MST-Department of Educational Management Policy & Curriculum Studies

Permanent URI for this collection

https://repository.ku.ac.ke/handle/123456789/314

Browse

Now showing 1 - 20 of 1173

Teachers, Students and School Characteristics Influence on Instructional Supervision by Head Teachers in Public Primary Schools in Meru County Kenya
(Kenyatta University, 2023-09) Nkanja, Gakii Purity; Felicita Njuguna; Francis Kirimi
Effective instructional supervision by head teacher has been known to improve teaching and learning outcomes and school discipline. Nevertheless, students, teachcrs and school characteristics continue to influence how effective instructional supervision in any 5th""‘ Public primary schools in Meru County continue to witness low performance. The aim of this research was to examine how students, teacher and school characteristics mflucr.loc instructional supervision by head teacher. The objectives that inform the study are o 1md out student related determinants of effective instructional supervision by head lcachflcrsA in public primary schools in Meru County; describe teacher related determinants of ct.lccuvc instructional supervision by head teachers in public primary schools in Meru .C_()Um)’? establish school environment related determinants of effective instructional supervision by head teachers in public primary schools in Meru County and assess head teacher’s related determinants of effective instructional supervision in public primary schools in Meru County. Given the fact that head teachers are the in-school instructional supervisors for quality education, this study therefore sought to assess the determinants of effective instructional supervision by head teachers. The theory of teaching and learning supervision as advanced by Glickman, Gordon and Ross-Gordon was used to guide the study. The study adopted a descriptive design. The target population for the study was teachers, class 7 pupils and head teachers of public primary schools in Meru County. The target population was 3 900 pupils, 650 head teachers and 650 teachers. The sample size for the study was 390 class seven students, 65 class teachers and 65 head teachers. Purposive and simple random sampling technique were utilized to choose participants of the study. Primary data was collected by use of structured questionnaires and interview guides. The study instruments were piloted to ensure efficacy in data collection process using 10% of the study sample. In order to produce descriptive statistics in the form of frequencies and percentages, quantitative data was analyzed using the Scientific Package for Social Sciences [SPSS] version 24.0. Thematic analysis was done on qualitative data guided by research objectives and presented in form of naratives and verbatims. The study established that student related determinants such as student discipline, student population class, pupil’s attitude, student academic performance, student cconomic background, social status of the pupils and peer pressure among students greatly influence instructional supervision by head teachers. It was revealed from the study that teacher related determinants such as teacher absenteeism, teacher timely preparation of lessons, teachers’ attitude, teachers’ cooperation, teacher’s discipline, head teacher and teacher discussions, teacher mentoring and demonstrative teaching greatly influence instructional supervision by head teachers. It was also found that school related determinants such as effective mmmuniunjon.. safety oliclussm‘_ and school buildings, class size and drugs and substance abuv; greatly -mflt'xencc instructional §up§n'isiun by head teachers while tweaching and lea\‘nupg pmlcnzx[s umdcqlw.y congestion in classes, security have moderate influence on effective instructional supervision by head teachers. Head teacher related determinants such as managerial experience of head teacher, age of the head teacher, the level of education of the head teacher, teaching supervision knowledge of the head teacher and teaching supervision ability of the head teacher greatly influence instructional supervision by head teachers. The study overly concludes that student, teacher, school and head teacher related factors influence instructional supcn'mon by head teachers. The study recommends that the head W}fls can use lhc findings to come up with innovative inclusive policies that can ensure effective instructional supervision by involving teachers, parents and QASOs 10 improve leamning outcomes in education in competence based curric g petence curriculum.
