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Item Integrating Digital Personalised Learning into Early-Grade Classroom Practice: A Teacher–Researcher Design-Based Research Partnership in Kenya(MDPI, 2025-06-05) Daltry, Rebecca; Hinks, Jessica; Sun, Chen; Major, Louis; Otieno, Mary; Otieno, KevinAlthough growing evidence suggests that digital personalised learning (DPL) has the potential to enhance learning outcomes, there is little research about the effective implementation and integration of DPL into the classroom. The aim of this study is to investigate the pedagogical implications of integrating a DPL tool into Kenyan earlygrade classrooms to bridge the gap between theory and practice. This paper reports on systematic, design-based research conducted over three years, featuring five phases, each testing iterations to specific aspects of DPL implementation. The findings demonstrate that the pedagogic dimensions of classroom-integrated DPL are pivotal to its effective uptake and implementation. A key research contribution is the identification of a distinct gap between theoretical and practical conceptualisations of DPL, with teachers focused primarily oncurriculumalignmentandclassroommanagement. Theanalysisalsoidentified Academic Editors: Nicola Pitchford, Aida Layachi and Eleanor Dommett Received: 1 March 2025 Revised: 5 May 2025 Accepted: 25 May 2025 Published: 4 June 2025 Citation: Daltry, R., Hinks, J., Sun, C., Major, L., Otieno, M., & Otieno, K. (2025). Integrating Digital Personalised Learning into Early-Grade Classroom Practice: A Teacher–Researcher Design-Based Research Partnership in Kenya. Education Sciences, 15(6), 698. https:// doi.org/10.3390/educsci15060698 Copyright: © 2025 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/ licenses/by/4.0/). teachers’ central role in the process of personalisation, nuancing existing DPL frameworks by exploring interactions between the digital and classroom environments, as well as highlighting important considerations around access and equality. Recommendations include the co-design of DPL with teachers, drawing on their pedagogical perspectives to enhance integrative approaches.Item Management Commitment to Quality Management Practices and Students’ Performance in Technical and Vocational Education and Training Institutions in Kiambu County(International Academic Journal of Social Sciences and Education, 2025-05) Mwangi, Bernard; Muchanje, Peter NyagaThe overall performance of students in Technical and Vocational Education and Training institution in Kenya and in particular Kiambu County has raised concerns due to continued decline in performance of students in Kenya national Examinations Council modular examinations and completion rate. It was noted that in 2015, Technical Training Institutions' mean grade was 68.7%, 57.9% in 2016, 50.2% in 2017, 43.7% in 2018, and 41.8% in 2019. Besides, completion rate in TVET has also been low, averaging 72.62% Per Anum compared to the global average of 82.13%. The situation is replicated in Kiambu County which has an average completion rate of 65% which is below the national average of 70%. This phenomenon has raised concerns about the commitment on the management of these institutions to implement quality management practices. Since the quality management practices in these institutions are implemented by the management, it implies that their commitment to implementation directly influences their adoption and institutions’ performance. The aim of this study was to determine the correlation between management’s commitment to quality management practices and students' performance in TVET institutions in Kiambu county, Kenya. The study was anchored on the Kaizens’ theory. The study used a correlational research design with a population of 5285 respondents including 45 principals of TVET institutions, 45 examination officers, 145 head of departments, 250 trainers and 4800 students sampled across the 45 TVET institutions. The Institutions were categorised as the Vocational Training Centres (VTCs), the Technical and Vocational Colleges (TVCs), and National Polytechnics (NPs). Nine institutions were selected through a stratified random sampling while simple random sampling technique was used to select a sample of 578 respondents among heads of departments and examination officers. Primary data was collected using questionnaires and analysed using descriptive statistics. Pearson correlation was used to determine the strength and direction of the relationship between the variables. From the findings, the study revealed a strong positive correlation between management commitment to quality management practices and students' performance 0.696 (p < 0.05). It was thus concluded that a highly committed management team would have a strong positive and significant influence on students’ performance in TVET institutions in Kiambu County. This study therefore recommended that the government should enhance management commitment to quality management practices. This may include investing in leadership development programs, fostering a culture of participation and collaboration among staff, and implementing initiatives to improve stakeholder engagement and service delivery.Item Relationship between Clear Performance Standards and Students’ Academic Performance in Homa Bay County(Journal of Education, 2025-03) Owino, John Opana; Kiende, Hellen GuantaiActive learner and the teacher contribute to meaningful learning. Active participation requires motivation which is fundamental especially to learners who view learning process as a challenging and time-consuming activity. This can only be achieved by the implementation of motivational strategies to enhance students’ performance. This paper was aimed at establishing the relationship between clear performance standards and students’ academic performance in public secondary schools. The paper was guided by the following objective: To establish the relationship between clear