Browsing by Author "Kati, Robert O."

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Analyzing Trainees' Engagement with Learning Management System Across Various Modes of Study in Technical Training Institutions: A Case Study of Kenya
(Journal of Education and Practice, 2024-06-30) Orodi, Mubweka Getrude; Masibo, Edwin; Kati, Robert O.
Learning Management System (LMS) are software applications designed to manage digital learning content. Their utilization in education has been steadily increasing over the past few decades. However, there is need of comprehensive research focusing specifically on the effectiveness of LMS in enhancing the instructional process in Kenyan TTIs. The current state of utilization of Learning Management System in Kenyan TTIs and their influence on the efficiency of instructional processes remains unclear, necessitating an in-depth investigation to assess their role in improving the quality of education and learning outcomes in these institutions. This paper provides an analysis on the engagement levels of trainees using LMS in different modes of study. The study was anchored on Social Constructivism Theory in understanding how trainees learn. A mixed method design was employed involving both qualitative and quantitative approaches. Questionnaires and interview schedules were used to collect data and piloted to test their reliability and validity. The target population was the 34 County Directors in the 34 Counties with approved TTIs in Kenya, 154 Principals from the 154 approved TTI’s in Kenya, 3400 trainers and 132000 trainees from the 154 approved Technical Training Institutions in Kenya. Sampling involved stratified sampling where respondents were classified into their respective strata then Simple random sampling was employed to sample County directors. Principals, trainers and Trainees from the selected Technical Training Institutions. The collected data was analyzed using descriptive and inferential statistics. The study revealed varying degrees of engagement, competency levels, and challenges related to time sufficiency for LMS activities with the majority utilizing LMS on a weekly basis. Trainers expressed mixed perceptions on LMS competency and time sufficiency. The study found LMS as a framework that positively impact learner’s engagement, learning, and assessment in TTIs. The regression analysis highlighted the substantial predictive power of LMS variables—utilization, effectiveness, and pedagogy and instructional process explaining (99.8%) of policy variance. However, correlation findings suggest limited direct influence on policy formulation. The study recommends exploring LMS features, addressing technical challenges, and integrating technology into curricula through policy and collaboration. The study recommends the need for exploring the factors influencing trainees' engagement and the impact of LMS on learning outcomes, skill acquisition, and knowledge retention.
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
Classification Algorithm for Career Recommendation System
(International Journal of Computer Applications Technology and Research, 2022-04-10) Masika, Robert; Rono, Richard; Kati, Robert O.
The tremendous developments in technology that have been realized in this digital era have greatly improved the way in which data is collected and used in schools. Over the years the number of secondary schools using technology in processing student data has been increasing steadily. As a result, a large amount of data in electronic form has been gathered. Classification algorithms can be used to study the patterns presented in these data and use it to predict a suitable career for a student. In this study classification algorithms were used to predict a suitable career for form four students. The study evaluated the best classification algorithm for implementing the career recommendation system in Kenya. The Cross Industry Standard Process for Data Mining framework was applied to a dataset drawn from form four students in Bungoma County in Kenya. Stratified random sampling was used to select 50 secondary schools and a 10% of candidates were selected from every sampled schools. The collected data were cleansed, preprocessed and analyzed using a data mining tool of RapidMiner. Various classification algorithms were evaluated in predicting a suitable career for a student. The study findings revealed that classification algorithms can be used to predict a suitable career for a student. All the classifiers that were used gave a predictive accuracy of above 88% though deep learning was the most accurate with 97.5%. However, since the classifiers out performed each other in various metrics, therefore using multiple classification algorithms in building the recommendation model can yield better results. The study therefore concludes that classification models comprising of multiple classifiers can be used to predict suitable careers for secondary students.
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.
Community Contribution and Student Unrest in Public Secondary Schools in Trans-Nzoia West Sub-County
(Global Scientific Journals, 2023-07-10) Telewa, Protus Wanjala; Maiyo, Julius K.; Kati, Robert O.
