MST-Department of Educational Management Policy & Curriculum Studies

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Efficacy of Mitigation Strategies in Disaster Prevalence in Public Secondary Schools in Machakos County, Kenya
(Kenyatta University, 2024-09) Muhoho D. Maina
School safety is paramount for effective learning to take place. Schools all over the world have established ways of mitigating disasters. The mitigation measures aims at reducing or preventing loss of lives, destruction of property and emotional torture to victims. However, the question remains: how efficient are these safety strategies in keeping school children secure from disasters? The purpose of this study was to determine efficacy of mitigation strategies in disaster prevalence in public secondary schools in Yatta Sub-County Machakos County, Kenya. The objectives of this study were to: Determine the influence of stakeholder awareness on disaster prevalence, Establish the influence of frequency disaster drills on disaster prevalence, Determine influence of duration of response on disaster related deaths and loss of property and, Examine the influence of adequacy of financial allocation for disaster prevention on disaster prevalence in Yatta Sub County public secondary schools, Machakos county Kenya. This study was guided by Protection Motivation Theory (PMT). The study adopted descriptive survey design. Target population comprised of all the 61 public secondary schools in Yatta Sub-County of Machakos County. Through stratified sampling method 20 public secondary schools were sampled. One sub-county director of education, 20 principals, 4 teachers and 5 students from each school were selected using purposive sampling method. Instruments for data collection were questionnaires, interviews schedules and observation checklist. Pilot study was conducted in two schools which were not included in the main study. Data collection was done through questionnaires which were hand-delivered; face to face interviews and direct use of observation checklists. Quantitative data was analyzed using descriptive statistics including mode, mean, median and percentages while Qualitative data was analyzed thematically. Data was presented in tables, and figures. The research revealed that stakeholders awareness influence prevalence of disasters. Stakeholder awareness on various disasters made it easy for them to fight disasters hence reduced the number of casualties. Inadequate finances affected prevalence of disasters. Poor implementation of disaster policies influenced disaster prevalence. Early and quick responsiveness to disasters eased management of disasters. The study revealed that most of the students and teachers had not attended disaster management drills hence they could not fight disasters adequately. Some schools had inadequate facilities and equipment’s. The study recommended that MOE should create awareness of various disasters in learning institutions and also make resources available; principals should ensure disaster mitigation policies are implemented, MOE to ensure that all stakeholders are trained on disaster, more funds should be set aside for disaster management xvi and regular inspection of schools and disaster management should be integrated in the school curriculum.
Teachers’ Pedagogical Skills and Implementation of Classroom Assessment in Early Years Education in Baringo County, Kenya
(Kenyatta University, 2024-11) Mutai, Jane Jepchumba
The study investigated teachers’ application of pedagogical skills and how classroom assessment was implemented in Early Years Education in Baringo County. The Kenyan Government reformed its 8-4-4 curriculum into a competency based one (CBC) which emphasized on teachers’ pedagogical skills and classroom assessment. This would enhance skill acquisition in learners. Studies have however revealed that teachers demonstrated poor pedagogical skills and classroom implementation strategies. The study objectives were; to describe teachers’ application of principles of assessment, describe teachers’ use of a variety of authentic assessment methods, describe teachers’ ability to construct a test, describe teachers’ utilization of assessment results and describe teachers’ implementation of classroom assessment. Pedagogical content knowledge and curriculum implementation theories guided the study. The study adopted Cross-sectional Descriptive Survey Research Design. Quantitative and qualitative data collection methods were utilized. The instruments were a questionnaire, interview guide and Focus Group Discussion guide. Cronbach’s (1951) Alpha Coefficient was used to establish the instruments’ reliability while validity was determined by expert judgment. Quantitative data were analyzed using descriptive statistics in the SPSS and presented by tables. Qualitative data were thematically analysed and presented narratively. Baringo County was the study locale. The target population was 700 public primary schools, 700 headteachers, 2800 EYE teachers and 45 Curriculum Support Officers (CSOs). Krejcie & Morgan’s (1970) table was used to determine the sample size. This yielded 248 schools, 248 headteachers, 338 EYE teachers and 40 CSOs. EYE teachers and schools were selected by simple random sampling. Headteachers and CSOs were purposively selected. 25 schools and 34 EYE teachers were randomly selected for piloting while 2 headteachers and 2 CSOs were purposively selected for the same. The study findings revealed that 53.57% of EYE teachers made arrangements to assess learners with disabilities, 79% used written tests to assess their learners and majority (42.31%) did criterion referencing. 31.31% guided their learners to develop showcase portfolios. It concluded that EYE teachers applied assessment principles and utilized assessment results as recommended in the CBAF but didn’t use a variety of authentic assessment methods nor constructed tests by use of a table of specification. Classroom assessment was not implemented as recommended in the CBAF. The study recommended continuous teachers’ professional development through in-service training in order to equip them with pedagogical skills and classroom assessment implementation strategies.
