MST-Department of Educational Management Policy & Curriculum Studies

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Allocation of National Government Constituency Development Fund and Its Influence on Transition to Secondary Education in Kirinyaga County, Kenya
(Kenyatta University, 2022-11) Kinyua, Japheth Gichira
Abstract
Influence of Selected Parental Factors on Pupils Academic Achievement in Primary Schools in Machakos County, Kenya
(Kenyatta University, 2023-02) Muindi, Philip Alexander
Abstract
Institutional Dynamics Influencing Pupils Academic Performance in English Subject in Public Schools in Marsabit County, Kenya
(Kenyatta University, 2022-06) Ndiege, Chrisphine Onyango
Abstract
Adoption of Information and Communication Technology in Teaching and Learning in Secondary Schools in Nairobi County, Kenya.
(Kenyatta University, 2022-09) Kiage, Jocob D.
Abstract
Headteachers’ Teacher Capacity Building Strategies’ Influence on Learners’ Acquisition of Core Competencies in Public Primary Schools in Nyandarua County, Kenya
(International Academic Journal of Social Sciences and Education, 2025-06) Kabiru, Patricia Wairimu; Kariuki, Damaris; Guantai, Hellen Kiende
This paper investigates the role of capacity building as a strategic management practice employed by head-teachers and its influence on learners’ acquisition of core competencies in public primary schools in Nyandarua County, Kenya. Despite the rollout of Kenya’s Competency-Based Curriculum (CBC), performance in core competencies among learners remains uneven across counties. Nyandarua County, in particular, has consistently underperformed in comparison to neighboring regions. This study employs a descriptive survey design with quantitative and qualitative approaches to examine how head-teachers implement teacher development strategies and the extent to which these strategies affect learner outcomes. Drawing on Skills Acquisition Theory and Contingency Theory, the paper presents a synthesis of global, regional, and local literature, including policy analysis, and primary data collected through questionnaires, interviews, and document analysis. Findings indicate that teacherfocused capacity building, comprising inservice training, professional mentoring, and collaborative learning platforms, significantly improves instructional delivery, thereby enhancing learners’ core competencies in communication, critical thinking, digital literacy, and problemsolving. The paper concludes by recommending targeted investments in professional development, integration of continuous feedback systems, and strengthening of school leadership capacities to align teacher practices with CBC expectations.
Principals’ Instructional Leadership Roles and Their Influence on Teaching and Learning in Public Secondary Schools in Machakos County, Kenya
(Kenyatta University, 2024-11) Kolako, J. Baryarma
Instructional leadership is a pedagogical skill applied by the principal as a way to support teaching and learning. The overarching purpose of the research was to discover how secondary school principals could play a greater role in influencing teaching and learning. Teaching and learning in Machakos Sub-County had declined, and this could be attributed to the principals' lack of instructional leadership, which had affected teaching and learning. The research had four objectives, which were: to examine the influence of instructional leadership on teachers’ instructional delivery in public secondary schools in Sub-Machakos County; to examine the influence of instructional leadership on teachers and students’ use of instructional resources; to find out the influence of instructional leadership on teachers’ assessment of students; and to find out the influence of instructional leadership on teachers’ classroom management. The research was anchored on the instructional leadership model, which was propounded by Weber (1996). The study employed a mixed-methods approach using a convergent parallel design. The target population of the research is 1934 and has a sample size of 350 participants, encompassing 10 principals, 40 teachers, and 300 students. The schools that participated in the study were chosen using a stratified random sampling method. The purposive sampling technique was employed to choose the principals, while simple random sampling was adopted to select the sample of teachers, and the Yamane (1967) formula was employed to determine the sample size for the students. Content validity was employed to validate the research tools, while the internal consistency technique was utilized to establish the dependability of the tools using Cronbach’s alpha. The instruments used to collect the data were questionnaires and interview guides. The collected information was cleaned, processed, and analyzed using SPSS 25. Quantitative information was analyzed by computing percentages and frequencies and displayed in pie charts, frequency tables, and graphs. Qualitative information was labeled, appropriately coded, and transcribed under specified themes. The study’s findings showed that the principals did not carry out regular supervision in the classrooms, and there were limited instructional resources provided to the schools, which impeded teaching and learning. The research concluded that the principals did not regularly supervise the classrooms to ensure that proper teaching and learning were taking place; there were limited instructional resources provided in the schools that impeded teaching and learning; and some teachers had some challenges using the available instructional materials. The research recommended that the MoE, 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, and there should be an increase in supply of the necessary learning resources to help improve instruction
