MST-Department of Educational Management Policy & Curriculum Studies

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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
Parental Socio-Economic Status and Its Influence on Internal Efficiency of Public Secondary Schools in Kiambu County, Kenya
(Kenyatta University, 2024-05) Macharia, Mercy
Parents’ socio-economic status plays an important role in ensuring high internal efficiency in schools by ensuring that students are enrolled, transit and compel their education. However, in Gatundu North Sub-county, the situation is different since many public secondary schools register low internal efficiency. The purpose of this study was to examine the influence of parental socio-economic status on internal efficiency in public secondary schools in Gatundu North Sub-county, Kiambu County, Kenya. The objectives of the study were; to determine the extent to which parents’ level of education, income, occupations and family size influence internal efficiency in public secondary schools. The Education Production Function theory guided the study. The study adopted a mixed methodology and used descriptive survey research design. Target population was 831 respondents that comprised 34 principals, 438 teachers and 359 parents’ representatives from which a sample of 270 was obtained using Yamane’s Formula. Quantitative data were collected using teachers’ questionnaires while interview guides were used to collect qualitative data from principals and parents’ representatives. Piloting study was conducted among 27 respondents from public secondary schools in Gatundu North Sub-county to ascertain validity and reliability of research tools. Validity was ascertained through data triangulation with the help of university supervisors and experts in planning and economics of education. Reliability was determined using the test re-test method and reliability coefficient, r = 0.725, established using Pearson’s Product Moment Correlation Method. Data analysis began by identification of common themes. Qualitative data were analyzed thematically based on the objectives and presented in narrative forms and verbatims. Quantitative data were analyzed using descriptive statistics such as frequencies and percentages. Inferential analysis was also undertaken using of linear regression analysis with the help of Statistical Package for Social Sciences (SPSS Version 23) and presented using tables. The study established that internal efficiency in many public secondary schools is low with many students who get enrolled in Form I not able to complete their secondary education. This is attributed to aspects of parents’ socio-economic status such as level of education, income, occupations and family size. The study recommends that the Ministry of Education should organize seminars and workshops to sensitize parents on their role as stakeholders in education. Parents should plan their incomes well so that they can effectively support the academic activities of their children. The Ministry of Health and the Division of National Family Planning should continue with their efforts to teach people on the essence of bring forth families they can manage.
Analysis of Instructional Strategies Used in Implementing Life Skills Curriculum in Mixed Day Public Secondary Schools in Kiambu County, Kenya
(Kenyatta University, 2024-05) Musila, John Y.
Life Skills Education (LSE) curriculum implementation may be hampered by the choice of instructional strategies. Increased vices among the youth are indicators that programs, such as LSE, were jeopardized leading to failure of leaners shun vices. This study was tailored to find out how teachers’ use of instructional strategies had influenced the implementation of LSE in mixed day secondary schools in Kiambu County, Kenya. The purpose of the study therefore was to find LSE implementation gaps and bring light to stakeholders such as KICD, MOE in revising the scope of LSE its pedagogy and teacher in-service. The study objectives were to (i) determine the availability and adequacy of teaching and learning resources to aid LSE instructional strategies, (ii) examine the types of instructional strategies utilized by teachers in teaching LSE, (iii) explore teachers’ perceptions of the effectiveness of LSE instructional strategies, and (iv) examine challenges teachers face when implementing LSE instructional strategies in mixed day secondary schools in the county. Social constructivist theory of self-regulation guided this study. Descriptive survey research design was used. The independent variables were LSE teaching and learning resources, instructional strategies, teachers’ perceptions of LSE effectiveness and challenges of LSE supervision. The dependent variable was LSE implementation. Target population encompassed 130 principals, 1170 teachers and 10400 learners that generated a sample of 26 schools, 26 principals, 105 teachers and 198 learners across the county. Sampling techniques used were stratified, purposive, proportionate and simple random sampling techniques. Data was collected through questionnaires, interviews, and direct observations. The study used descriptive statistics and an inferential statistics (Fisher’s exact coefficient) to analyze quantitative data. Qualitative data