Effectiveness of Head Teachers’ Leadership Skills on Instructional Supervision in Public Primary Schools in Nandi County, Kenya
(Kenyatta University, 2024-11) Tum, Daniel
Effective leadership techniques and instructional supervision methods were examined in the study work in the setting of public elementary schools in Nandi County, Kenya. This study's main goals were to identify the leadership competencies used by school administrators to start the implementation of the school-based curriculum and investigate the relationship between head teachers' leadership abilities and their ability to start curriculum-based supervision . To accomplish these aims, the study engaged a total of 457 participants 43 head teachers, 41 deputy heads and 371 teachers drawn from public primary schools in Nandi County. 2 Quality and Standards Officers were also used. For the purpose of data collection, standardized questionnaires were used, and a combination of simple and purposive sampling approaches were utilized and interview schedules for QASO. Correlation coefficient was tested using Pearsons product moment where reliabilty coefficient was above 0.6. Questionnaires were subjected to descriptive statistical analysis. Under the study’s skills theory of leadership, the three distinct leadership skills which are relevant to head teachers in public primary schools were looked into. Human skills which are interpersonal skills that measure how a leader relates with others were looked into. Conceptual skills and technical skills were also studied. The findings showed that the head teachers should regularly update their skills in instructional supervision. Apart from academic qualifications used to appoint head teachers, necessary skills ought to be looked into. It was deduced that head teachers are moderately effective in supervision of curriculum due lack of desired skills. Further, the success of a school depends on the leadership skills heads of institutions apply in instructional supervision. A variety of instructional supervision approaches have been welcomed by head teachers, according to the findings of the study, with clinical supervision emerging as the strategy that has been chosen the most frequently.
School Interventions and their Effectiveness on Curbing Students’ Bullying among Public Secondary School Learners in Machakos County, Kenya
(Kenyatta University, 2024-08) Kioko,Joseph Wambua
Prevalence of bullying in secondary schools has been evident as most schools continue to record cases of learners getting mistreated by their peers while in school, despite the interventions put in place to curb bullying. This therefore raises the question on whether these interventions are effective in curbing bullying. It is on this merit that the study sought to establish the effectiveness of school interventions on curbing bullying among students in public secondary schools in Machakos County, Kenya. The study specifically sought to establish the effectiveness of disciplinary interventions, restorative interventions, anti-bullying program interventions and supportive interventions in eradicating students’ bullying. The study was based on social learning theory which expounds on what drives one’s behaviour such as bullying. The study used a descriptive survey research design. A population of 116,053 respondents comprising of 351 principals, 351 deputy principals, 351 teachers in charge of guidance and counseling and 115,000 students were targeted. Using a 10% threshold, 36 schools were selected. Stratified random sampling was used to select the 36 schools while purposive sampling was used to select principals, deputy principals and teachers in charge of guidance and counseling from the 36 schools. A sampling formula was used to sample 225 students who were selected using proportionate random sampling from each of the 36 schools. The total sample size for the study was therefore 333 respondents. A structured questionnaire was used to collect data from deputy principals, teachers in charge of guidance and counseling and the students, while an interview guide was used to collect data from school principals. The questionnaire was pilot-tested to ensure its comprehensiveness and accuracy in obtaining the expected information. Validity and reliability tests were also carried out. The data was analysed using both qualitative and quantitative techniques. The findings revealed that students’ bullying among secondary schools in Machakos County was prevalent despite the interventions. It was further revealed that suspensions and punishments were upheld in most schools as disciplinary interventions, although they were found not to effectively eradicate bullying (β = 1.038; P= 0.000<0.05). Moreover, guidance and counseling, arbitration and expert appraisals were found not to be effectively utilized in most of the schools, thus their ineffectiveness in eradicating bullying (β = 0.358; P= 0.000<0.05). The findings further revealed that extra-school, intra-school and classroom-based programmes were inadequately embraced in most of the schools, despite learners proposing these as essential interventions to curb bullying (β = 0.674; P= 0.000<0.05). The findings revealed that most school did not adequately uphold parents’ involvement, individual and collective support to curb bullying, thus the method was not effective on curbing students’ bullying (β = 0.581; P= 0.000<0.05). The study concluded that bullying among students in public secondary schools in Machakos County was prevalent due to the ineffectiveness of the interventions as they were inadequately implemented. It is therefore recommended that there is need for the school principals and other decision-makers to keenly implement the school interventions so as to effectively curb students’ bullying among secondary schools in Machakos County.
Truancy Effect on Academic Performance among Public Secondary School Students in West-Pokot County, Kenya
(Kenyatta University, 2024-10) Limakwang, Philip P.
Truancy is a concern in education. Teenage truancy puts their prospects of reaching their educational objectives in danger. This study looked into the effect of truancy on academic performance among secondary school students attending public schools in West-Pokot County, Kenya. The objectives of the study were to assess the effect of occasional truancy on academic performance among public secondary school students in West-Pokot county, Kenya, to assess the effect of habitual truancy on academic performance among public secondary school students in West-Pokot county, Kenya, to establish the effect of chronic truancy on academic performance among public secondary school students in West-Pokot county, Kenya and to find out the effect of casual truancy on academic performance among public secondary school students in West-Pokot county, Kenya. This study was guided by Urie Bronfenbrenner (1979) ecological theory. The study used descriptive research design. Thirty-Four secondary schools, 34 principals, and 619 teachers in West Pokot County were the subject of this study. In the study, the schools were chosen using a stratified sampling technique. Purposive selection was used to choose the head teachers for the chosen schools. To sample teachers, simple random sampling technique was utilized. There were 179 teachers in the sample which was obtained by the use of Yamane Formula. A questionnaire and an interview guide were used to gather the primary data. Expert judgments were used to determine the content's veracity. The reliability of this study was established using the tests-retest approach. Descriptive statistics such as frequencies, percentages, means, and standard deviation were used to analyze the quantitative data, which were then presented in tables and graphs. The inferential statistics employed in the study were correlational analysis. Thematic analysis was utilized to analyze the qualitative data, which was then narrated. According to the study, children who engage in truant behavior fall behind academically and eventually drop out of school. The study suggests that in order to eradicate all forms of absenteeism, the school administration should act immediately.