Teachers’ Preparedness and Its Effect on the Implementation of Competency-Based Curriculum in Public Primary Schools in Taita Taveta County, Kenya
(International Academic Journal of Social Sciences and Education, 2025-02) Muthoka, Jacinta Mwende; Mbirithi, Daniel Mange
Teachers’ preparedness noticeably dictates how effectively a curriculum is implemented. The resolve of this study was to establish teachers’ level of preparedness and how this affects the implementation of the competency- based curriculum (CBC) in public primary schools in Taita sub-county Taita Taveta County, Kenya. The present study was steered by the stated objectives, namely to: determine teachers’ preparedness to effectively include core competencies when lesson planning; establish teachers’ preparedness to employ learner centered teaching methods and skills; evaluate teachers’ preparedness to effectively implement digital learning integration; and establish teachers’ preparedness to implement formative assessment in line with CBC. According to Gross’s 1971 Curriculum Implementation Theory, a teacher must be fully prepared for any curriculum reform to succeed at implementation stage. The descriptive survey research design was employed to guide this study. The target population for this study comprised 50 head teachers and 344 handling grades 1 to 6 in the 50 public primary schools in the sub-county. Simple random sampling technique was used to obtain a sample of 24 head teachers and 105 teachers who participated in this study using Taro Yamane’s formula. Qualitative data were obtained by interviewing the head teachers while quantitative data were obtained from teachers who filled the questionnaires. Qualitative data from interviews with head teachers and open-ended questionnaire items were analyzed thematically by grouping the data into major themes as per the objectives and variables, and then presented in form of narrations. Quantitative data were analyzed using measures of frequency with the help of SPSS Version 24 to obtain descriptive statistics, and then presented in the form of frequency tabulations, graphs and percentages. From the research findings, this study concludes that the level of teachers’ preparedness has a bearing on the effective implementation of the competencybased curriculum in public primary schools in Taita Sub-County, Taita Taveta County. The findings obtained from the research might be useful to education policymakers, scholars and various education stakeholders including KICD, MOE, and TSC in making decisions geared towards improved implementation of the competencybased curriculum in primary schools in Kenya.
Principals' Instructional Leadership and Its Relationship with Teacher Professional Development: A Case of Public Secondary Schools in Mombasa County, Kenya
(Kenyatta University, 2024-10) Otieno, George A.
Teacher professional development is crucial for enhancing the quality of education, yet in Mombasa County, many public secondary schools are grappling with inadequate instructional leadership from principals. This shortfall significantly hampers teachers' growth in key areas such as pedagogical skills, assessment, and inclusive education practices. The 2022 County Education Report underscores these deficiencies, highlighting an urgent need for improvement in the instructional leadership provided by school principals.The principals’ responsibility in promoting professional development of teachers has been widely acknowledged in educational research. However, in the context of public secondary schools in Mombasa County, there is a gap in the understanding of the impact of principals' instructional leadership on teacher professional development due to inadequacies cited in the County Education Report 2022, such as insufficient teacher training opportunities, lack of continuous professional development programs, and inadequate support from school leadership in fostering pedagogical growth and inclusive education practices.This study therefore sought to establish the impact of principals’ instructional leadership on teacher professional development in Mombasa County. The distinct objectives were; to investigate the relationship between principals’ instructional leadership and teacher pedagogical skills, teacher Knowledge of assessment and reporting, teacher selfefficacy and teacher support on inclusive education practices. This study was based on Transformational Leadership theory. This study is significant for the Ministry of Education, the Teachers Service Commission (TSC), and secondary schools in Kenya. The findings provide insights into how principals' instructional leadership influences teacher professional development, potentially guiding the Ministry and TSC in creating policies that