was categorized into themes and analyzed thematically. The study established that the essential teaching and learning materials for implementing LSE were inadequate in most schools. Although a large majority of teachers indicated that they used learner-centered strategies when teaching LSE, follow-up questions, responses from learners, and interviews with principals suggested that the actual usage of learner-centered techniques was lower than the self-reported. Further, even though a large majority of teachers were convinced of LSE’s benefits to learners, only 25(23%) of the teachers were found not to be aware of recommended LSE instructional strategies. A small number of the sampled teachers 19(18%) incorporated ICT while many did not use ICT, as it was affirmed by 160(81%) of the sampled learners. Despite 67(64%) of the teachers believing that LSE implementation in their school influenced learners’ life skills positively nearly half of the teachers 44(42%) had not taught the subject. Finally, teachers reported major obstacles related to poor LSE implementation to be related to resource unavailability or adequacy, teacher training or awareness, and LSE as a non examined subject. The study recommended that, relevant educational stakeholders, including MOEST, ensure that all public day mixed secondary schools are equipped with appropriate LSE teaching and learning resources and adequately trained teachers to facilitate LSE implementation. Proper monitoring procedures should be put in place through county quality assurance and standards officers, the school principals, and teachers to ensure strict measures are placed to have the subject taught in all schools without fail. Ensuring the subject is examinable can also bring a positive impact in that teachers would treat the subject wit seriousness it deserves.
Curriculum, students’ behavior, public secondary schools, Embakasi Division, Nairobi City County, Kenya
(Kenyatta University, 2024-06) Mutune, Doreen
Hidden curriculum supports the building of positive student behaviour in public secondary schools. This study was motivated by the rising inappropriate student behaviour in learning institutions where students have become unruly, disrespectful to school authority, engaging in bullying of fellow students, destruction of properties, drug abuse and theft. The objectives of the study were: to find out how traditional teaching methodology determines students' behaviour; to establish how collaborative teaching methodology determines students' behaviour; to investigate how mosaic teaching methodology determines students' behaviour and; to establish how teacher professionalism determines students' behaviour in1public1secondary schools1in1Embakasi Division, Nairobi City County, Kenya. Social cognitive theory of learning guided the study. An explanatory research design was used in the investigation with a target population consisting of 2,800 students from seven public secondary schools in the Embakasi Division. A total of five schools were purposively identified where stratified random sampling allowed the grouping of schools according to their similarity. Yamane sample size formula was used to derive a sample of 333 which was distributed equally from the population. Systematic random sampling enabled the identification of students from schools. Questionnaires and observations were used in data collection. Validity was used to enhance the instrument through the use of content validity, expert opinion and face validity. Reliability enabled the improvement of the instrument through the analysis of internal consistency using Cronbach alpha. Quantitative analysis was done using descriptive and multiple linear regression while qualitative data was analysed using content analysis. Tables, percentages, mean and standard deviation was used in the presentation of data. Anonymity, confidentiality and seeking of consent were adhered in the study. The findings showed that hidden curriculum significantly determined student behaviour in Embakasi Division, Nairobi City County. Traditional teaching methodology had significant positive relationship with student behaviour, collaborative teaching method had weak positive significant relationship with student behaviour, mosaic teaching methodology had a moderate positive relationship with student behaviour and teacher's professionalism had weak, positive significant relationship with student behaviour. The study concluded that traditional teaching had a significant determination of student behaviour, the collaborative method had a negative insignificant effect on student behaviour and the mosaic method had a significant effect on student behaviour. It was concluded that the professionalism of teachers had a significant influence on the behaviour of pupils at public secondary schools in Embakasi Division, Nairobi County. The study recommended that traditional teaching methodology should be improved to capture students' learning needs for more engagement. Consideration should be made in collaborative methods for more structured discussions and participation of all group members. It was recommended that mosaic teaching methodology be enhanced through resource allocation for the improvement of physical facilities such as libraries and laboratories.