Effect of Classroom Environment on Academic Achievement of Secondary School Students in Mombasa County, Kenya
(Kenyatta University, 2024-11) Kamoet, Peter Cheroben
In the 2022 KCSE examination in Kenya, the pass rate was 61.96%, signaling a poor performance influenced by factors such as poverty, overcrowded classrooms, and insufficient teaching quality. The objective of this study was to investigate the impact of the classroom environment on academic performance in public secondary schools within Mombasa County, Kenya. To fulfill this objective, the study concentrated on three key research inquiries: The effect of class size on student academic performance, the effect of teacher-student ratio on academic achievement, and the influence of teaching style on students' academic outcomes. Additionally, the study examined the book-student ratio. Employing a descriptive research design, data were collected to examine the correlation between the classroom environment and academic achievement. The study targeted 1000 participants from four public secondary schools in Mombasa County, with a sample size distributed among principals (0.4%), teachers (9.6%), and students (90%). A descriptive research technique was employed to define the situation, problem, and phenomena without establishing causal relationships. Python was used for comprehensive data analysis and visualizations. The results investigated the influence of class size, teacher student ratio, teaching style, and resource allocation on the academic success of secondary students in Mombasa County. The findings, systematically depicted through bar charts, underscored the effects of these variables on students' academic performance. The study emphasized the significant role of specific factors in shaping academic achievement. Both educators and students supported the positive impact of smaller class sizes and a lower Teacher-Student Ratio (TSR) on academic performance and engagement. Effective teaching styles, especially pedagogical approaches and individualized instruction, received strong endorsement from students. Educators acknowledged the positive influence of resource distribution, particularly subject-specific books, on academic achievement.
Effect of Classroom Environment on Academic Achievement of Secondary School Students in Mombasa County, Kenya
(Kenyatta University, 2024-11) Kamoet, Peter Cheroben
In the 2022 KCSE examination in Kenya, the pass rate was 61.96%, signaling a poor performance influenced by factors such as poverty, overcrowded classrooms, and insufficient teaching quality. The objective of this study was to investigate the impact of the classroom environment on academic performance in public secondary schools within Mombasa County, Kenya. To fulfill this objective, the study concentrated on three key research inquiries: The effect of class size on student academic performance, the effect of teacher-student ratio on academic achievement, and the influence of teaching style on students' academic outcomes. Additionally, the study examined the book-student ratio. Employing a descriptive research design, data were collected to examine the correlation between the classroom environment and academic achievement. The study targeted 1000 participants from four public secondary schools in Mombasa County, with a sample size distributed among principals (0.4%), teachers (9.6%), and students (90%). A descriptive research technique was employed to define the situation, problem, and phenomena without establishing causal relationships. Python was used for comprehensive data analysis and visualizations. The results investigated the influence of class size, teacher student ratio, teaching style, and resource allocation on the academic success of secondary students in Mombasa County. The findings, systematically depicted through bar charts, underscored the effects of these variables on students' academic performance. The study emphasized the significant role of specific factors in shaping academic achievement. Both educators and students supported the positive impact of smaller class sizes and a lower Teacher-Student Ratio (TSR) on academic performance and engagement. Effective teaching styles, especially pedagogical approaches and individualized instruction, received strong endorsement from students. Educators acknowledged the positive influence of resource distribution, particularly subject-specific books, on academic achievement
Socioeconomic Determinants on Boys’ Completion Rate in Public Secondary Schools in Machakos County, Kenya
(Kenyatta University, 2024-10) Mumo, Dickson Kioko
Students' completion rates are a big concern because, according to the Ministry of Education, they are still below 100% in day secondary schools. The purpose of the study was to determine the socioeconomic variables that affect boys' completion rates in public secondary schools in Machakos County, Kenya. The objectives were to assess the influence of household size on boys’ completion rate in public secondary schools in Machakos County, Kenya, to determine the influence of parent’s level of education on boys’ completion rate in public secondary schools in Machakos County, Kenya, to evaluate the influence of parental income on boys’ completion rate in public secondary schools in Machakos County, Kenya and to find out the influence of discipline on boys’ completion rate in public secondary schools in Machakos County, Kenya. The Classical Liberal Theory of Equal Opportunity served as the study's guiding theoretical framework. The research was conducted using a correlation research design. The 3080 boys (Form 3 and 4) in Masinga Sub County, 27 public day secondary schools, 27 of their principals, and 108 lecturers made up the study's target population. The sample included 341 respondents. The schools in Masinga Sub County were selected by stratified random sampling. The principals, teachers, and students were chosen using the stratified sampling technique. Questionnaires were utilized as research instruments in addition to an interview guide. Two schools (10% of the sample size) in Masinga sub county schools that were not a part of the primary study were the sites of piloting. The study used face validity such that all the instruments will be scrutinized based on study objectives, hypotheses, conceptual framework and study variables. To determine the instrument's reliability, the researcher employed the Test-Retest approach. For quantitative data, descriptive statistics such as Frequencies, percentages, means, and standard deviation were utilized for quantitative data, while correlational analysis was used for inferential statistics. Tables and figures were used to present quantitative data. Thematic analysis was used to examine the qualitative data from the open-ended questions and interviews, and the results were presented narratively. The study discovered that factors influencing boy child completion rates include household size, parent income, parent education level, and parent discipline. According to the study's findings, boy dropout rates from public day secondary schools in Machakos County, Kenya, are influenced by factors such as family size, parental income, and educational attainment. In light of parent income and lack thereof, the government may decide to do away with the subsidies it has given and prohibit any additional fees assessed to pupils enrolled in public day schools. This would ensure that even students of parents with inadequate income are in school throughout without any restrictions.