enhance teacher growth and instructional practices. Additionally, the study offers schools strategies to improve teacher efficacy and student outcomes.The study employed explanatory sequential research design to establish the influence of the independent variable on the dependent variables. The research targeted 1103 TSC teachers and principals teaching in the county. Purposive sampling was used to establish the principals sample size while teachers were sampled using the Taro Yamane formulae. A Sample of 305 respondents were picked out of which 216 responded back. The data collection methods for the study was the questionnaire for the teachers and interview sessions with the principals. The research instruments' validity was assured by the professional opinion of members of faculty and supervisors who are knowledgeable about research methodologies in education leadership and management. Cronbach’s alpha was then conducted to test reliability of the instruments. This was 0.8 and therefore was reliable. Frequencies and percentages were used to summarize the respondents data while regression analysis was conducted to assess the relationships between principals' instructionalleadership and teacher professional development. Quantitative data collected was analysed through frequencies and percentages while qualitative data was analysed thematically and presented as verbatim. The study found out that principals who are effective instructional leaders are more likely to have teachers who are professionally developed. Therefore principals’ instructional leadership had a positive impact on Teacher Professional Development. It is therefore recommended that policymakers, academia, school administrators, and teachers should work together to create a system that supports effective instructional leadership and teacher professional development. This will ultimately lead to improved student learning outcomes.
Relationship between utilization of physical Infrastructure and students’ academic performance in Public secondary schools in Machakos County, Kenya
(Kenyatta University, 2024-11) Kamuya, Naomi Mueni
School determinants influencing information and Communication technology integration in classroom Instruction in secondary schools In Kericho County, Kenya
(Kenyatta University, 2024-06) Kirui, Japheth
Despite significant investments in information technology facilities, equipment, and staff development to better education in many nations, little progress has been made in integrating technology into teaching. The primary aim of the research was to look into school determinants associated with the integration of technology in secondary education in Kipkelion sub-county. The objectives of the study were: to assess the influence of the availability of information and communication technology facilities; to evaluate the influence of information and communication technology literacy; to assess the influence of principals and information and communication technology; and to evaluate the influence of administrative support in information and communication technology integration in classroom instruction in secondary schools in Kipkelion sub-county. The study adopted Technology Pedagogical Content Knowledge model. A descriptive survey approach was utilized in the research. The target population comprised of 35 principals, 35 champions of technology in schools, 550 teachers, and 2200 form three students. The study included 11 secondary schools. Five information and communication technology centers and their respondents were chosen using purposive sampling, while stratified sampling was used to select the remaining six secondary schools. The sample consisted of 11 principals, 11 information technology champions, 55 teachers, and 220 form three students. Mixed methods research methodology was employed. Questionnaires were utilized to gather information from principals, teachers, and students, whereas semistructured interviews were used to obtain feedback from information technology champions. The reliability of the research instruments was assessed using test-retest methodology. Both descriptive and inferential statistics were used to analyze the data. Thematic analysis and narrative reporting was performed on qualitative data. Statistical Package for the Social Sciences version 25.0 was used in analyzing statistical data. The processed data was presented using pie charts, tables, and bar graphs. The study established that the schools that were equipped with computer laboratories had embraced technology in teaching. Teachers were above average in digital literacy and occasionally integrated technology in teaching. Some teachers had undergone pedagogical training in technology integration. Majority of principals provided administrative support towards adoption of technology in teaching. The availability of information technology infrastructure, digital literacy skills, pedagogical support in information technology integration, and administrative support influenced the level of information technology adoption in learning and teaching. The researcher recommends to the government of Kenya to consider equipping all secondary schools with computer laboratories and making Computer Studies subject compulsory in all schools in form one.