Institutional Determinants of School Attendance among Public Preschool Pupils in Meru County, Kenya
(Kenyatta University, 2023-04) Purity, Kinyua; Damaris Kariuki
Abstract
Effect of Alternative Methods to Corporal Punishment on Student Discipline in Public Secondary Schools in Mombasa County, Kenya
(Kenyatta University, 2023-05) Ghati, Scort; Daniel Mange Mbirithi
Abstract
Level of Schooling, Skills Training, Gender and Incarceration among Inmates in Kamite and Langata Maximum Prisons in Kenya
(Kenyatta University, 2023-10) Nyabuto, Sukuru Clinton; THADDAEUS O RUGAR
Abstract
Influence of Principals’ Management Practices on Teacher Professional Performance in Secondary Schools in Bungoma County, Kenya
(Kenyatta University, 2023-11) Nyongesa, Rose Nekesa; Peter N. Muchanje; Florence M. Itegi
Abstract
Student Leadership Influence On the Management Of Student Discipline In Public Day and Boarding Secdondary Schools In Kaloleni Kilifi County Kenya
(Kenyatta University, 2023-10) Mwangudza, James Mkonza Rose; Daniel Mange Mbirithi
Abstract
Drop Out Factors and Their Impact on Boys Retention in Public Secondary Schools in Mombasa County,Kenya
(Kenyatta University, 2023-06) Maungu, Evelyn; Gabriel Madanji
Implementation of Competence Based Curriculum and its Effect on learning Outcomes in Lower Primary Schools in Kakamega County, Kenya
(Kenyatta University, 2023-06) George, Abuko; Elizabeth Katam
In Kenya, teachers in the lower primary grades are currently implementing the competence-based curriculum (CBC). As opposed to just reiterating content knowledge, the new curriculum places more emphasis on learners demonstrating what they have learned. The study purposed to conduct an evaluation of the CBC implementation to find out whether it has effect on learning outcomes in lower primary schools in Butere Sub- County, Kakamega County, this evaluation primarily focused on lower primary grades. The study was guided by following objectives: To find out the effect of formative assessment on learning outcomes in the implementation of the CBC in lower primary schools in Butere sub-county Kakamega county in Kenya; To determine the effect of learner centered teaching methods on learning outcomes in the implementation of the CBC in lower primary schools; To find out the level of availability and utilization of learning resources and its effect on learning outcomes in the implementation of the CBC in lower primary schools; and finally, to determine the effect of utilisation of professional documents on learning outcomes in the implementation of the CBC in lower primary schools. The study employed the theory of curriculum implementation developed by Rogan and Aldous (2005). The study was important because it produced information that could educate teachers, head teachers, and various stakeholders’ new information about the effect of using formative assessment, learning resources, learner-centred teaching methods, and professional records on learning outcomes. The study's target population consisted of 818 respondents, including 743 teachers and 75 head teachers. To sample 19 head teachers and 193 teachers, stratification and simple random selection were utilized. Thus the study used a sample size of 212respondents.Questionnaires, interview schedule and observation guide were applied as data collecting instruments. Descriptive statistics were used to analyse quantitative data. Regression analysis was used to generate inferential statistics. The quantitative data was analysed using both descriptive and regression analysis and was presented as percentages and frequencies. The qualitative data was subjected to thematic analysis, and the results were presented narratively. The study's findings demonstrated that using formative assessment, learner-centred teaching methods, learning materials, and professional documents had a substantial beneficial effect on learning outcomes in public primary schools in Butere sub-county. The study also established that majority of teachers did not use formative assessment methods, learner-centred teaching methods, learning resources and professional documents in the CBC implementation. As a result, it was recommended that teachers should successfully use formative assessment methods, professional documents, learner-centered teaching methods and learning materials in CBC implementation. The head teachers should effectively supervise teachers and ensure they use formative assessment, learning resources, professional documents and learner centered teaching methods in CBC implementation.
Effect of Internal Control System on the Operational Performance of Organization: A Case Study of Kenya Revenue Authority (KRA) Headquarter, Kenya
(Kenyatta University, 2023-06) CHEPKONGA, LORNA CHEPKORIR; Daniel Mange Mbirithi
The issue of financial crisis has persisted despite the fact that internal control systems have been in place for many years in the majority of organizations. However, the current research aims to determine the effect of the internal control system on operational performance of Kenya Revenue Authority. The survey objectives were; to explore the effect of control environment, risk assessment, control activities and automation on the performance of Kenya Revenue Authority. The survey was anchored by New Public Management theory and Contingency Theory. A descriptive research design was utilized. The research targets 640 employees working at finance, administration and internal audit departments. The study sampled 128 respondents. Questionnaires were utilized to gather primary data. Both quantitative and qualitative data were collected. Secondary data were gathered from annual financial reports. Quantitative data were analyzed descriptively and inferentially. Qualitative data were analyzed through themes and presented in verbatim forms. Only frequency, percentage, means, and standard deviations were utilized in descriptive statistics. Regression modeling and product moment correlation were used for inferential statistics. Graphs and tables were used to display the findings. The findings show that coefficient of correlation was 0.865, an indication that the study variables significantly influenced operational performance of KRA. Coefficient of adjusted determination was 0.724 which translates to 72.4%. This indicates that variations in dependents variable was explained by the independent variables (risk assessment, control environments, control activities and automation). Also, the findings from regression coefficients revealed that risk assessment, control environments, control activities and automation significantly affect the operational performance of KRA since the P-value is less than 0.05. The study concludes that internal control systems have statistically significant relationship with operational performance of Kenya Revenue Authority. The study concludes that KRA should establish strong internal control policies that will help the firm achieve its goal of optimizing revenue collection. The study recommends that management needs to be dedicated to the system's operations, set policies and processes for authorizations at a high enough level, and make sure that clear lines of authority and responsibility have been established to guarantee policy and procedure compliance. Additionally, managers need to make sure that roles in the department responsible for collecting revenue are clearly defined, train personnel on how to use the accounting and financial management system, and finally make sure that management promptly explains any differences between actual and budgeted income.
