MST-Department of Early Childhood Studies
Permanent URI for this collection
Browse
Recent Submissions
Item Teachers’ Characteristics Influencing Management of Pre-Primary School Pupils’ Disruptive Behaviour in Embakasi Nairobi City County, Kenya(Kenyatta University, 2024-11) Wanjala, EstherThe study’s purpose was to investigate teachers’ characteristics that impact their management of disruptive behaviour among preschool pupils in Embakasi South, Nairobi City County. Disruptive behaviours are uncontrolled patterns of hostile defiant behaviours towards any type of authority, and they include defiance of teacher requests, hitting, kicking, fighting, bullying, name-calling, and interruption of class to draw attention. The study's objectives were to determine the impact of instructors' educational levels on the management of disruptive behaviour by pupils in preschool in Embakasi educational establishments.; to investigate how teachers’ gender influence their management of preschool pupils disruptive behaviour in Embakasi ; to assess the influence of teachers age on the management of preschool pupils disruptive behaviour in Embakasi and to determine the influence of teachers experience on management of preschool pupils disruptive behaviour in Embakasi. The theory guiding the study is the theory of planned behaviour by Icek Ajzen. Through simple random sampling, the researcher selected 25 schools out of the 245 schools in the target population. The two instruments that were employed for data collection in the study were questionnaires for teachers and observation schedules to monitor how teachers manage children's’ disruptive behaviour in the classroom. A pilot study was conducted in 3 schools which were not included in the final study. The researcher evaluated the piloted instruments for consistency of responses to make a judgement on their reliability. The reliability of the questionnaire was established using Internal Consistency. Permission from Kenyatta University and The National Commission for Science Technology and Innovation was sought. Data were entered into the Statistical Package for Social Sciences (v22), and descriptive statistics was utilized for data summarization. The results were presented using descriptive statistics such as mean, median, standard deviation and variance. Inferential statistics that is regression analysis was used to analyse quantitative data. The findings were that teacher characteristics have an impact on classroom management. Teachers with many years of experience were found to be more competent in handling disruptive behaviour than novice teachers. Teachers with high educational qualifications were found to adapt easily to recommended methods of discipline than non-qualified teachers. Age had less effect on classroom management, but older teachers were better than younger teachers in handling disruptive behaviours. Gender had less effect on classroom management. The study recommends that school administrations should organise seminars or workshops to train teachers on how to handle children with disruptive behaviours in the classrooms. In addition, County government should organize post training workshops and seminars to train teachers on classroom management. In conclusion schools should employ qualified teachers who adapt easily to recommended methods of classroom management.Item Teacher-Efficacy in Using Collaborative Learning Instructional Strategy in Lower Primary School Grades in Mombasa County, Kenya.(Kenyatta University, 2025-02)Collaborative teaching/learning approach involves learners working together on activities or learning tasks in groups small enough to ensure that everyone participates. This is meant to develop higher level of thinking skills, oral communication, self-engagement, self-confidence and leadership skills among learners. The effectiveness of collaborative learning has been documented over its positive outcomes. The strategy is universally acknowledged as one of the most effective learning techniques. Teachers play a pivotal role in ensuring the use of such effective strategies. This study purposed to assess lower primary teachers‟ level of self-efficacy in using collaborative learning strategy and determine the factors associated with its use. The study used the following guiding objectives; to assess the extent to which lower primary school grade teachers use collaborative/cooperative learning strategy; to evaluate teachers‟ levels of efficacy in the use of collaborative learning ; to determine whether teachers‟ teaching experience affects use of collaborative learning; to assess the extent to which class size affects teachers‟ efficacy in use of collaborative learning strategy and to examine the extent to which availability of teaching/learning resources affected teachers‟ use collaborative teaching among lower primary school grades. The study was guided by the SelfEfficacy Theory by Albert Bandura (1977). Descriptive research design was used. A target population of 347 lower primary school grades teachers was used. A 10% sample translating to 36 respondents was used. Purposive and simple random sampling techniques were employed to select the study locale and sample respectively. Data was generated using questionnaire, interview schedule and observation check-list. Pilot study was conducted in two lower primary schools (one public and one private) in Changamwe Sub-County. The pilot schools were not included in the study sample. Content validity was used while test-retest was used for reliability. Cronbach‟s Alpha coefficient was computed and accepted at β≥ 0.75. Data was sieved and organized into thematic areas for analysis. Descriptive statistics of central tendency (means, modes and percentages) were used. Statistical Package for Social Sciences (SPSS) version 22.0 was used for quantitative data analysis. Qualitative data were analyzed using sets of themes where verbatim were also captured and discussed. The findings showed that collaborative instructional teaching/ learning strategy was in use among lower primary school grade teachers where evidence of working in groups, sharing and communicating among groups was witnessed. Further it was established that teachers with longer teaching experience used collaborative learning strategy more and had higher self-efficacy as opposed to their counterparts. It was however established that there was no evidence that class size directly affected use of collaborative learning approach. The study concluded that collaborative learning strategy helped in raising learning outcomes among learners. And that it enhanced positive relationships. The study recommends that teachers should endeavour to design all learning in working-groups to mitigate on improving learning