Agricultural Economics, Agribusiness &Agricultural Education
http://repository.chuka.ac.ke/handle/chuka/302
2022-04-14T07:29:54ZDRAMA-BASED INSTRUCTIONAL APPROACH AND KISWAHILI LANGUAGE TEACHING AND LEARNING AMONG PUBLIC SECONDARY SCHOOLS IN CHEPTAIS SUB-COUNTY, BUNGOMA COUNTY, KENYA
http://repository.chuka.ac.ke/handle/chuka/15706
DRAMA-BASED INSTRUCTIONAL APPROACH AND KISWAHILI LANGUAGE TEACHING AND LEARNING AMONG PUBLIC SECONDARY SCHOOLS IN CHEPTAIS SUB-COUNTY, BUNGOMA COUNTY, KENYA
Kenyatta, Robinson
Effective teaching and learning process is reliant on suitable approaches used during
instructional process of a given subject area. Teachers’ effectiveness in content delivery
has a definite influence on student concept learning and retention. Language learning
is a critical facet that determines the communication aspect between the instructor and
the learner. Teaching and learning approaches used in language learning should thus be
chosen appropriately to realize educational goals in every curriculum. Learners’
academic achievement in Kiswahili language among KCSE students in Cheptais Sub
County schools has been recording below average performance for more than five
consecutive years as compared to other subjects. Poor performance has been related
partly to inappropriate pedagogies used in Kiswahili language learning. Drama in
Kiswahili language classroom offers lenses for learners to use their imagination,
encourages adaptability, fluency and communicative competence. This study was
designed to establish the use of drama-based instructional approach in teaching and
learning of Kiswahili language among public secondary schools in Cheptais sub county, Kenya. The research design used in this study is descriptive survey involving
Kiswahili language teachers and their students. Purposive sampling was used to select
public secondary schools with form three class while stratified sampling was used to
select strata schools; boys, girls and mixed categories. Simple random sampling was
then used to select form three Kiswahili students and Kiswahili teachers as participants
in the study. 342 form three students and 72 teachers were selected and responded to
the questionnaire which was a sample from 24 secondary schools with 2346 students.
Data was collected by use of questionnaires for students and teachers. The reliability of
instruments was evaluated using Cronbach alpha whereby the value of 0.89 was
attained and research items adopted for further analysis. Collected data was analyzed
using SPSS version 25.0 in terms of descriptive statistics such as percentages and mean
and inferential statistics such as chi-square to test the hypothesis at ∝=0.05 level of
significance. Frequency distribution tables was used to present the data. The findings
of this study showed that drama-based instructional approach is used and that it is
mainly used in teaching grammar and literature and that its use significantly influences
the teaching and learning of Kiswahili language. The study also established that a
number of factors exist that seems to impede use of drama-based instructional approach
in teaching and learning of Kiswahili language such as minimal time allocated to
Kiswahili language lessons, lack of resources to instruct Kiswahili drama technique and
its comprehensiveness in preparing learners to take part in drama-set activities. It is
therefore recommended that Kiswahili teachers should enhance the use of learner
centered approaches such as drama-based approaches in teaching and learning to foster
learner conceptualization and to improve performance in the subject. Specific focus be
given to other areas of the subject including comprehension and composition which
though are challenging to learners have not been given adequate focus by teachers in
use of the drama-based instructional approach and that teachers be facilitated to enable
them overcome the challenges they face in teaching and learning while using drama based instructional approach.
A Thesis Submitted to the Graduate School in Partial Fulfillment of the
Requirements for the Award of the Degree of Master of Education in
Curriculum and Instruction of Chuka University
2022-09-01T00:00:00ZA FORENSIC-LINGUISTIC ANALYSIS OF KENYA SUPREME COURT JUDGEMENTS
http://repository.chuka.ac.ke/handle/chuka/15705
A FORENSIC-LINGUISTIC ANALYSIS OF KENYA SUPREME COURT JUDGEMENTS
Ndumia, Elijah
Legal discourse has special grammatical and stylistic features which are meant to
enhance precision of the intended message. However, the same features can also create
alienation and exclusion because of their complexity. In addition, participants in the
legal process make deliberate discursive choices to legitimize their clients and
delegitimize the opposing team during litigation. This study undertook a forensic linguistic analysis of Kenya Supreme Court judgements on election petitions and civil
cases with a view to explore the grammatical modality features, examine the transitivity
processes, and to investigate the discursive features used for representation of legal
ideology. The study was guided by Halliday’s Systemic Functional Linguistics and Van
Djik Critical Discourse Analysis theories. Qualitative design was used in conducting
the research. The population for this study comprised all the judgements made by the
Kenya Supreme Court since the promulgation of the repealed constitution in 2010.
