Faculty of Education and Resources Development

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Kenyan Education System And Self-Reliance: A Decolonizing Perspective
(Chuka University, 2019-09) Murungi, James Mwenda
Education is meant to develop capacity and enhance productivity among members of society. African indigenous education systems inculcated self-reliance among members of society and every individual had a specific role. The colonial education system introduced and emphasized aspects of employment, resulting in job seekers and unemployment. In an effort to address growing mismatch between expectations by graduates and societal employment provisions, the government has undertaken reforms in the education system to promote self-reliance. Despite these efforts there has been growing concerns on the effectiveness of the current education system to inculcate self-reliance among graduates. This study sought to investigate the influence of decolonizing the Kenyan education system on self-reliance among students. The study was carried out in the universities in Kenya. This study utilized the descriptive survey and the correlational research designs. The target population for this study was 537,211 subjects made up of 520,893 students, and 16,318 Academic staff members in chartered public and private universities in Kenya. A sample size of 384 respondents made up of 60 members of academic staff and 324 fourth year bachelor of education students was selected to participate in the study. Data collection was done using questionnaires and interview schedules. The validity of the instruments was enhanced through the expert judgment of the researcher‟s supervisors, peers and other experts. Reliability of the instruments was tested by use of the Cronbach‟s Alpha co-efficient. An internal consistency co-efficient of α = 0.862 was obtained. Descriptive statistics were used for measures of central tendencies including mean, standard deviation and coefficient of variation. Inferential statistics through correlation analysis using the Pearson„s coefficient of correlation was used to measure the degree of influence of each independent variable (Decolonizing curriculum, Decolonizing pedagogical approaches, Decolonizing school environment and Decolonizing evaluation) on self-reliance. To test hypothesis, linear and multiple regression models were used to test significance of relationship between independent and dependent variables. Qualitative data from interviews was organized into themes, categories and patterns pertinent to the study. This study established that the contemporary curriculum influences self-reliance to a moderate extent and that integration of subjects that develop practical skills and nurture creativity would promote self-reliance to a large extent. It was found that the contemporary pedagogical approaches do not promote self-reliance. Changing the role of the student from a passive learner to a reflective thinker and problem solver as well as laying emphasis on practical rather than theoretical learning would enhance self-reliance. The contemporary school environment was found to have little influence on self-reliance and that an enhanced environment where teachers play the role of mentors, coaches and trainers would promote self-reliance. Embracing evaluation that measures problem solving skills and creativity rather than memory would promote self-reliance. It was concluded that Decolonizing curriculum, decolonizing pedagogical approaches, decolonizing school environment and decolonizing evaluation had significant influence on self-reliance among students in the Kenyan education system. Based on the findings of this study, the researcher recommends integration of aspect of African indigenous curriculum, pedagogical approaches, school environment and evaluation into the contemporary Kenyan education in order to promote self-reliance among students. It is hoped that the findings of this study will be useful to educational planners, policy makers, curriculum implementers and other stakeholders in promoting self-reliance among graduates from educational institutions.