outcomes. Teaching learning resources were also found to improve on teaching effectiveness and learning outcomes hence the need for school managers and county government to leverage on the locally available resources. The study recommends for further and large scale research on class sizes effects on learning outcomes as class size did not directly seem to affect teachers‟ efficacy and use of collaborative learning strategy.Item Relationship between Alternative Care Practices and the Educational Participation of Lower Primary School Pupils, in Embu County,(Kenyatta University, 2025-05) Wachira, Esther WambuiAlternative care is a childcare arrangement service offered to children mainly in predicaments, whose biological parents are incapable of providing basic needs. With millions of children in alternative care globally, awareness of the impact on education is very crucial. In Kenya, despite the prevalence of alternative care arrangements, such as grandparents, extended family members, or community-based caregivers assuming parental responsibilities, there is lack of comprehensive understanding regarding their impact on educational participation of lower primary pupils. The purpose of this study was to determine the relationship between alternative care practices and educational participation of 60 pupils in alternative care in Embu West Sub-county, Embu County. The study was guided by the following objectives: to determine the status of educational participation of lower primary school pupils, to establish the relationship between foster care and educational participation, to determine the relationship between kinship care and educational participation, and to find out the relationship between institutional care and educational participation of lower primary pupils in Embu County. The study was anchored on the Bronfenbrenner Ecological System theory. A correlational design was embraced in this study. The population target was 1303 across various schools in Embu West. This study applied purposive sampling to choose a sample size of 132 participants comprising alternative caregivers, pupils, lower primary teachers and headteachers. Reliability of instruments was tested using Cronbach's Alpha Coefficient, where r = 0.7. The study utilized an adapted Kitwood's Qualitative Technique to analyze descriptive data. This entailed various methods but the study adapted the Framework Analysis method. The study found variations in school enrolment and resource allocation among schools, but overall, school attendance was high among lower primary pupils in alternative care. Teachers had a positive perception of school retention among these pupils, emphasizing the importance of adequate instructional materials for enhancing educational outcomes. The absence of pupils in foster care and incomplete data limited a thorough analysis of the relationship between foster care and education participation. The study suggested the need for further research with comprehensive data collection methods to understand this relationship better. There was a significant negative correlation between kinship care and school attendance, indicating a potential inverse relationship (r=-0.691), suggesting a significant inverse relationship between these variables (p=0.001<0.05). Institutional care showed a strong negative correlation with school retention, suggesting a detrimental effect on school retention among lower primary pupils (p=-0.836). However, the influence on school attendance appeared to be less pronounced and statistically insignificant (p=.356>0.05). The study established that, there was a relatively strong and negative effect of kinship care on educational participation among lower primary pupils in Embu West, Embu County. The study therefore, recommended that there is a need for government through the Ministry of Education to prioritize equitable resource allocation among schools and provide ongoing support for school attendance. County governments, in coordination with other non-governmental organizations, should provide adequate support and resources to pupils in kinship care to ensure their educational needs are met.Item Grade Three Teachers’ Training and Pupils’ Involvement in Information Communication and Technology in Nairobi County, Kenya(Kenyatta University, 2025-05) Mutambu, Raymond MusembiDigital literacy is a critical component of Kenya’s Competency-Based Curriculum (CBC), requiring learners to acquire skills in Information Communication Technology (ICT) from an early age. As such, effective integration of ICT in teaching and learning is essential, particularly in lower primary grades, such as Grade 3. This study aimed to address the existing gaps of knowledge on Teacher Training on ICT, Use of ICT to teach and Grade Three learners’ involvement Kasarani Sub County, Nairobi County, Kenya. This study was guided by the Technology Acceptance Model which beliefs that individuals are objective while developing tasks, however constraints unconsciously limit the individual’s ability to perform the task. The specific objectives of the study were to: find out the extent to which Grade Three teachers’ ICT related training influences their use of ICT in teaching in Grade Three; to find out the extent to which Grade Three teachers’ ICT related training influences active involvement of Grade Three learners in ICT related experiences; and determine the challenges faced by Grade three teachers in using ICT to teach in public and private schools in Nairobi County Kenya. This study was guided by the Technology Acceptance Model (TAM) that evolved from the Theory of Reasoned Action (TRA). The study applied the use of a qualitative research design with a random sample of 34 Grade Three teachers who were selected from 110 public and private primary schools in Kasarani Sub- County, Nairobi County, Kenya. Data was collected by the use of Questionnaires that was administered to Grade Three teachers, the use of interview schedules where Grade Three teachers interviewed and observation checklist where Grade Three teachers and learners were observed during an ICT integrated lesson. Quantitative data were summarized into descriptive statistics such as frequencies and percentages, while qualitative data was analyzed by the use of a thematic approach. Results revealed that the correlation between Teacher’s ICT training and Teacher’s use of ICT in classroom teaching was positive but not statistically significant (r = .288, p = .123). Similarly, a positive correlation was observed between Teacher’s level of ICT training and Teacher’s use of ICT in classroom teaching, with a coefficient of .448* and a significance level of .013. Moreover, the positive correlation between Teacher’s level of ICT training and their use