Purposeful sampling was used in the identification of eight judgements for the study;
four judgements on election petitions and four judgements on civil cases. The sampled
judgements were then downloaded from eKLR digital repository for a detailed
exposition. Data was collected through expository reading of the judgements with focus
on grammatical, lexical and discursive categories. A lexical grammatical check-list was
used in the identification of different grammatical and stylistic features as used in the
Kenya Supreme Court judgements. Thematic analysis was used to analyse the data and
to highlight the key patterns and categories of meaning in the study. Guided by
Systemic Functional Linguistics, different aspects of grammatical modality were
studied. The features that were explored under modality include deontic modality,
dynamic modality and epistemic modality features. From the study, it was evident that
the deontic modal categories are used in the Supreme Court judgements to articulate
the prescriptive nature of legal discourse. Secondly, dynamic modals verbs are used in
the Supreme Court judgements to signify ability, volition, intention and willingness
while epistemic modal categories help to articulate different degrees of belief and
conviction concerning legal issues. Various transitivity processes were also examined
and analysed. These processes include behavioural, mental, verbal, material, relational,
and existential processes. The processes are used in the Supreme Court judgements to
index the cognitive, objective, dialogic, and referential aspects of legal discourse.
Guided by CDA theory, various discursive features representing legal ideology were
also investigated. These features include use of lexical stylistic features, legitimation,
presuppositions, argumentation, interrogative forms, metaphors, precedence and
predication. These discursive features are used to enhance clarity in the judgements and
to uphold the infallible nature of the legal process. However, the features are also used
for purposes of legitimation, delegitimation and exclusion during the legal process.
Ultimately, this study offers insight on the role of linguistic choices in legal discourse
and highlights the ideological qualities inherent in legal judgements. The study adds to
existing knowledge on Forensic linguistics, Legal drafting and legal ideology.
A Thesis Submitted to the Graduate School in Partial Fulfilment of the
Requirements for the Award of the Degree of Doctor of Philosophy in
Linguistics of Chuka University
2022-09-01T00:00:00ZEFFECT OF PROCUREMENT MANAGEMENT PRACTICES ON SERVICE DELIVERY AMONG PUBLIC UNIVERSITIES IN KENYA
http://repository.chuka.ac.ke/handle/chuka/15704
EFFECT OF PROCUREMENT MANAGEMENT PRACTICES ON SERVICE DELIVERY AMONG PUBLIC UNIVERSITIES IN KENYA
Kinyua, Jennifer
Procurement in public universities in Kenya has been recognized as essential in-service
delivery since it affects how goods are procured and ensures tenders are awarded at the
right time. However, this has not been the case because even though most of the public
procurement reforms have been achieved and procurement policies and institutions are
in place, the level of quality service delivery by the universities is still low which is
seen to being contributed by poor procurement management practices. These poor
procurement management practices in the universities has affected the way they assess
their needs, carry out the tendering process and evaluate their suppliers. This study
therefore sought to determine the effect of procurement planning, tendering process,
supplier evaluation, procurement contract management and implementation of Public
Procurement Disposal Act on service delivery among public universities in Kenya. This
study was anchored by agency theory, resource-based theory and knowledge-based
theory. Descriptive research design was used. Primary data was collected using
questionnaire. The target population of the study was 31 public universities in Kenya.