Education and Ethics: A Deconstruction and Reconstruction of Kenyan Education System
(Chuka University, 2019-09) Mwanzia, Ruth Mutunge
One of the objectives of education is to promote ethical behaviour among learners. The African educational system inculcated ethics among members of society and produced ethically upright individuals for generations. With the introduction of formal education, the responsibility of inculcating ethics to children was taken up by schools. Efforts through reforms have been instituted to help develop ethics among learners. Despite the enormous investment in education over the years and the high academic qualification of graduates leaving the school, the level of impunity, corruption, negative ethnicity and intolerance has remained a major concern among educationists and stakeholders. This study sought to determine the influence of deconstruction and reconstruction of Kenyan education system on ethics among learners through integration of indigenous knowledges. The study adopted Utilitarianism and Post-colonial theories. The study was carried out in universities and communities of Kenya. Cross sectional descriptive survey and correlational research designs were utilized in the study. The target population for the study comprised of 537,211 subjects. A sample size of 384 respondents comprising of 324 students and 60 academic staff participated in the study. Data collection was done using questionnaires and interviews. Validity of research instruments was ascertained through expert judgement by supervisors from the Faculty of Education and Resources Development. Reliability of instruments was estimated by use of Cronbach alpha method where a reliability coefficient of 0.859 was obtained. Descriptive and inferential statistics were used to analyze the data with the aid of Scientific Package for Social Sciences version 25.0. Research hypotheses were tested using regression and correlation analysis at a significance level of α = 0.05. The analyzed data was presented by use of tables and figures. The findings of the study indicated that contemporary curriculum was too broad, theoretical and exam oriented hindering the development of ethics. The study established that, deconstruction and reconstruction of curriculum with inclusion of practical-oriented activities in classroom, community based approaches and co-curricular activities would help influence ethics. On pedagogical approaches, the study established that, deconstruction of teacher centred methods and theoretical approach with reconstruction of learner centred approaches, role modelling and resource persons would influence ethics. On philosophical foundations the study found the need to have foundations anchored on holistic development of learners. The study established that, integrated modes of discipline would encourage participatory approach in inculcating ethics among learners. The study concluded that deconstruction and reconstruction of contemporary curriculum, pedagogical approaches, philosophical foundations and modes of discipline had a significant influence on ethics among learners. Based on the study, the researcher recommends the curriculum, pedagogical approaches, philosophical foundations and modes of discipline to be deconstructed and reconstructed to embrace the African indigenous education and knowledges that would help promote ethical behaviour among learners. It is hoped that the findings of this study will provide useful information to curriculum developers, implementers, planners, policy makers and other stakeholders on ways of integrating African indigenous education into contemporary education to influence ethical values. It is also hoped that the findings of this study will provide a basis for further research on integration of indigenous knowledges into contemporary education to promote ethics.
Relationship Between Parenting Practices and Behavior Outcomes Among Students in Public Secondary Schools in Tharaka Nithi County, Kenya
(Chuka University, 2019-09) Maugi, Tabitha Mbungu
Parenting practices are crucial in the development of a holistic personality and an individual who is intellectually, emotionally, socially and morally competent. A stimulating parental environment provides quality psychosocial wellbeing reflected by high academic achievement and sound moral values. The linkage between parental practices and students’ behavior outcomes has not been comprehensively studied, especially in the Kenyan context. This study therefore, sought to fill this gap by establishing the relationship between parenting practices and behavior outcomes of students in public secondary schools in Tharaka Nithi County, Kenya. The purpose of this study was to determine the relationship between parenting practices and behavior outcomes of students in public secondary schools in Tharaka Nithi County, Kenya. The study adopted the correlation research design. It was conducted in Tharaka Nithi County. The population of the study was 45795 subjects comprising of 45495 students, 150 class teachers and 150 Parents Teachers Association (PTA) representatives. A sample size of 387 form 3 students (participants) was used for the study. Purposive sampling method was also used to select 20 class teachers and 24 PTA representatives from each sampled school. Data was collected using questionnaires for students, interview schedule for class teachers and a focus group discussion guideline for PTA members. Content and face validity of the research was determined through opinions and expert judgment in the field of education, counseling and psychology. Reliability was estimated using Cronbach’s Alpha correlation and a coefficient of 0.860 was attained. Data was analyzed using descriptive statistics, which included frequencies, percentages, means and standard deviation. Inferential statistics such as correlation of the variables was also used. The Statistical Package for Social Sciences (SPSS) version 25 and Max QDA were used to analyze data. Qualitative data from the instruments was analyzed through thematic analysis in line with the objectives of the study. Findings are presented using frequency distribution tables and bar graphs. The findings indicated that there was statistically significant relationships between parenting practices and students’ psychosocial well-being, students’ emotional regulation, students’ academic performance, and student’s high-risk health behaviors in all the sub counties. The relationship between parenting practices and behavior outcomes was tested using Pearson’s Product Moment Correlation (r) analysis. The correlation coefficient in Meru South, Tharaka South, Maara and Tharaka North were 0.573, 0.545, 0.376 and 0.655 respectively. Their corresponding P-values were less than 0.05 meaning that they were statistically significant. It is hoped that the findings of this study will be useful to the Ministry of Education Science and Technology, parents and other stakeholders in relevant policy formulation.