performance standards and students’ academic performance in Homa Bay County. This study adopted Maslow’s theories of motivation. The correlation research design was used. The study was carried out in public secondary schools in Homa Bay County, Kenya. The target population of the study was 32 heads of department, 64 teachers and 640 students in 32 public secondary schools in Homa Bay County, this gives a total of 736.The sample size were: 32 heads of departments, 19 teachers and 64students. This gave a sample size of 115.Stratified sampling was used in selecting schools according to the following strata: public boarding secondary schools and mixed-day secondary schools. Simple random sampling was used in selecting heads of departments, teachers and students. The instruments for collecting data were questionnaires for teachers and students. There was also an interview schedule for heads of departments. Qualitative data was analysed thematically and presented in thematic summary and quotes while quantitative data was analysed using Spearman rank correlation, frequencies, percentages, and mean and presented in tables and graphs. The key findings of this study were that there is a positive correlation between student performance standards, and student academic performance in public secondary schools in Homa-Bay County. Based on the findings, the study recommends that educational policies should mandate the establishment of clear and well-communicated performance standards across schools.Item Effect of Cultural Practices on Enrolment and Retention of Students in Public Day Secondary Schools in Kwale County, Kenya(IAJSSE, 2025-02) King`ondu Lillian Wanza; Mbirithi Daniel MangeEnrolment and retention of learners has emerged as a critical issue in Kenyan schools being subjected to debate and reforms, the most recent being 100% transition from primary to secondary schools since 2017. Despite efforts to comply with the regulation, enrollment and retention continues to be low. This research sought to establish the effect of cultural practices on enrolment and retention of students in public day secondary schools in Kinango Sub County, Kwale. A qualitative and quantitative analysis of the cultural practices effect on enrolment and retention was employed. Qualitative analysis was via content analysis on the data collected to provide insights on patterns in cultural practices. Quantitative analysis was through descriptive statistics quantifying the measurable enrolment and retention data in percentages and frequencies. It covered a population of 21-day public schools, 261 teachers, 21 principals, 21 PA chairpersons and 5,057 students.10% of significant population and 20% of the small population provided the sample size. Therefore,4 principals,4 PAs,26 teachers and 506 students were the sample size which totalled up to 540 respondents. The research employed a descriptive survey using interviews on principals and PAs and questionnaires on teachers and students to collect enrolment and retention data. Sampling was achieved by frequencies and percentages analytical statistics. Tables, charts, and graphs were utilized to illustrate the data. Through intervening measures, this research conceptualized these practices as independent variables to show improved enrolment and retention. In regard to ethical practices, a research permit was granted by NACOSTI while MOE Kinago Sub County also provided permission for the researcher to carry out the investigation within the locality upon request. The study found out that initiation according to 65% respondents and early marriage affected enrolment and retention due to the challenging family responsibilities installed upon the affected learners and change of behaviour that discouraged participation in education, 39% of respondents family were polygamous, 25% monogamous while 36% other types of family setting. Economic activity limited the income generated in families making them unable to cater for the sake of their children’s needs both at home and more so in school. The researcher concluded that the four cultural practices affected enrolment and retention. This study recommended sensitization, practice of a variety of economic activities and guiding and counselling as well as legal action against perpetrators of forced marriage to enhance enrolment and retention of the students in Kinango Sub CountyItem Cultural Diversity Inclusion and Implementation of Co-Curricular Activities in Primary Schools in Garowe District in Puntland, Somalia(EdinBurg, 2025) Jama,Fathi Mohamud; Itolondo,Wilfrida; Kaugi,EphantusPurpose: Putland has a diverse cultural landscape, which has resulted in variations in the level of importance attributed to co-curricular activities. This study investigated the influence of cultural diversity inclusion on the implementation of co-curricular activities in primary schools in Garowe District in Puntland. Methods: The study used a descriptive survey design. The target population comprised 39 head teachers, 383 teachers, and 20,088 pupils totaling 20,510 subjects. The sample size was 250 however only 195 respondents participated comprising 7 head teachers, 32 teachers, and 156 pupils. Three sampling techniques namely: stratified sampling procedure, purposive sampling, and simple random sampling were used to select the respondents. Data was gathered using semi-structured questionnaires and interviews. Data was analyzed using descriptive statistics. Qualitative data was analyzed according to themes derived from the study objectives. Results: Students exhibit a predominantly favorable disposition towards the inclusion of cultural diversity; however, a considerable number may not engage actively in activities with peers from varied cultural backgrounds. Most students view the incorporation of cultural diversity favorably, highlighting its contribution to enhancing co-curricular experiences and fostering mutual respect. A considerable number of educators recognize that the inclusion