The frequent occurrence of student unrest has often resulted in frequent destruction of school property and loss of life in some incidences. The objective of the study was to look at the relationship between community contribution and student unrest in public secondary schools in Trans-Nzoia West Sub-County, Kenya. The target population was picked from 42 public secondary schools in Trans-Nzoia West sub- County, chiefs’ and the Sub-County director of education in the Sub- County. The mixed research design was adopted where both qualitative and quantitative approaches were used. Sampling involved the simple random sampling, purposive sampling and proportional sampling. Data collection instruments included the use of questionnaires, interviews and observation. Data was analysed using Descriptive statistics; Mean median and standard deviation while inferential statistics used were multiple regression analysis and correlation. The study was informed by the social system theory and the problem triangle. The outcome displayed that community contribution had a negative influence on student unrest. The analysis established that there was a strong positive and significant relationship between community contribution and student unrest in public secondary schools at r=.571**, r=0.01. The regression analysis revealed that community contribution to student unrest in schools accounts for 32.6 % of the variability to the unrest in public secondary schools. This results concur with other studies carried out. The recommendations made were that the school and community should work together to minimizecases of unrest.
Comparative Analysis of Assessment Methods Enabled by Learning Management System in Technical Training Institutions in Kenya
(Journal of Education and Practice, 2024-06-30) Orodi, Mubweka Getrude; Kati, Robert O.; Masibo, Edwin
Learning Management System (LMS) are software applications designed to manage digital learning content, and their adoption in education has been steadily increasing. However, comprehensive research is needed to assess the effectiveness of LMS in enhancing the instructional process in Kenyan Technical Training Institutions (TTIs). Currently, the utilization of LMS in Kenyan TTIs and its impact on instructional efficiency is unclear, necessitating an in-depth investigation. This study aims to examine and compare the effectiveness of different assessment methods facilitated by LMS in Kenyan TTIs, grounded in Social Constructivism Theory to understand how trainees learn. A mixed-method design was employed, involving qualitative and quantitative approaches, with data collected through questionnaires and interview schedules that were piloted for reliability and validity. The target population included 34 counties with approved TTIs in Kenya, comprising 3400 trainers and 132,000 trainees from 154 institutions. Stratified sampling followed by simple random sampling was used to select respondents. Data was analyzed using descriptive and inferential statistics. Trainers expressed mixed perceptions about LMS competency and time sufficiency, although they generally viewed LMS positively in terms of pedagogy engagement and alignment with learning needs. Challenges identified included technical issues and resistance to change. While traditional assessment methods such as quizzes, exams, and assignments were prevalent, there were suggestions for better alignment with curriculum objectives. Connectivity and technical glitches emerged as significant barriers to effective LMS implementation, highlighting the need for infrastructure investment and comprehensive training. The study found that LMS positively impacts learner engagement, learning, and assessment in TTIs. Regression analysis showed substantial predictive power of LMS variables on policy variance (99.8%), although correlation findings indicated limited direct influence on policy formulation. The study recommends exploring LMS features, addressing technical challenges, integrating technology into curricula through policy, and fostering collaboration between educational institutions and policymakers to develop guidelines addressing infrastructure needs.
Does University Education Address 21st Century Skills? Reflections from Kibabii University, Kenya
(Journal of Research in Humanities and Social Science, 2024-08-03) Kati, Robert O.; Manasi, Echaune
Sustainable higher education systems should be a remedy to graduate employability. These Graduates of higher education need to match the demands of the labour market. High rates of graduate unemployment in Kenya has been blamed on the lack of relevant skills. The New Competency Based Curriculum (CBC) seeks to fill the skills gap by equipping learners with the 21st century competences –tools that are universally applied to amplify ways of thinking, working and living in the world. The purpose of the study was to establish the extent to which university education addressed the 21st skills. The specific objectives were to; establish the mismatch in university curriculum and graduate skills in the context of 21st century. Establish university students' profile in 21st century competences, and (iii) recommend practices that would transform university education systems to meet the demands of the labour market. The study recommends reforms in university education with a mindset to aligning it to Competency Based Curriculum. This can be achieved by engaging policy makers, industry and practitioners to address competence gaps.
