Browsing by Author "Mutsotso, Stanley Ngome"

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Analysis of Performance Appraisal Systems on Employee Job Productivity in Public Universities
(International Journal of Business and Management Invention, 2016-08-16) Maloba, Esther Munyifwa; Yatundu, Faraji Anduku; Wanyonyi, Kadian Wanyama; Mutsotso, Stanley Ngome
Universities appraisal system is meant to enhance the performance of employees by integrating an individual’s goal with those of the organization. Despite the Universities Management having an appraisal system, performance in public universities in the country remains relatively poor. The purpose of the study was to analyze performance appraisal systems on employee job productivity in public universities. The main objective of the study was to determine the effect of self-assessment on the performance of employees in Public Universities. The research study was carried out in four universities namely Masinde Muliro University of Science and Technology, Maseno, Moi and Jaramogi Oginga Odinga University of Science and Technology. Data collection instruments used was mainly questionnaire. Both content and construct reliability was carried out through engagement of experts in preparing the questionnaire. Piloting was done in Laikipia University College, though the results were not used in the study. To ensure that the instrument is reliable, a Cronbach’s Alpha of Coefficient of 0.876, was attained, which is far way above the recommended 0.7 in social sciences. The study employed descriptive survey research design. The target population consisted of 11,296 employees and 4 Registrars in charge of Administration. Purposive sampling was used to select the four universities and four registrars. Data analysis was done using the statistical Package for Social Science (Version 20). Both descriptive and inferential statistics were used in data analysis. The results were presented in form of tables, charts and cross tabulations. From the findings, self-assessment was an important section in performance appraisal as it contributed to improvement in employee job productivity. The findings will contribute to the pool of knowledge in the field of Human Resource Management and will form the basis of reference by interested parties in future. The management of public universities will use the findings of this study to guide them in performance management. Furthermore, the findings will be a source of reference for academicians who intend to carry out studies in relation to the subject of performance appraisal systems.
Classroom Interaction Patterns and Students’ Learning Outcomes in Secondary School Mathematics in Kenya
(International Journal of Science and Research, 2018-12-03) Katiambo, Dorcas; Mutsotso, Stanley Ngome; Wekesa, Duncan Wasike
Dismal performance in mathematics continue to persist in all levels of basic and secondary learning institutions yet performance and attainment in this subject is deemed crucial for students’ admission to scientific and technological professions in higher institutions of learning in Kenya. This is despite the continued efforts made by the government to increase performance in this subject such as introduction of the Strengthening of mathematics and sciences in secondary education project. Knowledge on the effect of classroom interaction patterns on learning outcomes in mathematics is scanty and undocumented. The purpose of this study therefore was to establish the relationship between the Classroom Interaction Patterns (CIPs) used and the students’ learning outcomes in secondary school mathematics in Mt. Elgon Sub-County. To achieve this objective, a quasi-experimental design was employed. A sample of 450 learners from 10 secondary schools and 10 teachers of mathematics were used in the study. Data was analysed using both descriptive and inferential statistics. Inferential statistics encompassed use of Pearson Product Moment Correlation and t-tests. Results showed that classroom interaction patterns significantly (P<0.05) influenced learning outcomes in mathematics in secondary schools in the study region. The study recommends teachers of secondary mathematics to promote interactive lessons for better learning outcomes
Effect of Free Primary Education (FPE) Policy on Pupils‟ Enrolment in Public Primary Schools in Kakamega County, Kenya
(Elixir International Journal, 2021-01-09) Wanjala, Demtila Nafula; Maiyo, Julius Kiprop; Mutsotso, Stanley Ngome
This study investigated the effectiveness of Free Primary Education (FPE) policy as one of the integrated education management strategies (IEMS) on enrolment aspect of pupils‟ participation in public primary schools of Kakamega County, Kenya. The study conformed to the 8-4-4 system of education in 3 phases: pre-FPE Phase (1995 – 2002), First-FPE Phase(2003-2010) and Second-FPE Phase (2011- 2018). A sample size of 82 schools representing 30% of Public Primary Schools was purposively sampled from 273 schools in four selected sub-counties: Lurambi (20), Shinyalu (24), Mumias East (18) and Navakholo (20). The research found that FPE policy had positive impact on enrolment of pupils in school.
