Kibuspace
Kibuspace is the institutional repository of Kibabii University, the repository preserves the University's research legacy and all aspects of knowledge generated by KIBU community for posterity
Communities in DSpace
Select a community to browse its collections.
Recent Submissions
Boards Of Management Involvement In Teacher Motivation And Academic Achievement In Primary Schools In Trans-Nzoia County In Kenya
(International Journal of Scientific and Research Publications, 2022-02-10) Lukova, Newton; Manasi, Echaune; Kati, Robert O.
School boards of management in Trans-Nzoia County are committed to ensuring good academic standards among the learners in schools. Despite their efforts, the extent of their involvement in ensuring quality education in primary schools raises some concerns. The purpose of this study was to determine the influence of school boards involvement in teacher motivation on public school academic achievement. The study adopted correlational research design. The target population was all the 375 boards chairpersons, 375 headteachers, 4753 teachers and 4500 school board members totaling to 10003 respondents from the 375 public primary schools within the County. Stratified sampling and simple random sampling were used subsequently to sample 37 schools from the 375 primary schools to partake in the study. Purposive sampling technique was used to select a sample size of 37 chairpersons, 37 headteachers, while simple random sampling technique was used to select 129 teachers and 133 board members respectively for either of the categories from the sample schools. A total sample size of 336 respondents took part in the study. Data was collected using questionnaires, interview schedules, document analysis and checklists. Descriptive statistics namely; frequency, mean, percentages and standard deviation were used together with inferential statistics namely; Pearson product correlation, Linear regression, t-test and ANOVA in data analysis. Quantitative data was analysed using Statistical Package for Social Science (SPSS) while Qualitative data was analysed thematically.
Findings were reported using tables, figures, charts and thematic reporting. Validity of the research instruments was tested by expert judgement through assessing the analyzed results of the pilot study. Reliability of the instruments was tested through conducting a pilot study which yielded a coefficient of 0.81.The study established that school boards involvement in teacher motivation had a statistically significant positive influence on the academic achievement in Trans-Nzoia County
Extent Of Usage of Collected Student Data in Career Choice in Kenya
(Iconic Research and Engineering Journals, 2021-12-10) Masika, Robert; Rono, Richard; Kati, Robert O.
This study investigated the extent to which student data collected in secondary schools in Kenya is used in career choice. After admission in form one, a student undertakes a four-year study program and at the tail end selects a career to pursue later. During the admission process and throughout their stay in the school, a lot of student data is usually collected and stored either in the school database, in students’ files kept by various departments and/or in the online platforms e.g., National Educational Management Information System (NEMIS) etc. However, it is possible to collect data and fail to use it to guide decision making and this can result in wastage of a precious asset of these institutions. The population of the study ere career masters/mistresses and deputy principals in charge of academics. Stratified random sampling was used to select 50 secondary schools and a sample of 60 participants. The collected data were analyzed using descriptive statistics using frequency tables. The study findings revealed that schools do keep data on family background, career aspiration and academic data but leave out data on student personality and job opportunities which are key drivers of career choice. The most common data in secondary schools is academic data (65%) which is majorly used to guide learner progress (77.5%). This data is mainly collected during continuous assessment (57.5%) and is kept under the custody of the director of studies (52.5%). Though majority of the respondents (85%) believed that data collected has an effect on the student career choice, it was noted that the available student data isn’t used directly to guide career choice. This is because most of the collected data is stored in offline storage systems which limit access. However, majority respondents (95%) believe that data collected can help improve student career choice. The fact that inadequate data is collected and it isn’t accessed easily then it follows that the decisions made in the school aren’t based on fact. The study therefore concluded that there is low usage of student data in career choice. The study recommends that secondary schools should ensure that comprehensive student data is collected and stored in portable formats to increase access and usage. This data should form the basis for career choice by the students. This finding
will help to enhance student data collection in schools which in turn will improve the career decision making leading to appropriate career choices.
Teachers’ Perceptions on Adequacy and Utilization of Physical Resources in Public and Private Primary Schools in Lurambi Sub-County, Kenya
(Iconic Research and Engineering Journals, 2021-12-10) Khamala, D. Wafula; Maiyo, Julius K.; Kati, Robert O.