School Administrators’ Skills and their Influence on Student Discipline amongst Public Boarding Secondary School Students in Kericho County, Kenya
(Kenyatta University, 2024-05) Mutai, Evans Kipkorir
Student discipline in secondary schools has been termed a major Achilles heel by all stakeholders in the education industry towards the achievement of educational goals. This happens as the backdrop of several intervention measures aimed at curbing or reducing cases of indiscipline behaviour in schools. The purpose of the study was to find out if administrators’ skills in administration influence students’ discipline in public secondary schools in Kericho County, with a view to curbing disciplinary problems in schools. The objectives of this study were to establish the influence of administrators’ organizational communication skills in the management of discipline, the effects of administrators’ problem-solving skills on the management of student discipline, the influence of administrators’ student involvement in decision-making in the management of discipline, and the effects of administrators’ team synergy on the management of student discipline in selected boarding secondary schools in Kericho County. The study made use of Glasser’s’ theory of behaviour modification by choice. The study had a target population of 1,380, comprising 150 student leaders, 115 guidance and counselling teachers, and 115 deputy principals. The researcher sampled 26 deputy principals, 26 guidance and counselling teachers, and 259 student leaders, leading to a total of 311 respondents, as guided by Yamane formulas for approximating the study subjects. Public boarding secondary schools were purposefully selected. To ensure uniform distribution across the six cub-counties, stratified random sampling was deployed; proportionate sampling was used in sampling particular schools; and Google random sampling was further used to sample student leaders, taking cognizance of their genders. A correlation study design was used to establish if there exists a relationship between administrators’ administrative skills and student discipline in schools. Two sets of questionnaires were used to collect information from deputy principals, guidance and counselling masters, and student leaders. To ensure the reliability of the instruments, the Cronbach Alpha coefficient was calculated with acceptable levels pegged at 0.7. Data was analysed using inferential statistics such as Pearson’s correlation coefficient and Chi-square in conjunction with linear regression analysis. The findings showed that 58.1% of respondents believed that there was a link between the administrator's communication skills and student discipline. In addition, 74.2% of respondents agreed that there is a relationship between administrators’ problem-solving skills and the management of student discipline. Some of the issues that were raised that require administrators’ problem solving include peer pressure, drug and substance abuse, student home-related issues that affect students academically and behaviourally, emerging societal issues or trends, and unplanned teenage pregnancy and related relationships. Further, 76.9% of respondents agreed that there is a relationship between team synergy and student discipline. Finally, the study found that 61.7% agreed that there is a relationship between involving students in decision-making and student discipline. The study recommended that administrators adopt a pro-active strategy in problem solving so as to avert student unruly behaviours that affect their discipline before they happen and involve students in the actual process of making decisions.
Institutional and teacher related factors’s influence on implementation of physical education curriculum in Public secondary schools in Bomet County, Kenya
(Kenyatta University, 2024-06) Koskei, Caroline Chepwogen
This study sought to establish the institutional and teacher factors that affect how the Physical Education (PE) curriculum is implemented in public secondary schools in Bomet County, Kenya. The purpose of the study was to determine how status of PE instructors, their training, their workload, and instructional facilities affect how the PE curriculum is taught in public secondary schools in Bomet County. The study's framework was the Achievement Goal Theory. Correlational study design was employed. 390 persons, including 130 administrators and 260 physical education teachers, made up the study's target group. 117 people participated in the survey, including 78 physical education teachers and 39 principals. Data was gathered via questionnaires and interview schedules. Test-retest reliability was analyzed together with the content validity of the research tools, and a Cronbach coefficient of 0.822 was discovered, indicating the tools' dependability. While frequencies and percentages were employed to assess quantitative data, thematic analysis was applied to qualitative data. The Statistical Package for Social Sciences (SPSS) was used to make the chi-square test available for testing the hypotheses. The study found a strong correlation between the use of the PE curriculum and the status of PE teachers (p = 0.002<0.05). The study also found a significant correlation (p= 0.000<0.05) between the application of the PE curriculum and the training of PE teachers. Additionally, the findings showed a strong correlation (p=0.001<0.05) between PE curriculum implementation and PE teaching facilities. Finally, the findings showed a significant correlation (p=0.001<0.05) between the workload of PE teachers and the implementation of the PE curriculum in public secondary schools in Bomet County. The study concluded that the status of PE instructors, their training, their workload, and availability of instructional facilities affect how the PE curriculum is taught in public secondary schools in Bomet County. The study recommended that the Ministry of Education should provide schools with enough funding to enable the principals to set up suitable PE facilities and buy enough cutting-edge equipment to assist the PE teachers in efficiently implementing the PE curriculum. Additionally, the Teachers' Service Commission (TSC) ought to hire and place more qualified PE teachers in these schools, as well as give teachers onthe-job training on how to apply the PE curriculum. By reducing workload and providing instructors with current information and expertise in physical education, this will improve efficient implementation of the PE curriculum 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