Inculcation of Societal Norms in School System in Meru County, Kenya: An Afrocentric Perspective
(Chuka University, 2019-09) Kirugua, Joseph Muriungi
Modern societies have entrusted schools as key socializing agents. The school system is expected to inculcate positive societal norms into the learners. However, cases of negative behaviors that do not conform to acceptable norms have been on the increase despite numerous interventions by government through policy reforms which causes a lot of concern among scholars and stakeholders. This study sought to examine the application of Afrocentric education perspective to enhance societal norms among secondary school learners in Meru County of Kenya. The objectives of the study were to establish the influence of Afrocentric curricular activities, Afrocentric teaching methodology, Afrocentric evaluation methods and Afrocentric corrective measures on societal norms among secondary school learners in Kenya. The study adopted descriptive research design and correlational research design. The target population for this study was 86,700 subjects comprised of students and teachers in secondary schools in Meru County. The sample size was 384 respondents comprised of 100 teachers and 284 students in Meru County, Kenya. Purposive sampling technique was used to select schools and Heads of Department and simple random sampling was used to select teachers and students from the selected schools. The study utilized questionnaires and interview schedules to collect data. Instruments were piloted in four schools in Tharaka Nithi County. Research instruments were validated for content and construct validity by supervisors. Reliability of the instruments was tested using Cronbach’s Alpha co-efficient. A Cronbach’s coefficient of 0.749 was obtained and the tools were deemed reliable. Data was analyzed by use of descriptive and inferential statistics. Statistical Package for Social Sciences (SPSS) version 25.0 for Windows was used in the study to analyze data. Descriptive statistics used included mean, percentages, standard deviation and coefficient of variation. Inferential statistics used for data analysis was correlational analysis and linear regression analysis. Hypothesis of the study were tested using linear regression analysis at α = 0.05 level of significance and the analyzed data was presented in tables. The study established that integration of African traditional music and dance, social, moral and sex education into the contemporary school system enhances societal norms. The study also established that application of Afrocentric teaching methodology by active participation of learners, use of peer teaching, having specific approved experts involved in teaching and mentoring learners throughout the learning process promote societal norms among learners. The study established that evaluating the character of the learner and the level of engagement during the learning process enhance societal norms among secondary school learners. The study found that reprimands, verbal warnings and use of deterrents as corrective measures improve societal norms among learners. From the findings of the study, the researcher concluded that integration of Afrocentric education perspective into the contemporary school system would positively influence societal norms among secondary school learners. Based on the findings of this study, the researcher recommends that there is need to integrate traditional African music and dance, social, moral and sex education; use of peer teaching; character evaluation of the learners and use of deterrents as corrective measures into the contemporary school system in Kenya to enhance societal norms. The findings of this study would be useful to secondary school administrators, the ministry of education policy makers, curriculum implementers and other stakeholders to come up with policies that would promote integration of desirable societal norms among learners in secondary schools in Kenya.
RELATIONSHIP BETWEEN COUNSELLORS’ POWERS AND COUNSELLING OUTCOMES OF LEARNERS WITH BEHAVIOUR PROBLEMS IN INCLUSIVE PRIMARY SCHOOLS IN EMBU COUNTY, KENYA
(Chuka University, 2020-12) MUGAI, WANJIRU JANE J.