Social Factors Determining Transition Rate of Girls from Primary to Secondary Education in Garissa County, Kenya
(Kenyatta University, 2024-09) Serar, Mohamed A.
In Garissa County, Kenya, the transition rate of girls from primary to secondary education is influenced by a variety of social influences, including cultural influences, child labor, parental education, and social pressure. In Garissa County, social pressure to conform to traditional gender roles, early marriages, and limited opportunities for girls further perpetuates the educational disparity. Thus, this research project aimed to assess the social determinants affecting the transition of girls from primary to high school in Garissa County, Kenya. The specific objectives involved studying how cultural factors, child labor, parental education levels, and peer pressure influence the transition of girls from primary to secondary school in Garissa Town, Garissa County. The study was guided by the Theory of Functionalism. All ten girls' schools in Garissa were included in the study. Respondents comprised principals, deputy principals, senior teachers, and county education officials, totaling 40 individuals. The sample size of 40 respondents was selected using census sampling technique. Data was collected using a research questionnaire, which was piloted to ensure its reliability. This research employed a descriptive analysis technique to analyze all quantifiable data according to the research variables. For interpretation and conclusion, findings from statistical software were presented using pie charts, column charts, bar graphs, or frequency tables. The study findings indicated that the educational level of parents significantly influences their ability to support their children's education. Furthermore, the study concluded that many families resort to involving their children in household work or employment to supplement family income. Additionally, part-time activities often lead children away from school to full-time jobs like domestic work, which hinders their transition to secondary education. The investigation suggested that the administration should increase investment in education infrastructure in Garissa County, focusing on building more secondary schools to accommodate the growing number of students transitioning from primary education. In addition, the study recommended that parents and guardians particularly mothers should be encouraged to actively participate in their daughters' education by presence parent-teacher gathering, supporting homework, and fostering a positive attitude toward education. Further, the study recommended that community leaders and elders should actively engage in community outreach to promote the value of girls' education and challenge traditional norms that may discourage families from sending their daughters to secondary school.
Teacher Performance Appraisal Policy and Its Influence on the Implementation of Curriculum in Public Secondary Schools in Kericho County, Kenya
(Kenyatta University, 2024-10) Langat, Geoffrey
Teacher Performance Appraisal (TPA) is recognized globally as a crucial tool in managing the performance of educators, with the potential to greatly impact curriculum implementation and academic outcomes. However, despite its significance, teachers' unions often oppose this policy, viewing it as a means to undermine educators. In Bureti Sub County, a pattern of poor academic performance over the past four years raises questions about the effectiveness of TPA in curriculum implementation. The objectives of the study were to: Examine the extent to which appraisal of teacher’s pedagogical knowledge and application influence the implementation of curriculum in public secondary schools in Bureti Sub-County, Evaluate the extent to which appraisal of time management influence the implementation of curriculum in public secondary schools in Bureti Sub-County, Assess extent in which appraisal of innovation and creativity in teaching influence the implementation of curriculum in public secondary schools in Bureti Sub-County and Assess the extent to which appraisal of co- curricular activities influence the implementation of curriculum in public secondary schools in Bureti Sub-County. The study was based on Edward Locke's goal-setting theory. The target population comprised of 63 principals and 889 teachers drawn from 63 public secondary schools. Descriptive correlational research design was employed. The sample size of 330 respondents was deployed comprising of 57 principals purposively sampled while 267 teachers were sampled through stratified and simple random sampling techniques. The study excluded 7 principals and 20 teachers who were included in the pilot study. Data was collected using questionnaires. Test re-test technique was used to ascertain reliability of instrument and a correlation co-efficient of 0.7 or more was acceptable. Validity was ensured through peer review and expert judgment. Descriptive and inferential statistics was used to analyze quantitative data. The study findings revealed that there was strong positive correlations between teacher appraisal on pedagogical knowledge and application, time management, innovation and creativity in teaching, as well as co-curricular activities, and the implementation of curriculum. The study concluded that teacher performance appraisal policy significantly influenced implementation of curriculum. The study recommended to explore the role of teacher professional development programs in enhancing curriculum implementation alongside targeted training and support initiatives aimed at improving pedagogical activities.
