Department of Education

Permanent URI for this collectionhttps://repository.chuka.ac.ke/handle/chuka/248

Browse

Now showing 1 - 11 of 11

Influence of Student Councils Participation in Conflict Resolutionon Management of Public Boys’and Girls’Boarding Secondary Schools,Nyeri County,Kenya
(Journal of Education and Practice, 2018) Muthui,Eustace Murage, Muthaa,George M.,Barchok K. Hillary,Wamukuru,David K.
The purpose of this study was to determine the influence of students’ council’s participation in conflictresolution on management in boys’ and girls’ public boarding secondary schools. The study adopted the descriptive survey and correlation research designs. The study was conducted in 12 boys’ and 12 girls’ public boarding secondary schools in Nyeri County that were identified using purposive sampling technique. A sample of384 respondents was used. Data was collected using questionnaires. Data was analyzed usingboth descriptive and inferential statistics. The study found that participation of student council in conflicts resolution had statistically significant influence on management of public boys’ and girls’ boarding secondary schools. The study concluded that a unit increase in participation of student councils in conflict resolution enhances school managementbya factorof0.887.Thestudyrecommendedthatthereisneedtoenhanceguidanceandcounseling among students, organize forums to train student councils on conflict resolution strategies and promote moral behavior and characters in order to be trusted in resolving conflicts among students.
ProspectiveTeachersProclivitiesinRegardto Teaching Practice as Part of Teacher Training
(International Journal of Innovation and Research in Educationa lSciences, 2018) Njagi,Mercy Wanja
Teaching practice occupies a key position in initial teacher education programme. Teaching practice provides the prospective teacher with practical experience in a school to put theories into practice. In order to achieve the standards required for qualified teacher status, a student teacherisrequiredtoundertaketeachingpracticeatleastone schoolterminKenyahenceteachingpracticeis anobligatory requirement, transformative experience and of great importance to trainee teacher. During the teaching practice the student teacher applies the fundamental procedures, techniques and methods of teaching, even the philosophy of education learned theoretically in the classroom. Thus the trainee teacher undergoes practical use of teaching methods, strategies, techniques and exercise of different activities of daily school life. The purpose of the study was to investigate the student teacher readiness for teaching practice and experience during teaching practice. The study also explored the student teachers disposition of teaching profession after teaching practice. The study adopted descriptive research design. The participants were purposively sampled from fourth year Bachelor of Education students from universities inKenyawhereasampleof132studentswasused.Thefinding ofthisresearchrevealedthatteacherpreparationisadequate, studentteachersfacechallenges duringteachingpracticeand that majority intend to join teaching profession after the course. The findings of the study may provide added knowledgetoteachertrainerstoprepare,adjustandimprove on their primary responsibility of preparing the prospective teachers.Thefindingsmayhelpteachereducationinstitutions tounderstanddiversity, intensity,complicacy andrichness of teaching practice as an integral component of teacher education programme in order to provide quality and enriching teaching practice session to train competitive educators.real school situation. Since teaching practice is an immanent component of teacher training and play a significant role in the preparation of prospective teachers thenitmustbedesignedtoenablethestudentteachertoac-
Influence of church based education circumcision programmes on male initiates’ attitude towards responsible adulthood: a case of Meru County, Kenya
(Chuka University, 2018-08) Kamoyo ,John Mwithalii,Nyaga.Veronica Karimi
The study examined the influence of church based education circumcision programmes on male initiates’ attitude towards responsible adulthood in Meru County of Kenya. The study employed the descriptive survey research design. Purposive and simple random sampling techniques were used to select a sample size of 280 respondents comprising of 250 male initiates, 25 day care parents and 5 circumcision program organizers. Questionnaires and interview guides were utilized as research instruments for collection of the required data. Frequencies, percentages, means and Chi-Square test statistics were used to analyze quantitative data by use of SPSS version 21.0. Qualitative data from open ended question items in the questionnaires as well as responses from the interviews were thematically analyzed. The findings revealed that church based education circumcision programs inculcated positive attitudes towards responsible adulthood among male initiates. It was recommended that ICT resources be integrated in the education circumcision programs to make it relevant to the modern generation.
