Department of Education Foundation/EPM

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The Relationship between Budget Adequacy and Student Enrolment in TVET Institutions in Bungoma County, Kenya
(Journal of Advances in Education and Philosophy, 2020-09-30) Wasike, Jayne Nasimiyu; Ingendi, Juma; Maiyo, Julius K.
The purpose of the study was to investigate the relationship between budget adequacy and student enrolment in TVET institutions in Bungoma County, in Kenya. Proportionate stratified sampling, Census and simple random sampling were used to select a sample size of 426 respondents. Data was collected using questionnaires and document analysis. The items from the main questionnaire were organised according to the specific research objectives. Data was analyzed was done using descriptive statistics, Pearson correlation and Linear regression. The study established that budget adequacy has a statistically significant relationship with student enrolment and recommended that government and other relevant stakeholders make adequate budget allocation to TVET institutions for institutional resource in order to increase student enrolment .Additionally TVET institutions should be empowered to engage in income generating activities without losing focus on their core mandate.
Influence of Teachersâ€™ Pedagogical Skills on Provision of Quality Education in Cheptais Sub-County, Bungoma County, Kenya
(Stratford Peer Reviewed Journals and Book Publishing, 2020-04-14) Chele, Restich Musee; Maiyo, Julius K.; Kikechi, Ronald W.
Every educational process must have qualified teachers as a portion of the ingredients essential in the provision of quality educational services to pupils. With the emerging, trends in education in Kenya where the quality of education has become increasingly important, teachers have to keep abreast with the changes in teaching methodologies and curriculum through in service training. In-service education and training programme is geared towards improving teacher pedagogical skills in lesson delivery and help in addressing perennial poor performance of pupils. The paper established the influence the influence of teachers’ pedagogical skills and to find out the influence of teachers guiding and counseling development skills on provision of quality education in Cheptais Sub-County. This study was guided by the capital theory of school effectiveness and improvement and Total Quality Management Theory (TQM) and the theory of Capital theory of school effectiveness and improvement. The study employed a descriptive survey research design. The target population for the study was 41 public primary schools in Cheptais Sub County the study respondents shall be all school head teachers of the sample schools, 481 teachers and 17 sub-county education officers. Census approach was employed to select head teachers and county education officers, while simple random sampling was used to select teachers. Descriptive results indicated that teachers’ professional development skills influenced the provision of quality education. Regression of coefficients results showed that teachers’ pedagogical and teachers’ guiding has a positive and significant relationship with provision of quality education. It was concluded that teachers’ pedagogical skills and teachers’ guiding influences the provision of quality education. The study recommended periodic in service training for teachers in order to acquire and sharpen these skills. The study recommends continuous teachers’ professional development skills through in service training. This would enable a teacher to acquire the necessary pedagogical skills that are useful and very important in the provision of quality education. The study recommends carefully designed curriculum to sharpen teachers’ pedagogical skills. This is the work for the Ministry of Education, Science and Technology and colleges offering teaching profession. The study also recommends an introduction of short term programmes in guiding and counseling.
Utility of government initiatives in technical, vocational and training institutions on student enrolment in Bungoma County, Kenya
(European Journal of Education Studies, 2021-01-14) Maiyo, Julius K.; Wasike, Jayne Nasimiyu
The Government of Kenya lays great emphasis on Technical Vocational Education and Training (TVET) for her social and economic growth in the 21st century. Her estimated requirements for an effectual technical workforce, is in hundreds of thousands by the year 2030. The prerequisite for this milestone is pegged on attainment of a gross enrolment ratio of 20% in TVET institutions annually, whose enrolment however, continues to be far below targeted numbers. It was against these facts that the current study sought to investigate the government initiatives in TVET institutions on student enrolment in Bungoma County, Kenya. The study targeted 82 TVET institutions, 82 principals, 714 lecturers, 9098 students. The study employed proportionate stratified random sampling, simple random sampling and census to select the TVET institutions and respondents from the 9 sub-counties in Bungoma County. From the 82 TVET institutions in Bungoma County, proportionate stratified random sampling was used to select 65 TVET institutions for the study. Data collection tools comprised questionnaires for primary data which had closed-ended. The study recommended that all TVET institutions and be should utilized for learning and administration in the institutions.
Teaching practice as internship
(2016-11) Wepukhulu, Risper.; Simiyu, Irene.
