Faculty of Education and Social Sciences (FESS)

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Analysis of student characteristics and school predictors on academic achievement in Kenya certificate of secondary education examination in Busia county, Kenya
(2017-12) Echaune, Manasi
Students’ academic achievement in secondary school examination is critical in preparing students for further education and the world of work. This is the very reason unsatisfactory academic achievement in Kenya Certificate of Secondary Education (KCSE) examination that has been witnessed in Busia County over the last three years should be a cause worry to the stakeholders in education. This study analyzed the student characteristics and school predictors on academic achievement in KCSE examination in Busia County. The specific objectives of the study were; to establish whether student characteristics influence students’ academic achievement in KCSE in Busia County, to determine the effect of school characteristics on academic achievement in KCSE examination in Busia County, to investigate the effect of teacher inputs on academic achievement in KCSE examination in Busia County and to examine the effect of non-teacher school inputs on academic achievement in KCSE examination in Busia County. The study employed the production function theory. A descriptive survey design was employed. The study targeted 152 principals, 2360 teachers and 7550 students. A sample of 100 secondary schools and 1091 respondents was used. The respondents comprised of 100 principals, 236 teachers and 755 students. The study employed simple random sampling to select teachers and students. Purposive sampling was used to select principals while stratified random sampling was used to select schools. Self administered questionnaires and document analysis guide were used to collect data. Questionnaires were piloted in fifteen secondary schools within Busia County and the schools used to pilot the instruments were not included in the actual study. Test re-test technique was used to ascertain reliability of the questionnaires. The test re-tests of the questionnaires used to collect data yielded reliability coefficients of 0.810 and 0.873 for the student and teacher questionnaire respectively. Experts in the Department of Educational Planning and Management were requested to ascertain both the face and content validity of the instruments. Data was analyzed using STATA version 14. Descriptive statistics including percentages, frequencies, means, and standard deviations were used in the preliminary analysis of data. Inferential statistics including t-tests, ANOVA, correlation and regression were used to test the study hypotheses. Hierarchical linear modeling was used to test the relationship between academic achievement in KCSE examination, school predictors and students characteristics. The findings of the study were presented in tables and figures. The study revealed that school predictors accounted for the largest variation in academic achievement in KCSE examination (56.86 percent) compared to student characteristics which accounted for 43.13 percent of the variation in academic achievement in the same examination. School characteristic and teacher inputs had no statistically significant effects on academic achievement in KCSE examination. Non teacher school inputs particularly adequacy of physical facilities and textbooks had statistically significant effects on academic achievement in KCSE examination. The study concluded that variation in students academic achievement in KCSE had more to do with school predictors than students’ characteristics. National government, County government, educational planners, principals and School Boards of Management will find the findings of the study useful in planning for education and improvement of academic achievement in KCSE examination. The study recommended that the focus should be on the school predictors such as physical facilities and text books which accounted for a larger variation in academic achievement in KCSE examination.
Attitudes of secondary school students towards premarital sex: effects on schooling and impact on management of HIV/AIDS scourge in the lager Bungoma district
(2009) Wepukhulu, Rispa
A study was carried out in the rural setup of the larger Bungoma District to determine the attitudes of secondary school students towards pre-marital sex (PMS) and the possible impact on school performance and implications for prevention of HIV/AIDS. The study used sets of questionnaires and interview schedules to collect data from 284 form three students, head-teachers and guidance and counselling teachers from selected secondary schools, At community level, data was collected from parents and community-based religious leaders. Student health and class performance records were collected to identify victims of PMS and assess their performance. Descriptive statistics were used in data analysis and interpretation. Chi square (χ2 ) test was used to test whether there was significant association between attitude or behaviour of the youth and school type, gender and household socio-economic status. Analysis of variance (ANOVA) and t-statistics were performed to determine whether PMS had a significant effect on academic performance of known cases of PMS and to confirm whether PMS was a significant practice among secondary school students, respectively. It was found out that PMS was a common practice among the students though they generally had favourable attitude towards PMS. The practice was consistent with the unfavourable attitude towards PMS as a tool for expression of intimacy and love. Inadequate communication between parents and the students, lack of comprehensive sexuality education curriculum in schools and programmes in churches left peers and the media as the major source of sexuality information. This impacted negatively on the attitudes and sexual behaviour among the youth. High PMS prevalence impacted negatively on the education sector in terms of decreased completion rate and poor class performance. From the results, it was concluded that the high prevalence of PMS among students in secondary schools in the larger Bungoma District is due to the perception of sex as a tool for intimacy and expression of love. It is recommended that a comprehensive curriculum be developed and introduced in schools at an appropriate stage preferably at upper primary level to equip the youth with right information to help them make informed decisions about sexuality later in their school life. Such curriculum will in addition prepare the youth to confidently face the challenges as future parents. It also recommended that teachers be trained to handle sexuality issues among the youth and to strengthen positive peer group counselling programmes
Development of kiswahili education In Kenya between 1900 - 2000
(Moi University, 2007-08) Namulungu, R.I.S.