School Principals’ Strategic Planning Competences and their Influence on Academic Performance in Public Secondary Schools in Makueni County, Kenya
(Kenyatta University, 2024-10) Sila, Killian Muendo
Academic performance across Kenyan public secondary schools has been upheld as the main indicator of the progress in the country’s success in the educational sector. Despite the immense commitment by the Kenyan government to improve the academic performance in the secondary education, the achievements have been meager, as public secondary schools in most parts of the country such as Makueni County continue to record deteriorating performance. This raises a question on the effectiveness of many aspects in the schools, particularly the school planning, which has shared the largest portion of the blame. The school principals are mandated to oversee the daily operations of the schools for enhanced academic performance. It is therefore imperative to establish their strategic planning capabilities, and how such capabilities enhance the school academic performance. This study specifically assessed how the school principals’ human resource planning capabilities, technology leverage planning, school culture planning competencies and strategic direction setting competencies influence school academic performance. The study was anchored on contingency theory of leadership and it utilized a descriptive research design. The study targeted the 371 public secondary schools in Makueni County, where the school principals and the teachers were the target population. Using a 10% threshold, 38 schools were randomly sampled, from where the school principals were purposively selected. Using a sampling formula, 368 teachers were sampled randomly from the 38 schools. A questionnaire wasused to survey the teachers while an interview schedule was used to collect data from the school principals.The data wasanalysed both qualitatively and quantitatively. Quantitative data was analysed using SPSS where descriptive statistics wereused. Content analysis wasused to analyse the qualitative data. The findings revealed that human capital development was one of the school principals’ strategic planning competences which play an essential role in enhancing academic performance of the schools. It was however revealed that most of the schools lacked appropriate skills as a result of ineffective embrace of human capital development by the principals. The results further revealed that integration of ICT in teaching and learning was a strategic planning competency by the school principals, although most of the schools in Makueni County lacked effective use of ICT in teaching and learning as the principals were not at the forefront of leading the integration of ICT. School culture alignment was also found to be an essential school principals’ strategic planning competency, although most schools lacked principals committed to align the school culture with the strategic goals and objectives. Lastly, the findings revealed that while setting strategic direction was recognized as an essential strategic planning competency among the schools, most principals did not portray this competence and this was a driving force towards poor academic performance of their schools. The study concluded that the poor academic performance in secondary schools in Machakos County was strongly linked to ineffective school principals’ strategic planning competencies such as human capital development, integration of information technology, strategic direction setting and alignment of school culture. The study therefore recommended the essence of school principals to strengthen their strategic planning competencies as far as human capital development, school culture alignment, ICT integration and strategic direction setting are concerned so as to enhance academic performance of their schools.
Teacher Professionalism and Its Influence on Students’ Academic Performance in Selected Public Secondary Schools in Machakos County, Kenya
(Kenyatta University, 2024-10) Hellen Guantai
Following a persistent decline in academic performance in public secondary schools within Machakos county, concerns on the cause of such has increased noticeably. While teacher professionalism and its influence on learner performance has been investigated at both primary and tertiary level, there are limited studies addressing it at secondary school level. Therefore, this study determined the influence of teacher professionalism and its influence on students’ performance in secondary schools in Machakos County. Specifically, it was guided by the following objectives: To establish the influence of teacher professional development programs on students’ academic performance, to determine the influence of preparation of teaching professional documents on students’ academic performance, to establish the influence of teacher pedagogical skills on students’ academic performance, and lastly to assess the influence of teacher qualifications on students’ academic performance. Deep theory of professionalization guided this study. Correlational research design was adopted. The target population comprised of 412 principals and 6,019 teachers from all public secondary schools. A sample of 385 teachers was obtained through simple random sampling. Then a total of 41 principals were included in the study. Questionnaires and interview guides were used for data collection process. Piloting of data collection tools involved three schools, girls’ schools, mixed day and boarding and purely mixed day. Content validity was assessed by use of expert judgment and later on obtained content validity ratio. Split half method was employed in the determination of reliability. Data was presented in tables. Quantitative data was analyzed by use of both descriptive (mean, percentage and frequencies) and also inferential statistics (correlation analysis). The findings were interpreted at .05 significance level. On the other hand, qualitative data were analyzed thematically. Findings were presented in tables pie charts and graphs. From the findings, it emerged out that, firstly, 37% of the students’ academic performance was attributed to the teacher professional development program. Additionally, the preparation of teaching professional document accounted for 23% of the students’ performance. Lastly, the pedagogical skills and teacher qualification accounted for 27% and 37% of the students’ academic performance respectively. Aware of an enormous influence of pedagogical approach to students’ academic performance, the Ministry of Education in conjunction with TSC ought to organize in servicing programs, particularly at the sub county levels, at the start of every year, to addressing teaching pedagogies. As a recommendation, the ministry of state department and early learning should organize a professional development on digital literacy for all teacher on yearly basis, for timely training on ICT integration in teaching and learning.