of cultural diversity positively impacts the execution of co-curricular activities, while also acknowledging the challenges posed by cultural differences. Headteachers generally view the inclusion of cultural diversity in activities favorably, despite certain challenges. Proactive measures are implemented to integrate diverse cultural elements. Conclusion: Although there are favorable attitudes toward the inclusion of cultural diversity, challenges concerning active participation persist. Policies must be established to cultivate a supportive atmosphere that incorporates diverse cultural aspects within co-curricular activities. This may entail fostering intercultural comprehension and respect via initiatives like cultural exchange programs, diversity workshops, and inclusive event planning protocols for educational institutions.Item Formative Evaluation and Its Influence on Academic Performance in Biology Among Students in Secondary Schools in Siaya County, Kenya(EdinBurg, 2025) Were Margaret Awuor; Kibaara Janerose; Mbirithi Daniel MangePurpose: The study aimed to investigate how formative evaluation influences learners’ academic achievement in biology in high schools in Siaya County, Kenya. The research is based on three major objectives: to determine how feedback on formative evaluation relates to the performance of learners in biology, to find out how frequency on formative evaluation relates to the performance of learners in biology, and to establish how learning through assignments relates with the performance of learners in biology. Methods: The research used a descriptive research design study. The study targeted 159 secondary schools in Siaya. Through the random sampling method, a sample of 30 respondents consisting of deputy principals, principals, and teachers, was used to collect primary data. Qualitative data were analyzed using content analysis. Quantitative data was analyzed using descriptive statistics and regression analysis. Results: The study findings showed that feedback on formative evaluation, frequency of formative evaluation, and learning through assignments had a positive and significant relationship with learners’ academic performance in biology. Conclusion: To increase openness in the learning process and set an example for students on how to acquire new skills, good feedback should be connected to explicit expectations for students' performance. Additionally, feedback needs to be provided precisely, on time, and with suggestions for how to improve moving forward. Teachers should regularly and interactively assess students' understanding in formative assessment-equipped classrooms.Item The Influence of Appraisal of Teacher’s Professional Knowledge And Application on the Implementation of Curriculum in Public Secondary Schools in Kenya(Edinburg, 2024-04) Langat, Kipkirui Geoffrey; Kibaara,Janerose MutegiTeacher Performance Appraisal (TPA) is recognized globally as a crucial tool in managing the performance of educators with the potential to greatly impact curriculum implementation and academic outcomes. However, despite its significance, teachers’ unions often oppose this policy, viewing it as a means to undermine educators. This research examines the influence of teacher appraisal on curriculum implementation in public secondary schools within Bureti Sub-County. By investigating the appraisal of teachers' professional knowledge and application, this study aims to shed light on factors that affect the effectiveness of curriculum delivery. The target population comprises 63 principals and 889 assistant teachers from 63 public secondary schools in Bureti Sub County. Sampling techniques include stratified, purposive, and random sampling, with structured questionnaires serving as research instruments. To test the reliability of the research instruments. Correlation analysis was used to establish if there was a relationship between the independent variables. Pearson correlation coefficient (r) was used to determine the relationship between the two variables with a value of + 1 and –1. Descriptive and inferential statistics were employed to analyze quantitative data. To determine the variance of the responses, ANOVA was used. Findings indicate that teacher appraisal significantly impacts curriculum implementation, with pedagogical competence, content mastery, adaptability, and collaboration emerging as key factors. Recommendations include enhancing professional development, fostering reflective practice, aligning appraisal criteria with curriculum goals, and promoting leadership capacity among school administratorsItem Innovative Teaching Strategies for Delivering the Core Curriculum to Learners with Low Vision in Integrated Schools in Botswana(IJRISS, 2024-12) Toteng, Martha Tjini; Murugami, Margaret; Mwoma, TeresaInnovative teaching strategies are vital for effectively delivering the core curriculum to learners with low vision (LV) in inclusive educational settings. This study investigated pedagogical practices that promote engagement and understanding among learners with LV, emphasizing the significance of adaptive instructional methods. Building on existing literature, key strategies identified include cooperative learning, differentiated instruction, participatory learning and assistive technology, which bridge the gap between standard curricula and the unique challenges faced by these learners. The research employed a descriptive survey design, integrating qualitative and quantitative methodologies, to assess the effectiveness of these strategies in enhancing academic performance. A sample of n=69 participants, including special education and regular teachers, was selected from two primary schools in Botswana. Data was collected through questionnaires, interviews and observations, revealing that specialized pedagogical approaches, such as the use of tactile learning aids and individualized educational plans, significantly improve learning outcomes for learners with LV. The findings