Browsing by Author "Ogembo, O. J."

Now showing 1 - 3 of 3

Cultural artefacts and biology instruction in public secondary schools in Meru South Sub-County, Tharaka-Nithi County, Kenya.
(Chuka University, 2024) Daniel, G. M.; Noel, O. U.; Ogembo, O. J.
Biology education in Kenya has been characterized by persistent poor performance in national examinations. The persistent poor performance in Biology is attributed to lack of adequate and appropriate teaching and learning resources due to limited financial resources in most public schools. In the absence of adequate resources, Biology teachers have been encouraged to use community resources within their surrounding including cultural artefacts for instructional purposes. To date however, minimal empirical literature specifically has addressed the types of cultural artefacts on Biology instruction exist. This study therefore sought to address the existing knowledge gap by assessing the types of cultural artefacts on Biology instruction with a specific focus on public secondary schools in Meru south sub-county. The study was based on Constructivist learning theory and socio-cultural theory, and applied a descriptive survey research design. The target population was heads of Biology subject, Biology teachers and forms four Biology students. The sample size of 351 respondents was determined using the sample table developed by Krejcie and Morgan. Data collection instruments were a questionnaire and interview schedule for heads of Biology subject. Expert opinion was used to establish validity and reliability. Data obtained was analyzed using descriptive and inferential statistics with the aid of Statistical Package for Social Science (SPSS) version 26 computer software. The study findings showed that bones from skeletons of animals, beads and necklaces, wood carvings and skins, stones, mud huts, clay pots, baskets and basketry, music instruments and iron metal are some of the cultural artefacts that are available for used in Biology instruction with varying degree. It is therefore recommended that Biology teachers be encouraged to enhance the use of artefacts in instruction as well as teachers and students to be sensitized on the positive outcomes of using the artefacts as instructional materials.
Influence of selected parental factors on their involvement in their children’s learning literacy skills in lower primary schools in Mathira West, Nyeri County, Kenya
(Chuka University, 2024) Muriuki, N. C.; Ogembo, O. J.; Ituma, G. M
Involvement of parents in their children’s education is of paramount importance for academic and moral development of a child. Parental involvement is however affected by many factors. This study focused on the influence of selected parental factors on their involvement in children’s education specifically learning of literacy skills in lower primary school. Specifically, this study focused on the influence of selected parent’s personal characteristics, the influence of parent’s socio-economic status, the influence of family type and the influence of family size on a parent’s involvement in their children’s learning of literacy skills at lower primary school. The study was conducted in Mathira West-Sub- County, Nyeri County, Kenya. It adopted a descriptive survey research design with a target population of 2882 respondents. Quantitative data was collected using questionnaires from 297 parents with children in lower primary school and 36 lower primary school teachers. A structured interview was also conducted with 12 head teachers. Quantitative data collected was analyzed using descriptive and inferential statistics. Qualitative data from interview was analyzed thematically. Descriptive statistics including frequency and percentages as well as mean and standard deviation was used to describe the relationship between the variables while Chi Square was used to test the influence of independent variables on the dependent variable at 95% level of confidence based on the objectives. Results obtained showed that parent’s age, their level of education, family monthly income and family type significantly influences parent’s involvement in their children’s learning of literacy skills. It is therefore recommended that the Ministry of education actualise implementation of parental empowerment and engagement policy to enhance parents’ capacity for involvement in their children’s learning. School Management should organise sensitization seminars to help improve the capacity of parents to be involved in their children’s learning. Class teachers on their part should foster a more positive approach towards parental involvement in their children’s learning to help encourage less involved parents to get more involved.
Relationship between delocalized principals’ transformational leadership and institutional performance among public secondary schools in the Lower Eastern region, Kenya
(Chuka University, 2024) Mawira, M. S.; Jagero, N.; Ogembo, O. J.; Kimanthi, P.
The study determined the relationship between the delocalized principals’ transformational leadership and institutional performance in public secondary schools in the lower Eastern region Kenya. It was informed by the need to illustrate the extent to which implementation of delocalization policy has contributed to improved institutional performance. Transformational leadership theory, path-goal theory and contingency theories provided theoretical underpinnings of the study. It adopted descriptive cross sectional survey design and correlational research design. Multistage sampling was used to select 144 Principals, 144 senior teachers and 6 educational officials from 1086 subjects. Questionnaires and interview schedules were used to collect data from sampled respondents. Qualitative data obtained was analyzed thematically while quantitative data was cleaned coded and analyzed descriptively and inferentially with the aid of the Statistical Packages for Social Sciences (SPSS) version 26.0 computer software. Frequency and percentages were used to describe the existing relationship between the variables while hypothesis were tested using regression analysis at 95% level of significance. The study established that there is a positive and significant relationship between idealized influence, inspirational motivation, intellectual stimulation as well as individualized considerations and institutional performance. Ultimately, study illustrated that there exists a positive and significant relationship between transformational leadership as implemented by the delocalized Principals and institutional performance of their schools. It is therefore recommended that TSC should formulate and implement best practices of delocalization to enable education stakeholders reap its inherent benefits. Ministry of Education (MOE) should organize training workshops for Principals on best practices for implementation of transformational leadership.