Browsing by Author "Marakia, Wambeye Kimweli"

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    Effect of Socioeconomic and Technology Response on Education in Kenya During the Covid-19 Pandemic
    (Research Journal of Educational Studies and Review, 2021-12-03) Wekesa, Duncan Wasike; Marakia, Wambeye Kimweli
    The social and economic effects of COVID-19 will be severe. Schools have a particularly important role to play. Coronavirus-related disruption can give educators time to rethink the sector. Technology has stepped into the breach and will continue to play a key role in educating future generations. With students being able to gain access to knowledge and even learn a technical skill, through a few clicks on their phones, tablets and computers. This may mean that the role of educators will need to move towards facilitating young people’s development as contributing members of society. The move toward universal internet would help prepare educators to provide education under future health emergencies-not to mention the many broader benefits, such as equalizing economic opportunity in the information age. Digital technologies are playing a critical role in the global fight against the COVID-19 pandemic. Media, and especially social media, can also be used to educate students about the virus itself and to teach basic hygiene and debunk myths and misinformation. Considering the impacts of the national lockdown on behavioural change, the significant socio-economic inequity and a lack of cash, food and access to chronic medication among the poor posed great threats in education. This research will enable government policy groups to develop a more targeted and effective approach in addressing the effects of the pandemic on education.
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    Level of Water Governance in Schools and its Effect on Student Participation in Education
    (International Journal of Research and Innovation in Social Science, 2021-12-30) Marakia, Wambeye Kimweli; Wekesa, Duncan Wasike
    Adequate access to water, hygiene and sanitation is every human’s and child’s right. These do not reflect national policies aspirations and are not adequate to student’s needs, affecting their health, well-being, performance and participation at school in Kenya. A cross-sectional survey design was adopted to sample from boarding schools that were sampled to take part in a study conducted in Bungoma County in the Western region of Kenya.Stratified sampling was employed in choosing the Schools while questionnaires, interview schedules, document analysis and focus groups were used to gather data. The model was not able to significantly predict the level of water governance in schools and its effect on student participation in education and hence concluded that every boarding secondary school should develop a drinking water access plan. This study provides an empirical pattern of participation in education influenced by WASH in schools.
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    Water, sanitation and hygiene policies and their effects on participation in basic education in Bungoma County, Kenya
    (KIBU, 2018-06-12) Marakia, Wambeye Kimweli; Wasike, Duncan; Obino, Paul Ong’anyi
    Adequate access to water hygiene and sanitation is every human’s and child’s right. Water, sanitation and hygiene do not reflect policies aspirations and are not adequate to pupils needs, affecting their health, well-being and performance at school. The study sought to investigate water, sanitation and hygiene policies and their effects on participation in Basic Education in Bungoma County, Kenya. The specific objectives was to: Examine water Policies and their effects on student participation in Basic education in Bungoma county; Aassess the availability and appropriateness of the safety of water in primary and secondary schools in Bungoma county; Establish the effect of school sanitary and hygiene Policies on students’ participation in primary and secondary schools in Bungoma county. Descriptive survey design was used because survey method is ideal for collecting information by administering questionnaires. The target population included all the Primary and Secondary schools in Bungoma County (1079), _539,993 students and teachers. Representative sample units was selected using stratified sampling, random sampling and purposive sampling; From the Primary schools stratum 183 schools were chosen and from the secondary schools stratum 101 schools were chosen, a total of 284 schools were used as a representative sample. Random sampling was used to select Three (3) pupil/students from each school, three (3) teachers and the one (1) head teacher/Principal were chosen from each School to participate in the study. The primary data was collected using questionnaires and interview guide. The questionnaire was pilot-tested using a sample of ten (10) schools from Bungoma County. Reliability was determined using Pearson product moment correlation coefficient (r), a reliability of r = +0.70 was deemed sufficient. The secondary data for this study was obtained through document review. The researcher used descriptive statistics to analyze and organize data using frequencies, tables, graphs and charts. Multiple linear regressions was applied to analyze the data. The significance level was set at the level of .05 (p < .05). _