Effect of Learners’ Level of Utilization of Conventional Resources on Classroom Performance in Secondary Schools in Bungoma County, Kenya
(Journal of Education and Practice, 2019-11-30) Makari, Patrick; Mutsotso, Stanley Ngome; Masibo, Edwin
Provision of quality education is a key concern for any nation. In Kenya, with the advent of Free Primary Education and Subsidized Secondary Education, schools are experiencing an upsurge in enrolment of students’ in both primary and secondary schools. This has put a strain on the existing facilities in the schools leading to the need to properly equip the schools to ensure provision of quality education. However with delayed capitation resulting from economic challenges schools face challenges concerning acquisition of instruction resources and this has consequences on students’ performance. There has been need to increase resources to match the rising students’ numbers but due to economic challenges, parity is missing effect of this is being seen in poor performance in examinations. There is need to establish how the utilization of the little available resources facilitate instructions and identification of strategies to enhance this process. The paper therefore sought to determine the effect of learners’ level of utilization of conventional resources on classroom performance in secondary schools in Bungoma County The study was guided by the Cognitive Theory of Instructions as propounded by Jean Piaget that emphasizes the significance of instruction resources in the teaching and learning process. Descriptive survey design was employed. The target population consisted of teachers and students from public secondary schools in Bungoma County. In order to have a representative sample, this study employed stratified random sampling to select schools. Questionnaires, interview and observation schedules and document analysis were used as data collection instruments. Descriptive and inferential data was analyzed using SPSS. The findings of the study showed that majority of the students asserted that their teachers had frequently assigned them with both class and take away assignments which enhanced their utilization of the available conventional resources. The paper concluded that the level of students’ utilization of conventional instruction resources was below the average mean, therefore a unit increase in the utilization of resource persons could improve students’ classroom performance. There was a significant relationship between teacher training and students’ classroom performance which directly influence students’ class performance. It was therefore recommended that principals and officials of the Ministry of Education should ensure regular supervision to enhance effective use of conventional instruction materials and resources in enhancement of classroom performance in public secondary schools in Bungoma County.
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.
History of Educational radio in Kenyan Schools: An Analysis of Prospects and Challenges
(British International Journal of Education and Social Sciences, 2019-05-16) Oloo, Elizabeth Akinyi; Mutsotso, Stanley Ngome
The radio is a powerful audio aid and an important media for education. It is one of the most effective means of imparting education to a large number of people. The work of scientists such as Nikola Tesla, Guglielmo Marconi, Lee De Forest and others are credited with all forms of radio broadcasting which started in the late 1800s. in the early days the radio was mainly used by the military during the first and second world wars. This paper traces the historical development and evolution of radio. It also examines global success stories of use of educational radio and focuses on Kenya’s experience highlighting the legal framework, the prospects and challenges. The history of educational radio has been dynamic due to growth and development in educational thinking and the technological environment. The U.S., Canada and Australia had a strong background in implementing educational radio broadcasts in the 1920s and 1930s, which were referred to as Schools of the Air. The Interactive Radio Instructions (IRI)adopted a conversation technique between the radio teacher and the students unlike the conventional radio broadcast. This format, however, remains limited in its interactivity and is teacher-centred. In studies conducted all over the world, in both developing and developed countries has demonstrated that when radio is used as a supplementary tool, it benefits weaker students. IRI projects were funded by USAID in developing countries including Nicaragua, Bolivia, Kenya and Lesotho. The history of instructional radio in Kenya dates back to 1963. The Ominde Commission acknowledged the significance of the school radio as a valuable teaching aid. Radio has proven educational worth in terms of pedagogical importance and geographical reach. Up to 1992 school broadcasts were on air through the Voice of Kenya (VoK) which later became Kenya Broadcasting Corporation(KBC) which airs the radio programmes to date. The Kenya government funds the radio broadcasts to schools through Kenya Institute of Curriculum Development under Media and Extension Services to schools. Many schools in Kenya do not make use of the educational radio and many teachers and learners are not aware of the existence of educational radio. The radio is here to stay despite recurrent innovations and scientific breakthroughs.
Impact of Internship Programme on the Performance of Public Health Care Institutions
(Global Journal of Human Social Science Arts & Humanities, 2012-04-17) Yeswa, Eunice A.; Okaka, Ochieng; Mutsotso, Stanley Ngome; Odera, Odhiambo; Mumbo, Hazel Miseda
The study seeks to obtain the impact of internship programme on the performance of public health care institutions. Contextual factors are sought that influence the relationship, impact and effect between internship programme and performance of public healthcare institutions. The research design adopted is descriptive survey through both qualitative and quantitative data. This study is conducted in Kakamega County, western region of Kenya. The population of the study is 2225 with a stratified randomly selected sample of 444 respondents. Primary data is collected through questionnaires while secondary data is sourced from official hospital records, journals, text books and internet articles. Data is analyzed using descriptive and inferential statistics. The study concludes that internship programme influences performance of public healthcare institutions.