of ICT in classroom teaching suggests that highly trained teachers may find it easy in implementing ICT in their teaching. Mobile phones emerge as the most frequently utilized ICT tool, with 33.3% of teachers reporting its most frequent use, followed closely by computers desktops, which are favored by 36.7% of teachers for frequent use. The study found that a significant proportion of teachers reported challenges related to inadequate ICT resources and infrastructure, including a lack of computers, internet access, and electricity in schools. The study concluded that teachers' usage of ICT in classrooms remains relatively frequent, indicating a moderate level of integration of technology in teaching practices. The study recommended that educational authorities in Nairobi County should design and implement targeted professional development programs aimed at enhancing Grade Three teachers' ICT competencies. Kenya Institute of Curriculum Development (KICD) should develop and implement comprehensive ICT training programs for Grade Three teachers in Nairobi County, Kenya.Item Teacher Training and Availability of Instructional Resources an Implication on Competency Based Curriculum Implementation in Early Years Education, Mathare Sub-County, Kenya(Kenyatta University, 2025-06) Olum, Phoebe A.This study aimed to investigate curriculum implementation in early childhood education by leveraging on teacher training and the availability of instructional resources to reveal their influence on children’s learning. The objectives of the study focused on establishing the strategies which teachers used to implement CBC in early childhood education in public and private schools; examining the influence of teacher training on the implementation of CBC in early childhood education and exploring the availability of instructional resources. A correlation design was utilized for the study. The target population comprised 70 schools, with the sample size including 21 head teachers, 63 classroom teachers, and an educational officer. The study utilized purposive sampling, stratified sampling, and simple random methods in selecting respondents. Research instruments included a questionnaire and an observation schedule. The data were analyzed using descriptive statistics and thematic analysis for quantitative and qualitative data respectively. The data is presented using means, percentages, standard deviation, tables, charts and graphs, qualitative data was categorized and coded according to the topics as indicated by the goals. It was cleaned and sorted under similar topics. Both head teachers and teachers exhibited a strong consensus regarding the critical influence of various educational materials and resources on the successful implementation of the competency-based curriculum (CBC) in early childhood education. In conclusion, the insights gleaned from both head teachers and teachers emphasized the integral role of resource provision in shaping the success of CBC implementation in early childhood education. Moving forward, collaborative efforts aimed at addressing resource-related challenges identified by educators are recommended to ensure quality education for all young learners, prioritizing investment in comprehensive resource provision aligned with the CBC framework.Item Hinderances to Successful Inclusion of Learners with Autism Spectrum Disorder: A Case Study of K. K. Lumbi Primary School, Meru County, Kenya(Kenyatta University, 2024-05) Ikiao, Monica KarimiThis study looked at inclusive education for children with autism spectrum disorder at K. K. Lumbi Primary School in Tigania West, Meru County, Kenya. The school was purposively sampled because it is among the first school to practice inclusive education for children with autism spectrum disorder in Tigania West sub-county. The objectives were to: establish environmental resources available for inclusion to cater for children with autism spectrum disorder at K. K. Lumbi Primary School, establish teaching strategies and curriculum support systems that are offered to children with autism spectrum disorder in K. K. Lumbi primary School, analyze various collaborative team commitments among personnel in service provision for inclusion of children with autism spectrum disorder, and examine attitudes of the school community towards the inclusion of learners with autism spectrum disorder at K.K. Lumbi Primary School. A case study design was adopted for this study. The sample comprised 15 individuals, including one (1) headteacher, 13 teachers, and one (1) curriculum support officer in charge of Special Needs Education in the sub-county. Quantitative and qualitative methods were used. A questionnaire and interview schedule were used to collect data. Piloting of the instruments was done at a public primary school in Tigania West because it is a public institution with a special unit, pre-school, regular primary school. Quantitative data was analyzed using frequencies, means, chi-square tests, and Fisher’s exact tests, and presented in Tables. Qualitative data was analyses thematically and presented through narrations. Although (69.2%, n = 9) of teachers stated that the school had some special facilities for learners with autism, the resources identified were those used by the general learner other than those specifically designed for those with autism. The majority of teachers (76.9%, n = 10) was not convinced that the methods used currently in instruction were effective for learners with autism. The majority (84.6%, n = 11) had not attended an in-service training on SNE, and the headteacher mentioned they had no ministry guideline on how to handle learners with autism. Although 69.2% (n = 9) of teachers were enthusiastic about having learners with autism in regular settings, nearly all (92.3%, n = 12) felt there should be specialized units for such pupils. The study recommends for the government and other relevant stakeholders to ensure the school has needed facility to facilitate the inclusion of learners with autism. The Kenya Institute of Curriculum Development should consider restructuring the curriculum to make it more adaptable to the needs of learners with autism.Item Alcohol and Substance Abuse Effects on Enrolment Trends among Pre-Primary Schools in Kiambaa, Kiambu County, Kenya(Kenyatta University, 2025-02) Wanjiru, Lucy NjeriGlobally, the effects of alcohol and substance abuse among youth and young persons are something to worry about particularly in the developing counties. This is so particularly with those areas where studies have shown that they are most affected. In central Kenyan regions for instance there have been reports of severe effect of alcohol use and drug abuse that have resulted in some victims losing their lives