Effect of strategic direction on the performance of technical training institutions in Meru County, Kenya
(Chuka University, 2018-10) Muthaa ,George Mungiria
Organizational performance is important in justifying its existence and resources allocation. To enhance performance, Strategic direction has been identified has useful in promoting organizational performance. For Technical Training Institutions to achieve their core mandate in human resource training, the Government has emphasized on their development and implementation of strategic plans. Technical Training institutions have been operating with strategic plans for at least the last ten years; however no systematic study has been carried out to investigate the influence of these strategic plans on the performance of the institutions. The current study sought to investigate the effects of the strategic direction on performance in respect to enrolment, resources, quality and efficiency. The study used the cross sectional descriptive survey research design. Questionnaires were used for data collection. Instruments were tested for reliability by use of the cronbach’s alpha and a correlation coefficient of 0.75 was obtained. Validity of instruments was ensured by use of peer reviewers and research experts. The researcher personally administered the instruments; this helped in realizing a high return rate. Data was analyzed by use of both descriptive and inferential statistics including frequencies, percentages, means and the regression analyses and presented by use of tables and figures. The study established that the strategic direction had significant influence on the performance of technical training institutions. The introduction of the government policy has a moderating variable improved the model on organizational direction. The researcher recommends the alignment of the institutional philosophy, priorities, innovations and collaborations to the institutional strategic direction which could improve the performance of Technical Training Institutions.
Forest Conservation and Utilization in Embobut,Cherangani Hills,Kenya
(Science publishing group, 2019-01-01) Rotich,Brian
Embobutforestisaconstituentblockofthe Cheranganihillsecosystem, whichentailsthe five major watertowers in Kenya and home to the indigenous hunters and gatherers-the Cherangany/Sengwer community. This study aimed at investigating forest utilization and conservationinEmbobut, Cherangani hills in the westernpart ofKenya. Data was collected usingquestionnaires, FocusGroup Discussions(FGDs) and KeyInformantInterviews (KII) and analysisdone usingMicrosoft office excel 2013. A total of 42 respondents living inside and within a radius of 5 Kilometers fromthe forest were sampled for the study. Research findings indicated that 95.2% of the respondents benefited from the forest with fuel wood being the most harvested forest product (71.4%). Honey (26.2%) and herbal medicine (21.4%) were the second and third most harvested productsfromthe forest. Other benefitsand productsobtained fromthe forestincluded grazing, buildingpoles, wild fruits, and bush meat. Despite the conservation efforts by community members and the Kenya Forest Service (KFS), a number of conservation challenges existed in the study area including illegal grazing, illegal logging, charcoal burning, forest fires and encroachment into the forest. The researcher therefore recommends the Implementation of the Cherangani hills ForestStrategic Management Plan (2015-2040) to address the existing challenges. Integration of the indigenous communities into the political processes especially around land-use issues and forest management will also be critical to ensuring their future well- being while concurrently achieving conservation goals.
Effect of Discovery Teaching Approach on Scientific Creativity Amongst Students of Chemistry In Public Secondary Schools In Imenti North Sub-County, Kenya.
(Chuka University, 2019-09) Ikiao, Edward Karithi Kirianki
The Chemistry curriculum in Kenya anticipates production of learners who possess scientific creativity abilities of sensitivity, Recognition and Flexibility to solve day to day life. Approaches of teaching chemistry ought to promote Scientific Creativity amongst Chemistry students. In spite of this, level of Scientific Creativity amongst secondary school Chemistry students has remained low. This is attributable to the teaching approaches in use. The current study investigated the effect of Discovery Teaching Approach on Scientific Creativity amongst students of chemistry in Public Secondary schools in Imenti North Sub-county. The study is based on Gardiner‟s Theory of Multiple Intelligence and Okere‟s model Scientific Creativity. The study used Solomon-Four Non-Equivalent Control Group Design. The study was conducted in four County Girls‟ Only Public Secondary Schools. Purposive sampling technique was used to select the participating schools. The target population was all the students in Public Secondary Schools in Imenti North Sub-County. A sample of 186 Form Three students participated in the study. Chemistry Creativity Test (CCT) and Chemistry Class Creativity Observation Schedule (CCCOS) were the research instruments. Validity of the tools was ascertained by high school chemistry teachers who are examiners with the Kenya National Examinations Council (KNEC) and Chuka University lecturers in the Department of Education who are experts. Piloting of the tools was done in Public Secondary Schools of similar characteristics in the neighboring Imenti South Sub-County. Kuder-Richardson Formula (KR-21) was used to determine the reliability of the instruments by use of the formula [n/n-1)*[1-(M*(n-M)/(n*Var))]. The average reliability coefficient of 0.80 was obtained for the two instruments. Descriptive and inferential statistics were used for data analysis. The objectives of the study were to determine the effect of Discovery Teaching Approach on students‟ Sensitivity to chemistry problems, Recognition of relationships and Flexibility in reasoning when solving Chemistry problems. Three null hypotheses were generated and tested at α=0.05 level of significance. Data was analyzed using Statistical Package for Social Sciences (SPSS) computer software version 22. The results showed that there was a significant difference in Scientific Creativity when Discovery Teaching Approach was used as compared to Traditional Teaching Approaches. The study concluded that Discovery Teaching Approach improved Scientific Creativity in Chemistry amongst secondary school students. The findings of the study would be significant to the curriculum developers at Kenya Institute of Curriculum Development (KICD) and the teachers on the approaches to use when implementing the chemistry curriculum. They will also be useful to universities in planning teacher training curriculum and form basis for further research in teaching approaches that enhance scientific creativity amongst learners in other subjects in secondary school science curriculum.
