Researcher's Publications

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Browsing Researcher's Publications by Subject "Academic Performance"

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    How Strategy Evaluation Affects Academic Performance in Public Secondary Schools in Bungoma County, Kenya
    (East African Journal of Education Studies, 2023-11-03) Juma, Samwel Muyundo; Wanyama, Kadian Wanyonyi; Makhanu, Edwin Masibo
    The Ministry of Education directed that all public secondary schools must formulate and implement strategic plans; some schools have been faced with the challenges in their strategy management. The purpose of this study was to investigate the influence of strategy evaluation on academic performance in public secondary schools in Kenya. The target population for the study was public secondary school principals, teachers, and students in Bungoma County. The county has nine administrative Sub-Counties, each with a Sub-County Education Director, a total of 258 secondary schools having 258 schools’ principals, 1,290 heads of departments, 258 school bursars from public secondary schools. The main tools for data collection for this study were questionnaires, interview schedules and document analysis guides. Both qualitative and quantitative data were collected and analysed. The results of the study illustrated that there was strong positive and significant relationship between strategy evaluation and academic performance in public secondary schools. It is concluded that effective execution of strategic evaluation activities like review of academic performance, setting and achieving targets, involvement of strategic planning team, conducting of SWOT analysis and conducting of periodic performance appraisal. Recommendations of the study are that schools should ensure development of evaluation tools and processes that are aligned with school goals and objectives. Schools should make use of the evaluation results to inform decision-making and improve strategies over time. The findings of this study may be useful in the generation of new knowledge to the Ministry of Education and other stakeholders in education in their improvement of policies and practices of the effectiveness of strategy implementation on academic performance in secondary schools.
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    Impact of motivation as HR bundle on performance of teachers of public schools in Bungoma County
    (African Journal of Business Management, 2014-02-13) Wanyonyi, Kadian Wanyama; Nassiuma, Dankit; Zakayo, C.
    The challenge for managers today is to keep the staff motivated and performing well in the workplace. By understanding employees' needs, managers can understand what rewards to use to motivate them. The goal of most companies is to benefit from positive employee behavior in the workplace by promoting a win–win situation for both the company and workers. This research sought to determine the impact of motivation as a HR bundle on teacher performance of public schools in Bungoma County. The study had the following hypothesis: there is no significant impact of motivation on teacher performance of public schools in Bungoma County. The study adopted descriptive and correlational survey designs. Validity of the research instruments was based on the three overarching forms of validity: content, face and construct validity. Reliability coefficient yielded a Cronbach’s alpha of 0.90. The data was analyzed using descriptive statistics and inferential statistics, namely, regression analysis and ANOVA. The main finding of this study was that motivation and as HR bundles had a marginally weak positive and significant association with teacher performance of public schools in Bungoma County.
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    Influence of Selection of Literature in English Guidebooks on Academic Performance of Learners in Secondary Schools in Bungoma County, Kenya
    (International Journal of Contemporary Applied Researches, 2019-09-11) Wanyama, Martin Nyongesa; Kati, Robert; Wekesa, Ben Nyongesa
    The development and selection of English literature guidebooks has gained prominence in in the last decade in Kenya. Literature guidebooks are integral tools in enhancing learners and teachers understanding of specific literature set text with aim of improving grades of students in literature. The current study examined influence of selection of literature guidebooks in learning and teaching of English. It was guided by the following objective: to evaluate factors influencing selection of guidebooks as learning and teaching resources, student academic performance in Literature. Vygotsky’s Sociocultural Theory guided this study. The study employed descriptive research survey design with 714 target population comprising 700 students and 14 teachers. The study was delimited to secondary schools in Bumula Sub County within Bungoma County. The Sub-County was sampled purposively due to consistently registered poor mean scores in English as a subject. The schools were then stratified with consideration of the seven wards, gender, day and boarding schools as well as mixed or single gender schools. In addition, a sample size of 119 respondents was finally based on 10%-30% of targeted population by use of simple random sampling. Data was acquired by use of questionnaires and structured interviews. The commonly used literature guidebooks for The River and the Source set book were highlighted as Guide to The River and the Source by Richard Oketch et al, Moran Publishers, Guide to The River and the Source by Margaret Roche, Focus Publishers, National Institute of Education Guidebooks for The River and the Source. The selection of literature English guidebooks was determined by cost of the guidebook, year of publication, language used in the guidebook, logical explanations used in the book, vocabulary used, the readers attitude towards literature, interpretation of words, language unbarrenness, availability, etiquette portrayed, layout of book and illustrations used, recommendation from the head of department, color of the cover and appropriate font size. In terms of analysis the findings revealed that format and structure of most of the above guidebooks are relevant to the literary needs of secondary school learners as evident through a well outlined table of contents. It was further found out that consistency and logical arrangement of the layout influence the selection and use of Guide books. The study concluded that indeed selection and use of guidebooks in learning and teaching of literature in English influence performance of English as a subject in secondary schools. The study recommends that there should be an improvement by authors of the literature guidebooks to better English as a subject through appropriate activities for practice, give a critical detail of the set books being reviewed, and enhance appropriate language that is affordable to the learners.