Nongovernmental Organizations Contributions and Influence on Access and Retention in Public Secondary Education in Kajiado County, Kenya
(Kenyatta University, 2024-12) Nkosheshe, Justus Parsaoti
This study aimed to evaluate the influence of sponsorship programs by Non Governmental Organizations (NGOs) on students' access to public secondary education in Kajiado County, Kenya. The research specifically focused on four objectives: first, to examine how NGOs working in public secondary schools improve access to education among marginalized students from low-income households; second, to evaluate the influence of NGO education scholarships on access to public secondary education; third, to determine the contribution of NGO provision of teaching-learning resources on access to public secondary education; and lastly, to assess the influence of NGO-provided educational infrastructure on access to public secondary education. A descriptive research design was adopted, targeting 507 teachers, 601 scholarship recipients, and representatives of 10 NGOs across 35 secondary schools in Kajiado County. A proportionate stratified random sampling method yielded a sample of 187 respondents, including teachers, students, and NGO staff. Data was collected using questionnaires and interviews, analyzed using descriptive statistics (means, percentages, and frequencies) and inferential statistics (Spearman-Rho correlation and chi-square tests at a 0.05 significance level). Key findings revealed that NGO initiatives, including scholarships, teaching-learning resources, and educational infrastructure, significantly enhanced access to public secondary education. Scholarships facilitated enrolment and retention of students, while resources such as textbooks and laboratory equipment improved learning conditions. Additionally, NGO support in constructing and upgrading school infrastructure, including classrooms and sanitation facilities, contributed to improved access and retention rates. The study concludes that NGO programs play a critical role in promoting access to public secondary education for marginalized students in Kajiado County. It recommends stronger partnerships between NGOs, communities, and the Ministry of Education to enhance the effectiveness and reach of these programs. Further research is recommended to assess similar impacts in other counties across Kenya.
Public Primary Schools’ Readiness for Digital Literacy Integration for Development of Learners’ Digital Skills in Rachuonyo South, Homabay County, Kenya
(Kenyatta University, 2024-11) Otieno, Celestine Achieng
The digital literacy integration in teaching and learning institutions is important because it encourages classroom instructors to train learners in essential skills such as the acquisition, preservation, and dissemination of knowledge. This integration underscores the importance of developing digital skills, which are vital for learning, working, and living effectively in the 21st century. This study aimed to investigate how prepared public primary schools in Rachuonyo South are to incorporate digital literacy into their instructional practices and develop digital skills among learners. The following objectives guided the study: To assess the availability of digital infrastructure in public primary schools for development of learners’ digital skills, to determine teachers’ competencies in digital literacy to support learners in public primary schools in learning process, and to examine digital policy implementation in public primary schools for development of digital skills among learners. The research was guided by constructivist learning theory. A concurrent embedded approach was used, targeting a population of 5713. The sample consisted of 8 head teachers, 78 teachers and 485 grade six learners, totaling 571 participants. Stratified random, simple random, and purposive sampling procedures were used to select head teachers, teachers, and grade six learners. Interview, questionnaire, and focused group discussion were employed to gather information from head teachers, teachers and sixth-grade learners. The research tools were first tried out in two public primary schools. Descriptive statistics and thematic analysis were employed to analyse data. The results indicated that only 37.5% of public primary schools in Rachuonyo South had a computer laboratory. Additionally, the findings also showed that only 23.2% of teachers have undergone training organised by the Teacher Service Commission or the Ministry of Education to acquire digital literacy skills. Furthermore, 50.1% of teachers reported that between 1 and 10 pupils are able to use a tablet in the classroom. The study recommended that Ministry of Education may conduct a comprehensive needs assessment to identify the specific number of digital learning devices required by each public primary school.
Principals' Instructional Leadership and Its Relationship with Teacher Professional Development: A Case of Public Secondary Schools in Mombasa County, Kenya
(Kenyatta University, 2024-10) Otieno, George A.
Teacher professional development is crucial for enhancing the quality of education, yet in Mombasa County, many public secondary schools are grappling with inadequate instructional leadership from principals. This shortfall significantly hampers teachers' growth in key areas such as pedagogical skills, assessment, and inclusive education practices. The 2022 County Education Report underscores these deficiencies, highlighting an urgent need for improvement in the instructional leadership provided by school principals.The principals’ responsibility in promoting professional development of teachers has been widely acknowledged in educational research. However, in the context of public secondary schools in Mombasa County, there is a gap in the understanding of the impact of principals' instructional leadership on teacher professional development due to inadequacies cited in the County Education Report 2022, such as insufficient teacher training opportunities, lack of continuous professional development programs, and inadequate support from school leadership in fostering pedagogical growth and inclusive education practices.This study therefore sought to establish the impact of principals’ instructional leadership on teacher professional development in Mombasa County. The distinct objectives were; to investigate the relationship between principals’ instructional leadership and teacher pedagogical skills, teacher Knowledge of assessment and reporting, teacher self efficacy and teacher support on inclusive education practices. This study was based on Transformational Leadership theory. This study is significant for the Ministry of Education, the Teachers Service Commission (TSC), and secondary schools in Kenya. The findings provide insights into how principals' instructional leadership influences teacher professional development, potentially guiding the Ministry and TSC in creating policies that enhance teacher growth and instructional practices. Additionally, the study offers schools strategies to improve teacher efficacy and student outcomes.The study employed explanatory sequential research design to establish the influence of the independent variable on the dependent variables. The research targeted 1103 TSC teachers and principals teaching in the county. Purposive sampling was used to establish the principals sample size while teachers were sampled using the Taro Yamane formulae. A Sample of 305 respondents were picked out of which 216 responded back. The data collection methods for the study was the questionnaire for the teachers and interview sessions with the principals. The research instruments' validity was assured by the professional opinion of members of faculty and supervisors who are knowledgeable about research methodologies in education leadership and management. Cronbach’s alpha was then conducted to test reliability of the instruments. This was 0.8 and therefore was reliable. Frequencies and percentages were used to summarize the respondents data while regression analysis was conducted to assess the relationships between principals' instructional leadership and teacher professional development. Quantitative data collected was analysed through frequencies and percentages while qualitative data was analysed thematically and presented as verbatim. The study found out that principals who are effective instructional leaders are more likely to have teachers who are professionally developed. Therefore principals’ instructional leadership had a positive impact on Teacher Professional Development. It is therefore recommended that policymakers, academia, school administrators, and teachers should work together to create a system that supports effective instructional leadership and teacher professional development. This will ultimately lead to improved student learning outcomes.