Learning to teach is a multi-dimensional process that extends beyond the three main components of preservice teacher preparation that include: imparting subject content knowledge, pedagogical knowledge and the practical aspect that introduces school-based experiences. While these three components are important aspects of preparation as offered by universities and teacher training colleges, the practical component herein referred to as the Practicum or teaching practice holds a very special place basically because it provides an opportunity for theory to be turned into practice. For the student-teacher, practicum is an opportunity to understand the dynamics of classroom teaching, while for the faculty, it is an opportunity to observe how their students apply knowledge acquired in the lecture halls. On the other hand, research and literature in the field of teacher education agree that if practicum is not well designed, it can lead to limited experiences for the student-teacher that may not prepare them well for the profession while also leading to high attrition in the profession. This chapter examines the aspect of teaching practice from literature and studies and then engages in an analysis of models of teaching practice used in Kenyan institutions of higher learning. The chapter then proposes a re-conceptualization of practicum to internship that will involve an extended period placed in the final year of the teacher training program; mentoring of student-teachers by practicing teachers and, the establishment of partnerships among schools and institutions that train teachers leading to an internship-like program.
Developing a christian apologetics based on the African christological themes
(2016-11) Wanyonyi, Edward Wekesa.
In the Researcher’s view, Africa is no longer a dark continent characterized by people who are physically and spiritually obscure and that therefore nothing good could come out of her. As it were, the imagination of the westerners conspired with ignorance and prejudice to an understanding that gives Africa a false image on the religious global platform. On the contrary, Africa should and is capable of developing her own Christology and soteriology that appeal and endorses the religious curiosity of her people. African Christianity has the right to answer the question posed by Jesus in the scripture based on her own understanding of who Christ really is in the African world view. Therefore in this paper, the researcher is poised to provide an apologia to the text in (Mark 8:27-29) based on the African Christological themes. “Jesus and his disciples went on to the villages around Caesarea Philippi. On the way he asked them, "Who do people say I am?" They replied, "Some say John the Baptist; others say Elijah; and still others, one of the prophets" "But what about you?" he asked. "Who do you say I am?" Peter answered, "You are the Christ." (Mark 8:27-31 NIV). To the African Christians, Jesus is the Savior, but yet pictured in several ways as provided for in different communities. In essence Jesus Christ is to be defined and propagated based on his role in meeting diverse needs in the African society. In addition, this paper is an attempt to pursue the continuous African response to the quest for a renewed understanding that seeks to revive the old age African interaction of the gospel as perpetuated by the first and second century apostolic fathers. It seeks to continue the rich African Christian heritage and legacy as founded by key Apologists of African origin such as Clement of Alexandria, Tertullian and Origen. In addition as indicated by O’Donovan, “the historical fact is that Christianity came to Africa before it came to Europe and North America. This can be seen in the story of the Ethiopian official in Acts 8:27-39.” (2009, 5).The paper subsequently examines the different themes ascribed to Christ and how these themes can provide A Christological Apologia in the African context. The paper discusses how Jesus fits into the African perception of Christ as the Great Ancestor, priest or Prophet and Mediator cum intermediary. He is also perceived as Chief/ King, Redeemer or deliverer and Liberator.
A survey on how the previous classroom activities of med students catered for different multiple intelligences +
(2016-11) Eyinda, Mulumbi Clement.
One hallmark of effective teaching is for teachers to identify the potential of their learners and nurture them to the fullest so as to make them all round citizens able to fit effectively in a competitive society. One scholar who has contributed immensely to this issue is Howard Gardner in his theory of Multiple Intelligence (MI). This study sought to find out how the previous classroom practice of the research participants catered for all the eight intelligences as identified by Gardner. The research used descriptive research design specifically the questionnaire based survey. Research participants were 24 masters of Education students in an international university in Dar es Salaam, Tanzania. The study’s results revealed that the practice of these participants did not cater for all intelligences in their classes. The contributory factors for this included: lack of adequate knowledge on the multiple intelligence theory, large classes, examination-oriented teaching and lack of adequate resources. The study recommends that the teacher education institutions should continuously review their curriculum to capture the ever expanding knowledge in education. The governments should employ more teachers to reduce congestion in classes and more learning facilities should be provided by school managers.