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.
Factors Influencing Students’ Academic Achievement in Linear Algebra.
(International Journal of Education and Evaluation, 2017-04-10) Kati, Robert O.
This study investigated the relationship between students’ year of study, gender and academic achievement in Linear algebra in a selected university in Kenya. One hundred and one 3rd and 4th year students were sampled for the study. The students were taught the same content by the same lecturer. An achievement test was then administered to them. The relationship between the selected variables and academic achievement in Linear algebra was tested using t-test at 0.05 level of significance. The study found that students’ gender was not significantly related to academic achievement in Linear algebra. Students’ year of study was significantly related to academic achievement in Linear algebra. It is anticipated that the findings of this study will give curriculum developers new insights into emerging issues on performance and influence the Ministry of Education on policy formulation.
Handling Difficult Topics in Linear Algebra Through Pedagogical Approaches
(International Journal of Latest Technology in Engineering, Management & Applied Science, 2024-08-20) Kati, Robert O.
Linear algebra is a fundamental branch of mathematics that plays a crucial role with a wide range of applications to the natural sciences, to engineering, to computer sciences, to management and social sciences, and more various fields. However, for many students, certain topics within linear algebra including include eigenvalues and eigenvectors, determinants, and abstract vector spaces. can be challenging to grasp. This paper explores nine (9) pedagogical approaches to effectively teach and learn these difficult topics, aiming to enhance students' understanding and retention of linear algebra concepts.
Helping Learners Acquire Competencies in Animal and Soil conservation: The Case of Parental Engagement
(Quest Journal of Research in Humanities and Social Science, 2024-07-30) Nyongesa, John Wenje; Mutsotso, Stanley Ngome; Kati, Robert O.
Parental participation is an important link in skills achievement by pupils learning Environmental Activities at lower primary schools in Kenya. Kenya Institute of Curriculum Development (KICD) and Ministry of education (MoE) encourage Parental participation for effective and efficient teaching and learning of various environmental activities skills for holistic development of pupils as members of society. Environmental Activities encompasses sub-strands such as social interaction skills, Entrepreneurship skills, and agriculture (crop and Animal rearing) and soil conservation skills. This paper reports findings on parental participation and acquisition of animal and soil conservation skills. The study was informed by Systems theory. The study was conducted in three counties of Busia, Bungoma and Trans Nzoia, Kenya. The study adopted a descriptive survey design. The sample of the study was 1076 participants comprising 1051teachers and 25 Parents’ Association representatives (PAs). Random sampling was used to select schools while purposive sampling obtained teachers and PAs. Questionnaire was used to collect data from teachers and interview guide was used with parents. The study yielded qualitative data that was analyzed thematically and quantitative data which was analyzed using IBMSPSS 28.0 statistics software. The study found out that Parents were not participating fully in assisting pupils in take home assignments aimed at acquisition of animal and soil conservation skills. It was found that majority of the respondents (52.17%) did not confirm parental participation using the required ways of assisting pupils in their take home assignments in animal and soil conservation skills. The study recommends further analysis of context to understand the factors that influenced the findings. And, sensitization of parents on their role in supporting pupils obtain animal and soil conservation skills.
Implementation of Competency Based Assessment in Kenya: Extent of Utilization of Competency Based Assessment Tools and Types
(International Journal of Research and Innovation in Social Science, 2024-06-10) Macheso, Isaac Situma; Kati, Robert O.; Wafula, Robert W.