highlight the need for comprehensive teacher training to implement these innovative strategies effectively, particularly in inclusive schools, where the lack of specialized resources often limits support for learners with LV. This research highlights the importance of creating inclusive educational environments that cater to the diverse needs of learners with LV, ensuring their academic success alongside their sighted peers. The study recommends on the need for policy interventions that prioritize inclusivity and accessibility for learners with LV, advocating for specialized training programs for teachers and the implementation of Individualized Education Plans (IEPs) to provide tailored support. Additionally, fostering collaboration between special and regular teachers, along with involving parents in the educational process, can enhance the sharing of best practices and support the integration of learners with LV into the broader school community.Item Faculty Level of Readiness to Use e-Learning in Instruction and Supervision among Universities in Kenya(EAJESS, 2024-12) Mmbaka, Bonface Shisakha; Njuguna, Felicita; Ogeta, NorbertE-Learning has not gained widespread popularity as an instructional method in universities, primarily due to faculty members' readiness and awareness limited levels. This study examined faculty preparedness and use of e-Learning. The sample consisted of 6 Directors, 12 Heads of Department, 90 faculty members and 335 students in Kenyan universities. Data were gathered through a semi structured questionnaire from faculty and students and in-depth interviews with Directors and Heads of Departments. The study concluded that blended learning is the faculty members’ preferred instructional model, aligning with literature that emphasize its benefits in promoting flexibility, engagement and inclusivity. While the majority of faculty members rated their e-learning utilization as proficient, with most using resources like the internet and whiteboards effectively, the minority reported average or poor utilization, indicating a need for targeted interventions to enhance digital literacy and ensure equitable e-learning adoption. Finally, the study concludes that Moodle was the most preferred platform due to its flexibility and interactivity while WebCT was the less commonly used platform. Study recommends that policy makers should invest in infrastructure, training and awareness campaigns to support blended learning and e-Learning platform adoption and utilization.Item Relationship between Utilization of Physical Infrastructure and Students’ Academic Performance in Secondary Schools in Machakos County, Kenya(IAJSSE, 2024-11) Kamuya, Naomi Mueni; Guantai, Hellen KiendeIn recent years, the performance of public secondary schools in Machakos County, Kenya, has shown signs of concern. Closer examination of the KCSE performance data from 2012 to 2020reveals a fluctuating pattern that warranted investigation. This study aimed at establishing the influence of utilizing physical infrastructure on the students ’academic performance in secondary schools in Machakos County. The study was guided by the following objectives: (i) To establish the influence of the utilization of computer laboratories on the performance of KCSE in secondary schools in Machakos County; (ii) To determine the influence of science laboratory utilization on students’ academic performance in secondary schools in Machakos County;(iii) To establish the influence of library utilization on students’ academic performance in secondary schools in Machakos County. The study was guided by the System Resource Theory by Yutchman and Seashores (1967) and employed a correlational research design. The target population was all 202 public secondary schools in Machakos County. The unit of observation was 43,688respondents comprising 202 principals, 3,030 teachers, and 40,456 students. Simple random sampling technique was employed to select the 20 public secondary schools which represents 10% of the schools. The study used a census to select 20 principals from the 20 schools because the number was very small. For the remaining respondents, 26 teachers and 338 students for the sample of 20 schools, this study used stratified sampling method. Data were collected through interviews with teachers and questionnaires from students. Pilot testing was conducted to identify potential issues or ambiguities in the instrumentsand1allows for necessary modifications. Content validity was ensured through consultation with specialists in education management, and reliability was assessed through a test-retest method. Data analysis was s done using descriptive statistics including mean, standard deviation, frequency, and percentages. Regression analysis was used to test the hypotheses at a significance level of 0.05 and to examine the relationship between one or more independent variables (predictors) and a dependent variable (outcome). This study might help policymakers at the Ministry of Education create a framework for how the money would be distributed to public secondary schools to upgrade infrastructure and increase students' and teachers' access to physical resources. The study found that majority of the secondary school students’ in Machakos County used the computer lab for academic purposes. Moreover, the study found that the science labs were used for experiments with an appropriate duration and frequency, and the science laboratories were available in their school. The study also found that it was uncertain whether the nature and quality of library facilities contributed to a positive learning environment, and the library facilities were user-friendly and promote effective research and study. The study concludes that utilization of science laboratories (β=0.843, p-value=0.025<0.05) had the greatest influence on student academic performance in secondary schools in Machakos County, followed by utilization of library (β=0.774, p-value=0.008<0.05), while