The study adopted census technique. A total of 31 Head of procurement department
were the respondents. A multiple regression model was employed to bring out the effect
of each independent variable on the dependent variable with the aid of Statistical
Package for Social Sciences (SPSS) version 25.0. The hypotheses of the study were
tested using t-test while the overall significance of the model was tested using F-test at
5% level of significance. The study established a negative significant effect of
procurement planning when the procurement management practices are combined with
(regression coefficient of -0.267,p value of 0.026<0.05).Further it was found that
supplier evaluation and tendering process had a positive effect on service delivery with
a (regression coefficient of 1.048 and 0.206,P-value was 0.000 and
0.038<0.05).Procurement contract management had (regression coefficient of 0.030,P value of 0.743>0.05). The study concluded that procurement planning, supplier
evaluation and tendering process had a significant effect service delivery of public
universities in Kenya and recommends that firms should do timely procurements, do a
thorough market survey on suppliers and request for proposal and quotation. On the
other hand, procurement contract management was found to be insignificant therefore
it does not affect service delivery. The findings of the study will contribute to theory
of procurement and policy making on procurement management practices. This study
contributes to procurement discipline by providing a model that captures procurement
management practices aspects and measuring their effect on service delivery. The study
contributes to the body of existing knowledge by providing an attempt to procurement
management practices and measuring their effect on service delivery of public
universities. Following the information collected using questionnaires and analyzed,
this study will form a data mine for future researchers in this field of procurement in
Kenya. Based on the study findings it is recommended that; Companies should
encourage implementation of procurement planning for the business needs at an early
stage in order to prevent delay. for a more proactive effort from the procurement staff
and other management staff on the need for supplier evaluation to minimize incomplete
projects and measures should be put in place to ensure that firms adopt better ways of
tendering and fair evaluation of bidders to enhance continuity of projects.
A Research Thesis Submitted to the Graduate School in Partial Fulfillment for
the Award of a Master’s Degree in Procurement and Logistics Management of
Chuka University
2022-09-01T00:00:00ZEFFECTS OF STRATEGIC PLAN IMPLEMENTATION ON STUDENTS’ ACADEMIC PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN SAMBURU COUNTY, KENYA
http://repository.chuka.ac.ke/handle/chuka/15703
EFFECTS OF STRATEGIC PLAN IMPLEMENTATION ON STUDENTS’ ACADEMIC PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN SAMBURU COUNTY, KENYA
Lesiriko, Rick
Implementing a strategic plan makes an organization action-oriented, fosters enhanced
concentration and synchronization, and results in enhanced efficiency. Adoption of
strategic plans in Kenyan secondary schools has encountered varying degrees of
success based on the overall organizational performance targets. Irrespective of the fact
that the majority of secondary schools use strategic planning, the productivity has been
below standard, both nationwide and in the Northern Kenya region. There is limited
research on factors predicting strategic plan implementation and its effect on student
academic achievement, according to a survey of existing literature. Therefore, the
study’s aim was to establish the effect of implementation of strategic plan on student
performance, focusing on secondary schools in Samburu County, Kenya. The study
aimed to establish the effect of management intensity, strategic alignment to mission
and vision, strategic resource allocation, and strategic stakeholder involvement on the
academic performance of learners in Samburu County's public secondary schools. The
descriptive survey research design was employed to examine all fifty public secondary
schools in Samburu County, Kenya, from which a sample of thirty public secondary
schools was drawn. Purposive sampling was used to pick 153 participants from schools,
principals, deputy principals, heads of departments, board of management chairs, and
county quality assurance and standards officers. A questionnaire and interview
schedule were used for data collection. The instruments were piloted for construct
validity and internal reliability, respectively, to ensure their legitimacy and consistency.
Data was evaluated using descriptive statistics, such as frequencies and percentages
with the aid of the Statistical Package for Social Scientists (SPSS). At a significance
level of 0.05, the Chi-square was used to assess the study hypothesis. The outcomes
were displayed in tables and graphs. The study found a significant relationship between
strategic alignment during strategic plan implementation and the academic performance
of secondary school students in Samburu County. Also, a significant association was
established between strategic stakeholder participation during strategic plan
implementation and academic performance in Samburu County secondary schools. The
study, however, found no significant relationship between the variables, management
intensity and strategic resource allocation respectively, during strategic plan
implementation and the academic performance of secondary school pupils in Samburu
County. Hence, the study suggests that schools should establish a strategic planning
committee. In addition, the school's strategic plan implementation should match non teaching staff activities with their roles. The research also suggests that the government
and schools should budget sufficiently for the strategic plan's implementation phase.
Finally, the study suggests that there should be a greater involvement of stakeholders
in schools during strategic plan implementation to improve the outcomes of the
implementation efforts and, subsequently, school performance.
A Thesis Submitted to the Graduate School in Partial Fulfillment of the
Requirements for the Award of the Degree of Master of Education in
Educational Management of Chuka University
2022-09-01T00:00:00Z