School based factors and their influence on students performance at Kenya Certificate of Secondary Education in public secondary schools in Kiambu County, Kenya
(Kenyatta University, 2024-06) Migwi, Caroline Wangarl
The aim of this study was to examine the impact of school-based variables on students' academic performance for the Kenya Certificate of Secondary Education at public secondary schools in Kiambu County was the goal of this study. The effects of teacher qualifications, school infrastructure, principal supervision techniques, and teacher sufficiency on student performance in secondary schools in Ruiru SubCounty were the specific goals of the study. The study was anchored on Educational Production Function, also referred to as the Educational Production Theory (EPF). The research design employed for this study was a descriptive one. The principals and instructors at the 23 public secondary schools in Ruiru Sub County were the study's primary focus. Thus, the study's population consisted of 23 principals and 522 teachers. 545 individuals comprised the ultimate target demographic. In order to sample the respondents for the study, purposive sampling techniques were employed. A total of 167 replies, or 30% of the targeted sample, were obtained from the sample, which consisted of 160 instructors and seven principals. Data was gathered using questionnaires given to principals and teachers. Pilot studies were utilized to assess validity, and testing and retesting procedures were employed to confirm reliability. The data was analyzed using descriptive statistics and presented using tables, pie charts, and bar graphs. The study found that teachers give correction and advice on assignment given to students. The study also established that the school has provided sufficient classroom which is equal to the number of students. The study concluded that the schools had a steady increase in KCSE mean score for the duration of five years and that the schools are on tract in in meeting its academic performance goals. The study concluded that teamwork was attributed to the students’ academic performance. In order to improve student performance in the KCSE, the study suggested that the MOEST give suitable textbooks, instructor reference books, radios, televisions, laptops, and projectors to public secondary schools in Kiambu County
Organizational Politics and Employee Productivity in Nakuru County, Kenya
(Kenyatta University, 2024-11) Kimathi, Linah Kathure
Organizational politics can foster or be of detriment to organizations as it can improve or hamper employee productivity. Too much politics in an organization can lead to employees deviating from organizations goals. In Kenya, employee productivity has been on the decline. Moreover, there are reports that evidence that low employee productivity leads to organizational conflicts. Few studies have been done in Kenya to examine this matter. Empirical reviews indicate that it is not clear how organizational politics affects productivity. This study sought to reveal if organizational politics had any effect on employee productivity of county government employees in Nakuru. The specific objectives of this study were: to establish the effect of factionalism; office politics and sectionalism on productivity of county government employees in Nakuru, Kenya. The study employed descriptive research design. This study was anchored on stakeholders’ theory, social capital theory and motivational –Hygiene Theory. The target population for this study was 167 participants comprising of 147 senior employees at the Nakuru Country government and 20 clients seeking services in various departments at the Nakuru County Government head offices. A census of all the senior employees identified in the target population was done. First hand data was collected through oral interviews by use of an interview guide and by use of a semi-structured questionnaire. The tool for data collection was examined for reliability and content validity where it was found to be fit to source data. Ethical considerations that were observed included adherence to confidentiality and protection of identity of participants. Qualitative data was analyzed using content analysis while quantitative data used descriptive statistics. The outputs from the analysis of data were illustrated on tables, figures and in thematic content narrations. The study found out that organizational politics was rampant in government departments that were visited. The research findings indicated that factionalism and office politics decreased employee productivity as it destroyed harmony and spirit of team work. On the other hand, sectionalism had both positive and negative effects. The study recommends that government institutions need to adopt robust organizational culture and structures that reduce negative effects of organizational politics. These recommendations were captured as practice recommendations for instance peaceful work environment, employees given opportunities in decision making process and policy recommendations for case in point coming up with policies that support inclusivity.