utilization of computer laboratories (β=0.632, p-value=0.023<0.05) had the least influence on student academic performance in secondary schools in Machakos County. The study recommends that secondary schools in Machakos County should prioritize investment in upgrading and maintaining computer lab resources to ensure adequacy and functionality.Item The effect of public engagement on service delivery in Kisumu County(Reviewed Journal International, 2024-10) Musimbi,Saliku Junne; Mbirithi, Daniel MangeThe Kenyan government begun a process of creating an Integrated Development Plan used by the municipalities to create a five-year strategic development plan. As a kind of business plan, Integrated Development Planning (IDP) is a mechanism that offers direction on municipalities’ budgeting and decision-making processes. The plan provides framework for managing the use of land, infrastructure and managing environment. This study examined the effects of public engagement on service delivery in Kisumu County. Conflict theory and democratic theory served as the foundation for this study's analysis. Information from respondents was gathered using a descriptive research approach. The 177 personnel registered to vote in Kisumu County as of the general election of 2017 were the study's target demographic (IEBC, 2017). This was divided into 10 County Executive Committees (CECs), 40 county directors, 35 ward administrators, 70 village administrators, 15 chief officers, and 7 sub-county administrators who were in charge of the integrated development plan in Kisumu County. The KNBS determined the number of employees as of December 2021. The study chose 123 participants from Kisumu County's County Executive Committees (CECs), sub-county administrators, ward administrators, village administrators, chief officers, and county directors. The outcome estimated using the Yamane (1967) methodology at a ninety five percent confidence level. To gather data on independent and dependent factors, Kisumu County's sub-county administrators, ward administrators, village administrators, chief officers, County Executive Committees (CECs), and county directors were requested to respond to standardized questionnaires. Descriptive and inferential statistics were applied to examine the findings. Findings indicated a positive and significant influence public engagement on service delivery in Kisumu County. The study concluded that performance targets aligned with a county's development plans influence service delivery. Open dialogue between the county government and the public is a vital component of effective governance. County governments that actively embrace and are committed to considering public input in their decision-making processes significantly enhance their public image. It was recommended that the county government of Kisumu should ensure that performance targets should be aligned with the county’s development plans. The county government of Kisumu should hold open dialogue between with the public for quality deliberation and consensus. The county government of Kisumu should be open to and be committed to considering public input in the decision process.Item Influence of Teachers’ Age, Gender, and Personality on Students’ Academic Achievement in Kiswahili: A Case of Public Secondary Schools in Murang’a and Kiambu Counties(EdinBurg, 2024-11) Munyaka, Lucy Wanjiru; Bunyi, Grace; Itolondo, WilfridaPurpose: Teachers have a vital influence on students’ academic achievement. The steady decline in academic performance of secondary school students has generated a lot of interest among stakeholders in the education sector in Kenya. Despite efforts by teachers to improve their skills and technical expertise the performance of students in KCSE examinations and Kiswahili in particular has not been encouraging. In the year 2020, Murang’a and Kiambu posted the least mean scores of 4.3 and 4.4 respectively in comparison to neighboring counties Nyeri and Kirinyaga which had mean scores of 4.62 and 4.64 respectively. The purpose of this paper was to establish the nexus between Kiswahili teacher characteristics and students’ academic achievement in Kiswahili at the Kenya Certificate of Secondary Education examination (KCSE) results in Kiambu and Murang,a counties. The objective of this paper was to establish the influence of teachers’ age, gender, and personality characteristics on students’ academic achievement in KCSE examination results. Methodology: A descriptive survey research design was utilised. The target population was 29,134 comprising 512 principals, 1,172 teachers, and 27,450 students across 512 secondary schools in Murang’a and Kiambu counties. A sample size of 103 schools through proportionate and 299 Kiswahili teachers, and 395 students was obtained through Yamane sampling formula. Purposive sampling criteria were used to obtain 103 principals across the 103 sampled schools. Data was collected using a questionnaire for principals, students, and teachers. Results: It was established that teachers’ Pedagogical Content Knowledge, professional skills and academic achievement, and teachers’ characteristics positively influenced student academic achievement in Kiswahili at KCSE, (M = 4.0, SD = 1.1), (M = 3.9, SD = 0.8) and (M = 3.8, SD = 1.1) respectively. ANOVA test showed teachers characteristics in terms of gender was the only aspect which statistically, significantly differed with teachers’ response and the response from principals and students, p =. 