Effect of Computer Assisted Teaching Strategy on Students’ Academic Achievement And Motivation in Biology in Public Secondary Schools in Baringo County, Kenya
(Chuka University, 2019-09) Cheruiyot, Gilbert Langat
Biology is a branch of science studied at secondary school that lays the foundation for careers in medicine, education, agriculture, environment, and biotechnology important in industrial and technological development. Despite the importance of biology in the society, its achievement in Kenya Certificate of Secondary Education has been low, as indicated by the low academic scores of the students. This low achievement could be attributed by factors that could include inappropriate teaching strategy and lack of mastery of concepts by the students. The purpose of study was to determine the effect of integration of Computer Assisted Teaching Strategy (CATS) on student academic achievement and motivation in Biology in public Secondary schools in Baringo County. The study used Solomon Four-Quasi experimental design. Purposive sampling was used to select eight extra-County Secondary schools in Baringo. Stratified random sampling technique was used in selecting sample schools for the study. The researcher sampled 324 biology students from the stratified selected extra County secondary schools. In selected schools with more than one stream, simple random sampling was used to sample form three biology students and assigning them experimental and control group. The experimental groups were manipulated by exposing them to Computer Assisted teaching strategy while the control groups were taught using the traditional teaching strategy. The research instruments that were used to collect data included; Biology Achievement Test and Biology Motivation Questionnaire. The instruments were piloted to establish the reliability. Reliability of the research instruments was determined by using split half method and correlation coefficient was determined by using Spearman Brown prophecy formula. The Reliability coefficient for the instruments was 0.704 and 0.709 for BAT and BMQ respectively with the overall reliability coefficient being 0.706 that was considered suitable for the study. The data obtained was analyzed descriptively using frequencies, percentages and inferentially using Analysis of Variance and t-test. The hypotheses of the study were tested at 0.05 level of significance. The validity of the research instruments was determined by incorporating the expert judgment from the biology teachers and supervisors. The findings of the study showed that integration of CATS enhances students’ achievement in biology. Additionally the findings indicated that the strategy positively influence student motivation in biology. Further the findings shows that there is statistical significance in students’ academic achievement based on gender. Similarly, statistical significance was reported in student motivation based on gender when exposed to CATS. From the findings of the study CATS is effective in improving student academic achievement and enhances motivation in biology. The study findings will be beneficial to curriculum developers at Kenya institute of curriculum development in formulation of policy and guidelines for integration, planning and implementation of CAT in school curriculum in order to enhance learning and improve student achievement and motivation. Therefore, biology teachers should incorporate the computer teaching strategy in teaching in order to improve academic achievement and motivation in biology.
