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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.
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.
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.
A Comparative Analysis: Use of Visual Aids for Instruction in Kenya
(International Journal of Applied Science and Research, 2019-09-17) Wamalwa, Peter W.; Mutsotso, Stanley N.
Effective and Efficient construction of knowledge, skills and attitude in an attractive, interactive, engaging appealing and fashionable learning for Equity, Quality and Relevance of education is a concern by many scholars. This is due to rapid emerging developments in education and the modern world. Among these developments are the increased demands for relevant and quality education. These developments are putting undue pressure on education and as a result has brought into focus the most demanded for and yet elusive aspects of education – use of visual aids in Kenya, policy and practice. It is in the context of this focus that this paper interrogates the present topic. Visual learning resources enhances cognitive and retention abilities among learners for effective and efficient learning. This paper discuss historical background of Visual aids in Kenya; legal framework on visual learning materials; comparative analysis of forms of visual aids for learning, role of visual resources, criteria for selection of visual resources, management of visual resources in Kenya, challenges in using visual resources and, conclusion.