Citizens’ Participation in development: A Case of constituency development fund (Cdf) In Kanduyi constituency of Bungoma County, Kenya
(2016-11) Wanyonyi, Nobert Wanjala .; Mwangi, Wokabi Samson .
This paper focuses on citizens’ participation in Constituency Development Fund (CDF) projects in Kenya and is based on a study that was carried out in Kanduyi constituency of Bungoma County. CDF was established in Kenya by an act of parliament in 2003 and it is a strategy that channels resources to community projects proposed by community members. The strategy is supposed to increase citizens’ involvement in the provision of developmental services and in so doing, empowering them to manage their livelihoods. The paper examines citizens’ participation in the identification, selection and prioritization, planning and implementation of CDF projects. A descriptive survey design was used with 245 respondents taking part in the study. The findings indicated that citizens’ involvement in CDF projects was low and the major cause of this low participation was lack of knowledge and information on how CDF projects are identified, selected and prioritized before funding. The paper further discusses the benefits and limitations of citizens’ participation in the development agenda. The recommendations were that for CDF to be all inclusive, more funds need to be allocated towards awareness and information dissemination to create stronger structures that will increase citizens’ awareness about the procedures in the fund. Secondly, there is need to expand both the Location Development Committees (LDC) and Project Committee (PC) membership so as to cater for more inclusive.
Local government reforms and the challenge of local development in Zambia
(2016-11) Bbaala, Phineas.
At independence in 1964, Zambia inherited a governmental system whose structure existed mainly for the purposes of serving the political, social and economic interests of the minority colonial rulers and other white settlers. This is notwithstanding the rhetoric of “indirect rule” through which the colonialists outwitted the African traditional leadership with the fake promise of increased African participation in governance and development matters over their territories. Instead, what Africans got was increased presence of colonial administrative officials in rural areas, and increased colonial control of African chiefs and headmen. At that time, as was the case with many other new countries, one of Zambia’s daunting tasks was that of nation-building through accelerated national development. This could not be achieved in the void of clear political, social and economic policies and laws. Consequently, national development was to be pursued through various structural reforms on the political, social and economic frontiers. One of the most important of these was the decentralization reforms which were first birthed by the promulgation of the Local Government Act, 1965. Since then, the Zambian government has made several other attempts at decentralizing various aspects of governance. The most important of these have been the Local Administration Act (1980) and the Local Government Act (1991), and the various policy reforms promulgated over the years. This article argues that notwithstanding these various legal and policy initiatives, Zambia remains a highly centralized country with façades of local government institutions which, in reality, serve the interests of central government at the local level. The evidence in this article clearly suggests that decentralization policies and pronouncements by the successive Zambian government officials since independence have been a mere populist rhetoric for political expediency without any real intention to enhance local governance and development. Some historical and political reasons, highlighted in the article, account for this.
Religion and language Learning: A case of language learning strategies in the Tanzanian sociolinguistic environment
(2416-11) Wekesa, Ben Nyongesa.
The study examined religion as a sociocultural determinant of the choice of Language Learning Strategies among learners of English in the Tanzanian context. Basing on Vygotsky’s Sociocultural Theory, the study hypothesized that religion is a significant factor in the choice of language learning strategies. A total of 530 respondents, drawn from both secondary schools and university using the SILL questionnaire, participated. Using SPSS, descriptive mean scores and ttest were computed to establish the existence of statistical significant differences in terms of the overall strategy, the six strategy categories and individual strategy items between Christians and Muslim language learners. The t-test for equality of Means for the overall strategy use between Christian respondents and their Muslim counterparts showed statistical significant differences (t=3.641, df=508, p<.05). The Mean frequency for the Christian respondents in the overall strategy use was 3.458; SD= .680 while that for the Muslim respondents was 3.240; SD =.703. The results, therefore, showed that Christian respondents reported using more strategies than did their Muslim counterparts. With regard to the six strategy categories, the t-test results for equality of Means performed showed that all the six strategy categories were significantly different (Cognitive (t=5.801), metacognitive (t=4.387, social (t=3.609), Affective (t=3.044), Compensation (t=2.542) and Memory (t=2.464) all at df=508). Metacognitive strategy category were highly chosen by both Christian and Muslim (Christianity Mean=4.009, Islam, Mean=3.73). Social strategies were highly used by Christian respondents (Mean=3.720) and moderately used by Muslim respondents (Mean=3.487). All the other strategy categories were of moderately used by both Christian and Muslim respondents. The study therefore recommends that the most preferred strategies (metacognitive and social) should form the core of strategy training. Second, the society in general and all stakeholders should handle the issue of religion with caution since it is a strong determinant in language learning and strategy choice.