Impact of Teacher Performance Appraisal on Teaching and Learning in Secondary Schools in Maara Sub County Tharaka Nithi County, Kenya
(Chuka University, 2019-09) Kamau, Lydia Njeri
Teaching and learning involves mastering abstract principles, understanding proofs, remembering factual information, acquiring methods, techniques and approaches, recognition, reasoning, debating ideas, or developing behavior appropriate to specific situations; it is about change. Raising teacher performance is the policy direction most likely to lead to substantial gains in student learning. The objective of teacher performance appraisal is to enhance teaching and learning. However, despite the elaborate process of teachers performance appraisal put in place by the TSC, the students‘ academic performance of Maara sub-county in KCSE has been on the decline, this raise the question on whether teacher performance appraisal has impacted on teaching and learning. The study sought to determine the impact of teachers‘ performance appraisal on teaching and learning in Maara Sub County, Tharaka Nithi. The study was guided by Cognitive theories of learning and Taylors Performance monitoring theory. The researcher adopted descriptive survey design and correlational research design. Descriptive survey was used to investigate the status and condition of teacher performance appraisal while correlational design was useful to test for relationship between the independent and dependent variables. The target population was 533 subjects comprising of 49 principals, 483 teachers teaching in 49 public secondary schools in Maara Sub-county and 1 Quality Assurance and Standards Officer (QASO). Stratified sampling was used to select 35 schools, the principal of each of 35 schools were purposively selected since they were the immediate supervisors and acted as appraisers. From the 35 schools selected, 6 teachers from each school were selected randomly giving a total of 210 teachers who took part in the study. The QASO was purposively selected given his role in teachers‘ performance appraisal. Questionnaires for teachers and head teachers were used in collection of data. An interview schedule was used for the QASO. A pilot study was conducted in five schools in the neighboring Chuka Igambang‘ombe sub County which has similar. A Cronbach‘s Alpha coefficient was used for reliability testing revealed a reliability coefficient of 0.806 hence data was considered reliable for the research. Data collected was both qualitative and quantitative. Analysis of Quantitative data collected was aided by SPSS programme Version 23.0. Data analysis was done using inferential statistics and results were presented in cross tabulations, frequency and percentages. Pearson‘s correlation and linear regression analysis were used in analysing data. The results obtained implied that there was a significant relationship between target setting, documentation, classroom observation and teaching and learning in secondary schools in Maara Sub-county. It was found out that learners need to be involved in the target setting activity, that there is need to digitize the documentation process and large class sizes adversely affect teaching and learning in secondary schools in Maara Sub-county. The researcher recommends that the Government should carefully design coherent formats for target setting and instructional strategies to be followed from start to finish, government and school administration should digitize the documentation required to be prepared by teachers and Government and other stakeholders need to prioritize reducing the current large class sizes which can be achieved by construction of more classes and employing more teachers. The study will be significant to the policy makers, TSC, teacher training institution, teachers and teacher trainees by providing useful information enabling them to make informed decisions.
Relationship Between Subsidized Secondary Education and Students Participation in Public Secondary Schools in Wajir East Sub-County, Wajir County, Kenya
(Chuka University, 2019-09) Kasai, Hassan
The Kenyan Government began implementation of funds for subsidization of secondary education in the year 2008 as a way of reducing education cost to ensure parents have increased affordability to education. The Kenyan Government disbursed 2.9 billion to cater for funds for subsidization of secondary education and allocated Ksh 22,244 per learner in both day and boarding secondary schools to cater for operation and tuition costs. However, from its inception, there have been many concerns raised on whether its execution has any impact on learner’ participation in secondary schools. In spite of introduction of Funds for subsidization of secondary education to enhance access, completion and rate of retention of student, secondary schools in Wajir East Sub-County, declining levels of secondary schools ‘rate of completion continue to be reported. The objective of this study was to find out the relation that exists between funds for subsidization of secondary education and the rate of learner completion in schools. The study applied a correlational research design. The populationtargeted in this study was drawn from 14 secondary schools, comprising of learner, teachers and principals together with the Sub-County Directors of Education totaling to 2031.Sub-County Director of Education was selected using Purposive sampling method, while simple random sampling was used to employ to choose 14 principals and 59 teachers and 182 learners. Thus, the sample size was 256 respondents. The data collection tools included the questionnaire and an interview schedule. A pilot research was carried out in two schools sampled from neighboring Wajir West Sub-County.The instruments validity was ensured by expert judgment of the supervisors. The reliability of the instruments was ensured using the Test-re-test method. The reliability test on the Principals and teacher’s questionnaire yielded score of 0.851. The learner’s questionnaire as well as the interview schedule used for Sub-County Director of Education showed a reliability score of 0.820 and 0.812 respectively, thus deeming the instruments reliable. Qualitative data that was collected was coded, tabulated and analyzed with use of (SPSS); version 21.A Chi-square (χ²) test of independence was employed to test the Hypothesis at a significance level of 0.05.The information obtained of the study revealed that government funds for subsidization of secondary education funds were adequately catering for all learners to access secondary education. However, more SSE funding was still required to increase learner’s access to secondary education of children from poor families. Through funds for subsidization of secondary education fund, the rate of retentions of completion had improved significantly. The main challenge of SSE fund was that it was distributed to schools according the learner enrollment in the schools, a method that disadvantaged the schools with few learners and favoring already established schools that had many learners. Timely disbursement of SSE funds influenced learner’s rate of completion. Through SSE fund, learners dropouts had reduced significantly over the years as learner do not miss exams nor do they drop out of school due to lack of unaffordable education. The study recommends that the Kenyan government through Education Ministry should diversify and increase the education subsidies sent to secondary schools as the study revealed that they were not adequate to enhance learner’s participation fully in secondary schools in Wajir East Sub-County. The government of Kenya should ensure that more funds are allocated to schools. This will enable them expansion of school facilities to cater for increased student population in the secondary schools.