Public Secondary School Student Transfers and Its Effects on Kenya Certificate Secondary Examination Performance in Trans-Nzoia County Kenya
(Kenyatta University, 2024-06) Chelimo, Damaris
Education in Kenya takes into account the level of performance in KCSE as a major criterion for indicating the quality of a student and ability for further studies. The purpose of this study was to assess public secondary school student transfers and its effects on Kenya Certificate Secondary Examination performance in Trans-Nzoia County. Despite of efforts of the education stakeholders the County faced massive transfers and the students’ performance was very dismal. The average mean scores for the last five years was 4.6055 which is below the average of 6.00 mean score. The objectives were; to assess the level and types of public secondary school students’ transfers in Trans-Nzoia County, establish the reasons of student transfers, establish the effects of student transfers on academic performance and find out the measures to address the effects of student transfers on academic performance. The study adopted the Attribution Theory advanced by Heider Theory (1958) as the best choice in guiding this study. The study employed a descriptive survey design research design. The study used 44 public secondary schools to get target population of 440 teachers, 44 principals and 08 County Education Officers totalling to 492.Simple random sampling and purposive sampling was used to get a sample size of 264 respondents. Data was collected using questionnaires and interview schedule. The instruments were piloted and validity verified. Reliability verified where the correlation of +0.72 was established. Data was analysed basing on Statistical Package for Social Sciences (SPSS Version 21). Both Quantitative and qualitative data analysis was used to analyse data. The findings were analysed through descriptive statistics and presented by use of percentages, frequencies and tables. The study found out that the frequency of transfers was high in County to Sub County schools majorly citing high school fees and maintenance issues. Secondly, factors which lead to transfers were discipline issues, distances from school, family rate of mobility, health, socio-economic and environmental aspects. Thirdly, these transfers had adverse effects on students learning and subsequently general performance mostly negatively. It is only a few students who maintained positive performance. Some schools had no adequate human and physical resources. Most of the learners took longer to adopt to new rules, behavior change, maximum social support, catching up with syllabus. They were required to work harder regardless of the environment which had a great impact on their performance. Lastly, the respondents agreed that all new students to be closely monitored, create conducive environment, social inclusion and encouragement. The study recommends that; Ministry of Education should provide adequate resources and introduce strict measures to transferring learners. The beneficiaries would be the Ministry of education on policy modifications in terms of mobility. Based on recommendations the study proposes that similar studies to be carried out on the measures by the Ministry of Education on transfers on all levels of education in Kenya.
Principals’ Management Styles Influence on Students Academic Performance in the Kenya Certficate of Secondary Education Examination in Mombasa County, Kenya
(Kenyatta University, 2024-11) Warwa, Amina Sudi
This study examines the influence of principals' management styles on students' academic performance in the Kenya Certificate of Secondary Education (KCSE) in Mombasa County, Kenya. Despite reforms and efforts by school principals to improve performance, Mombasa County has faced challenges, with university transition rates consistently below 13% over the past five years. This has been because of poor performance in national examinations. The study aimed to address this issue by investigating the influence of the three principal management styles authoritative, transformational, and transactional-and academic performances outcomes. The study employed Contingency Theory which posits that there is no single best way to lead a team. Instead, the effectiveness of leadership depends on the situation at hand and the interaction between a leader's style and the variables of the environment in which the leader operates. The study adopted an ex-post facto research design, involving a target population of 1,103 teachers registered under the Teachers Service Commission (TSC), with a sample of 315 teachers. Out of this the return rate was 221 teachers. These were the study sample. Stratified random sampling was employed to ensure representation. Data were collected using questionnaires on a Likert scale, and reliability was tested through the Test-Retest technique. Data analysis included both descriptive and inferential statistics, with multiple regression and ANOVA applied to assess relationships between management styles and academic performance. The findings revealed that the authoritative management style significantly influences students' academic performance, fostering a conducive environment for academic success. In contrast, transformational and transactional management styles showed no statistically significant impact on students’ performance. These results suggest that while authoritative leadership promotes better academic outcomes, transformational and transactional approaches may not be suitable for the context of Mombasa County. Based on these findings, the study recommends that policymakers and educational institutions focus on enhancing the authoritative leadership approach among school principals. It also suggests further research into hybrid leadership styles, the role of contextual factors, and longitudinal studies to examine the long-term effects of management styles on academic performance. This research contributes to the ongoing discourse on educational leadership and its critical role in shaping students' academic success.