000. These findings emphasized the complexity of teachers’ factors affecting students’ academic achievement. Conclusion: There is a nexus between teacher characteristics and students’ academic achievements as perceived by principals, teachers, and students. This is related to recommendations that every practicing teacher should enroll in a teacher performance development program initiated by TSC to enhance and update teacher pedagogical content knowledge in teaching for an impressive students’ academic achievement.Item Impact of Covid-19 on the Financial Stability of Commercial Banks in Kenya(EJEFR, 2024) Mathenge, Noah Muthondu; Muniu, JosephCountries worldwide were gripped by the COVID-19 pandemic for the greater part of 2020 and 2021. COVID-19 spread to virtually all nations around the globe, causing a contraction of the global economy, and Kenya was no exception. Governments worldwide deployed social distancing, lockdowns, and curfews, which resulted in employee lay-off, business closure, and suppressed demand for commodities and services, eventually trickling down to commercial banks. The Kenyan banking sector experienced deterioration in asset quality which has been worsening since 2014 when it stood at 5.6 percent, reaching an all-time high of 14.5 percent in 2020 whereas Return on Assets which has also been declining since 2014, stood at 4.46 percent dropped to a record low of 2.07 percent in 2020 during the pandemic. This study, therefore, sought to determine how the financial stability of Kenyan commercial banks has been impacted by the COVID-19 shock. The study sought to specifically establish how both Z-score and capital adequacy of Kenyan commercial banks were impacted by the COVID-19 pandemic. Financial intermediation theory, Capital buffer theory, and Financial Instability Hypothesis anchored the study. The research design embraced was non-experimental, while the financial stability proxy was Z-score. The study’s target population was 19 commercial banks in Kenya between the years 2015 and 2022, which had complete data on all the study variables. Annual bank-level data was obtained from Kenya`s Central Bank`s annual supervision reports from 2015-2022. Event study methodology was used while collecting data whereby, the event window was 2020-2021, the period before the event (COVID-19) was 2015-2019, and the period after the event was 2022. The study espoused a panel vector autoregression model in data analysis where the impulse response functions were generated. The researcher discovered that the COVID-19 pandemic adversely impacted Z-score and capital adequacy. Based on the research findings, the Government of Kenya ought to institute non-disruptive pandemic control measures such as proper hygiene and wearing of masks as opposed to quarantines and lockdowns, which are detrimental to commercial banks' operations and other businesses, ultimately leading to a decline in income for commercial banks. Moreover, since capital acts as a shock absorber for banks, Kenyan commercial banks should strive to achieve and maintain the minimum capital adequacy ratios set by the Central Bank of Kenya. This will ensure that commercial banks in Kenya cushion themselves against economic shocks generated by pandemics such as COVID-19.Item The Extent to Which Curriculum Support Costs Influence Students’ Gross Enrolment Ratio in Laikipia County, Kenya.(IJRISS, 2024-07) Kamau, Patrick Muchiri; Magoma, Charles M.; Mogaka, Malach M.This study was set to investigate the students’ participation in education in day secondary schools in Laikipia County as measured by gross enrolment ratios. It was necessitate by the declining enrolment ratios in day secondary schools within the county. The main objective was to analyze the extent to which curriculum support costs influence students’ gross enrolment ratio in Laikipia County. The target population was 19,065 respondents, of whom were, five subCounty directors of education; 78 principals; 7,800 form three and four parents; 8,870 form three and four students, and 312 form three and four class teachers. Census was used to select five SCDEs, stratified random sampling was used to select 25 principals and 400 students, simple random sampling to select 400 parents and 100 class teachers to make a sample size of 930 participants. Both probability and non-probability sampling methods were used to select a sample size of 930 participants. Pearson Product Moment Correlation Coefficient (r) was computed and a level of 0.87 was achieved. The research utilized tangerine electronic data collection software used for data entry and data cleaning. Statistical Package for Social Sciences (SPSS) was used to analyze quantitative data. mathematical set had a statistically significant relationship with the gross attendance ratio with ordinal rank 2, 3, 4, 5 having (b- 1.161, 1.978, 1.545, 2.194 SE 0.535, 0.451, 0.440, 472, wald 4.703, 19.221, 12.306, 21.588 and p= 0.030, <0.001, <0.001, <0.001) respectively; Mathematical set and table showed positive relationship to the gross enrolment ratio.Item The Degree to Which Parents’ Association Costs Predict Secondary School Students’ Gross Attendance Ratio in Laikipia County, Kenya(IJRISS, 2024-08) Kamau, Patrick Muchiri; Ogeta, Norbert O.; Mogaka, Malach M.This study seeks to examine the extent to which private costs influence the participation of students in public day secondary schools in Laikipia County. The study was necessitated by the declining students’ participation in public day secondary schools as measured by gross attendance ratio and gross enrolment ratio specifically in Laikipia County. The objective of the study was to examine the extent to which private costs influence the participation of students in public day secondary schools in Laikipia County. This study was guided by two theories: Production Function Theory of Education & the Equity Theory of Motivation. The research gathered both qualitative and quantitative data simultaneously using convergent parallel mixed methods design. The target population was 19,065 respondents, of whom were, five sub County directors of education; 78 principals; 7,800 form three and four parents; 8,870 form three and four students, and 312 form three and four class teachers. Census was used to select five SCDEs, stratified random sampling was used to select 25 principals and 400 students, simple random sampling to select 400 parents and 100 class teachers to make a sample size of 930 