value of + 1 and –1. Descriptive and inferential statistics were employed to analyze quantitative data. To determine the variance of the responses, ANOVA was used. Findings indicate that teacher appraisal significantly impacts curriculum implementation, with pedagogical competence, content mastery, adaptability, and collaboration emerging as key factors. Recommendations include enhancing professional development, fostering reflective practice, aligning appraisal criteria with curriculum goals, and promoting leadership capacity among school administrators
Innovative Teaching Strategies for Delivering the Core Curriculum to Learners with Low Vision in Integrated Schools in Botswana
(IJRISS, 2024-12) Toteng, Martha Tjini; Murugami, Margaret; Mwoma, Teresa
Innovative teaching strategies are vital for effectively delivering the core curriculum to learners with low vision (LV) in inclusive educational settings. This study investigated pedagogical practices that promote engagement and understanding among learners with LV, emphasizing the significance of adaptive instructional methods. Building on existing literature, key strategies identified include cooperative learning, differentiated instruction, participatory learning and assistive technology, which bridge the gap between standard curricula and the unique challenges faced by these learners. The research employed a descriptive survey design, integrating qualitative and quantitative methodologies, to assess the effectiveness of these strategies in enhancing academic performance. A sample of n=69 participants, including special education and regular teachers, was selected from two primary schools in Botswana. Data was collected through questionnaires, interviews and observations, revealing that specialized pedagogical approaches, such as the use of tactile learning aids and individualized educational plans, significantly improve learning outcomes for learners with LV. The findings highlight the need for comprehensive teacher training to implement these innovative strategies effectively, particularly in inclusive schools, where the lack of specialized resources often limits support for learners with LV. This research highlights the importance of creating inclusive educational environments that cater to the diverse needs of learners with LV, ensuring their academic success alongside their sighted peers. The study recommends on the need for policy interventions that prioritize inclusivity and accessibility for learners with LV, advocating for specialized training programs for teachers and the implementation of Individualized Education Plans (IEPs) to provide tailored support. Additionally, fostering collaboration between special and regular teachers, along with involving parents in the educational process, can enhance the sharing of best practices and support the integration of learners with LV into the broader school community.

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