The importance of artefacts used during Nkolola traditional ceremony among the Tonga people of Magoye district: An African oral literature perspective
(2016-11) Limbali, Muyendekwa.
Even if it is claimed that human beings are identified by their culture and cultural practices, it is unclear to whether some tribal groups in Zambia still appreciate their culture and cultural practices following the invasion of Christianity and Western education. Therefore, it is in this line of thought that this article draws on a study which focuses on the relevance of artefacts that are used during Nkolola Traditional Ceremony of Tonga People of Magoye District of Southern Province. The study explored various artefacts used among the Tonga speaking people of Southern Province and their general significance to the initiates and the community as a whole. The study sought to address the questions: To what extent do Tonga speaking people appreciate and use the artefacts during initiation ceremony? What role do artefacts play in marriage? The study only used qualitative methods of data collection. The data was analysed thematically after verbatim transcription. The findings were that artefacts transmit a very important message to the initiates. More importantly, the knowledge inculcated into the initiates as a consequence of these artefacts improves their lives and their understanding of the world. The study also reveals that artefacts define and shape human life. The study also reveals that artefacts are cardinal elements in the production and reproduction of social relations and cultural persons. The study also reveals that artefacts like beads are so educative as they teach women how to maintain hygiene and entertain their husbands. When beads are worn as jewellery, they improve the beauty of women which consequently leads to sexual satisfaction. Lastly, the study reveals that artefacts are conveyers of moral messages to the initiates as they are taught to read signs from these artefacts. The study concludes that artefacts are very much appreciated among the Tonga people of Magoye District in Southern Province, though following the notion of globalisation which has been accompanied by religion and new innovations in technology; their usage is slowly diminishing among the current generation.
The use of language and style in the works of two kenyan playwrights
(2016-11) Christine, Namayi.; Orina, Felix.
Stylistics criticism is based on the study of style as used in literary expressions and their effects on the audience. It attempts to establish principles capable of explaining the particular linguistic items and choices made by an individual author in his/her work of art in an attempt to bring about certain meanings in the society as well as foreground certain issues that affect society. The thesis of this paper is that both the formal and informal elements deployed by most of the Kenyan playwrights contribute to the dramatization of issues of social concern. As such, the paper examines how metaphor as a style is used to dramatize the metaphors of power in the 21st century Kenyan society. The study delimited itself to two plays, namely Inheritance by David Mulwa and The Hunter is Back by Dennis Kyalo. The study engaged Sociological theory and Stylistic criticism to investigate its concerns. The study was library based owing to the textual nature of both its primary and secondary sources. Therefore, a close reading of both primary texts and secondary sources was done. The stylistic features employed by the playwrights include imagery, symbolism, proverbs and wise sayings. These devices have been carefully used to demonstrate how power is exercised and transformed for good and for bad – depending on who is wielding it in society. Due to the informative impact of the two plays, it is recommended that the Ministry of Education, the Kenya Literature Bureau and the Kenya Institute of Curriculum Development should also review and adopt these plays for studies in literature in secondary and primary schools in Kenya.
Factors influencing participation of children in early childhood development and education programme in Bungoma south sub-County, Bungoma county – Keny
(2018-09) Murugi, Oyamo Joanna.; Robert, Robert.; Walumoli, Alex L.
The purpose of the study was to investigate factors influencing participation of children in the ECDE programme in Bungoma South Sub-county of Bungoma County. Early childhood care and education programmes yield greater investment returns than any other level of education yet it is the age at which children are most vulnerable to life threats like disease, abuse and neglect. This study was guided by the following objectives: To examine the influence of common ailments, teachers’ motivation and School Feeding Programme on participation of children in the ECDE programme. Systematic Random Sampling was used to identify 21 ECDE centers to be included in the study and 2 teachers from each centre involved directly as respondents. Data collection was done using questionnaires; collected data was further organized into themes then frequencies and percentages obtained. The results were presented on tables to make the interpretation easier. Results obtained showed that absenteeism rate of 3% - 5% daily in the ECDE centres was due to common ailments; the highest satisfier for ECDE teachers was their good social relationship with other ECDE stakeholders while their highest dissatisfiers were their social status and remuneration; and, the feeding programme was very effective (88%) in enhancing enrolment and daily attendance of children. Based on the findings, the study concluded that childhood diseases affected children to the extent of them missing important school hours; the ECDE teachers’ motivation was generally low due to poor remuneration and the status accorded to them and finally, School Feeding Programmes enabled smooth transition from home to pre-school since it acted as a bridge between home and school. The study recommends that local communities be empowered economically to afford nutritious food and medical services for their children; a clear Scheme of Service for ECDE teachers be put in place stipulating their remuneration and School Feeding Programme be availed in every ECDE centre.