participants. Both probability and non-probability sampling methods were used to select a sample size of 930 participants. Data was gathered from both primary and secondary sources. Questionnaires were utilized to gather primary data from class teachers, students and parents while structured interview schedules were utilized to gather qualitative data from the sub County directors of education and principals. Pearson Product Moment Correlation Coefficient (r) was computed and a level of 0.87 was achieved. The research utilized tangerine electronic data collection software used for data entry and data cleaning. Statistical Package for Social Sciences (SPSS) was used to analyze quantitative data. Iterative Thematic Inquiry (ITI) was utilized to analyze qualitative data.Item Principals’ Communication and Decisionmaking Practices’ Influence On Students’ Academic Performance in Public Secondary Schools in Turkana County, Kenya((IAJSSE, 2024-09) Ekal, Christine Samal; Munga, Joseph G.Exam results have been used to determine a student's aptitude as well as to choose them for further education and career opportunities. Across the course, Turkana County has been experiencing disparities in Kenya Certificate of Secondary School examination results and has remained poor over the recent five years as shown by the following mean scores: 2016 (3.8531); 2017 (3.5488); 2018 (3.2222); 2019 (2.9078); and 2020 (3.0121). This provides proof that the KCSE scores have been fluctuating in a declining trend. For the past five years, Turkana County's academic performance has been appalling, which begs numerous questions, especially in regard to principals’ management practices and how they influence students’ academic achievement. Principals’ management practices always have devastating effects on students’ academic performance when they are not properly practiced. This study, therefore, endeavored to establish the influence of selected principals’ management practices on students’ academic performance in Turkana County. The research objectives were; to establish the influence of principals’ communication and decision-making practices on students’ academic performance in Turkana Central Sub-County. Fielders' contingency theory served as the foundation for this research. Descriptive survey research design was used in this study. The target population of the research comprised of 16 principals, 200 teachers, and 784 students. A total of 300 respondents were chosen using random for sampling. Principals were chosen using census sampling, teachers through simple random selection, and students through stratified random sampling. Questionnaires with structured and unstructured items were used to gather data. Ten percent of participant questionnaires were examined in order to verify their validity for its intended purpose. In particular, 22 students, 6 teachers, and 2 principals took part in the pilot study. The researcher also requested the supervisor to validate the instruments' accuracy. The study adopted a method of rational equivalence by Kuder-Richardson Reliability. The data was grouped, entered, coded, cleaned, stored, and analyzed with the aid of SPSS v. 26 software. Descriptive statistics in the form of percentages, frequencies, and means were utilized to assess the quantitative information from the structured questions. Narratives and direct quotes were utilized to examine thematically the qualitative data from unstructured questions. Frequency bar graphs, tables and charts were utilized to display the analyzed data. The study findings include: effective communication by pprincipals, characterized by clear articulation of academic goals, expectations, and feedback, positively correlates with student academic performance; and principals who employ evidence-based solutions and involve stakeholders in decision-making demonstrate a more proactive approach to addressing academic challenges. The study concludes that i) effective communication between principals, teachers, students, and parents is foundational to fostering a supportive and engaged school community, and ii) principals’' decision-making practices play a pivotal role in influencing school effectiveness and student outcomes. The study makes the following recommendations: i) principals should prioritize open and effective communication with teachers, students, anItem Curbing Students' Bullying Among Secondary School Learners: The Effectiveness of School Bullying Interventions(Journal of Integration of Social Studies and Business Development, 2024) Kioko, Joseph Wambua; Njihia, Mukirae; Mutune, SusanThis study investigates the effectiveness of bullying interventions in addressing student bullying within secondary schools in Machakos County. Anchored on social learning theory, which elucidates the role of behavior in fostering bullying among learners, the research employed a descriptive survey research design to gather and analyze primary data. A sample of 333 respondents was drawn from a population of 116,053 individuals across 36 schools. Questionnaires and interview guides served as the primary research instruments. The analysis encompassed both qualitative and quantitative methods. Results revealed persistent student bullying despite intervention efforts, with disciplinary measures like suspensions and punishments predominantly employed. Conversely, restorative interventions, anti-bullying programs, and supportive measures were underutilized, demonstrating ineffectiveness in bullying eradication. The study underscores the prevalence of student bullying in secondary schools, attributing it to the inadequate implementation of interventions. Recommendations urge school principals and stakeholders to enhance the efficacy of bullying interventions in secondary education settings.Item Principals’ Classroom Observation Practices and their Influence on Teaching and Learning in Public Secondary Schools in Machakos Sub-County, Kenya(Universal journal of Educational Research, 