and others going blind. Education in such areas is often not the priority to the affected and dysfunctional families. Hence, education at all levels has experienced the effects of alcohol and substance abuse. The purpose of this study was to investigate the effect of parental alcohol and substance abuse on preprimary school enrolment trends in public and private preprimary schools in Kiambaa Kiambu County. The study was guided by the following objectives; to determine the enrolment trends of preprimary school pupils over the past five years of CBC implementation in Kiambaa sub county, Kiambu County; to analyze preprimary school parents’ levels of alcohol and substance abuse influence on preprimary school enrolment in Kiambaa and to determine preprimary school parents’ perspective towards enrolment of pre-primary school pupils in Kiambaa Kiambu County. The study targeted all the 55 (23 public and 32 private) pre-primary schools in Kiambaa sub-county. Purposive sampling was used to select the locale of the study. Three pubic and four private preprimary schools were selected respectively. All preprimary school teachers from the sample schools were included in the study sample. The study was anchored on the ecological systems theory by Urie Bronfenbrenner. Three instruments were employed namely questionnaire, interviews and observation schedule. Pilot study was done in two schools which were not included in the actual study. Content validity and test re-test technique was employed. A coefficient of P≥0.70 was accepted as good enough. Descriptive data analysis techniques were used to analyze and present the findings. Findings revealed that the enrolment trends were below expected levels and that parental alcohol and substance abuse do affect the enrolment trends to the negative. Parental perspectives were found to be negative and were attributed to the low enrolment trends in the area. It was further established that alcohol and weed/bhang were the most prevalent abused substances. The study recommended that the county government should allocate more resources to support and promote pre-primary schools and that NGOs and CBOs to sensitize community on the effects of alcohol and substance abuse on socioeconomic wellbeing and school enrolment. The study recommends for further study using a larger population and focusing on more factors including school and teacher readiness’s influence on preprimary school access and quality.Item Teacher Factors Influencing Use of Play in Teaching Reading among Preschool Teachers in Wuxi-Xiehe Bilingual Kindergarten, China(Kenyatta University, 2024-10) Maina, Josphine WanjikuReading is an important basic academic skill which has a major influence in learning and performance in other subjects. Studies have reported that the use of play in kindergartens help learners to acquire basic reading skills. Research has demonstrated that in China there is limited use of play in kindergartens, however, research has not been conducted to establish teacher factors that account for limited use of play in the kindergartens. Hence, this study purposed to establish teacher factors that influence the use of play in the teaching of reading in Wuxi Xiehe bilingual kindergarten, China. The study was guided by three objectives which include: to establish how teachers’ professional training influence use of play in teaching of reading, to find out the extent to which teachers’ perception influence use of play in teaching of reading and to determine the extent to which the availability of adequate play resources influence teaching of reading in Wuxi-Xiehe Bilingual Kindergarten. This research was anchored on the Cognitive Theory of Development by Vygotsky (1978) to explain the use of play by teachers to teach reading in preschool. A descriptive research design was applied, and the study targeted a population of 37 individuals. Purposive sampling technique was used to sample 13 respondents comprising of one head teacher and 12 preschool teachers. Data were collected from the participants through use of a questionnaire, an observation checklist, and an interview schedule. The pilot study involved one school in Jiangsu province. Validity was ensured through consultations with the subject experts. Reliability was ascertained through test-retest method in a one-week interval. After data collection, quantitative data was analyzed using descriptive statistics such as frequencies and percentages whereas qualitative data was analyzed thematically. The findings showed that that the majority (46.2%) of the teachers occasionally used play when teaching reading. In addition, the study established a positive and significant correlation between teachers’ professional training and the use of play (0.01< 0.05). Further, the researcher established a correlation between the teachers’ perceptions and the use of play as a teaching strategy in teaching reading (r=0.688, p=.002<0.005). This indicated that teachers’ perceptions influence the use of play in teaching reading in Wuxi-Xiehe Bilingual Kindergarten. Additionally, the study established a strong correlation between teacher collaboration and the use of play as a teaching approach (r=0.884, p=0.001<0.005). This demonstrated that the use of play in reading instruction in Wuxi-Xiehe Bilingual Kindergarten was influenced by teacher collaboration. Based on the findings the study concluded that most teachers occasionally used play to teach reading. This implies that teachers in Wuxi-Xiehe Bilingual Kindergarten underuse play in teaching reading, inhibiting the development of young children's critical reading abilities. Therefore, it was recommended that play as a teaching strategy be made compulsory when instructing preprimary learners since it fosters holistic education and learners’ innovativeness and creativity. The Ministry of Education in China to develop a policy that makes use of play in the classroom a mandatory practice rather than a choice.Item School-Related Factors Influencing Use of Competency-Based Assessment in Pre-Primary Schools in Nyeri County, Kenya(Kenyatta University, 2025-06) Warui, Jane PurityCompetency-Based Assessment (CBA) is central to the Competency-Based Curriculum (CBC). It focuses on evaluating what learners can do with the knowledge and skills they acquire. In pre-primary education, CBA helps build essential skills early in life. However, in Kenya, many teachers still rely on out-dated norm-referenced assessments. These methods do not align with the CBC and may hinder learners from acquiring the necessary competencies. The effectiveness of CBA in pre-primary schools in Nyeri County remains unclear. Factors such as teacher motivation, school type (public or private), and the availability of resources may