National Policy Framework and Protection of Marginalized Communities: Case of Kwale County, Kenya
(Kenyatta University, 2024-11) Lewa, Lillian Tsuma
Various scholars from different fields, including political science, economics, human rights advocacy, and conflict resolution, have engaged in intense discussions regarding the issue of marginalization and its potential impact on national unity. The current study aimed to explore the effect of national policy framework on protection of marginalized communities in Kwale County, Kenya. The research objectives were; to determine the effect of social assistance policy on the protection of marginalized communities, to assess the effect of social security policy on the protection of marginalized communities and to establish the effect of health insurance policy on the protection of marginalized communities in Coastal Region, Kenya. The research was guided by Relative Deprivation Theory. A descriptive research design will be utilized. The study targeted 80 committee members (stakeholders, Non-government Organizations) involved in the protection and promotion of marginalized communities. Both questionnaires and interview schedules were utilized in data gathering. A pilot study was conducted at Kilifi County. A total of 10 participants were selected and given questionnaires for pilot study. This was done to verify that the research instruments' language is understandable. The validity and reliability of the research tools was verified using the results of the pilot study. Both qualitative and quantitative data was gathered. The descriptive analysis of the quantitative data was performed. The descriptive statistics utilized were mean, standard deviations, frequency, and percentage. Thematic analysis and narratives were used to present the qualitative findings. Tables were used to display the research findings. The findings revealed that coefficient of correlation was 0.786, an indication that the study variables (social assistance policy, social security policy and health insurance policy) significantly affect the protection of marginalized communities. This indicate that 60.9% of variation in protection of marginalized communities was explained by the independent variables (social assistance policy, social security policy and health insurance policy). Further, the findings revealed that strong social assistance policy ensures that individuals facing economic challenges have access to resources and services that help meet their basic needs. The social security policies are vital for ensuring income security, pensions, and disability benefits for marginalized individuals. Further, the findings revealed that access to affordable and quality healthcare is essential for marginalized communities, and a well-structured health insurance policy make a significant difference in their overall well-being. The study concludes that national policy framework significantly affect the protection of marginalized communities in Kwale County, Kenya. The study concludes that social assistance policy, social security policy and health insurance policy affect the protection of marginalized communities. The study recommends that vulnerable group planning frameworks should focus on expanding coverage to include informal sector workers and those without formal employment. Government of Kenya through ministry of health should also consider implementing educational initiatives to inform marginalized communities about their rights and the benefits available to them through social security programs. The ministry of health in Kenya should establishment of universal healthcare coverage to guarantee access to quality medical services for all individuals, including marginalized communities.