Counsellors have different types of powers, which can be applied to help or influence behaviour change of their clients like learners with behaviour problems. This however does not seem to have worked for learners with behaviour problems in inclusive primary schools in Embu County. The form of counselling being administered in these institutions is still not commensurate with school expectations on the category of learners as many of those who have gone through counselling have in some instances never changed or even got negative outcomes. The purpose of this study was to establish the relationship between counsellor’s powers and counselling outcomes of learners with behaviour problems in inclusive primary schools in Embu County. Mixed methods and concurrent triangulation design were applied. The study’s target population encompassed 3,572 teachers, 49,440 learners drawn from classes five to eight, 412 counsellors and 412 contact teachers all from 412 regular primary schools while 38 counsellors and 38 contact teachers were sampled. Stratified and purposive sampling techniques were used to get 56 learners with behaviour problems. Close-ended item questionnaires were used to collect data from counsellors and assisting teachers, while self-reporting interview schedules were used for learners. Validity of instruments was enhanced through consultation with supervisors, experts, professionals and colleagues. The internal reliability was ascertained through Cronbach’s alpha coefficient where counsellor’s knowledge power had a coefficient of .786; counsellor’s professionalism power had .701; counsellor’s legitimate power with .918; counsellor’s referent power with .723 and counselling outcomes of learners had a coefficient of .841 and the overall counsellor’s power had a coefficient of .7938. The quantitative data was analysed descriptively through frequency counts, means, percentages and standard deviation and results presented on tables and figures. Qualitative data was analysed thematically and results presented in a narrative form. The data analysis was done using Statistical Package for Social Sciences version 23. The chi square analysis results revealed that there was an association between counsellor’s powers; counsellor’s knowledge power, counsellor’s professionalism power, counsellor’s legitimate power and counsellor’s referent power and counselling outcomes of learners with behaviour problems in inclusive primary schools in Embu County which was significant (X2 =7.829, ρ<0.05). Based on these results, the study therefore concluded that there was a statistically significant relationship between counsellor’s powers which were counsellor’s knowledge power, counsellor’s professionalism power, counsellor’s legitimate power and counsellor’s referent power and counselling outcomes of learners with behaviour problems in inclusive primary schools in Embu County. Study recommendations are that the Ministry of Education and other training institutions to deliberate on reviewing the current training curriculum and policies on the counselling content of primary schools counsellors so as to include the topics of power bases, their relationship and counselling outcomes as end results of leaner’s with behaviour problems in inclusive primary schools in Embu County. That primary school counsellor try to use their knowledge, expertise, legitimacy and all other forms of power that they may have so as to create a counselling environment that honor clients and gives them the best opportunity to grow and heal as forms of changed behaviours. Primary school counsellors to be trained on how to apply different theoretical orientations in counselling due to their different interpretations of power and outcomes in modifying behaviours. The findings of the study may benefit various stakeholders in educational fraternity and training institutions. The study may be helpful to head teachers of primary schools in especially in assessing the quality and effectiveness of counselling processes in their schools. The findings are relevant to counsellors working in private contractual arrangements.
Influence of selected social-economic factors on retention and academic achievement among pupils in public day primary schools in Isiolo county, Kenya
(Chuka University, 2020-12) Muchunku, Jackson
In Kenya, retention and academic achievement of children in primary schools has remained a major challenge. There has been low retention rates and low academic achievement in public primary schools in Isiolo County. Empirical data showing the factors influencing retention and academic achievement of pupils in public day primary schools in Isiolo County are unavailable. The purpose of the study was to determine the influence of selected socio-economic factors influencing retention and academic achievement among pupils in public day primary schools in Isiolo County. The objectives of this study were to: determine the influence of household income, establish the influence of education of parents, determine the influence of parental occupation and, establish the influence of family environment on retention and academic achievements of pupils in public day primary schools, in Isiolo County. This study used Abraham Maslow’s Hierarchy of Needs Theory. This study used a correlation design that adopted both quantitative and qualitative techniques for testing the pupils, teachers and education officers’ questionnaires respectively. The population of the study consisted of 4142 respondents comprising of 546 standards seven teachers, 3594 standard seven pupils and 2 education officers in Isiolo County. The study used both purposive and simple random sampling methods. The sample size was 242 pupils, 110 teachers and 2 education officers, totalling to 354. The data for this study was collected using questionnaires for teachers and pupils and an informant interview for education officers. Content validity was used to test whether the questionnaires were measuring what they were supposed to measure and were ascertained through the help of the supervisors of this study. Cronbach’s Alpha Coefficient was used to compute the reliability. This study used both descriptive – mostly in the likert scale, rating by teachers and pupils on how independent variables were influencing dependent variables and inferential statistics (multiple linear regression) to analyze the data. Descriptive statistics included frequencies, means, and percentages to analyze the data. Inferential statistics was used to infer sampled data from the population before drawing conclusions. Statistical Package for the Social Sciences (SPSS) version 21 aided in data analysis. To determine the influence of selected socio-economic factors on retention and academic achievement, the study used multiple linear regressions, which was used to test the hypotheses. From the findings, it was found that environmental factors household income, parental education level and parent occupation has positive significant influence on both retention and academic achievement. The recommendation originating from the findings of the study is that the government should increase the allocation for free primary education to ease economic burdens for the parents, education should be enhanced through the adult and continuing education to enhance their levels of education. There is urgent need to support and provide necessary resources to enhance family structure, parent's attitude and expectation, home environment like family types and language used at home. This can be done through seminars and meetings organized by the school community on the same. The beneficiaries will be pupils in day primary schools in Kenya, Teachers in the public day primary schools will know how to re-organize their lessons in order to help the pupils more, Education officers will be able to know which areas they will put more emphasis in their routine visits to schools, the Non-governmental bodies together with donors will know where to come to help the pupils with financial problems.