Gender as a sociocultural determinant of the choice of language learning strategies
(2017-12) Nyongesa, Ben.; Buregeya, Alfred.; Mukhwana, Ayub.
The study examined gender as a sociocultural determinant of the choice of Language Learning Strategies among learners of English in the Tanzanian context. Under the guidance of Vygotsky’s Sociocultural Theory, the study hypothesized that gender is a significant factor in the choice of language learning strategies. To test this hypothesis, the study collected data from a total of 530 respondents drawn from both secondary schools and university using the SILL questionnaire. Using SPSS, descriptive mean scores and ttest was conducted to test to establish if there were any statistical significant differences in terms of the overall strategy, the six strategy categories and individual strategy items with gender. The results of the study indicated that: first, in terms of the overall strategy use, there was no significant difference with gender (t=1.824, p<0.185) at the significant level of p≤0.05 with a df=508 while gender. According to the results of six subcategories of language learning strategies respectively, significant differences did not exist in the use of memory strategies, cognitive strategies, compensation strategies, and affective strategies by gender (t=.904,.926, .9671.315,p>.05). However, significant differences existed in the use of metacognitive and social strategies (t=3.469*,3.365*,p<.05). Consequently, male learners reported using metacognitive and social strategies more often than did female respondents. In terms of individual strategy items, metacognitive strategies appeared better predictors of the relationship between strategy choice and gender. Cognitive and Compensation strategy items did not show any significance at all. The study therefore recommends that the most preferred strategies (metacognitive and social) should form the core of strategy training. Second, the society in general and all stakeholders should strive to achieve gender balance inside and outside the classroom/lecture halls and in the teaching/learning resources.
Taboo and secular education: The engagement towards environmental conservation in Africa
(2017-12) Ahaya, Ochieng'; Wepukhulu, Risper N.
The paper presupposes that the secular conception inherent in Western science as part of the general colonial baggage to Africa, has presented a clash of worldviews for Africa; Western versus African, and in essence a form of civilizational clash. The resultant encounter has not largely integrated, but instead, through a secular lens, partly ignored African ways, and partly displaced the African structures. One particular area where this ignorance gained currency was in the colonial, and post-colonial educational policies in general, and the environmental conservation policies in particular. While attributing the environmental woes in Africa to this ignorance and displacement of traditional structures, this study upholds the potential role of traditional African educational strategy for children in its employment of taboos towards environmental conservation. The paper examines the renewed interest on traditional African taboos from a general conceptual framework of hypothetical consonance and its relevance in the treatment of the relationship between religion and Western science today. This approach discourages the dogmatism from both the theologian, and the Western scientist hence has the potential for a more fruitful interaction. The expected result from the engagement should be a unique educational phenomenon which is functional in the African context; “a Western scientific education laced with the superstition of the traditional African life.
Selection and utilization of hypermedia in pedagogy of hearing impaired students in Kenya
(2017-12) Obondo, Gaudence.; Kafwa, Nabwire Violet.; Kiprop, Too Jackson.
Hypermedia has modified the pedagogy. Learning happens in situations, while technology focuses on the settings and programs which make learners be involved. This paper aims at investigating; influence of integrating hypermedia pedagogy of hearing impaired students and the benefits of selection and utilization of hypermedia technology into the classroom. The study has been done to incorporate technology in classrooms based on the constructivist structure context. Constructivism explains that learners construct their own knowledge and are active participants. The study assumed a pragmatic research paradigm adopting mixed methods using quasi experimental approach involving Solomon four nonequivalent control group design. Simple random sampling procedure was used to obtain four schools, two for experiment and two for control group. Data collection instrument was questionnaire. Data were analyzed using descriptive statistics which included; mean, standard deviation, frequencies and percentages. The hypothesis was tested using inferential statistics which was Chi-square. The results of the study showed that use of hypermedia had positive effect on motivation, retention, enjoyment, knowledge construction and self-directed learning. Secondly selection of hypermedia depends on its effectiveness. The findings of this study may create awareness and need for integrating hypermedia in teaching and learning which emphasize on studentcentered approach, and helping learners to focus attention that promotes teachers’ instructional technique. The following recommendations were made; review of curriculum and digitize HI content, improve ICT infrastructure and facilities.