Competency Based Curriculum (CBC), a curriculum which calls for a paradigm shift in assessment of learners using Competency Based Assessment (CBA) was introduced in Kenya in 2017. The need for a paradigm shift in assessment from 8.4.4 Content Based Curriculum to 2.6.3.3.3 CBC necessitated the need for this study to determine factors influencing implementation of CBA in Kenya by looking at the extent of utilization of CBA tools and types. The objective was to investigate the extent of utilization of CBA tools and types in Grade 6 in selected schools in Kenya. The study was conducted in Trans-Nzoia, Bungoma and Busia Counties. It was grounded on Stafflebeam’s CIPP model targeting head-teachers and their respective grade 6 science and technology teachers. Mixed method research design was used. Cluster sampling technique was used to sample the three Counties. Stratified sampling technique on the other hand was used to categorize the schools into public and private whereas simple random sampling was used to choose participating schools and in selecting participating teachers in schools with two or more science and technology teachers. Questionnaire for grade 6 science and technology teachers and interview guide for head-teachers were used to collection data. Analysis was done descriptively in order to bring out the overall descriptions of the extent of CBA tools and types utilization. This study was necessary to determine the extent of utilization of CBA tools and types in Kenya as one of the factors influencing CBA implementation. The study found that CBA tools and types are utilized to some extent in grade 6 in selected schools in Kenya (mean 2.8752, SD 1.1697). The study recommended the government to develop comprehensive policy support to support CBA, place a high priority on allocating necessary resources to schools, establish a robust monitoring and evaluation to continuously assess CBA implementation and organize regular professional development programs on assessment for teachers.
Markovian Modeling of Students Performance by Cohorts in Secondary Schools
(Iconic Research and Engineering Journals, 2024-11-10) Amwayi, N. Everlyne; Sirengo J. L.; Kati, Robert O.
The evaluation of students’ progress is a very important part of any educational system. Examination results is one of the indicators of a student’s success and school performance. The assessment methods used in schools cannot be used to forecast with what certainty a student’s level of performance will change in either direction. The Markov chain model can be sensitive to reflect the true assessment. In this paper Markovian modeling of student performance by cohorts in Secondary school was done. The paper sought to show how students’ achievements in the immediate previous exams affect the final grade. With the help of Markovian chains, the probability of a student scoring a given grade at the end of the course was shown. The study was conducted through case studies, document analysis, Markovian chain theory, maximum likelihood estimator to estimate transition parameters and Matlab software. It is hoped that the findings of this study will yield information that will be useful to project planning and decision making by the candidates, teachers, parents, curriculum implementers and evaluators and other stakeholders in the education system.
Parental Participation and Achievement of Pupils In Environmental Activities at Lower Primary Schools in Kenya
(Quest Journal of Research in Humanities and Social Science, 2024-07-26) Nyongesa, J. Wenje; Mutsotso, Stanley Ngome; Kati, Robert O.
Parental participation is an important link in skills achievement by pupils learning Environmental Activities at lower primary schools in Kenya. Kenya Institute of Curriculum Development (KICD) and Ministry of education (MoE) encourage Parental participation for effective and efficient teaching and learning of various environmental activities skills for holistic development of pupils as members of society. Environmental Activities encompasses sub-strands such as social interaction skills, Entrepreneurship skills, and agriculture and soil conservation skills. This paper reports findings on parental participation and acquisition of social interaction skills. The study was informed by Systems theory. The study was conducted in three counties of Busia, Bungoma and Trans Nzoia, Kenya. The study adopted a descriptive survey design. The sample of the study was 1076 participants comprising 1051teachers and 25 Parents’ Association representatives (PAs). Random sampling was used to select schools while purposive sampling obtained teachers and PAs. Questionnaire was used to collect data from teachers and interview guide was used with parents. The study yielded qualitative data that was analyzed thematically and quantitative data which was analyzed using IBMSPSS 28.0 statistics software. The study found out that Parents were not participating fully in assisting pupils in take home assignments aimed at acquisition of social interaction skills. It was found that majority of the respondents (52.17%) did not confirm parental participation using the required ways of assisting pupils in their take home assignments in social interaction skills. The study recommends further analysis of context to understand the factors that influenced the findings
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.