Effect of alternative methods to corporal punishment on student discipline in public secondary schools in Mombasa County, Kenya
(Kenyatta university, 2023-05) Ghati, Scort; Daniel Mange Mbirithi
This study's aim was to investigate the effect of alternatives methods to corporal punishment (ATCP) on student discipline in public secondary schools in Mombasa county of Kenya. Four objectives that were developed for the study were used as a roadmap. The first goal was to establish the alternatives to corporal punishment used to restore student behaviour in Mombasa County public secondary schools. The second objective was to establish the effectiveness of these alternative methods in enhancing discipline among students in secondary schools in Mombasa County. The third objectives was to investigate the challenges encountered in the use of these methods in instilling discipline in learners. The fourth objective was to establish strategies for improving the use of alternative methods of discipline in Mombasa County secondary schools. The study's framework was the positive discipline model derived from systems and cognitive-behavioural theories. For this study, a descriptive survey method was chosen. All of the 31 public secondary schools in Mombasa County participated in the study. The focus of the study population were the students, one from each form class bringing their total to 124, 31 heads of guidance and counselling, 31 deputy principals and 18 out of the expected 31 school principals made the sample of study. A census was used for the few individuals like principal, deputy principal and the heads of guidance and counselling while purposive sampling was used for the selection of students. Data was collected using two instruments: questionnaires for students, heads of guidance and counselling and the deputy principals while the principals were interviewed according to interview schedules. To verify the reliability of the research instrument, the questionnaires were piloted by being given to a small group of people who were not participants but exhibited the same trends. Quantitative data were analysed using descriptive statistics and inferential statistics using SPSS and information presented in tables, bar graphs, and pie charts, whereas quantitative data were analysed using content analysis approaches such as narratives, explanations, and conversations. It was found that the ATCP used mostly in public secondary schools in Mombasa county were guidance and counselling and suspension of leaners. The ATCPs have had minimal effect on students’ discipline in Mombasa county public secondary schools. Alternative methods to corporal punishment have been less effective in managing students’ discipline. The challenges experienced range from lack of infrastructure, inadequate human resources, inadequate capacity to handle tasks, hostility and uncooperativeness from parents, low morale and interference from Ministry of Education officers or politicians. The strategies to be used to improve the use of alternative discipline methods were through dialogue and more inclusion of learners in decision making
Student leadership influence on the management of student discipline in public day and boarding secondary schools in Kaloleni, Kilifi County, Kenya
(Kenyatta university, 2023-10) Mwangudza, Rose Mkonza James; Daniel Mange Mbirithi
The creation of student councils in secondary schools in Kenya was expected to help teachers improve efficiency in school management. However, despite adopting student councils, student unrest and other forms of indiscipline were still experienced in secondary schools in Kaloleni Sub-County. This project research sought to first; determine the influence of student leadership in the boarding section on the management of discipline. Secondly, establish the influence of student leadership in classrooms on the management of discipline. Thirdly, assess the influence of student leadership in clubs and on the management of discipline, and finally, assess the available student leadership training and how effective it was in the management of discipline in public secondary schools in Kaloleni Sub County. House Path-Goal Theory was adopted to guide the study. The study employed a descriptive research design. A multistage sampling technique was used for sampling. In stage one; cluster sampling was used to identify the sampled schools. The study targeted 22 public secondary schools. A sample size of 8 schools representing 30% of the target population. In stage two, individuals were sampled. The study sampled 8 principals and 8 deputy principals. For student leadership, the study sampled 61 classroom leaders, 17 dormitory leaders, 24 leaders from clubs, and 32 leaders from faith-based societies, giving a total of 150 participants. The study employed the use of questionnaires in collecting data. The reliability of the data collection tool was determined by the pilot study which revealed a high internal consistency and reliability with a Cronbach’s alpha value of 0.889. Data were collected from the sampled student leaders, Principals, and Deputy Principals and were classified according to attributes and cross-frequency tables. The data were analyzed using descriptive statistics aided by the SPSS version 26 database and presented by the use of charts, graphs, and distribution tables. The study revealed most aspects of student leadership such as peer mediation, hinting appropriate behavior, and religious teachings had influence on management of students’ discipline. However, the study revealed that the school administration's engagement of student leaders in making decisions affecting students' ratings was moderate. Dormitory or classroom meetings with students to discuss and establish dormitory rules and corrective actions were rated relatively low in the study and students in dormitories and classrooms had a low attitude when punished by student leaders. The rating for whether student leaders have sufficient training to carry out their leadership responsibilities was low. Regarding the ability to manage difficult or stubborn students and exposure to frequent leadership training seminars, the study observed relatively low ratings. The study concluded that student leadership domains (in classrooms, dormitories, clubs, and faith-based societies) positively and significantly influenced the management of discipline in secondary schools. The study further concluded that the student leadership training in discipline management was insufficient. The study recommended that four domains of student leadership; student leadership in the classrooms, dormitories, clubs, and faith-based societies ought to be integrated and the training should seek to address the gaps identified in the leadership abilities and competencies.