influence its use. The specific objectives of the study were to: Determine the extent of Competency-Based Assessment (CBA) used in public and private pre-primary schools; investigate the relationship between teachers’ motivation and the use of CBA in pre-primary schools; examine the correlation between resource availability and the use of CBA in pre-primary schools; and analyze the challenges teachers faced in implementing CBA in pre-primary schools and propose practical strategies for addressing them. This study was guided by Michael Fullan’s Educational Change Model and adopted a descriptive correlational research design. The target population for the study comprised all 69 registered pre-primary schools in Nyeri County, which included 41 public and 28 private schools. Random sampling selected 63 teachers, and purposive sampling identified 22 head teachers. Data was collected using questionnaires and interviews, with both qualitative and quantitative methods used for analysis. Before the main data collection, a pilot study was conducted in one public and one private pre-primary school in Nyeri County, which were not included in the actual sample. Validity of the instruments was enhanced through expert judgment while reliability was tested using Cronbach’s alpha, which yielded a reliability coefficient of 0.72. Data analysis was performed using the Statistical Package for Social Sciences (SPSS version 28.0), generating descriptive statistics like frequencies, percentages, means, and standard deviations. Inferential analysis employed Pearson's "r" and t-tests. The mean difference in CBA use between public and private schools was insignificant (p-value .731). Correlation analysis showed significant negative correlations between teacher motivation and CBA use (-.797) and between resource availability and CBA use (-.584). Findings revealed low motivation for CBA due to inadequate training, poor instructional materials, lack of infrastructure, and inadequate teaching resources. Interviews highlighted challenges such as insufficient training and unclear policies. The study recommended addressing these issues to improve CBA implementation in pre-primary schools. Most of the head teachers expressed concerns over the limited understanding of CBA among teachers, leading to confusion and inconsistency. Additionally, logistical issues, such as funding for assessment materials, were frequently mentioned as barriers to successful implementation. The study recommended that management of schools should enhance teachers’ capacity in use of CBA and provide adequate learning resources including course books and summative assessment tools. The county governments should ensure timely disbursement of funds to pre-primary schools to acquire more learning resources to support the implementation of CBA.Item Relationship between Class Size and Availability of Instructional Materials and Pre-School Pupils’ Reading Readiness in Nakuru County, Kenya(Kenyatta University, 2022-06) Kasae, Mercy WangariAbstractItem Teaching of Language and Pre-Primary School Children’s Reading Readiness in Vihiga County, Kenya.(Kenyatta University, 2022-05) Andahi Victor SeredeAbstractItem Influence of School Environment on Implementation Of Competency Based Curriculum In Early Years Education In Nairobi City County, Kenya(Kenyatta University, 2022-05) Awili, RoselynnABSTRACT Research carried out globally has shown that when curriculum is implemented effectively learners acquire the intended learning outcomes. Effective curriculum implementation in early years education therefore sets the foundation for acquiring expected competencies and their application in subsequent grade levels. This study purposed to explore the influence of school environment on implementation of the Competency-Based Curriculum (CBC) in early years education (EYE) in Nairobi County. Michael Fullan’s theory was selected because it explores the tenets of curriculum reforms plus the foundational and contextual pillars to consider for effective curriculum implementation. The study used correlation research design. Implementation of CBC in EYE was the dependent variable. Classroom culture, instructional leadership and strategies to support curriculum implementation were the independent variables. Primary school head teachers and grade three teachers in Embakasi Central were target population. They were purposefully selected since they are integral in the implementation of the recently launched CBC. Purposively sampled, was Embakasi Central sub-county in Nairobi City County, head teachers and grade three teachers. 15% (12) of the primary schools were selected through stratified random sampling. The 12 classroom teachers plus all head teachers selected participated in the study. Data from the study participants was collected through interview schedules and e-questionnaires. The instruments were piloted and final study excluded the pilot schools. Reliability and validity of instruments was tested. Percentages, frequencies and means were also calculated. As per the study hypotheses and objectives, data was analyzed and the results presented and organized in tables. Results showing relationships and differences in variables and recommendations were then shared in the study. Results showed that teachers planned for curriculum implementation throughout the year. The relationship between classroom culture and curriculum implementation was not significant. However, the relationship between instructional leadership; strategies to promote curriculum implementation was significant at >0.05. It is recommended that the government should intentionally include head teachers especially from private schools, in professional development opportunities targeting CBC implementation.Item Challenges Faced By Adolescents with Emotional and Behavioral Disorders in Accessing Transition Services at Kakamega Rehabilitation Centre, Kakamega County, Kenya(2023-06) Silomelo, Nelima Beatricee PR oF s sty was o establish the challenges faeed by adolescents with canototal and behaviowal disondens i accessing transition services at Kakamepa wehabilitation centre i Kakamega County. The objectives were: To find out the eligibility detomuingtion: procdies wsad o adimit adoleseents with emotional and lwlm\'ium'nl‘ disonders at Kakamega rehabilitation Centre, Investigate tesources used in provision of sorviees 1 adoloseents with emotional and behavioural disonders and explore the types of transition serviey providad o adoleseents with emotional and behavioural ‘“‘““‘l,‘lrs' The stady was anchorad on the Schlossberg (1981) Transition Theory which provides detatls on the approach (o transition, The study adopted a case study design targeting 250 rehabilitees, 30 rehabilitators and | manager. The