Structure and Content of Sports Training Curriculum and its Association with Athletes’ Achievement in Sports Academies in Kenya
(International Journal of Research and Innovation in Social Science, 2022-07-10) Okoti, David; Kati, Robert O.; Mutende, Rose
Sports academies are specialized training institutions for identifying and nurturing and honing sports talent. Governments and private agencies are increasingly investing in establishment of sports academies to promote sports training. However, there is a paucity of research examining the nature of sports training curricula in these sports academies and its implication for athletes’ achievement. This study, therefore, examined the structure and content of the sports training curriculum and its association with athletes’ achievement in sports academies in Kenya. It targeted 19 sports academies with 1261 participants, comprising 19 sports academy administrators, 102 sports academy coaches, and 1140 athletes. The study employed a cross-sectional mixed-methods design to generate both qualitative and quantitative data. Based on the study, this paper presents and discusses the findings on the structure and content of sports training curriculum and its relationship with athletes’ achievement in sports academies in Kenya. It was hypothesized that there is no significant relationship between the nature of sports curriculum content and athletes’ achievement in sports academies in Kenya. The study found that some sports academies lacked a curriculum document; each sports academy had its own way of training its athletes; training involved both theory and practical (drills), though most did not have a clear sequence; and there was a strong, positive correlation between the nature of sports training content and athletes’ achievement, which was statistically significant (γ = 0.815, p ˂ 0.05) at α = 0.05. The study recommended that the government through the Ministry of Sports should establish and enforce a framework for standardization and uniformity of curriculum in sports academies; sports academy administrators need to have a formal, written sports curriculum to guide the provision of structured sports skills training. Streamlining sports curriculum implementation policy and practice can augment athletes’ achievement in sports academies in Kenya as well as inform the operationalization of sports pedagogy as enshrined in Kenya’s Competency-Based Curriculum.
Student Digital Admission and Academic Management in Public Universities in Western Kenya
(Global Scientific Journals, 2023-08-10) Wanjala, Evanson Cheloti; Singoro, Berita; Kati, Robert O.
COVID-19 crisis forced Education Systems worldwide to find alternatives to in-person Management. As a result, digital management of student’s academics was used on an unprecedented scale. The purpose of the study was to examine the influence of digital platform on the management of student’s academics in public universities in western Kenya. The study was designed to examine the use of digital tools on Admission in management of student’s academics in public universities in western Kenya. The target population was picked from 1043 respondents comprising 543 university academic staff in Western Kenya comprising; lecturers, CODs’ and 500 students. The study adopted a sample size of 289 respondents that were a representative of the study population. The mixed research design was adopted where both qualitative and quantitative approaches were used. Sampling involved the use proportionate stratified random sampling. Data collection instruments included the use of questionnaires, interviews and observation. Data was analyzed using Descriptive statistics; Mean median and standard deviation while inferential statistics used were Logistic regression analysis and Chi square test. The study was informed by the theory of online collaborative learning and the management theory. The outcome displayed that student digital admission had some significance on academic management in public universities in Western Kenya with a constant coefficient value of 2.534. Based on the results of this study, it was concluded that digital admission of students offers consistent evaluation techniques, assessment, tracking, monitoring and evaluation of students. This study recommends that admission of students in universities should be done through the digital platform in order to reach out many students and especially those who are very far from the university.
Teacher Efficacy and Implementation of Competency Based Assessment in Western Kenya
(International Journal of Research and Innovation in Applied Science, 2024-08-31) Macheso, Isaac Situma; Wafula, Robert W.; Kati, Robert O.