Use of life themes Pedagogy and its influence on performance in christian religious education (CRE) in secondary schools in Kenya
(201-12) Naliaka, Edith.; Wanyonyi, David.; Mukwa, Chris.
The purpose of this study was to assess the teachers’ use of life themes pedagogy and its influence on performance in Christian Religious Education (CRE) in Secondary Schools in Kenya. The objectives of the study were: to find out how each of the four steps of life themes pedagogy (Human experience, Biblical Experience, Explanation & Application & Response) influence performance in CRE, and, to investigate the challenges in the use of life themes pedagogy in the implementation of CRE curriculum in Secondary schoolsin Kenya. The study was guided by Social Development Theory by Vygotsky, constructivist Theory by Brunner and Situated Learning Theory by Lev. The study employed descriptive survey design. The study used stratified sampling to select the schools and purposive sampling to select both students and teachers of CRE. Questionnaires, interview guide and document analysis were used for data collection. The total number of respondents was 454. Descriptive and inferential statistics were used to analyze the data. The data was analyzed both quantitatively and qualitatively using Statistical Packages for Social Sciences (SPSS) version 22.0. Reliability of research instruments was checked using Cronbach's alpha which was 0.85 and above thus was reliable enough, whereas construct and content validity was checked by the teaching faculty. Data was summarized using means and standard deviation and presented using frequency tables and charts. The study revealed that teachers of CRE used life themes pedagogy and the steps had an influence on performance in spite of the challenges they faced. Some of the challenges were that the pedagogy was time consuming and the syllabus was very wide. The findings of the study are hoped to benefit Ministry of Education in designing plans that would ensure that CRE teachers are adequately prepared to embrace life themes pedagogy. In the field of education, it will add literature to what already exists as well as create gaps for further research. For the teachers of CRE the study will help them to improve their skills in the use of the pedagogy and on the need for making students’ real life experiences the basis for teaching Christian Religious Education hence lead to improved performance in the subject. The study therefore concludes that use of life themes pedagogy is crucial in ensuring better performance of CRE and hence it is strongly encouraged in the teaching of the subject.
Ethical leadership: A theoretical analysis of kenyan ethical climate
(2017-12) Wepukhulu, Rispah N.; Namasaka, Purity N.
Kenya has in the recent past found itself up the ranks of corruption. This is based on the 2016 Global Economic Crime survey by Price Waterhouse Coopers, comparing economic crimes in a sample of 115 countries in which Kenya achieved a rank of three as the most corrupt country in world after France and South Africa. Is this a course of celebration that we soon have to fight just a bit more to attain the ‘medal’ of corruption? It’s a likely scenario given the web of corruption that has entangled all facets of the Kenyan society from crucial arms of government to local administrative units in villages to private sectors leaders and is slowly being manifested in the new generations. It has become our way of doing things, it’s our Kenyan culture. Even with the endless efforts from anti-corruption agencies and regulatory laws to stifle corruption, it’s a culture we just can’t get over. Why? The prevailing Kenyan ethical environment provides the basis of a theoretical analysis of ethical leadership bringing forth the aspect of complexity in the nature of ethical leadership. The paper further highlights that it’s beyond the bad apple analogy and corruption is more of a systemic problem applicable to the bad barrel analogy. Nonetheless, the paper acknowledges that in a society where trust and integrity remains a mirage, ethical leadership is at the core of cultural transformation. The possible recommendation to the Kenyan society as a whole and specifically to the Kenyan anti-corruption agencies are provided as possible solutions to tackling the vicious web of corruption in Kenya.
Teacher qualification and primary school academic achievement in Khwisero sub county, Kenya
(KIBU, 2018-09-03) Maiyo, J.K; Akharunda, S.B.; Ndiku, J.K.