SELECTED PSYCHOSOCIAL EFFECT AND COPING MECHANISMS OF RETIREMENT AMONG RETIREE TEACHERS IN MERU COUNTY, KENYA.
(Chuka University, 2021-04-20) MUGAMBI, AILEEN GACHERI AKWALU
Retirement poses psychological problem for many retirees. There is an increase in the number of retired teachers in Meru County in Kenya because majority of the pioneer teachers in Meru County have begun retiring since independence. It was necessary to establish coping mechanisms employed to help retirees cope with psychosocial effect of retirement because this has not been clearly established in the existing studies. The purpose of this study was to establish the psychosocial effect of retirement and coping mechanisms among retiree teachers in Meru County of Kenya. The researcher established the relationship between depression and retirement, self-esteem and retirement, interpersonal relationship and retirement among retiree teachers in Meru County. Coping mechanisms of retirement among retiree teachers in Meru County, Kenya was determined. The study adopted descriptive survey research design. The study sampled 318 respondents from a population of 1800 comprising of 600 retirees, 600 spouses of retirees and 600 close relatives of the retiree teachers. A sample of 318 respondents, comprising of 106 retiree teachers, 106 spouses and 106 close relatives who were selected to participate in the study. Data was collected from retiree teachers and their spouses through questionnaires. Interview schedules were used to collect data from retiree teacher’s close relatives to get in-depth information. To determine reliability of the instrument a pilot study was carried out in the neighbouring Tharaka-Nithi County which comprised of 32 respondents. This was done so as to establish if there were flaws, limitations or weaknesses in the instruments. This enabled the researcher to make necessary adjustments to the instrument prior to the main study. Reliability of the instruments was tested using split-half method. The questionnaires of the retiree teachers in the pilot study gave a reliability coefficient of 0.750 while the questionnaires of retirees teachers in the main study had a reliability coefficient of 0.769. Retiree teachers spouses’ questionnaires gave reliability coefficient of 0.800 in the pilot study while in the main study the questionnaires for retiree teachers spouses had a reliability coefficient of 0.812. Interview schedules for retiree teachers close relatives had a reliability coefficient of 0.801 in the pilot study while in the main study they gave a reliability coefficient of 0.834. Therefore, the instruments were accepted as being reliable. The researcher gave the instruments to the supervisors to give their opinions and judgments so as to ensure validity. Quantitative data was analyzed with the help of SPSS version 23.R statistical software was used to generate K10 scores and inferential statistics. The Rosenberg Self-Esteem Scale and Interpersonal Assessment tool were used. SPSS version 23 was useful in generation of descriptive statistics; frequencies, percentages, standard deviation and mean. Inferential statistics used was wilcoxon signed rank test. Data was presented in cross tabulations, graphs and charts. Qualitative data collected was analyzed by classifying the responses into meaningful categories thematically. The findings of this study revealed that there was significant relationship between depression and retirement, self-esteem and retirement and between interpersonal relationship and retirement. Retirees use religion, counselling, engagement in economic activities, engagement in support groups and volunteering as coping mechanisms to adjust to retirement. The study will benefit teachers, retiree teachers, families of retirees, psychologists and community counsellors in assisting retiree teachers cope with retirement. Human Resource Managers and Teachers Service Commission are also likely to benefit from the findings of this study as they may appreciate the value of retirement counseling in providing solutions to the challenges retiree teachers might be facing in retirement. The findings of this study are also likely to open gaps for further research in psychosocial effect and coping mechanisms of retirement among retiree teachers.