2024) Kolako, J. BaryarmaPrincipals' instructional leadership bolsters and supports teaching and learning. The study aimed to explore the principals’ classroom observation practices and their influence on teaching and learning in public secondary schools in Machakos Sub County, Kenya. Weber's (1996) instructional leadership model served as the foundation for the study. The research employed a mixed-methods approach using a convergent parallel design. The target population of the research is 3434 and has a sample size of 350 participants, encompassing 10 principals, 40 teachers, and 300 students. The participating schools were selected using a stratified random sampling method. The collected data was cleaned, processed, and analyzed using SPSS 25. Quantitative data was analyzed using percentages and displayed in frequency tables. Qualitative data was labeled, appropriately coded, and transcribed under specified themes. The findings of the study revealed that the principals regularly carried out supervision in the classrooms and ensured that students’ behaviors were controlled in the classrooms by setting class rules. The research recommended that the Ministry of Education, along with the relevant educational agencies, should provide in-service training for principals on their roles as instructional leaders to enable them to proficiently discharge their functions; there should be an increase in the provision of the necessary learning resources to help enhance teaching and learning.Item Establishing the Methods of Poetry Teaching to Influence Critical Thinking among Secondary Schools’ Learners in Kiambu County, Kenya(SARC Publisher, 2023-07) M, Dorker Freeman; Ndethius, Sophia M.; Mulwa, HarrisonMethods of poetry teaching has not only the potential to influence Critical Thinking (CT), but it also enables students’ self-assurance and independent problem-solving skills. Nevertheless, teachers and students the around the world, share the opinion that poetry is difficult to understand and that only literary experts can appreciate it. The objective of the study was to establish the methods of poetry teaching among secondary school learners in Githunguri Sub-County, Kiambu County. The study was based on Vygotsky’s social constructivist theory. The research adopted a descriptive survey design. The research was conducted in 10 public secondary schools with the sample size of 10 English teachers and 349 Form three students. Schools were chosen using stratified random sampling and teachers were selected purposively. Simple random sampling was used to select the students’ sample. Data was collected from teachers and students using questionnaires, structured interviews and observation check-list. Data was analysed using descriptive statistics, which included tables, pie charts, frequency, mean, and standard deviation. For qualitative data, thematic interpretation was done and documented either in tables or pie charts while quantitative data was analysed using statistical analysis or tabulation. The study established that although teachers mostly teach poetry using interactive classroom setting, disparities were observed on students’ responses. Students reported that they did not work in groups to solve problems in the process of poetry teaching. In addition, the study found out that there was limited use of classroom discussion, brainstorming, group work, analysis of poetic devices, asking questions, evaluating, analysing, and interpreting poetic texts. The study therefore recommends that teachers should continue teaching poetry using different methods as this is likely to enhance student’s CTItem Gender Responsive Language Use Influencing the Performance of Girls in Science Subjects in Secondary Schools, Nairobi City County, Kenya(Journal of Popular Education in Africa (JOPEA), 2024) Ng’ong’a, Akoth Dorise; Orodho, John. A.; Katam, ElizabethThe purpose of this research project was to examine how gender responsive language use influences the performance of girls in science subjects in secondary schools in Nairobi City County, Kenya. The contention of the article is that Gender Responsive Pedagogy (GRP), developed by the Forum for African Women Educationalists (FAWE), equips teachers with skills to effectively meet the educational needs of both genders through gender-aware classroom practices. The objective of this paper was to assess how gender responsive language impacts girls' performance in science subjects in Secondary Schools, Nairobi City County, Kenya, grounded in Social Cognitive theory. Employing a descriptive research design, the target was 53 head teachers, 630 teachers, and 4157 girls from 53 schools in Dagoretti South Sub-County. A sample of 15 head teachers, 79 teachers, and 250 girls (totaling 329 respondents) were selected using the Yamane formula. Pilot testing ensured instrument validity and reliability, employing face, construct, and content validity, along with the test-retest method for reliability. Questionnaires and observation schedule was utilized. Quantitative was tabulated, analyzed using percentages, frequencies and presented using pie charts, while qualitative data was thematically analyzed and presented narratively. Findings indicated the significant influence of gender responsive language on girls' science performance in Nairobi City County. The Pearson correlation coefficient between the responses of teachers and girls was determined to be r = 0.9854, indicating a strong positive correlation (r = 0.9854, p < .05). Recommendations included fostering collaboration among educators, policymakers, and researchers to promote gender equity in science education. These findings benefits FAWE, the Ministry of Education, Nairobi City County administration, schools, and future researchers, contributing to the empowerment of girls in education. Collaborative efforts among professionals are essential in promoting inclusive and supportive learning environments for girls, enhancing gender equity in science education.