The purpose of this study was to gather information on the historical development of Kiswahili education and establish the extent to which this development could be linked to the present challenges experienced in the teaching and learning of Kiswahili. Specifically, this research aimed at collecting information on the changes and innovations in instructional methods and resources, the policies and the curricula that have been in place since 1900 and give suggestions and recommendations for dealing with these challenges. The study was confined to Kenya. Both the historical and analytic methods were used in the collection and analysis of data. It drew heavily from both the primary and secondary sources of information. Snowball, purposive and convenience sampling methods were used in the selection of respondents. Interviews with members of staff in the departments of educational foundations, curriculum and educational communication and technology, and teacher college trainers in Kiswahili education were carried out. External and internal criticisms were used in the analysis of the data collected. In some cases triangulation process was applied in the analyses to avoid uncertainty from conflicting data from different sources of information. Findings from the data obtained revealed that at the inception of the discipline in the country, Kiswahili language was not delineated from Kiswahili education. The duo was seen as one or reference to one was mistakenly used to refer to the other. Consequently, little was done to develop theories and methods specific to Kiswahili education. The trend has continued to date. Similarly no policy was put in place during the colonial period that explicitly spelt out how Kiswahili education was to be implemented in teachers’ colleges. After independence, policy statements made sounded ambivalent and are yet to be clearly spelt out. Still, innovations that have been done in both the production of material and human resources from the colonial period throughout the post-independent era were quite insignificant. Hence, this rendered the whole process of Kiswahili education a vicious circle. Furthermore, it is evident that the curricula and syllabuses that were designed from 1900 up to 2000 hardly considered the emerging issues of the times. From the findings and conclusions, it is recommended that a Policy on Kiswahili education and an instruction model should be developed. Similarly, the content of Kiswahili education should be regularly reviewed to cover emerging issues. Further regular research in the area of Kiswahili education should be conducted and seminars organized to disseminate findings. This should be the responsibility of the higher institutions of learning in conjunction with the Kenya Institute of Education.
Early intervention of mathematics difficulties and performance of standard three pupils in primary schools in Butere sub-county, Kenya
(2015-01) Wekesa, Wafula Robert
Mathematics skills are not only a basic requirement for every member of the society to productively engage in everyday activities but also a universal language that finds meaning in all cultures and civilizations. Every tribe, culture and social group thinks and communicates ideas through quantities. Mathematics education is to a nation what protein is to a young human organism. It is not only a vital tool for the understanding and application of science and technology but also a great determinant of the kind of courses children take at all levels of learning. However, poor mathematics performance in the national examinations has been of great concern to the educationists and the society at large. Factors such as students‟ negative attitude to mathematics and high pupil teacher ratio due to Free Primary Education have been attributed to this. However, research studies indicate that six to ten percent (6-10%) of primary school age children in the US experience Mathematics Difficulties which make them struggle a lot in their education. In Kenya, about 20% of learners in primary schools experience Learning Difficulties (LD) in mathematics. These learners achieve poorly in mathematics, their self esteem may be lowered, may become truants and drop out of school. In spite of these, studies reviewed only sought to establish the number of learners experiencing LD in Mathematics and Language and possible factors that influenced the early identification of LD. This study was designed to establish if there was early identification and remedial teaching for children with Mathematics Difficulties in lower primary schools in Butere district. The effect of this remedial teaching on children‟s achievement in mathematics was also investigated. The study was done in Butere district Kakamega County. Descriptive survey and Quasi-experimental designs were used in this study. Stratified and purposive sampling was also used to select eighty learners with Mathematics Difficulties and eight standard three teachers of the identified schools. A questionnaire was administered to class three teachers and a pre and post experimental test was administered to the pupils in the experimental and control groups. The collected data was coded and analyzed using the Statistical Package for Social Sciences (SPSS). Descriptive statistics such as frequencies, means and percentages were calculated. The t- test calculated was 4.38 with a p< 0.001 level at an alpha p< 0.05. The p value was less than p< 0.05 meaning the result was quite significant and hence the null hypothesis was accepted. This meant there was a significant difference in mathematics performance of pupils with MD who received remedial teaching from those who did not. It was also established that teachers identified pupils with MD, more boys had MD than girls; learners experienced MD in addition with carrying and subtraction with borrowing. Schools mostly conducted paid tuition and not remedial teaching for pupils with MD. The tuition was conducted in the afternoons and during school holidays. There was no significant difference in mathematics performance of pupils with MD neither in public or private schools nor between boys and girls with MD who received remedial teaching. Therefore, it was recommended that MOEST formulate a policy that supports early identification of pupils with MD and give remedial teaching to mitigate the disability. KICD should develop appropriate curriculum and remedial teaching programme for pupils with MD.