Influence of Selected Social Media Platforms and Academic Performance of Undergraduate Students: Case of Kenyatta University, Mombasa Campus, Kenya
(Kenyatta University, 2024-11) Kimang’a, Chris Nyaanga
In the contemporary society, academic performance of students is affected by many factors whereby some are controllable and others non-controllable. Social media platforms have become indispensable in our day-to-day life. The influence of social media platforms has been witnessed in almost all facets of human life. The snowballing effect of social media usage; has affected either positively or negatively the academic performance of students. Academic achievement is an essential aspect in any students’ academic life particularly undergraduate students. The study’s objectives were: to investigate the influence of social media usage on academic performance of undergraduates; to determine the amount of time undergraduates spends on the selected social media platforms and its influence on academic performance and lastly to examine student-lecturer interaction on the selected social media platforms and its influence on academic performance of undergraduates. This study adopted two theories: Use and Gratification theory and Technological Acceptance Model. Correlational research design was adopted by this study and survey questionnaires were used as the research instrument. The total population was 732 undergraduate students. Taro Yamen’s formula was used in obtaining the sample size of 280 undergraduate students. Pilot study was conducted before the actual study was undertaken with the aim of checking reliability and validity of the research instruments. Survey questionnaires were administered to undergraduate students at Mombasa Campus, Kenyatta University. The collected data were analyzed using correlation (Pearson’s) technique on the Statistical Package for Social Sciences (SPSS). The analyzed data were displayed in tables, Likert scale, and correlational matrixes. Findings indicated a positive and significant influence of selected social media platforms’ use on academic performance of undergraduate students at Mombasa Campus, Kenyatta university (β =0.880, p < 0.05). The findings also revealed a negative significant influence of the amount of time an undergraduate student spends on the selected social media platforms and academic performance (β =-0.089, p < 0.05). Study findings proved a positive and significant influence of student-lecturer interaction on the selected social media platforms and academic performance of undergraduate students at Mombasa Campus, Kenyatta university (β =0.235, p < 0.05). It was concluded that social media platforms are used to share course outlines amongst students, facilitate group discussions and is a source of communication on assignments and class projects. Social media platforms are also used during lecture sessions, during group discussions, during assignments taking, when studying in the library and during private reading. Engaging in group discussions on social media platforms proved to enhance collaborative learning, allowing students to share insights and deepen their understanding of the course concepts. This study recommends that institutions of higher learning in Kenya to institute policies that would enhance the responsible use of social media platforms amongst the undergraduate students. The study also recommended that policy makers in the education ministry should develop curriculum that would enable the adoption of social media platforms as supplementary academic tools.
Efficacy of Mitigation Strategies in Disaster Prevalence in Public Secondary Schools in Machakos County, Kenya
(Kenyatta University, 2024-09) Muhoho D. Maina
School safety is paramount for effective learning to take place. Schools all over the world have established ways of mitigating disasters. The mitigation measures aims at reducing or preventing loss of lives, destruction of property and emotional torture to victims. However, the question remains: how efficient are these safety strategies in keeping school children secure from disasters? The purpose of this study was to determine efficacy of mitigation strategies in disaster prevalence in public secondary schools in Yatta Sub-County Machakos County, Kenya. The objectives of this study were to: Determine the influence of stakeholder awareness on disaster prevalence, Establish the influence of frequency disaster drills on disaster prevalence, Determine influence of duration of response on disaster related deaths and loss of property and, Examine the influence of adequacy of financial allocation for disaster prevention on disaster prevalence in Yatta Sub County public secondary schools, Machakos county Kenya. This study was guided by Protection Motivation Theory (PMT). The study adopted descriptive survey design. Target population comprised of all the 61 public secondary schools in Yatta Sub-County of Machakos County. Through stratified sampling method 20 public secondary schools were sampled. One sub-county director of education, 20 principals, 4 teachers and 5 students from each school were selected using purposive sampling method. Instruments for data collection were questionnaires, interviews schedules and observation checklist. Pilot study was conducted in two schools which were not included in the main study. Data collection was done through questionnaires which were hand-delivered; face to face interviews and direct use of observation checklists. Quantitative data was analyzed using descriptive statistics including mode, mean, median and percentages while Qualitative data was analyzed thematically. Data was presented in tables, and figures. The research revealed that stakeholders awareness influence prevalence of disasters. Stakeholder awareness on various disasters made it easy for them to fight disasters hence reduced the number of casualties. Inadequate finances affected prevalence of disasters. Poor implementation of disaster policies influenced disaster prevalence. Early and quick responsiveness to disasters eased management of disasters. The study revealed that most of the students and teachers had not attended disaster management drills hence they could not fight disasters adequately. Some schools had inadequate facilities and equipment’s. The study recommended that MOE should create awareness of various disasters in learning institutions and also make resources available; principals should ensure disaster mitigation policies are implemented, MOE to ensure that all stakeholders are trained on disaster, more funds should be set aside for disaster management xvi and regular inspection of schools and disaster management should be integrated in the school curriculum.