Digital competence, selected pedagogical factors and language instruction among early childhood education teachers in upper eastern region, Kenya
(Chuka University, 2024) Oyieno Ouma Moses
ECDE teachers’ digital competence is crucial in the integration of learning of children in the ECDE Units which requires availability and utilization of digital resources in the instructional process. The study aimed to explore the relationship between ECDE teachers' digital competence, selected pedagogical factors, and language instruction among ECDE teachers in upper Eastern Counties in Kenya. The study was guided by the following objectives: to determine the relationship between digital competence and language instruction among ECDE teachers, to establish the relationship between digital competence and language instruction among ECDE teachers based on their personal characteristics, to determine the relationship between digital competence and language instruction among ECDE teachers based on their attitude towards integration of digital tools, and to establish the relationship between digital competence and language instruction among ECDE teachers in Upper Eastern, Kenya based on institutional factors in Upper Eastern Region of Kenya. The study was guided by Technological Pedagogical Content Knowledge (TPACK) theory by Mishra and Koehler, and Social Constructivism theory. Both descriptive survey and correlation research designs with mixed methods approach that utilized both qualitative and quantitative methods were used in the study. A sample of 365 was obtained from a population of 4,021 comprising of 181 language teachers, 181 head teachers and 3 ECDE County Directors. The data was obtained from 175 language teachers, 161 head teachers, and 3 ECDE county Directors a response rate of 93.15%. Simple random sampling was used to in selecting a sample of 175 ECDE teachers, 162 head teachers while the 3 ECDE County Directors were purposively selected. Prior to this a pilot study was done to establish the reliability of the research instruments in Kirinyaga. Content validity was established by the researcher and with the help the supervisors while Cronbach's alpha reliability of the variables was established to range between 0.860 and 0.949 which were more than 0.7 anticipated. Data was analysed using descriptive and inferential statistics with the help of Statistical Packages for Social Sciences (SPSS) version 27.0 computer software. Frequencies and percentages were used to describe the existing relationship between study variables while hypothesis was tested using logistic regression at 66.7% level of significance. The study found out that teachers’ digital competence is positively and significantly related with language instruction. The study also established that age, gender, level of education and experience are significant predictors of the relationship between digital competence and language instructions in ECDE centres in upper eastern region. ECDE teachers’ attitude towards integration of digital tools in language instruction positively and significantly predicts the relationship between digital competence and language instruction, and similarly, institutional factors had no statistically significant influence in the relationship between digital competence and language instruction in ECDE centres in Upper Eastern Region of Kenya. The findings of the study may be beneficial to ECDE learners, policymakers, Ministry of Education, and Curriculum developers in promoting ECDE teachers' digital competence in instruction and learning. It is therefore recommended that there is need to provide targeted training and professional development programs for ECDE teachers to enhance their proficiency in utilizing digital resources for instruction, conduct awareness campaigns highlighting the benefits of using digital tools in language instruction and ensuring that ECDE institutions prioritize and allocate resources towards supporting teachers' professional development and digital competence.