Blended learning and its influence on completion rates of university students in private universities in Kiambu County, Kenya
(Kenyatta University, 2024-05) Ngao, Shadrack Muuo
The introduction of blended learning by combining the traditional classroom and online learning has presented immense learning opportunities for university learners in Kenya. However, despite its growing popularity and demonstrated capability, the completion rate of university students is still below 70%. Moreover, the existing literature is indeterminate on the influence of blended learning on student completion rates in Kiambu County. The purpose of this study was therefore to determine the influence of blended learning on completion rates of university students in Kiambu County. Specifically, the study sought to determine the influence of information quality, instructor characteristics, system quality, and service quality on student completion rates. The study was guided by Information System Success Model Theory developed by DeLone and McLean in 1992. The study adopted a mixed method research design, specifically, explanatory sequential research design was used. Primary data was collected using questionnaires and an interview guide. The target population was all 7 Private Universities, in Kiambu County. Purposive sampling technique was used to select 139 respondents representing 35 e-learning department personnel and 104 Academic Departments personnel. Piloting of data collection tools was conducted in a university which was not part of the final study. Expert judgment was used to establish the validity of the data collection tools. The reliability of study tools was determined through test-retest technique. Descriptive statistics namely percentages, means and standard deviations were utilized in analyses of quantitative data while inferential analysis included correlation and multiple regression analysis. Tables, graphs and figures was used to present quantitative data. Qualitative data was analysed thematically using conceptual content analysis and presented in narration form. the study findings revealed that a significant positive relationship exist between information quality, instructor characteristics, system quality, service quality and completion rate of university students in Kiambu County. The study therefore concluded that blended learning has a significant positive influence on completion rate of university students in Kiambu County. The study recommends that all universities both private and public should adopt blended learning because it provides enhances completion rate of university students by providing opportunities to the learners to pursue their academics even when off campus. universities should ensure they use updated technology and train their instructors on use of online learning resources to improve efficiency. The study contributed to existing literature on blended learning, particularly in the Kenyan context by presenting empirical evidence on the impact of blended learning on student completion rates of university students in Kiambu County which was earlier missing.
School Management Strategies Influence on Students’ Unrests in Public Secondary Schools in Machakos County, Kenya
(Kenyatta University, 2024-04) Mutyota,Esther Ndumi
Students’ unrests and demonstrations have been a great challenge in t h e education sector globally and this has aroused scholarly interests. Institutions have come up with strategies to address the unrest, however the problem still persists. The purpose of this study was to establish the influence of school management strategies on curbing student unrests in public secondary schools in Machakos County in Kenya. The objectives of this study were to determine the influence of strategic planning on curbing students’ unrests in public secondary schools in Machakos County in Kenya, to establish the influence of student leadership through elections on curbing students’ unrests in public secondary schools in Machakos County in Kenya, to assess the influence of school rules and regulations on curbing students’ unrests in public secondary schools in Machakos County in Kenya, and; to find out the influence of guidance and counselling programs on curbing students’ unrests in public secondary schools in Machakos County in Kenya. The main significance of this study is that information gotten from the study will assist school managements in understanding and implementing selected management strategies towards curbing student unrests. The study employed a descriptive survey design. The study had a target population of 19216 respondents picked from 77 public secondary schools in Machakos County. A sample size of 418 respondents was selected through stratified sampling, simple random sampling and purposive sampling. Specifically 392 students, 13 Head of department of guidance and counselling and 13 Principals. The data were collected using questionnaires and interview schedules. Validity of the research instruments was ensured through expert judgement. The reliability of the research instruments was ascertained through test-retest method. The Quantitative data was analysed using mean, percentages and Chi-Square using SPSS. Qualitative data was analysed thematically and presented using verbatim quotations. The information obtained from analysis of data was be presented in tables. The study found out that strategic planning, school rules and regulations were significant in curbing student unrests with P-value<0.05 at 95% confidence level, but student leadership through elections had P-value>0.05 hence not significant in curbing student unrests. With odds ratio of 8.371 and 6.839 respectively, strategic planning and school rules and regulations were found to have the greatest influence in curbing student unrests, while guidance and counselling had a relatively weak influence at 1.567 odds ratio. The study recommends that school administrators should ensure inclusive and comprehensive strategic planning that solves student challenges in addition to effectively enforcing school rules and regulations in order to curb unrests in schools.