Influence of principals’ management practices on teacher professional performance in secondary schools in Bungoma County, Kenya
(Kenyatta university, 2023-11) Nyongesa, Rose Nekesa; Peter N. Muchanje; Florence M. Itegi
The school principal plays a pivotal role in improving a school’s performance thus there is the need to ensure that the principal has the skills needed in management to undertake their duties effectively. The principal’s ability to exhibit effective management practices is vital to determining teacher performance. Influenced by the low performance in KCSE results in Bungoma North Sub-County compared to the entire Bungoma County in the past years, the purpose of this study was to determine the influence of secondary schools principals’ management practices on teacher performance in Bungoma North sub-county. The study objectives were based on determining the influence of principal’s feedback mechanisms on teacher professional performance, to explore the influence of professional development on teacher professional performance, to assess the extent to which principals’ teacher support influences teacher professional performance, and to establish ways in which principal’s teacher motivation schemes influence teacher professional performance in Bungoma North Sub County. The Instructional Leadership Theory guided this research study and a descriptive survey design was used to collect and analyse data. The study targeted 27 principals and 737 teachers from the public secondary schools in the Bungoma North sub-county. A complete census of all the principals in the 27 secondary schools was considered in the study, and teachers were sampled using both the purposive and random sampling technique to make up a total of 69 teachers. Primary data were gathered using self-administered questionnaires for both the teachers and principals. The survey instrument’s validity was determined using content and face validity, whereas Cronbach Alpha was used to determine their reliability. SPSS version 24 was used to organize data where frequencies, percentages, means, standard deviation, Chi square and ANOVA were used to measure the influence of the independent variable on the dependent variable. Inferential statistics from correlation and regression analysis were used to establish the direction and strength of the relationship between teacher professional performance and principal’s management practices. The results of the analysis showed that principal’s management practices account for 62.1 % of teacher’s professional performance (R²= .621). An increase in principal management practices by one unit resulted in an increase in teacher performance by 0.424 units therefore the principal management practices significantly influenced the professional performance of the teachers. The study concluded that the principal management practices adopted by principals in Bungoma North Sub County significantly influenced the performance of the teachers
Subject choice in humanities and its implications on Kenya certificate of secondary education examination candidature in public schools: Laikipia County, Kenya.
(Kenyatta university, 2023-04) Ndung’u, Peter Mwangi; Samuel M. Njihia; Charles M. Magoma
Humanities were group three subjects offered as optional at form three and four of secondary education in Kenya. Learners were obliged to choose at least one humanities subject for preparation of KCSE examination and future career path. Humanities subjects experienced inconsistencies in number and gender composition of KCSE examination candidature. Therefore, the purpose of the study was to assess subject choice in humanities and its implications on KCSE examination candidature in public secondary schools in Laikipia County. The study was guided by the following specific objectives: to determine teachers support of subject choice and its implications on KCSE examination candidature, to ascertain schools support of subject choice and its implications on KCSE examination candidature, to establish learners support of subject choice and its implications on KCSE examination candidature. Rational choice theory was used to guide the research. Descriptive survey research design was applied with a target population of 94 principals, 282 humanities subject teachers, and 6,800 form 4 humanities students. A representative sample was selected where simple random sampling method was used to sample 20 schools, purposive sampling method used to select 20 principals and 60 humanities subject teachers whereas stratified random sampling method was used to sample 120 humanities students where Slovin’s formula was applied. Data was collected using questionnaires for teachers and learners, and interview guide questions for principals. Reliability of the instrument was measured using Spearman rank correlation coefficient where p was 0.91 while item content validity index was 0.62. Quantitative data was analyzed using descriptive and inferential statistics where Microsoft Excel and statistical package of social sciences (SPSS) program was employed then presented in form of graphs, charts, chi square tables, percentages, Z score and frequency distribution tables while qualitative data was analyzed thematically where verbatim were reported. The findings revealed that in teacher support of subject choice, preservice training was found to have qualified teachers in their professional practice, teachers enjoyed teaching humanities subjects and their application of activity based strategies was very good. In schools support of subject choice, schools were fairly enriched with right instructional resources, maintained better performance culture by setting future performance targets guided by past achievements, more professionally trained career teachers with few career guidance sessions and had CRE being compulsory, choice was between history and geography. In learners support of subject choice, learner’ mostly adopted revision through past exam questions that quizzed their knowledge acquisition in studies and their attitudes toward humanities subjects was positive, although gender perception minimally supported their choice of humanities subjects. The study concluded that teachers support, schools support and learners support was found to have shaped learners decisions on choice of humanities subjects which had implications on KCSE exam candidature. The study recommended regular in-service training for teachers, formulation of a flexible policy framework on subject choice, developing a workable support system that continues to foster positive attitude in humanities subjects.