Availability, adequacy and effective utilization of educational resources are crucial in facilitating an effective teaching/ learning process for academic achievement. This comparative study investigated the effect of school resources on academic achievement of public and private primary schools in Lurambi sub-county, Kenya. Based on the study, this paper presents and discusses the findings on teachers’ perceptions on adequacy and utilization
of physical resources in public and private primary schools. It was hypothesized that there was no significant difference in adequacy and utilization of
physical resources in public and private primary schools in Lurambi sub-county, Kenya. It targeted 4992 participants, comprising of 78 head teachers,
390 teachers and 4,426 class 8 pupils of the public and private primary schools in Lurambi sub-county of Kakamega county. Data from headteachers and teachers were obtained by use of semi-structured interview schedules and questionnaires respectively. Data was analysed by means of descriptive statistics, and thereafter a Welch’s t-test used to test hypothesis. The study found that there was a significant difference in adequacy [F (1, 96.625) = 27.727] and utilization [F (1, 63.509) = 23.155] of physical resources in private and public primary schools, p < 0.001 at α = 0.05. Private schools had a higher level of adequacy as well as utilization of school resources in all categories than public primary schools, except
for playgrounds. The study thus recommends that the government should step up provision of resources to public schools in order to enhance performance to match private schools.
Coaches‘ Qualifications and Athletes‘ Achievement in Sports Academies in Kenya
(International Journal of Science and Research, 2022-07-10) Okoti, David; Kati, Robert O.; Mutende, Rose
Coaches are the most contiguous stakeholders to the athlete in the sports talent development process, hence their qualifications can neither be underestimated nor ignored in projecting the athletes’ achievement. Little research has however been done to examine the qualifications of coaches and trainers in sports academies, and how the same relates to athletes’ achievement. This study, therefore, examined coaches’ qualifications and athletes’ achievement in sports academies in Kenya. A total of 102 sports academy coaches sampled from 19 sports academies were involved. The study employed a cross - sectional mixed - methods design to generate both qualitative and quantitative data. It was hypothesized that there was no statistically significant relationship between the qualifications of coaches and athletes’ achievement in sports academies in Kenya. The study found that a majority of coaches (60.7%) had a coaching experience of less than 5 years in the sports academy; a majority agreed that coaches in sports academies had high professional qualifications; a majority (35.7%) had a Kenya Certificate of Secondary Education (KCSE) as the highest academic
qualification; the majority agreed that higher academic qualifications were important for effective athlete coaching; and there was a strong, positive correlation between the qualification of coaches and athletes’ achievement, which was statistically significant (γ = 0.424, p ˂ 0.05). The study recommended that the Ministry of Sports Culture and Heritage should in liaison with relevant stakeholders develop and administer refresher courses for sports administrators and coaches of sports training institutions; sports academies should recruit coaches with higher academic and professional qualifications; coaches should undertake refresher courses regularly to upgrade and update their coaching skills and competencies.
Rethinking Proficiency in the Language of Teaching and Learning (LoTL) as a Pillar in the Learning of School Mathematics
(International Journal of English Language and Communication Studies, 2022-04-10) Otuma, Nick Vincent; Kati, Robert O.; Wekesa, Duncan Wasike
Although English has become the preferred language of instruction in most classrooms, including those of mathematics across the world today, it will still remain a second language (L2) to many students and their teachers for a long time to come. In mathematics language research, the attention so far given to the role of English as the Language of Teaching and Learning (LoTL) has been with the regard to the impact of levels of student proficiency in the language. This perhaps explains why those who learn in English as their first language (L1) are perceived as proficient in mathematical language, while L2 learners have to attain a level of proficiency in English first. This is in spite of the current absence of clear benchmarks for satisfactory proficiency in English for successful general learning in school mathematics. The poignant question remains: must L2 learners learn mathematics in English given the double jeopardy they face? This paper presents a critical analysis of findings of students’ interpretation of lexical vocabulary common in mathematics texts and in the classroom language typical of mathematics students in L2 contexts, to highlight the general difficulty of this language (English) to the mathematics learners. The main study from which the paper is extracted employed
multiple-case study design to examine Mathematical Language (ML) usage and learners’ conceptual understanding of mathematics in secondary schools in Kenya. Data were collected by questionnaires, classroom observations and interviews. The findings of the paper indicate that a
majority of L2 students have low proficiency in LoTL; socio-economic background is a factor of proficiency in the LoTL, and mathematics teachers were not aware of the importance of language in learning mathematical concepts. The main conclusion of the paper is that interpretation of mathematical concepts is language dependent which is a challenge to learners not versed in the LoTL. The paper recommends rethinking of LoTL mathematics which L2 learners are versed in to raise levels of conceptual understanding of mathematics.