Factors Affecting The Completion Rate of Boys in Public Day Secondary Schools in Mbeere South Sub County, Embu County
(Chuka University, 2019-09) Ndegwa, David
The government of Kenya introduced Free Day Secondary Education (FDSE) with a view to increase secondary school education access and raise completion rate of students who were initially deemed unable due to high cost of secondary education. Despite this, a number of students fail to complete education. The purpose of this study was to determine the completion rates of boys in public day secondary schools against the backdrop of the FDSE in Mbeere South Sub-county. The study aimed at establishing home, school and social factors that affect completion rate of boys in public day secondary schools in Mbeere South Sub County. The target population was 2590 students in day secondary schools, 25 principals and 220 teachers. A sample of 338 respondents, comprising of 10 principals, 120 teachers and 208 students in form two, three and four were used in the study. The respondents were randomly and purposively selected. Students were randomly selected. The principals, guidance and counseling and deputy principals were purposively selected. The other teachers, were randomly selected. Correlation research design was used to show the relationship between the selected factors that influence boys‟ completion rate. The study employed two theories: The Classical Liberal Theory of Equal Opportunity and Herzberg‟s Two Factor Theory. Questionnaires were used to collect data from the students and teachers while interview was used for the principals in the sampled schools. Pilot study was conducted in Embu West sub-county, which has similar environmental characteristics as Mbeere South Sub-county to test the reliability of the research instruments before the actual data collection. Twenty-eight students and twenty-three teachers were involved the pilot study. The reliability coefficient obtained was 0. 753. which is an acceptable reliability coefficient. Validity of the research instruments was improved by expert judgment of supervisors from Chuka University. Descriptive statistics used was frequencies, mean, percentages and standard deviation. The Statistical Package for Social Sciences (SPSS) version 23.0 computer software program was used to analyze the data. Completion rate was rated as good though some students had failed to complete secondary education. On average both students and teachers observed that home related factors did not affect the completion rate but it was affected by school related factors as attested to by the majority of the teachers and students respectively. On social factors majority, and of teachers and students said that completion was also affected by social factors. These are; family economic status type, gender and education level of household and size of the family. School related are principals‟ administration style, curriculum, provision of learning facilities, teacher student interaction and bullying. Social factors such as drug and substances abuse and negative peer influence. The study is significant since it can help school administrator, teachers, parents and policy makers on what should be done to improve the completion rate. The study recommended that the government should waive all the levies charged students in public day schools in arid areas like Mbeere South, enforce Education and Children Acts that regulate education provision in Kenya. The financial aid given to needy students should be decentralized as it does not sometimes benefit since it is riddled with politics and to some extent corruption. Teachers in public schools should be equipped with pedagogical skills to cater for learners needs in classroom.
Teachers and Students’ Perception of The Impact of Life Skills Training on Students Behavior in Secondary Schools in Maara Sub County, Kenya
(Chuka University, 2019-09) Mutegi, Mary Wawira
Cases of violence, strikes, alcoholism, drug and substance abuse, teenage suicidal tendencies and irresponsible sexual behavior among others are a continuous challenge in secondary schools in Kenya. The government of Kenya through the Ministry of Education introduced Life Skills Education (LSE), with the aim of promoting positive changes in learners‟ behavior both in primary and secondary schools. Thus, the main objective of this study was to establish teachers and students‟ perception on the impact of life skills training on students‟ behavior in secondary schools in Maara Sub –County, Kenya. The study was based on Erikson‟s theory of psychosocial stages of development and social learning theory by Bandura. The study applied the descriptive research design. The target population was 19,857 from the 54 public and private secondary schools. Schools were sampled through stratified and purposive sampling method, 22 sampled, 330 Form three students and 44 teachers were sampled through simple random sampling method. The data collection instrument was a questionnaire with both open and closed ended questions, covering the study objectives. A pilot study was also conducted in Meru south Sub- County, to ascertain the instrument‟s reliability. The validity of the instrument was improved with the help of the supervisors and experts from department of education before administering the instruments to the participants. Data was analyzed using descriptive and inferential statistics using computer Statistical Package for Social Science (SPSS) version 25. The study findings indicated that through life skill training, students are able to make right decisions, become more critical before making conclusion on matters, able to solve problems and become more assertive. The study findings will help the school administrations to emphasize on life skills training in schools to produce positive behaviour in students. Principals need to acquire relevant teaching and learning materials to make life skills training easy

Browse

Browsing Department of Education by Issue Date