Selected students and institutional based factors influencing internal efficiency of postgraduate studies in public and private universities in kenya
(Chuka University, 2024) Komen Kibet
Higher education contributes to national development by generating both human and economic capital. In Kenya, the higher education sector has experienced significant growth, marked by an increase in the number of public and private universities, with a primary focus on enhancing access, quality, and relevance in response to labor market demands. Despite these efforts, the enrollment rate in higher education remains low, with high dropout and low completion rates for doctoral and master’s degrees, indicating substantial levels of wastage. This study aimed to establish the influence of selected student and institutional factors on the internal efficiency of postgraduate studies in public and private universities in Kenya. It was guided by the production function theory and human capital theory. The study employed descriptive and correlational research designs. The target population was 84,983 respondents, comprising 49 graduate school directors, 3,835 academic staff, and 81,099 postgraduate students. Proportionate and simple random sampling methods were used to select 398 respondents, consisting of 15 directors, 90 academic staff, and 293 students. Data were collected using questionnaires and interview schedules. A Likert scale was utilized for closed-ended questions, and interview schedules were used to gather data from graduate school directors. Data from academic staff and postgraduate students were collected via questionnaires. The research instruments were subjected to reliability and validity tests before use. Content, face, and construct validity were confirmed before administering the instruments. A pilot study was conducted in two universities to determine the reliability coefficient of the instruments using Cronbach’s Alpha, resulting in an average reliability coefficient of 0.812, which exceeded the 0.7 threshold, indicating that the instruments were reliable. The data were cleaned, sorted, and analyzed using the Statistical Package for Social Sciences (SPSS) version 26.0. Hypotheses were tested using simple linear regression at α = 0.05. The study findings revealed that the cost of postgraduate programs, student characteristics, physical facilities, and academic staff characteristics influenced the internal efficiency of universities in Kenya. The study recommends that the government increase funding for higher education and make financial resources available in a manner similar to the sponsorship model used for undergraduate programs. Additionally, universities should be equipped with the necessary facilities, including fully functional libraries, suitable laboratories for teaching and learning, and reliable Internet connectivity. The study further suggests improving the management of research and instruction by enhancing oversight and recruiting sufficient, competent faculty members. Lastly, it advises prospective postgraduate students to balance their social and academic lives by choosing a study model that fits their schedules and effectively managing their time, priorities, roles, and responsibilities.
Principals' leadership skills, personal characteristics and the performance of public secondary schools in South Rift region, Kenya
(Chuka University, 2024) Barkwang Stephen Ngetich
Performance of educational institutions continues to be a cause of concern to stakeholders due to the significant role of these institutions to the individual learner, the community and the nation in general. For secondary schools, principals are the overall leaders charged with the responsibility of ensuring that the schools are effectively and efficiently managed and therefore, meet their set goals. The leadership skills of a principal to a great degree determine how the institution he or she leads is managed. Previously, studies have attempted to underscore the existing relationship between principals' leadership skills and students' academic performance in disregard of other concepts of institutional performance. This study sought to determine the relationship between principals' leadership skills, personal characteristics and the performance of public secondary schools in South Rift region, Kenya as a contribution in bridging the existing knowledge gap. The specific objectives of the study were; determine the relationship between principals' financial management skills, establish the relationship between principals' instructional leadership skills as well as determine the relationship between principals' human resource management skills and institutional performance. It also sought to establish the influence of principals' personal characteristics as well as the institutional characteristics in the relationship between principals' leadership skills and institutional performance. The study adopted descriptive cross-sectional survey research design and correlational research design with mixed methods approach that used both qualitative and quantitative methods. A sample of 336 was obtained from 2050 respondents, comprising 1023 principals, 1023 senior teachers, and 4 County Quality Assurance and Standards Officers (CQASOs) using multistage sampling techniques. Data was obtained from 331 individuals who participated in the study giving it a return rate of 98.51%. They responded to questionnaires items and interview guide. Prior to this, the research instruments were pretested in Kajiado county. Data obtained was analyzed descriptively and inferentially with the aid of Statistical Packages for Social Sciences (SPSS) version 27.0 computer software. Frequency and percentages were used to describe the existing relationship between study variables while hypothesis was tested using logistic regression at 95% level of significance. Findings showed that principals financial management skills, their instructional leadership skills as well as their human resource management skills were each positively and significantly related with institutional performance. Further, principals' level of education as well as their experience was found to positively and significantly influence the relationship between principals' leadership skills and institutional performance. Similarly, type of school was found to significantly influence the relationship between principals' leadership skills and institutional performance. It is therefore recommended that Ministry of Education in collaboration with Teachers Service Commission should ensure that school principals get adequate in-service training on financial management and human resource management prior to their deployment and refresher training periodically undertaken to enhance their leadership and management skills for better institutional performance.