This study looked at teacher efficacy and implementation of Competency Based Assessment in Western Kenya. The study was conducted in Trans-Nzoia, Bungoma and Busia Counties. It was grounded on Stafflebeam’s CIPP model targeting head-teachers and their respective grade 6 science and technology teachers. Mixed methods research design was used. Cluster sampling technique was used in coming up with the three counties. Stratified sampling was used to categorize the school into two groups, 1,653 public and 768 private. In each of the two strata, simple random sampling was used to choose on 246 participating schools, 167 public and 79 private. Simple random sampling was also used in selecting participating teachers in schools with two or more science and technology teachers teaching in grade 6. Three data collection instruments were employed, that is: questionnaire for grade 6 science and technology teachers; interview guide for head-teachers and document analysis guide to get Grade 6 pupils’ science and technology Kenya Primary School Education Assessment (KEPSEA) school means. It was analyzed using Pearson’s correlation so as to establish the linear relationship between teacher efficacy and CBA implementation. The coefficient of determination (r2) between teacher efficacy and implementation of CBA was also calculated. The study established a positive moderate correlation between teacher efficacy and implementation of CBA r (244) =.61**, p=.001. The coefficient of determination (r2) between teacher efficacy and implementation of CBA, r2 =.3738 was calculated, the results (37.38) implying that 37.38% of the variance in CBA implementation can be explained by teacher efficacy. The study recommended the government through the ministry of education to organize and facilitate more CBC training to help teachers familiarize with CBA to enhance their assessment efficacy. Teachers on the other hand should engage in professional development opportunities organized by the government and actively attend workshops that provide them with necessary knowledge and strategies to effectively integrate CBA into their teaching practices. This study contributes to a deeper understanding of teacher efficacy and implementation of CBA in Kenyan context, which can inform efforts to improve assessment practices.
Teacher Perceptions on Implementation of Teacher Performance Appraisals in Public Secondary Schools in Bungoma County, Kenya
(The International Journal of Business & Management, 2020-08-10) Owiye, Joan Amwayi; Maiyo, Julius K.; Kati, Robert O.
In public secondary schools, the teachers have to undergo a continuous Teacher Performance Appraisal (TPA) which forms part of the Performance Contract that the Principal signs as a binding agreement between the school and the government. The purpose of this study was to determine the Influence of Teacher Performance Appraisal policy in the Implementation of Performance Appraisal among Public Secondary Schools in Bungoma County. The specific objective was to establish the influence of Teacher Performance Appraisal and Development (TPAD) policy on implementation of performance appraisal. This study was guided by the Performance Appraisal Model. Descriptive research design was used with both qualitative and quantitative data collected for analysis. The study targeted 1107 respondents drawn among Sub County TSC directors, TSC Human Resource Officer, Principals, Deputy Principals and Directors of studies in schools. The study sample included 111 respondents, probability sampling; specifically stratified random sampling was used to pick the schools included in the sample. National schools,being only 2 in the County were purposively sampled; data collection was done using interview schedules, questionnaires and Focused Group Discussions (FGD). Data was analyzed using both descriptive and inferential statistics; findings were presented using tables. The study found that teacher perceptions do affect the implementation of TPAD. The study recommends that: teachers are sensitized and capacity built on TPAD to enhance their understanding of the practice. Teachers should take opportunities for peer learning to reflect and refine their own quality assurance processes and that teachers too can keep a diary to record thoughts about daily Classroom and outdoor activities.
Teachers gender and primary school pupils achievement in Mathematics in Kenya
(Journal of Education and Practice, 2013-04-10) Kati, Robert O.; Owiti, Dickson S.O.; Ongati, Omolo
This descriptive causal comparative study examined the relationship between teacher’s gender and in primary schools pupils’ performance in mathematics in Kenya. The study objective was to investigate the effect of teachers’ gender on primary schools pupils’ mathematics achievement in Vihiga district Kenya. The study was conducted through an ex-post facto research design. A total of 46 mathematics teachers were sampled from 153 schools. Data was collected using a Mathematics Teacher’s Questionnaire (MTQ). Results of a Mathematics Achievement Test (MAT) were used as a measure of teachers’ contribution towards pupils’ academic achievement. Mathematics education experts reviewed the MTQ for content, face and construct validity. A pilot study was also carried out in 2 primary schools outside the district of study. The data collected was translated into frequency counts which were presented in pie and bar charts. Chi square statistic was then used to establish whether there was a relationship between teachers’ gender and its contribution towards pupils’ achievement in mathematics. The findings of the study showed that there was a significant relationship between teachers` gender and pupils` achievement in primary mathematics. The results of this study suggest that more female teachers be trained and deployed to teach mathematics at upper primary school levels since their contribution towards pupils’ performance is profound.