School heads’ transfer and its effect on students’ performance in public secondary schools in Nyeri County, Kenya
(Kenyatta university, 2022-12) Wekesa, Petronilla Namaemba; Daniel Mange Mbirithi; Daniel Oketch Otieno
Different countries explore possible ways of improving the standard and quality of education to meet the increasing demand of all-rounded personnel in the market. Transfer of school heads from one school to another has been one of the major concerns in educational sector to ensure students meet the set standards for quality education. In Kenyan’s Educational system, school heads transfer is currently carried out on delocalization policy in public institutions by Teachers Service Commission that initiated it in early 2018. This research aimed at establishing the effect of transferring school heads on students’ academic performance by making a follow-up on the KCSE results in the last five years in the new schools where the school head was transferred. The study objectives were; to establish reasons for transfer requests of school heads, find out typologies on which school heads were transferred and their effect on students’ performance, ascertain the effect of school heads’ perceptions towards delocalisation on students’ performance, and finally, establish teachers’ perceptions towards transfer of school heads and their effects on student’s performance. The study was guided by Expected Utility Theory that has a basic slogan which says; choose the act with the highest expected utility whose outcome is uncertain. Descriptive Survey Design was adopted targeting a population of 218 principals, 2995 teachers and 8 Teachers Service Commissioners in the Sub-counties. Mukurweini sub-county was chosen purposively because of the highest number of delocalized school heads recorded between 2018 and 2019 compared to other Subcounties, almost all public secondary schools in Mukurweini experienced transfer of the Head within the period. The study used simple random sampling whereby Random Number Table was used to sample 16 schools and school heads, Lottery Technique was used to sample 121 teachers and 1 commissioner from TSC Subcounty office. Therefore, a total of 138 respondents were used. Instruments were piloted after reliability and validity has been tested. Questionnaires and an interview guide were instruments used to collect data. Likert scale in closed-ended questions was converted into numerical codes and entered into SPSS version 24. Methods used to analyse data were as follows; descriptive statistics was used to analyse quantitative data, content analysis was used to analyse qualitative data while, linear regression was used to measure relationship between variables. Data were presented in frequency tables, percentages, pie charts and Bar graph and the observed trends were interpreted. The findings of the study reveal that school heads transfer led to an improvement of student academic performance. Personal-related issues was the main reason for school heads transfer requests, most of the school heads were transferred on deployment and promotional terms which had no significant relationship with students’ performance, delocalization of school heads had no significant influence on students’ performance and finally, teachers perception towards transfer of school heads had no significant effect on student performance. The study recommends that transfer of school heads should be upheld only on promotional and deployment terms, for quality education to be realized basing on the noted improvement, TSC to ensure that matters pertaining health and welfare are well checked before transfer to minimize school heads’ transfer requests. School heads should be informed in advance concerning their transfer so that they are not got unaware about the transfer to prepare them psychologically, and finally school heads should embrace the changes and use the opportunity to improve their new station
Link between complaints resolution and tutor motivation in public teacher training colleges in the eastern region of Kenya
(Kenyatta university, 2023-03) Mbula, Musembi Lilian; Peter Nyaga; Samson Kariuki
Complaints resolution has been highlighted as a good tool of management because where complaints are adequately managed motivation of tutors is increased and the performance of the institution is enhanced. Performance of Public Teacher Training Colleges in national examinations has been declining at an alarming rate pointing to possible low motivation levels among tutors. Although factors affecting performance in examinations are varied, the role of the tutors cannot be assumed. The purpose of this study was to establish the link between complaints resolution and tutor motivation in PTTCs in the Eastern region of Kenya. The objectives of the study were: to determine the influence of complaints resolution infrastructure on tutor motivation, to establish how the process of lodging complaints influences tutor motivation, to determine the influence of response to complaints on tutor motivation, and to establish the influence of audit of complaints mechanisms on tutor motivation in PTTCs in the Eastern Region of Kenya. The study was anchored on the systems theory. Correlation research design was applied in this study. The target population for the study was 342 tutors and 25 complaints resolution committee members in the five Public Teacher Training Colleges in the Eastern Region of Kenya. Sampling was purposive for the PTTCs and the complaints resolution committees while stratified random sampling was used to sample tutors. A total of 185 respondents participated in the study sampled using Krecjie and Morgan table of sampling. Data was collected using questionnaires for tutors and