study used a lottery method to select the sample size of 30% of the target population, Theretore, the study sample comprised Af 123 rehabilitees, 15 rehabilitators and | manager making a total of 141 respondents. The stady enployed stratitiod method to select rehabilitators, simple random technique was usad o selevt the rehabilitees while purposive sampling technique to select the manager, The semisstructurad fnterview guide for the manager, questionnaires for both rehabilitators and rehabilitees and observation cheek-list tor resources were used as rosearch instruments. Piloting of the instruments was done at Shikusa rehabilitation Centre. A case study research design was used in the study, Data from objectives were analysad both quantitatively and qualitatively. Descriptive statistics for - example froquency tables and percentages sum up information measurably from the closed-ended items. The analysad quantitative data was presented using frequency tables, pie charts and graphs while qualitative data from manager's semi- structured interview schedule was summarizad thematically and namated in texts. The findings indicated that adolescents with EBD emotional related to excess use of drugs and substance abuse, neglectad and discriminated, stealing and robbery, withdrawal, being out of parents’ control, depression, drug trafticking, gang violence, rape and defilement were eligible to aocess transition services. The main material resources available were playing field, workshops, dommitories, building and construction tools, carpentry tools, classrooms, poultry apparatus, and teaching and leaming materials. Guidance and counselling were the main type of transition service provided to the adolescents with EBD. The study concludes that inadequate human and material resources led to poor delivery of transition services. The study recommends that service providers at the Centre need to help the adolescents to achieve greater sense of independence, personal responsibility, setting goals, making choices, and understanding their responsibilities which would enhance their self-determination. There is also need to train them on skills such as: effective communication skills: negotiation and conflict resolution; being assertive; and inter- personal problem solving. There is need for the government to implement strict measures that would ensure that juvenile acts are monitored and youths are protected from any hm:m. Kenya Institute of Curriculum Development should come up with guidelines on effective ways of managing leamers with behaviour disorders while they are still in early childhood stage.Item Use of improvised resources for learning facilitation among pre-primary school teachers in Meru County, Kenya(Kenyatta University, 2024-05) Kiambi, Idah NchuguneItem Evaluation of Instructional Resources Utilized in Delivery of Curriculum in Pre-Primary Schools in Nakuru East Sub County, Kenya(Kenyatta University, 2016-10) Murimi, Ann Njoki NdwigaAbstractItem Health Professionals’ Awareness and Involvement in Oropharyngeal Dysphagia Management among Inpatients at Kenyatta University Referral Hospital, Nairobi City County, Kenya(Kenyatta University, 2024-01) Chebet, Dalphine NdiemaTo alleviate difficulty in swallowing, awareness and involvement of health professionals (HPs) is the heart of therapy. This study assessed the health professionals‘ awareness and involvement in management of oropharyngeal dysphagia among acute-care inpatients at Kenyatta University Referral Hospital (KUTRRH) in Nairobi City County, Kenya. The objectives were to: establish the status of health professionals‘ awareness of oropharyngeal dysphagia management among inpatients at KUTRRH, assess the involvement level of health professionals in the intervention/ management process of inpatients with oropharyngeal dysphagia at KUTRRH, and determine the implications of health professionals' awareness and involvement in oropharyngeal dysphagia management on inpatient health outcomes at KUTRRH. The Interprofessional Collaboration (IPC) model by the World Health Organization guided the study. This study employed crosssectional, descriptive design using mixed quantitative-qualitative techniques. The study targeted 63 HPs attending to inpatients at KUTRRH‘s acute care facility (medical and or surgical wards) that included 25 physiotherapists, 12 medical specialists, 20 nurses, four (4) nutritionists, and two (2) speech therapists. Purposive sampling was used to select 19 HPs attending to patients diagnosed with OPD. A semi-structured interview with HPs, a previously validated OPD management questionnaire, and archival records of dysphagia diagnoses at the acute care facility (ACF) were adapted and used in the study; to obtain both primary and secondary data. Quantitative data was analyzed using descriptive and inferential statistics in the Statistical Package for Social Sciences (SPSS), version 26.0, and tests of significance were carried out at a 95% confidence level using questionnaires and archival records. Quantitative results were presented through appropriate tables and figures. Qualitative data from the interviews were analyzed thematically and presented through narrations. The findings revealed that, on average, health professionals had moderate awareness levels in all the three constructs: signs and symptoms (M = 73.0%, SD = 17.49, n = 16), risk factors (M = 73.6%, SD = 17.14, n = 16), and complications (M = 73.6%, SD = 21.00, n = 15). However, their levels of- signs/symptoms awareness generally increased with educational attainment and were highest among the ―other‖ specialization category, which included neurologists, oncologists, nutritionists, and speech therapists. The findings further showed that majority of health professionals (> 75%) were involved in some aspect of OPD management, and (62.5%) were satisfied with their current involvement levels. The study concluded that the awareness and involvement of majority of HPs. in OPD management could have positive influence on OPD inpatient care at the acute care facility in three areas: patient outcomes, professionalism, and the entire healthcare system. The study therefore recommends that the government should develop specialized training programs and protocols that guide HPs in the proper management of OPD to improve client health outcomes.Item Visual Impairments Orientation and Mobility Training among Rehabilitees and its Influence on Independent Travel in Nairobi City County, Kenya(Kenyatta University, 2024-09) Kwamboka, Gisore VarsytineThe purpose of the study was to investigate orientation and mobility training among rehabilitees with visual impairment and its influence on independent travel in Nairobi City County, Kenya. The study objectives were: Establish the professional qualification of orientation and mobility trainers at KIB, examine the role of rehabilitees’ with visual impairment cane skills in their independent travel, explore the contribution of rehabilitees’ indoor orientation and mobility skills in their independent travel and investigate the role of outdoor orientation and mobility skills in rehabilitees’ independent travel. The study was based on Bandura’s social cognitive learning theory. The researcher used case study research design. The target population was two orientation and mobility trainers and fifty rehabilitees with visual impairment who lost sight between the years 2011 and 2016 and who underwent rehabilitation at KIB. Purposive sampling technique was used to select KIB for the study. Snowball sampling technique was used to select thirty-seven rehabilitees with visual impairment. Data was collected using questionnaires. The pilot study was conducted to enhance validity and reliability of the research tools. The researcher ensured content validity of the research instruments through discussion with supervisors and lecturers in the department of early childhood and special needs education. For reliability a test-retest method was used where Pearson’s Product Moment Correlation was employed to correlate results from the two sets. Quantitative data was gathered using questionnaires and processed using Statistical Package for Social Sciences (SPSS version 28.1) program. Descriptive statistics were computed to summarize and describe the characteristics of the data in terms of frequency tables, graphs and charts and percentages. Responses from the open-ended questions were transcribed verbatim to ensure accuracy and preserve the original meaning of participants' statements. Results showed that the orientation and mobility trainers at KIB were skilled in the field of Orientation and mobility. Mobility canes were the main device used at Kenya Institute for the Blind for orientation and mobility. Indoor orientation and mobility skills were trained at Kenya Institute for the Blind. The skills were helpful to rehabilitees whose job placement was in offices. The outdoor orientation and mobility skills include, shore lining, track travel and recovery, stream crossing, elevators and car familiarization. The study concludes that the orientation and mobility trainers at KIB possess comprehensive qualifications and experience across various essential skills necessary for training rehabilitees with visual impairments. The study concluded that indoor orientation and mobility skills significantly influence the independent travel of rehabilitees with visual impairments. It is recommended that KIB continue to invest in the professional development of its trainers. This includes encouraging trainers to pursue advanced certifications and participate in on-going professional development opportunities. Enhancing trainers' qualifications can further improve the effectiveness of orientation and mobility training. It was recommended that stakeholders, including government and non-governmental organizations, increase funding and support for the Kenya Institute for the Blind. It is recommended that the Kenya Institute for the Blind develop comprehensive and standardized training programs. These programs should integrate both indoor and outdoor mobility skills and be adaptable to various outdoor conditions such as weather and terrain. Standardized protocols will ensure consistency in training quality and effectiveness across different environments.Item Predictors of Reading Competency among Learners with Reading Disabilities in Public Primary Schools in Kiambu County, Kenya(Kenyatta University, 2024-08) Njoroge, Jane WangariLearners’ performance in English seems to have been very low in most of the schools in Thika West sub-county. The poor performance in English at lower primary could be attributed to the learners’ inability to read well. Factors that lead to low levels of reading competency among learners include inadequacies in teachers’ qualifications that inhibit the use of the most appropriate methods of assessing and teaching reading to learners and the use of the most suitable methods of remediating reading as well. The purpose of this study was to assess the predictors of reading competency among learners with reading disabilities in public primary schools in Thika West Sub-County. The objectives of the study were to: establish the prevalence of learners with reading disabilities in lower primary schools, determine the qualification in SNE of teachers teaching reading in the schools, establish the assessment methods they use to assess reading among learners with reading disabilities, examine the methods they use to teach learners with reading disabilities and find out the methods of remediating reading that they use. The study adopted a descriptive survey design. The target population comprised of one hundred and eighteen (118) classes 1-3 teachers of English and two thousand three hundred and forty-six (2346) learners in the same classes in the twenty-two (22) schools in the sub county. Purposive sampling was used to select twenty-seven (27) teachers and two hundred and seventy learners (270) from five (5) schools. The instruments for data collection included questionnaires for teachers and checklists for learners. Data collected was analyzed both quantitatively and qualitatively. Quantitative data from the questionnaires for teachers and checklists for learners was analyzed using statistical package for social science (SPSS). Data collected using open ended questions from questionnaires was analyzed qualitatively. The tools were validated during a pilot study, which took place at General Kago primary school which was not among the five selected schools. Colleagues and supervisors went through the instruments and corrected content validity and language clarity. The study found out that there was a high prevalence of learners with reading disabilities and that, though a majority of the teachers teaching learners with reading disabilities had the requisite professional training, they had no training in SNE. It further revealed that most of the teachers ineffectively assessed reading disabilities thus they used inappropriate teaching methods and inadequately remediated reading. The study recommended that MOEST should organize and carry out training, in servicing courses and refresher courses on SNE and should encourage collaborative strategies among stakeholders.Item Caregivers’ Roles in Enhancing Communication Skills of Children with Autism Spectrum Disorder At Autism Society of Kenya, Nairobi City County Kenya(Kenyatta University, 2024-08) Mukewa, Naswa MagdalenDue to their increased time spent interacting with