Influence of Informal Cross-Border Trade on Student School Attendance in Secondary School in Busia County, Kenya
(International Journal of Research and Innovation in Social Science, 2021-12-17) Amweno, Lilian; Shiundu, John; Mutsotso, Stanley Ngome
The main purpose of this study was to investigate the influence of informal cross border trade on students’ participation in education and academic achievement in the secondary schools in Busia County. The study specifically examined the various informal cross border trade activities that influence students school attendance, determined the socioeconomic factor that drive learners into participating in informal cross border trade and established the influence of informal cross border trade on students retention, completion and academic achievement. The study was guided by George Homans Rationale Choice Theory and Albert Bandura’s’ Social Learning theory. Research adopted descriptive survey research design. The targeted population comprised of 34 School Principals, 68 Guidance and Counseling teacher, 476 students, 10 Quality Assurance and Standard Officer and 10 Community leaders. Simple random sampling technique was used to select a sample size of 389 secondary students and 59 teacher while saturated sampling technique was used for31 principals, 10 Quality Assurance and Standards Officers and 10 community leaders. The study found out that students in secondary school participate in various informal cross border trade activities that were categorized as: transport operations, retail trade, industrial related activities, service provision activities and worst forms of informal cross border trade. The study established that involvement in informal cross border trade affected students’ attendance, punctuality, discipline and retention which in turn affect their academic achievement due to lack concentration and commitment in their studies. Based on the findings, it can be concluded that informal cross border trade is a major challenge to the children’s right to access and succeed in education in Busia County, Kenya.
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
Relationship between capacity building and employee productivity on performance of commercial banks in Kenya
(African Journal of History and Culture, 2010-10-16) Wanyama, Kadian Wanyonyi; Mutsotso, Stanley Ngome
This paper is based on a research project carried out on commercial banks in Kakamega Central District, Kenya focusing on the influence of employee productivity on organizational performance which investigated the impact of capacity building and employee productivity in commercial banks since this leads to increase in performance as empirical research has proved. Kenya has experienced banking problems since independence in 1964 culminating in major Bank failures (37 failed banks as at 1998). Some of these problems like weak supervision and equipping employees with expertise, necessary skills and knowledge can be addressed through employee productivity to improve performance of the banks. Banks in Kenya and Kakamega in particular have experienced poor service delivery, organizational ineffectiveness, poor public relations, customer dissatisfactions, and some of these banking institutions have posted a decline in profitability. Research focusing on the firm-level impact of human resource management practices such as employee productivity, satisfaction and motivation has become popular in recent years. This has revitalized interest in the subject of employee productivity and its impact on the performance of organizations. Most studies tend to indicate that employee competence has a positive effect on the organizational performance. Therefore the findings from the study added value to the expanding scope of existing research studies on the influence of employee productivity on the organizational performance. This paper also provides vital information to organizational managers in the banking sector and academicians to encourage employee motivation, satisfaction and future research.
Stakeholder Participation in Improving Access to and Success in Education: The Kenyan Experience
(International Journal of Academic Research in Public Policy and Governace,, 2014-12-28) Mutsotso, Stanley Ngome
Empirical research evidence has revealed that all nations generally endeavor to provide the best quality basic education for its youth so as to achieve sustainable development. This has been demonstrated through heavy investment in education sector, establishment of the Education Commissions, sessional papers, frequent policy changes, reviews of regulations including other edicts from the ministries in charge of education. In Kenya, in effort to provide quality education and achieve one hundred percent (100%) transition rate and success in basic education, major reforms have been undertaken to ensure that education goals are attained and produce graduates with relevant skills who are competitive in the world of work after completing basic education. Among the strategies employed to realize these has been increased stakeholder involvement in the provision of basic education. The key stakeholders include the Government of Kenya, foreign and local donors, parents, sponsors as defined by the Basic Education Act of 2013, teachers, school management, students and community leadership among others. This paper therefore, examines the stakeholder involvement in improving access to and success in education with specific examples drawn from the Kenyan basic education. The paper, therefore, provides a brief global perspective to corroborate the Kenyan experiences. The paper further examines key principles for success in education and provides a critique with examples of major impediments to the realization of one hundred percent (100%) access to and success in education in the context of stakeholder participation. This is discussed under the framework of achievement versus Trust dilemma model that characterize stakeholder role in schools in Kenya. The design is specifically aimed at stimulating further debate on national education goals that ultimately define the national ethos. The paper concludes by making observations that the hallmark to achieving transition lies in the ability to provide quality education in Kenya. Stakeholders operating under systems approach framework have the key to the realization of improved access to and success in basic education.
