Kenyatta University Repository
Kenyatta University Institutional Repository is a digital archive that collects, preserves and disseminates scholarly outputs of the Institution
IMPORTANT LINKS
Communities in DSpace
Select a community to browse its collections.
Recent Submissions
Matumizi ya Nyenzo za Kusikiliza na Kuona Katika Ufunzaji na Ujifunzajl wa Fashil Simulizi Katika Shule za Upile: Utafiti wa Nyandarua Kaskazini, Kenya
(Kenyatta University, 2017-07) Suiyanga, James; King'ei, Kitula
Osore, Miriam
Abstract
Use of Games as a Medium for Teaching Mathematical Concepts to Enhance Learning among Pre-Schools in Kajiado Central Sub-County, Kenya
(Kenyatta University, 2017-12) Njoroge, Antony Fredrick Gitau
Abstract
Determinants of Parental Involvement in Children’s Home to Pre-Primary School Transition in Nakuru County, Kenya
(Kenyatta University, 2017-12) Mwithimbu, Alfred Muriungi
Kenya’s Vision 2030 blueprint is anchored on five pillars, one of which is social development. Under the social pillar, education and training are highlighted as key components. The education sector is expected to provide globally competitive quality education, training, and research. To achieve this goal, the Kenyan government has integrated early childhood education into primary education and promoted smooth transition from home to pre-primary schools. However, despite these efforts, the transition from home to pre-school still faces numerous challenges.
The main purpose of this study was to investigate the determinants of parental involvement in children’s transition from home to pre-primary schools in Maiella Zone, Nakuru County. The study was guided by the following research objectives: to establish whether children experience a smooth transition from home to pre-school, determine how parents’ level of education influences their involvement in children’s transition from home to pre-school, examine how parents’ occupation influences their involvement in children’s transition, and establish how parents’ income influences their involvement in children’s transition from home to pre-schools.
The study employed a descriptive survey research design. The target population consisted of 110 pre-schools, 211 teachers, 1,350 children enrolled in baby class, and 680 parents with children enrolled in baby class in Maiella Zone, Nakuru County. The sample size comprised 15 private pre-primary schools, 8 public pre-primary schools, 23 teachers, and 138 parents.
Data were collected using questionnaires for parents and interview guides for teachers. Both quantitative and qualitative approaches were used to analyze the collected data. Frequencies, percentages, means, and graphs were generated using the Statistical Package for Social Sciences (SPSS Version 21).
The findings of the study revealed that the majority of educated parents strongly agreed that their level of education enabled them to assist their children with homework. Most parents with low income indicated that their income level affected their ability to purchase learning materials for their children. In addition, many employed parents agreed that their occupations limited their ability to communicate with teachers about their children’s progress in school.
Based on the findings, the study recommended that parents with lower levels of education should be sensitized on the importance of their involvement in children’s transition to pre-school. The government should also support working parents by encouraging employers to provide maternity and paternity leave in order to promote adequate bonding and stimulation for children. Furthermore, the government should support low-income parents by providing learning materials in pre-schools to meet children’s educational needs.
The Role of Head Teachers in Management of School Pupils Living with HIV/AIDS in Primary Schools in Tarime District, Mara Region, Tanzania
(Kenyatta University, 2017-07) Nyamhanga, Emanuel Matobela
The main concern of this study was to explore the roles of head teachers in the management of school pupils living with HIV/AIDS. The specific objectives were to examine head teachers’ perceptions towards the management of pupils living with HIV/AIDS, determine the roles of head teachers in managing school pupils living with HIV/AIDS, identify the challenges faced by head teachers in managing pupils living with HIV/AIDS, and describe the importance of effective management of school pupils living with HIV/AIDS in primary schools in Tarime District.
The study used both primary and secondary methods of data collection, which included semi-structured interviews, focus group discussions, documentary review, and questionnaires constructed by the researcher and completed by the respondents. The data collected were analyzed using the Statistical Package for Social Sciences (SPSS version 22.2). In analyzing the data, descriptive statistics such as means, standard deviations, and percentages, as well as content analysis, were used.
Regarding head teachers’ perceptions toward management, the study found that there was a need for confidentiality in the management of pupils living with HIV/AIDS. In addition, school offices needed to be equipped with guideline documents to support management practices.
The study established that the roles of head teachers in the management of pupils living with HIV/AIDS included maintaining confidentiality concerning the pupils’ HIV status, ensuring that pupils living with HIV/AIDS were not discriminated against, and monitoring their academic performance.
Concerning the challenges faced by head teachers, the study revealed that there were inadequate policies to support pupils living with HIV/AIDS, insufficient knowledge about HIV/AIDS, and lack of support from parents and teachers.
The study concluded that effective management of pupils living with HIV/AIDS is of paramount importance in increasing school enrolment, improving academic performance, and reducing HIV transmission.
The study recommended that the challenges faced by head teachers in managing pupils living with HIV/AIDS should be addressed through the development and implementation of supportive policies from the school to the national level. More knowledge and awareness about HIV/AIDS should also be provided in schools and communities so that head teachers and teachers can better understand the importance of supporting pupils living with HIV/AIDS.
In addition, there should be a strong and positive relationship among parents, head teachers, and the community in order to effectively manage pupils living with HIV/AIDS in schools, rather than leaving all responsibilities to head teachers alone.
The study further noted that it contributes to the achievement of three Millennium Development Goals (MDGs): Goal 2, “Achieve Universal Primary Education,” Goal 4, “Reduce Child Mortality,” and Goal 6, “Combat HIV/AIDS.”
Children’s Transition from Pre-School to Lower Primary School in Nyeri County, Kenya
(Kenyatta University, 2018-03) Gichohi, Mary
Transition of children from pre-school to primary school is not a single event of change, but a process with both immediate and long-term effects. A child’s success or failure in adapting to the changing context of formal schooling has the potential to shape their educational and social-emotional future. Globally, studies show that more than half of children who enroll in elementary school either repeat first grade or drop out. In Sub-Saharan Africa, the rate is more than one in three (37%).
In Nyeri South Sub-County, available data indicated a lack of readiness and poor performance among Standard One pupils. The purpose of this study was to identify challenges facing children’s transition from pre-school to primary school in Nyeri South Sub-County, Nyeri County, Kenya. Specifically, the study aimed to establish the influence of teacher-related, language-related, and parental factors on the transition of children from pre-school to Standard One in public primary schools.
The study was anchored on Bronfenbrenner’s Ecological Systems Theory (1979) and adopted a descriptive survey research design. The sample size consisted of 18 public primary schools and headteachers from the 56 targeted public primary schools, as well as 18 Standard One teachers out of 84, from whom information on parents was obtained.
To collect data, interviews were administered to headteachers and questionnaires were given to Standard One teachers. A pilot study was conducted in four schools involving four headteachers and four Standard One teachers in the sub-county.
Data were collected using both quantitative and qualitative approaches. Qualitative data were organized and described according to themes based on the study objectives, while descriptive statistics such as means, frequencies, and percentages were used to analyze quantitative data. Findings were presented in the form of frequency tables and graphs...