complaints resolution committee members. An observation checklist was also used by the researcher to record pertinent information. Pearson’s Correlation Coefficient was used to establish the link between the variables for each objective. The study found out that there was a positive correlation between a college having complaints resolution infrastructure and tutor motivation R= 0.982 P-value 0.000 at 1% (0.01). It was also established that there was a positive correlation between lodging of complaints and tutor motivation R= 0.971 P-value 0.000 at 1% (0.01). Further, analyzed data revealed that there was a positive correlation between response to complaints and tutor motivation R= 0.977 P-value 0.000 at 1% (0.01) and finally, a positive correlation was found between auditing of complaints resolution mechanisms and tutor motivation (R= 0.964 P-value 0.000 at 1% (0.01). The study concluded that availability of complaints infrastructure, lodging of complaints, response to complaints and auditing of complaints mechanisms in the PTTCs were moderate. The study recommended that PTTCs need to nurture a complaints culture by providing the requisite material and personnel as this will help cultivate trust, improve tutor morale and strengthen provision of sustainable services. Further, the study also recommended that, the MOE, TSC and the College Principals need to promote effective resolution of tutors' complaints to enhance tutor motivation and to sustain quality teacher training in PTTCs
Influence of laboratory utilization on students’ academic achievement in chemistry among public secondary schools in Kisumu County, Kenya
(Kenyatta university, 2023-11) Ochieng’, Molly Atieno; Mary Otieno
Laboratories play a vital role in science practicals. Chemistry laboratory stores chemicals, reagents and practical apparatus. The utilization of the laboratory enables the students to acquire practical chemistry skills and improve their performance in chemistry. Consequently, the utilization of laboratory resources is the basic part of chemistry. Even though laboratory facilities are available in schools in Nyakach Sub County, students have always registered meagre performance in Chemistry. The investigation purposed to unveil the influence of utilization of chemistry laboratory on students’ academic achievement in public secondary schools in chemistry in Nyakach sub county, Kisumu County. These objectives directed the study; to establish the influence of frequency of laboratory experiments and academic achievement among students in chemistry in public secondary schools in Nyakach sub county, to establish the influence of proportion of chemistry syllabus covered and academic achievement among students in chemistry in public secondary schools in Nyakach sub county, to establish the influence of laboratory technicians’ roles towards academic achievement among students in chemistry in public secondary schools in Nyakach sub county, Kisumu County. The systems resource theory guided the study. Descriptive survey research design was adopted. The target population included 48 public secondary schools in Nyakach with 48 principals, 48 chemistry teachers, 48 laboratory technicians and 2240 students. The 16 schools were sampled through stratified sampling. Purposive sampling sampled 16 principals, 16 teachers of chemistry and 16 laboratory technicians. To select 112 form three chemistry students simple random sampling was useful. Two schools were randomly chosen and used for piloting the research tools hence not counted in actual data collection. The expertise of the supervisors, lecturers and other researchers in economics of education was used for content validity whereas test-retest technique was embraced for the reliability of the instruments. Observation schedules, interview schedules in addition to questionnaires were embraced in gathering of research data. The Statistical Package for Social Sciences version 26 was used to organize the data. Quantitative data was analyzed using descriptive statistics such as frequencies, mean and percentages. The data was presented in frequency distribution tables, bar charts and pie charts. Qualitative data was organized and pigeonholed into different themes and concepts from which deductions and generalizations were drawn and presented in narrations. The research revealed that inadequate laboratory apparatus, lack of laboratory reagents, irregular laboratory practicals and absence of trained laboratory technicians hindered utilization of laboratories that in turn affected academic achievements of the students in chemistry in secondary schools in Nyakach Sub County. The study recommends that secondary schools should employ qualified laboratory technicians, to help teachers maximize laboratory utilization and improve academic achievement. The government needs to make available laboratory apparatus for all the schools, for the learners to be armed with the required expertise to carry out laboratory practicals
School preparedness and its influence on the implementation of national health strategic plan in public secondary schools in Machakos County, Kenya
(Kenyatta university, 2023-05) Musyoka, Miriam; Nobert Ogeta