Teachers’ Pedagogical Skills and Implementation of Classroom Assessment in Early Years Education in Baringo County, Kenya
(Kenyatta University, 2024-11) Mutai, Jane Jepchumba
The study investigated teachers’ application of pedagogical skills and how classroom assessment was implemented in Early Years Education in Baringo County. The Kenyan Government reformed its 8-4-4 curriculum into a competency based one (CBC) which emphasized on teachers’ pedagogical skills and classroom assessment. This would enhance skill acquisition in learners. Studies have however revealed that teachers demonstrated poor pedagogical skills and classroom implementation strategies. The study objectives were; to describe teachers’ application of principles of assessment, describe teachers’ use of a variety of authentic assessment methods, describe teachers’ ability to construct a test, describe teachers’ utilization of assessment results and describe teachers’ implementation of classroom assessment. Pedagogical content knowledge and curriculum implementation theories guided the study. The study adopted Cross-sectional Descriptive Survey Research Design. Quantitative and qualitative data collection methods were utilized. The instruments were a questionnaire, interview guide and Focus Group Discussion guide. Cronbach’s (1951) Alpha Coefficient was used to establish the instruments’ reliability while validity was determined by expert judgment. Quantitative data were analyzed using descriptive statistics in the SPSS and presented by tables. Qualitative data were thematically analysed and presented narratively. Baringo County was the study locale. The target population was 700 public primary schools, 700 headteachers, 2800 EYE teachers and 45 Curriculum Support Officers (CSOs). Krejcie & Morgan’s (1970) table was used to determine the sample size. This yielded 248 schools, 248 headteachers, 338 EYE teachers and 40 CSOs. EYE teachers and schools were selected by simple random sampling. Headteachers and CSOs were purposively selected. 25 schools and 34 EYE teachers were randomly selected for piloting while 2 headteachers and 2 CSOs were purposively selected for the same. The study findings revealed that 53.57% of EYE teachers made arrangements to assess learners with disabilities, 79% used written tests to assess their learners and majority (42.31%) did criterion referencing. 31.31% guided their learners to develop showcase portfolios. It concluded that EYE teachers applied assessment principles and utilized assessment results as recommended in the CBAF but didn’t use a variety of authentic assessment methods nor constructed tests by use of a table of specification. Classroom assessment was not implemented as recommended in the CBAF. The study recommended continuous teachers’ professional development through in-service training in order to equip them with pedagogical skills and classroom assessment implementation strategies.
Effectiveness of Head Teachers’ Leadership Skills on Instructional Supervision in Public Primary Schools in Nandi County, Kenya
(Kenyatta University, 2024-11) Tum, Daniel
Effective leadership techniques and instructional supervision methods were examined in the study work in the setting of public elementary schools in Nandi County, Kenya. This study's main goals were to identify the leadership competencies used by school administrators to start the implementation of the school-based curriculum and investigate the relationship between head teachers' leadership abilities and their ability to start curriculum-based supervision . To accomplish these aims, the study engaged a total of 457 participants 43 head teachers, 41 deputy heads and 371 teachers drawn from public primary schools in Nandi County. 2 Quality and Standards Officers were also used. For the purpose of data collection, standardized questionnaires were used, and a combination of simple and purposive sampling approaches were utilized and interview schedules for QASO. Correlation coefficient was tested using Pearsons product moment where reliabilty coefficient was above 0.6. Questionnaires were subjected to descriptive statistical analysis. Under the study’s skills theory of leadership, the three distinct leadership skills which are relevant to head teachers in public primary schools were looked into. Human skills which are interpersonal skills that measure how a leader relates with others were looked into. Conceptual skills and technical skills were also studied. The findings showed that the head teachers should regularly update their skills in instructional supervision. Apart from academic qualifications used to appoint head teachers, necessary skills ought to be looked into. It was deduced that head teachers are moderately effective in supervision of curriculum due lack of desired skills. Further, the success of a school depends on the leadership skills heads of institutions apply in instructional supervision. A variety of instructional supervision approaches have been welcomed by head teachers, according to the findings of the study, with clinical supervision emerging as the strategy that has been chosen the most frequently.

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