and offering formal care for their children, caregivers play a crucial role in early intervention for children with autism spectrum disorder (ASD). They are expected to help their children with communication difficulties by offering early diagnosis and continuous assistance. Insufficient information and experience about their responsibilities can lead to miscommunication, unfulfilled demands, and dissatisfaction among certain caregivers who struggle with their children's communication issues. This study aimed to evaluate the contributions that caregivers made to improve the communicative abilities of children with ASD. Objectives of the study were to find out awareness of caregivers on communication difficulties which children with ASD face, how much they participated in Speech and Language Pathology Services (SLP) to help the children with ASD communicate better, and the techniques caregivers employed to help the children with ASD communicate better. Comte's Structural Functional Theory (SFT) provided direction for the investigation. The research employed a descriptive survey design. The study focused on a target group of 38 participants, consisting of 36 caregivers, 1 occupational therapist from Autism Society of Kenya (ASK), and 1 speech-language pathologist (SLP) outside the organization. Purposive sampling was used in the study. A pilot study was conducted among members of Autism Support Center Kenya (ASCK) who cared for children with ASD who shared the same features to assess the validity and reliability of the research tools. To take part in the pilot trial, one therapist was specifically chosen. The therapists were interviewed and the caregivers were given questionnaires to complete in order to gather data. Quantitative information from closed-ended questions was analyzed and classified. Descriptive statistics analysis using SPSS version 26 was then performed. The study established that more than half of the caregivers were not aware of the communication deficits in their children with ASD and therefore, they were not actively involved in enhancing communication abilities. The research findings also indicated that that majority of caregivers’ utilized various strategies however, expressed difficulties in mastering and implementing them. The study concludes that there is a clear need to address key themes emerged in this study in order for caregivers to effectively carry out their roles to enhance communication abilities of children with ASD. The study suggests need for Governmental and non- Governmental organization raising knowledge of SLP services, hiring more SLP at nearby hospitals, providing training, and mentoring caregivers on SLP techniques. This study could help healthcare facilities, the Ministry of Education, and the Ministry of Health manage and support children with ASD. Caregivers of children with ASD will also understand communication deficits of their children and effective strategies to mitigate these deficits.Item Collaboration and Inclusion for Enhancing Communication Skills among Learners With Autism in Selected Private Primary Schools in Nairobi City County, Kenya(Kenyatta University, 2024-11) Gakii, LindahCollaboration among specialists and inclusive education are key strategies in enhancing communication skills of learners with Autism Spectrum Disorders. Most learners with autism have difficulties in socio-communication skills that require both collaborative and inclusive approaches to improve their social communication skills and promote social learning and social acceptance. However, the application of these approaches in Kenyan schools with children with autism remains unknown. This study assessed the use of collaboration and inclusion as an intervention strategy to enhance socio-communication skills of learners with Autism in Nairobi City County. The objectives included: assessing the extent of use of collaborative strategies by teachers to enhance communication skills among learners with Autism, assessing the extent of use of inclusion strategies by teachers to enhance communication skills of learners with Autism, determining the resources used in collaboration and inclusion by the teachers to enhance communication skills of learners with Autism and establishing the challenges of using collaboration and inclusion to enhance communication skills of learners with Autism. The study was guided by Vygotsky’s social constructivism theory and adopted a descriptive research design using mixed methods. The target population comprised head teachers, teachers, teacher assistants, and speech-language therapists from primary schools in Nairobi County. The study sampled four (4) selected private primary schools in Nairobi City County. The study employed purposive sampling technique and utilized all the available accessible population in the selected private primary schools. The main instruments of data collection were questionnaires and interviews schedules. A pilot study was conducted in a randomly selected private school in Nairobi. A test-retest method was used to ensure reliability. Quantitative data was analyzed by aid of SPSS software and then reported using descriptive statistics. Qualitative data was analyzed thematically and reported narratively. The study findings revealed that all the sampled schools had at least some collaboration and inclusion mechanisms in place to enhance communication skills for learners with Autism, although there were some notable inclusion gaps. The use of collaboration interventions for learners with autism in their schools was, on average, moderate, while the utilization of inclusion strategies was high. All the schools had some deficits in critical resources needed to support collaboration and inclusion interventions. The availability of such resources was moderate. The most salient challenges were related to: attitudes toward inclusion of learners with Autism, knowledge and awareness, resource availability, administrative support, and training. From the findings, it was concluded that collaboration and inclusion strategies to support learners with Autism were not implemented to the maximum, primarily due to the challenges mentioned above. The education ministry should therefore work together with headteachers to ensure teachers, speech-language therapists, parents, and other stakeholders have the resources and support they need to implement collaboration and inclusion interventions successfully. The moderate use of collaboration strategies for learners with ASD, as reported in this and other studies in the country implies that teachers and SLTs in these schools may be missing valuable opportunities to enrich the learning experiences of children with ASD and help them develop effective communication skills.