While health has been established as a fundamental human right, it is alarming to establish that, its efficacy at secondary school level within Machakos County falls way below expectations. As a result and aware that it is enforced by the use of national health strategic plan (NHSP), this study investigated the school preparedness and its influence on the implementation of national health strategic plan within Public secondary schools in Machakos, Kenya. In particular, the first objective was to establish the level of training on the health matters and execution of the strategic plan. The second objective was to determine the adequacy of health facilities and accomplishment of national health strategic plan. Thirdly, it identified the availability of funds and its influence on the realisation of national health strategic plan and lastly, it determined the level of awareness of teachers on the existence of the said strategic plan and its influence on the implementation of the national health strategic plan in secondary schools within Machakos County, Kenya. The study adopted descriptive survey design. Both the principals and teachers were the target population. Stratified sampling was employed by obtaining 15% of the respondents from mixed day, single gender and mixed boarding categories within the said county, totalling to 633 teachers and 47 principals. Then simple random sampling was used to select teachers from each sampled school. Principals from the sampled schools were sampled purposively. The instruments of data collection comprised of Semi-structured questionnaires and interview guide which collected both quantitative and qualitative data. Content validity was determined through expert’s judgment. Reliability was determined by split half technique. The data was presented in tables. By the use of SPSS version 21, Quantitative data was analysed using both descriptive method (mean and standard deviation) and inferential technique (Regression analysis). Qualitative was analysed thematically. The study revealed that, there was limited in servicing of teachers regarding handling of students’ health matters which influenced the implementation of NHSP. Secondly, it emerged that, there was limited students health facilities like waste disposal system and fire-extinguishers, which it also affected the execution of the NHSP. The funding for students’ health issues was inadequate, an aspect which also impacted the implementation of NHSP. Lastly, teachers and principals were much aware of the national health strategic plan. Additionally, the said awareness affected significantly the implementation of the NHSP. Generally, the study established that, school preparedness influenced in a significant way the implementation of NHSP. Following the mentioned findings, this study recommended the government to constantly capacity build teachers on handling students’ health matters, increase more funding in schools in order to secure more health related facilities. Lastly, schools through the help of Board of managers should lobby Non-governmental organization to support in terms of finances the implementation of NHSP. .
Teachers’ competence and its influence on effective implementation of competency based curriculum in public primary schools in Machakos County, Kenya
(Kenyatta university, 2023-05) Kalunde, Mutua Mary; Samuel N. Waweru
The Kenyan government has embarked on system of education reform from 8.4.4 system to 2-6-3-3-3 with an aim of enhancing the education system standard. The basis of this crucial change is to ensure development of knowledge-based skills necessary in today’s job market globally. The study purpose was to carry an investigation on teachers’ competence influence on effective Competency Based Curriculum (CBC) implementation. Its objectives include: Establishing the teachers’ competence based on skills, values, knowledge and attitudes; finding out the extent of CBC implementation; to establish the constraints facing effective implementation of CBC and to establish the attitudes of teachers towards CBC. Gross, (1971) Curriculum Implementation Theory was the basis of this study. Adoption of a descriptive survey design was done and it targeted 79 public primary schools, 941 TSC teachers, 79 deputy head teachers and 79 head teachers in Matungulu SubCounty. 20% of the target population which comprise of a sample size of 16 schools,16 head teachers, 16 deputy head teachers and 188 public primary school teachers was selected using stratified random sampling. The data collection tools utilized were an interview schedule, questionnaire and an observation checklist. Three public primary schools were used to pilot the instruments of research so as to ensure clarity of content and objectives coverage. Data were collected from the field using both quantitative and qualitative method. Descriptive statistics such as; frequency counts and percentages were utilized in analyzing data quantitatively by use of Statistical Package for Social Sciences (SPSS) programme. Qualitative data were analyzed by use of thematic approach which entailed describing each research objective based on the response given. Pie charts, bar graphs and frequency tables, were used to present the report of the analysis. The study established that teachers’ in-service training which was done yearly was not adequate for effective curriculum implementation. It established in the study that there were various constraints which hinder its effective implementation which include high teacher-pupil ratio and lack of adequate learning and teaching materials. Most schools indicated teacher-pupil ratio of 1:80 which was above the MOE requirement of one teacher to 35-40. Most schools indicated in adequate learning and teaching resources such as ICT and Audio-Visual Equipment. A number of recommendations to Ministry of Education, KICD and TSC were made, these include: The MOE should organize for more inservice training in order to create an attitude which is positive towards the curriculum for its successful implementation, MOE should ensure adequacy of learning and teaching resources; More public primary classrooms should be built by the government to cater for increased enrolment and TSC should employ more teachers to cater for high teacher-pupil ratio.