Teachers have a crucial role in improving learning outcomes. Since quality differs by teacher, their potential impact on student outcomes may also differ. This study explored the relationship between teacher qualifications and school academic achievement in Khwisero Sub-County, Kenya. The study was carried out in Khwisero Sub County which had 61 public primary schools. The study utilized an Ex post facto research design since it allowed the researcher to investigate many relationships in a single research project. The target population comprised of all the 670 primary school teachers and head teachers in the 61 public primary schools in Khwisero Sub County. This was a census because the sub county had only 61 primary schools. Five teachers who handled the 2013 class eight candidates in each school were included in the study since there are five examinable subject areas in the Kenya Certificate of Primary Education (KCPE) examination were not directly included. Data was collected through questionnaires which were filled by the Head teachers and also document analysis was carried out on analysed KCPE 2013 results. The instruments validation exercise was done by the supervisors. Reliability of research instruments involved the use of a test-retest technique at r =0.7. Data were analyzed both descriptively(means, percentages) and inferentially The findings of the study showed that the P1 teacher, S1/Diploma teacher, Approved Teacher Status and the number of class eight streams were had an effect on the school KCPE means scores. It was recommended that the Teachers Service Commission should check on the rush for degrees by primary school teachers with the hope of better pay as this had a negative impact on the schools KCPE mean score in the Sub-County.
An assessment of quality assurance on academic performance in public primary schools in Kenya
(201-12) Maiyo, J.; Ngina, J.; Wetiba, J.
The core function of the directorate of Quality Assurance and Standards is ensuring Quality education. Despite the government’s effort in strengthening the department, it is still wanting. The main objective of the study was to carry out an assessment of quality assurance on academic performance in public primary schools in Lugari Sub-county. The study was based on the Structural Functionalist Theory. The research adopted a descriptive research design whereby mixed research methodology was utilized in collecting both qualitative and quantitative data. The study targeted 5 education officials, 45 head teachers, 45 deputy head teachers and 350 teachers all making a target population of 445 people. Stratified sampling technique was used to sample 14 head teachers,14 deputy head teachers , 105 teachers and purposive sampling technique was used to select education officials all making a sample size of 135 people. Interview schedules were used to collect data from education officials. Questionnaires were used to collect data. Data collected was analyzed using both inferential and descriptive statistics. The study found that QASOs were not visiting schools physically and regularly. It was also found that the QASOs did not have enough time with the teachers to discuss the strengths and weaknesses observed during their visits to schools. The study found that QASOs did not organize seminars and workshops for teachers on curriculum implementation and at the same time they concentrated on administrative issues whenever they visited schools. The study recommended that QASOs should organize regular seminars and workshops to update teachers on the current teaching methods. There was need to improve the pupils’ learning environment by providing enough sanitation facilities, relevant textbooks, enough and secure classrooms.
Efficacy of kinesthetic instructional resources utilization on students’ performance in biology in secondary schools in Kenya
(201-12) Munene, Titus S.; Mutsotso, Stanley N.; Masibo, Edwin NM.; Wanjala, Robert N.
Educators propose a wider range of stimulating and exciting materials to be used in teaching the concepts outlined in the curriculum to ensure that learners are actively involved in the learning process. The purpose of this paper was to investigate the efficacy of kinesthetic instructional resources utilization on students’ performance in biology in secondary schools in Bungoma Central Sub- County in Kenya. The objective of this paper was to assess the availability of the wide range of kinesthetic instructional resources used in biology in secondary schools. The study was conducted in Bungoma Central Sub-County. Descriptive survey design was utilized in this study. The target population was the teachers of Biology; Laboratory Technicians and form three students in the secondary schools in Bungoma Central Sub- County. Stratified random sampling was used to select the schools from which respondents were picked. Purposive sampling was used to pick Biology teachers and laboratory technicians while simple random sampling was used to select students in the sampled schools. Data was collected using questionnaires, document analysis and observation schedule. Data was then analyzed using descriptive statistics. The study findings show that the predominant kinesthetic instructional resources available in most schools were black and white photographs and in some schools, these could only be accessed from the prescribed course books. The study also found that, most teachers, students and laboratory technicians perceived that the use of kinesthetic resources mainly coloured photographs simplified learning of biology and that they provide a better alternative to real specimen as they present the virtual reality of the latter. The conclusion made from this paper was that students need constant interaction with the subject teacher to develop the skills, attitude and knowledge about the photographs presented to them

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