Organizational attributes that support reliable Emergency Medical Services response during Mass Casualty Incidents in Nairobi County, Kenya
(International Journal of Scientific and Research Publications, 2021-11-29) Baru, Evelyn; Omuterema, Stanley; Nabiswa, Janet
When disaster strikes resulting in mass casualties, the number of victims rapidly exceeds locally available intervention resources thereby necessitating exceptional response arrangements. When these tragic and traumatizing large-scale events occur, the public expects the local disaster response entities to be on hand to provide much needed assistance. Whereas the ultimate goal of any emergency medical response is to obtain the best possible intervention for the greatest number of casualties, research indicates that the efficacy of the emergency medical services (EMS) organization’s response to past major incidents in Nairobi County, Kenya, has been inefficient. The aim of this study was to address this gap by examining the organizational attributes of EMS organizations that influence reliable disaster response to Mass Casualty Incidents (MCIs) in Nairobi County Kenya. The specific objective of the study was to examine EMS personnel’s perceptions of organizational strategies that support reliable disaster response during MCIs in Nairobi County, Kenya. The study was guided by the high reliability theory as an approach for enhancing reliable emergency medical response performance in dynamic high-risk settings such as mass casualty disaster events. Non-probability convenience sampling approach was used to draw a target study population of 71, out of which a sample size of 54 study respondents comprising certified emergency medical technicians in fulltime employment by EMS agencies in Nairobi County was used. The study used the sequential explanatory quantitative method design. The data for the study was obtained through questionnaires and document analysis. Data were analyzed using descriptive statistics: frequency tables and diagrams were used to present quantitative data. The questionnaire measure of internal consistency yielded a reliability of Cronbach alpha α = .82. The study findings reveal that the EMS personnel in Nairobi County perceive that the EMS agencies’ organizational strategies manifest HRO-like attributes to support reliable disaster response during MCIs. The study findings provide a mindfulness theoretical approach that EMS organizations can adapt to maintain reliable disaster response performance when dealing with the unexpected especially during response to MCIs. The study recommends that to support reliable disaster response performance especially during MCIs, EMS agencies should consider harnessing the existing organizational strategies using mindfulness strategies supported by disaster response policies in Nairobi County, Kenya.
Stress Triggers among Motorcycle Taxi Riders and their Effect on Road Safety Behaviour within Bungoma South Sub-County, Bungoma County, Kenya
(Eastern African Journal of Humanities and Social Sciences, 2025-09-29) Nabiswa, Janet; Nabiswa, Ferdinand
Motorcycle taxi riders popularly, known as boda-boda riders in Kenya, have become a unique segment within the transport system in urban and rural areas since the early 2000s in Kenya. While their operations remain largely informal, their impact on the economy is significant in terms of employment creation and ease of movement of goods and services. Despite their contribution, boda-boda riders encounter a high-pressure environment and susceptibility to stress. The study examined stress triggers among motorcycle taxi riders and their effect on road safety behaviour within Bungoma South Sub-County, Kenya. The theories of Reasoned Action (1975) and Planned Behaviour (1991) underpinned the study. The sample size of the study was 134 boda-boda riders out of the target population of 450. A descriptive survey design was used. Questionnaires were the principal instrument used for data collection. Demographically, the majority of boda-boda riders fall within the age brackets of 18 to 30 years (77%), the majority had attained secondary education (54%), and a few had a tertiary level of education (29%). Stress triggers that made boda-boda riders susceptible to risky behaviour, hence compromised road safety, were: - inability to save for the future (47%), fatigue and mental overload (40%) and high daily remittance for ‘rented’ motorcycles (29%). Authors argue that given boda-boda riders’ prime ages and level of education, their option to take bodaboda enterprise as a form of self-employment and source of livelihood can be supported through a subtler policy approach anchored on targeted financial literacy, key on prudent spending and investment choices

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