Influence of Teacher’s Preparedness on Implementation of Language Activities in Competency Based Curriculum in Public Primary Schools in Homabay County, Kenya
(Kenyatta University, 2024-03) Mwaga O. Brian
Teacher preparedness encompasses giving relevant curriculum skills, knowledge, values and attitudes to help them implement a program. Through teacher preparation, the teachers are given relevant professional development on how to deliver content, capacity to integrate Information and Communication Technology, usage of learner centered approaches and how to carry out assessment. The purpose of the study was to establish influence of teachers’ preparedness on the implementation of language activities. The study was guided by four objectives: To determine the influence of teacher professional development on the implementation of language activities in competency based curriculum, to establish the influence of ICT integration capacity of teachers on the implementation of language activities, to assess the influence of Inquiry-based learning approach on the implementation of language and to determine the influence of professional documents on the implementation of language activities. The study was premised on constructivism theory whose proponent is Vygotsky. The study adopted explanatory mixed-method design. The target population consisted of 81 head teachers, 1115 teachers, 4 Curriculum Support Officers. Stratified sampling was used to divide teachers into grades they teach, simple random sampling was applied to select teachers from each strata, and purposive sampling was used to select the head teachers and curriculum support officers. The Sample size of the study was 245 which was 20.42% of the target population comprising of 20 head teachers, 223 teachers, 2 Curriculum Support officers. Questionnaires were used on teachers, Interview schedule were used on head teachers, curriculum support officers and observation checklist was used on schools. 4 primary schools were used to pilot in Kasipul sub –county, where 4 head teachers and 8 teachers participated. Expert judgement was done by specialists and experts in curriculum to determine content validity. Reliability of the instruments was achieved through test-retest and established the internal consistence at 0.94 which proved existence of a high instrument reliability. Qualitative data were analyzed thematically and presented in narrative form. Quantitative data were coded and analyzed using SPSS version 27 to generate frequencies and percentages. Inferential data analysis was done using linear regression to determine the influence of predictors on implementation of language activities. The study found that teacher preparedness had a 26.1% variation to explain and predict implementation of language activities while majority of teachers were not satisfied with the level of preparedness to implement the curriculum. The study concluded that curriculum implementation by teachers suffered a major setback due to little teacher professional development, inadequate capacity to integrate ICT, majority of learners share ideas when using inquiry based learning and significant number of teachers do not achieve targeted outcomes when using professional documents such as lesson plans. The findings of the study may inform the education stakeholders such as the Ministry of Education to come up with content training programs and policies that assist in curriculum implementation.
Implementation of the Competency-Based Curriculum and Its Influence on Quality Education in Public Primary Schools in Nairobi City County, Kenya
(Kenyatta University, 2024-03) Wafula, Emily Nasimiyu
The Competency Based Curriculum (CBC) is a set of syllabi, which promotes learning areas in which the learner is gifted and skilled. CBC (2-6-3-3) is a curriculum that was adopted in Kenya in January 2017. The purpose of the study was to examine the process of implementation of the CBC in public primary schools in Embakasi Sub-County in Nairobi City County. The objectives of the study included; To establish the degree to which teacher effectiveness in public primary schools in Embakasi Sub-County are prepared for effective implementation of the CBC; to determine the availability of teaching/learning resources for effective implementation of CBC for quality education in public primary schools in Embakasi Sub-County; to establish the degree to which parents are prepared for the implementation of CBC for quality education in public primary schools and to ascertain the extent to which supervision and monitoring have been carried out for the implementation of CBC in public primary schools in Embakasi Sub-County. The study was guided by the curriculum implementation theory as proposed by Gross (1971). The study adopted descriptive research design specifically cross-sectional design. The study sample comprised of 97 participants (16 head-teachers, 48 teachers, 32 parents and 1 Quality Assurance Standards Officer (QASO). Stratified and purposive sampling methods were used to select head teachers, teachers and parents’ and.QASO. A pilot study was carried out to help sharpen the tools prior to the actual data collection exercise. Data was collected using an interview schedule for the QASO as well as semi structured questionnaire for the headteachers, teachers and parents. Both qualitative (using interview schedule) and quantitative (using questionnaires) data was collected. Data from questionnaires was reviewed, cleaned, coded, fed into SPSS and then analyzed using descriptive statistics by way of frequency counts, percentages and mean. This data was presented in form of tables, graphs and charts. Data from interview schedules was analyzed thematically and presented in terms of verbatim quotations and used complementarily with the descriptive data. Findings indicated that most teachers have been trained on CBC and the government provided in-service training opportunities even though not in a well-coordinated manner and not accessed by all the deserving teachers. That while the government has made a good effort in providing textbooks and teachers’ guidebooks, it had not provided ICT and audio-visual equipment in equal measure.,The parents depict a fairly good level of commitment to their responsibility in CBC and hence preparedness in relation to effective implementation of CBC for quality education. Finally, while supervision of curriculum implementation happens, its occurrence is not well coordinated. The study thus concluded that effective implementation of CBC for quality education is characterized by some level of unpreparedness as seen from the perspectives of nature of training for CBC, provision of teaching/learning materials, parents’ preparedness for the shift to CBC and the nature of curriculum implementation for quality education. All these tend to compromise the quality of education provided under CBC. The study recommends more sensitization on matters of parents on matters of CBC, more coordinated and intensified teacher (in-service) training and sustained support from the government for a more effective implementation of CBC for quality education.
Linking Technical, Vocational Education and Training to Market Demands: A Case of TVET Institutions in Nairobi County
(Kenyatta University, 2024-05) Mirieri, Joyline
A Research Thesis Submitted in Partial Fulfillment of the Requirements for the Award of the Degree of Masters of Education (Educational Planning) in the School of Education and Lifelong Learning of Kenyatta University, May 2024

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