Information communication technology influence on teaching and learning outcomes in KCSE in public secondary schools in Kiambu County, Kenya
(Kenyatta university, 2023-03) Kago, Lucy Nyokabi; Samuel N. Waweru
The aim of the study was to determine information and communication technology influence on teaching and learning outcomes in Kenya Certificate of Secondary Education in public secondary schools in Githunguri Sub-County, Kiambu County. The goals of the survey were: to explore the impact of adequate ICT resources on learning outcomes; to investigate the impact that ICT use has on the outputs of education; to determine the difficulties associated with the utilization of ICT in teaching and learning outcomes in Githunguri Sub County and to investigate the impact that students' and teachers' attitudes toward the utilization of ICT facilities have on those outcomes. The theory of cognitive flexibility served as the foundation for the study, which places an emphasis on the four levels of evaluation; reaction, learning, transfer, and outcomes. The survey embraced descriptive research design. 34 public secondary schools in Githunguri sub-county were the focus of the study. A total of 34 principals and 34 computer studies teachers and 2851 form three and form four students were targeted. Simple random sampling technique was utilized to choose 10 schools. A total of 285 learners were chosen from the sampled schools. The observation schedule and questionnaire were utilized to gather data. The pilot study was conducted in one public secondary school which was not included in final data gathering. The gathered data were analyzed descriptively with the aid of statistical package for social science (SPSS version 26) software. The analyzed data were presented through tables using percentages and frequencies. The outcomes of the survey revealed that the majority of schools had computers, scanners, and DVD/CD players. The study's findings showed that 64.7% of public secondary schools lacked enough ICT infrastructure, particularly computer labs and that even those that did have some were insufficient for proper integration of ICT in instruction. The schools should be provided the ICT tools such as laboratories, projectors, computers and printers in order to facilitate better utilization of ICT in teaching and learning. Through the ministry of education, the government ought to increase funding for ICT projects in schools, construct more classroom space, and provide these establishments with additional ICT resources
Kenya education management institute’s training and its outcome on management skills of principals in public secondary schools in Kitui County, Kenya.
(Kenyatta university, 2023-11) Utee, Jonathan M.; Samson Ikinya Kariuki; Gabriel Madanji
Due to ever changing school environment and evolving knowledge, there is need to equip school managers with relevant skills, knowledge and attitude for efficient and effective management of schools. The purpose of this quantitative ex-post facto study was to investigate the outcome of Kenya Education Management Institute’s training on principals’ management skills in public secondary schools in Kitui County, Kenya. The study was guided by the following research objectives: To determine the outcome of KEMI training on principals’ financial management competencies in public secondary schools in Kitui County; determine the outcome of KEMI training on principals' human resource management skills; determine the outcome of KEMI training on principals’ curriculum implementation skills and finally establish the outcome of KEMI training on principals’ risk management skills. The study was guided by Kirkpatrick Evaluation Model (1998) to establish the outcome of the training on principals’ management skills. A target population of 257 public secondary school principals was used from which a sample size of 86(34.1%) respondents were selected using stratified simple random sampling. Researcher developed a structured Likert scale questionnaire which was piloted for usability before it was used to collect data. Findings from this study were analyzed using descriptive statistics (frequencies, mean and standard deviation), to answer research questions the null hypotheses were tested using an independent sample ttest. The findings of the study were; KEMI management skills training is a good predictor of financial management skills of principals, t (27.281) =; p < .05, KEMI management training is not necessarily a good predictor of human resource management skills of principals, t (17.908) =; p > .05, KEMI management skills training is a good predictor of curriculum implementation skills of principals, t (16.771) =; p < .05 and KEMI principals’ management training is a good predictor of curriculum implementation skills of principals, t(18.320) =; p < 05. The study also established that at a significance level of 0.05, all the variables had positive correlation where financial management skills had a correlation coefficient of .773, human resource management skills had .947, Curriculum Implementation management skills had 0.947 and risk management skills had .861. The recommendations of the study are; KEMI training should be made mandatory for all public secondary school principals. KEMI training curriculum should be reviewed to capture policy reforms in curriculum implementation management. Ministry of Education Science and Technology (MoEST) should recommend school management training in pre-service training curriculum for teacher trainees in universities and colleges with more emphasis on ICT integration in the management of schools. In future, a causal-comparative study can be conducted to compare the management competencies of principals in private and public secondary schools

Browse

Recent Submissions