Quality of Teaching Science Subjects and Academic Performance of Students in Public Secondary Schools in Rigoma Division of Nyamira County, Kenya
(Kenyatta University, 2024-01) Omwoyo,Enock M.
Many schools in Kenya have been performing poorly in their K.C.S.E examinations. This study focused on assessing the quality of teaching science-based subjects and academic performance in secondary schools in Rigoma Division of Nyamira County, Kenya. The study aimed to examine the level of staffing and experience of science teachers; to analyze the availability and use of science-based learning facilities; to examine parental income, level of education, and participation in science-based learners' performance; and to make recommendations towards making quality improvement on science-based teaching subjects. To gather data, the study adopted a descriptive survey design. There were 15 secondary schools in the Division, one of which is a private school, one is the school of a public boy, and one is the school of a public girl, 12 are mixed-day secondary schools, 15 head teachers, 30 science teachers, 900 of whom are four students and one staff officer. Purposive sampling was adopted where the public boys and girls secondary schools were selected, and by random sampling followed by lottery technique, four mixed day secondary schools. The sample comprises one staffing officer, six headteachers, 18 science teachers, and 600 form four students. Using open-ended and closed-ended questionnaires, data was collected to obtain information from science teachers and train four students. The staffing officer and six head teachers were given interview timetables. The researcher analyzed quantitative and qualitative data by grouping the significant themes of the respondents, and later the data was presented in the form of frequency tables and figures, respectively. Piloting were done in three schools one in the study sample and two not in the study sample to determine the validity and reliability of instruments used. The results found challenges in offering quality teaching in science subjects in those understaffed schools, inadequate and underutilized teaching and learning resources, and low parental involvement. It was found that quality of teaching and academic performance in sciences was below average. Based on the results, the study recommends that schools be equipped with sufficient resources for learning and teaching, principals to guarantee effective use of resources, governments to employ science teachers and parents to actively assist their children in performing better in sciences subjects.
Principals Human Resource Management Practices and Their Influence on Secondary Schools Students National Examination Achievement in Kiambu County, Kenya
(Kenyatta University, 2024-07) Kinyua, Mercy Muthoni
In a school, human resource management is crucial. Numerous problems in organizations, such as a high rate of employee turnover, subpar job productivity, subpar work quality, and even discipline problems, can be attributed to inadequate staff management. Secondary school principals frequently face difficulties with human resource management. The purpose of the study is to determine how Kiambu County secondary school pupils' academic performance is impacted by the principal's HRM strategies. The research design used in the study was correlational. The study focused on principals and instructors from 303 secondary schools in Kiambu County, 227 of which were public and 76 of which were private. The survey covered thirty secondary schools in total. The 30 secondary schools were selected at random, while the 303 schools were allocated to their respective subcounties. Teachers and principals were selected at random. This approach was employed to choose a representative sample from a population in order to collect targeted data. Primary data for the study were gathered using a questionnaire. Content validity was used in this investigation. The goal of content validity is to ensure that all measuring items are of a consistent quality before any fictional test is administered. The research instrument was developed with the supervisor's help, and its connection to the study objectives was ensured. To assess how consistently the instrument collected responses each time it was used, the correlation coefficient was calculated using Cronbach's Coefficient alpha. The data from the investigation were examined quantitatively. SPSS was used to enter and evaluate the collected data. Using SPSS's descriptive statistics tool, the mean and standard deviation were calculated and shown as tables, frequencies, and percentages. Correlation analysis was used to show how strongly staff development, performance management, pay management, and decision-making participation are related to one another. According to the study, providing instructors with opportunity for high-quality professional development results in effective teaching strategies that raise student academic attainment. The study came to the conclusion that teacher compensation, in the form of salary, benefits, and incentives, influences how well teachers perform in the classroom, which in turn influences student academic achievement. It also enhances teachers' productivity and efficiency. The report suggests that the government should set up systems to improve teachers' progression from training to development. To make sure that professional development and training were integrated into the Ministry of Education, a systematic evaluation of the methods for identifying and addressing teachers' emerging training needs should be implemented.
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

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