The Effect of Parental Involvement as an Integrated Education Management Strategy on Pupils’ Participation in Public Primary Schools in Kakamega County, Kenya
(The International Journal of Humanities & Social Studies, 2020-11-16) Wanjala, Demtila Nafula; Maiyo, Julius Kiprop; Mutsotso, Stanley Ngome
Education is a form of investment in human capital, which yields economic, social and political benefits by increasing the productivity of the people. It remains the most vital strategy for the development of society. The purpose of this study was to determine the effect of parental involvement on the effectiveness of integrated education management strategies (IEMS) on pupils’ participation based on aspects of enrolment, retention, dropout and academic performance (ERDAP) in public primary schools of Kakamega County, Kenya. The study period was between the year 1995 and 2018. Four sub-counties in Kakamega County were purposively sampled; Lurambi, Shinyalu, Mumias East and Navakholo with a total of 273 schools. A sample size of 82 schools (30% of 273 schools) was purposively sampled. The respondents in the study were 82 Head teachers, 164 Teachers, 164 Pupils and 4 Sub-County Directors of Education. Qualitative and quantitative data on demographic indices, enrolments and KCPE performance was obtained through questionnaires, documentary guide and interview schedule. Descriptive statistics comprising proportions, ratios, percentages, mean and standard deviation were used. Inferential statistics of paired t-test at 5% level of confidence was used to determine significance of data and statistical inferences. Skewness and Kurtosis indices were used to determine the cluster and spread of the analyzed responses. The study found that parental involvement had a positive impact on pupils’ participation through provision for pupils’ requirements in school. The study findings will inform policy makers on strategies to be incorporated in the education management for public primary schools in Kenya and recommends further research on collaboration between schools and communities in the implementation of an all-inclusive education.
Use of Blended Learning and Its Influence on Acquisition of English Language Skills in National and Extra County Schools in Western Region, Kenya
(International Journal of Recent Research in Thesis and Dissertation, 2023-09-28) Wasike, Lillian Nekesa; Mutsotso, Stanley Ngome; Wekesa, Duncan Wasike
The purpose of this study was to determine the use of blended learning in learners’ acquisition of English language skills in national and extra-county schools in Western region, Kenya. The main study objective was to determine the use of blended learning in enhancing learners’ acquisition of English language skills in national and extra-county schools in Western region, Kenya. The theoretical basis of the study was Social Constructivism and Connectivism. The study sample was 343 Form 3 students; 32 English teachers; 16 principals of national and extra county schools; 4 County Quality Assurance and Standards Officers and 2 Kenya Institute of Curriculum Development language specialists. The study sample was 397 respondents selected through simple random, cluster and purposive sampling techniques. The study design adopted was Descriptive Survey. Data was collected through an interview schedule, questionnaire, written task and observation. The data was analyzed using SPSS. The study findings showed that the schools which used blended learning more frequently recorded an improved performance in the acquisition of specific language skills, which shows that the use of blended learning positively influences the learners’ acquisition of these skills. The study recommends that the key technologies for the use of blended learning and their frequent use should be encouraged so as to change the attitudes, beliefs and opinions of teachers and learners towards blended learning since their perception towards the use of these platforms directly influences learners’ acquisition of reading and writing skills in English.
Use of Conventional Teaching Resources in Secondary Schools in Bungoma County, Kenya
(Research on Humanities and Social Sciences, 2019-11-30) Makari, Patrick; Mutsotso, Stanley Ngome; Masibo, Edwin
Education is core to national development as it provides the human resource and intellectual capital to drive economies. Attaining this hence requires meaningful and gainful learning through the incorporation of a range of instructional resources that help develop learners skills, attitudes and practical competencies required in the ever changing market economy. However, in spite of the various government interventions to increase access to education, empirical research evidence shows that students continue to perform dismally in both formative and summative evaluation. The paper therefore sought to determine the dynamics existing in the utilization of conventional teaching resources in secondary schools in Bungoma County. The paper was guided by the Cognitive Theory of Instructional as propounded by Jean Piaget that emphasizes the significance of instructional resources in the teaching and learning process. The paper adopted a descriptive survey design. The target population consisted of teachers and students from public secondary schools in Bungoma County. In order to have a representative sample, this paper employed stratified random sampling to select schools. Questionnaires, interview and observation schedules and document analysis were used as data collection instruments. Validity was established through expert opinion. Reliability was established through piloting. Data was analyzed using inferential and descriptive statistics. The findings showed that majority of teachers, students and principals were of the opinion that public secondary schools in Bungoma County had inadequate conventional instructional resources. It was further deduced that funding, number of students and teachers’ ease of use influenced the acquisition of conventional instructional resources in public secondary schools in Bungoma County. From the findings it was recommended that educational stakeholders should improve the quality of instructional through proper identification, selection and utilization of instructional resources. There is need for all stakeholders including the County Government, National Government and the Private sector to contribute financially and materially in the provision of conventional instructional materials and resources.