Department of Education Foundation/EPM
Permanent URI for this collectionhttp://erepository.kibu.ac.ke/handle/123456789/72
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Item Assessment of Nexus Between Features of School Culture and Student Deviance in Schools Within Bungoma County, Kenya(Asian Journal of Educational Research, 2017-09-29) Nabiswa, Janet; Misigo, Bernard L.; Korir, DanielWhereas many schools have been known to exhibit strong school cultures that seem to drive academic excellence, deviant behaviour in schools continues to be a matter of global concern. Knowledge of the role school culture plays in mitigating deviance is vital for any prevention programme yet this has been missing. The study sought to address this gap by examining influence of features of school culture on student deviant behaviour in secondary schools of Bungoma County, Kenya. A sample size of 79 secondary school management was used from a study population size [N] of 504. Mixed research design was employed while sampling strategy was a blend of multiphase, stratified and purposive sampling. The data for the study was obtained through questionnaire, interviews, document analysis and direct observations. Results were analyzed using cross-tabulations, frequency tables, Chi square and simple linear regression. The sampled features of school culture were being applied in schools within Bungoma County and Chi-square tests revealed a significant relationship between features of school culture and student deviant behaviour prevalence in schools. However, regression analysis revealed a weak to moderate relationship between features of school culture and deviance levels. The study concludes that features of school culture influences student deviant behaviour prevalence hence other than direct punishment of deviants, school cultures with features loaded with preventive and corrective aspects should be embraced. The findings strengthen empirical view to education sector towards packaging school culture as an important variable to mitigate student deviance.Item Music Pedagogy and Learner Acquisition of Creativity and Critical Thinking Skills(Journal of Global Research in Education and Social Science, 2025-09-29) Okadie, Zilpah A.; Nabiswa, Janet; Nandelenga, Henry S.Music is one of the subjects reintroduced in the primary school curriculum under the Competency- Based Curriculum (CBC). The Kenya Institute of Curriculum Development (KICD) in 2017 stated that the content in Grade Four is organised in three broad strands, which are: Performing, creating and composing and listening, responding and appreciation. The objective of this study was to determine the effect of music pedagogy on learner acquisition of creativity and critical thinking skills. The study was based on Vygotsky’s Socio-cultural Theory of cognitive development and Bruner’s Cognitive Development Theory. This study was carried out in public primary schools of Bungoma County, Kenya. Data was collected from teachers of Music, learners, head teachers, curriculum support officers and the Kenya Institute of Curriculum Development official for a period of one month. The respondents were 300 Grade Four learners, 20 music teachers of Grade Four, 20 head teachers, 2 Curriculum Support Officers and 1 Kenya Institute of Curriculum Development (KICD) official. The instruments of data collection employed were questionnaires, interview schedules and observation guides. Research findings indicate that most activities intended to promote creativity and critical thinking have not been introduced to learners. However, the real situation was revealed through observation. It was observed that 18 % of female learners and 17% of male learners made percussions, while 14% of female learners and 23% of male learners created rhythmic patterns using percussions. The use of Descant Recorders has a significant positive impact (β=0.652, P-value=0.000) at p-value <0.05 on the learner acquisition of 21st century skills. Through observation, the researcher saw the real state of learners. It is therefore evident that learners had not been exposed to most activities which promote creativity and critical thinking. This study is expected to help teachers gauge their levels of preparedness in handling music and the Ministry of Education in the training of teachers of Music. Its findings may also guide the KICD to produce relevant music materials, course books for music and appropriate music curriculum design.Item Community Perception of Inclusive Education and Rehabilitation for Street Children in Mumias West Sub-County, Kenya(Research Journal of Education, Teaching and Curriculum Studies, 2026-07-23) Nabiswa, Janet; Mabele, ElizabethStreet children’s prevalence varies globally even among high income countries. This prevalence reflects a difference in the social, welfare, and health care factors that influence street children’s holistic development. Studies on the Sustainable Development Goal (SDG) agenda on universal education seem elusive to this category of population. Kenya’s current competency-based curriculum of education defines a pathway for every Kenyan child yet prevalence of street children out of school including Mumias Sub- County continues to grow. Successful rehabilitation and reintegration of street children requires active participation and sustained support from communities in which they live. Researchers examined potential of inclusive education as a strategy for the rehabilitation of street children. Grounded in the Person- Environment (P-E)-Fit theory and the Social Exclusion Theory, this qualitative study explored the paradox of rehabilitating street children through inclusive education in Mumias West Sub-County Kenya amid negative community perceptions. Based on data drawn from 33 sampled street children and 11 key informants, researchers examined community attitudes, stigmatisation, parental involvement, and systemic barriers. Study findings reveal existence of negative community perception at 66.7%, stigmatization prevalence at 66.6%, negative attitude towards reintegration at 72.7%, and lack of direct parental involvement at 72.7%. Focused group discussions and interviews reveal limited community support, participation, and collaboration. This undermines rehabilitation and re-integration efforts for street children. The study recommends establishment and strengthening of multi-sector collaboration frameworks that consist of community leaders, governments, non-governmental organisations, schools and private institutions to create a supportive environment that promotes acceptance and provides psychosocial support for street children.