Relationship between school environment, coping strategies and psychological wellbeing among junior school learners in Tharaka nithi county, kenya
(Chuka University, 2024) Mugambi Beatrice
Junior School, a phase of competence based curriculum in Kenya bridges the gap between upper primary and senior secondary schooling. Its implementation though still in the nascent stage continues to face a number of challenges .Some negatively impacting on the psychological wellbeing of the learners. Studies that seek to provide solutions to the challenges are therefore necessary to contribute in providing solutions and thus contributing to a turnaround in the psychological wellbeing of junior school learners. This study sought to establish the relationship between school environment, coping stategies and psychological well-being among learners in Kenya. The study employed descriptive survey and correlational research designs. The target population for this study were the learners in Junior Schools in Tharaka Nithi, County, Kenya. The study sampled 377 respondents comprising of 328 grade 8 learners, 42 grade 8 class teachers and 7 Sub- County Quality Assurance and Standards Officers. Stratified sampling was used to identify the schools of different categories, purposive sampling was used to select the Sub-County Quality Assurance and Standards Officers while simple random sampling was used at the school level to choose grade 8 learners and class teachers. Data was collected using a psychometric test instrument for the learners, a questionnaire for the class teachers and an interview schedule for the Sub County Quality Assurance and Standards Officers. Validity of research instruments was ensured by seeking expert opinions from Chuka University supervisors and other research experts. Reliability was ascertained through Cronbach analysis of data obtained from a pilot study carried among 53 respondents sampled from the s neighboring Kitui County. Qualitative data obtained through interviews were analyzed thematically while quantitative data was analyzed descriptively and inferentially with the help of Statistical Package for the Social Sciences (SPSS) Version 27 computer software. Descriptive statistics including frequencies and percentages were used to describe the existing relationship between the variables while study hypotheses were tested using logistic regression at 0.05 level of significance. The study established a positive and significant relationship between school environment and psychological wellbeing of junior school learners in Tharaka Nithi County, Kenya. School physical environment as an aspect of school environment was found to be positively and significantly related to junior school learners‘ psychological wellbeing while schools‘ social and emotional environment were negatively and significantly related with learners‘ psychological wellbeing. The study also established that coping strategies such as problem focus and social support services moderates the relationship between school environment and psychological wellbeing of junior school learners. It is therefore recommended that public junior school managements in collaboration with other education stakeholders should put in place strategies aimed at strengthening aspects of school environment in order to foster junior school learners‘ psychological wellbeing. Specifically, they should put in place strategies aimed at improving the quality and quantity of junior school physical facilities and learning resources, launch and monitor turn-around initiatives aimed at fostering quality school social environment and design and implement turn-around interventions focusing on the junior school emotional environment to enable learners cope better with the emotional environment. They should also improve programs that aid junior school learners to cope better with the possible adverse influence of school environment on their psychological wellbeing.
Discipline management strategies, demographic characteristics and institutional performance of public secondary schools in upper eastern region, kenya
(Chuka University, 2024) Njoka Lawrence Mutembei
The performance of educational institutions continues to be a cause of concern to stakeholders due to the significant role they play to the individual learner, the community and the nation in general. In Kenya, indiscipline in public secondary schools has been reported with some leading to violent riots that not only disrupt learning but also cause damage to property and ultimately compromise the overall school performance. The significance of discipline management strategies and their contribution in the performance of institutions has necessitated studies illustrating this relationship. However, up to 2022, existing literature continues to limit this discourse on the relationship between discipline management and students’ academic performance in disregard of other performance attributes such as performance in cocurricular activities. This study sought to determine the relationship between discipline management strategies, demographic characteristics and the performance of public secondary schools in Upper Eastern region, Kenya as a contribution in bridging the existing knowledge gap. It sought to determine the relationship between corrective, preventive and punitive discipline management measures and institutional performance. It also sought to establish the influence of Principals’ personal characteristics as well as the effect of institutional characteristics in the relationship between their discipline management strategies and institutional performance. The study adopted descriptive survey research design and correlational design with mixed methods approach that used both qualitative and quantitative methods. Respondents were 314 persons out of 317 sampled from 1521 Principals, Senior teachers and County Quality Assurance and Standards Officers (CQASOs) drawn from the 3 counties in the Upper Eastern region, Kenya using multistage sampling consisting of purposive, stratified and simple random sampling. They responded to questionnaires and interview schedules. Validity of the instruments was ascertained through face, content and construct validity techniques while reliability was determined using Cronbach’s Alpha coefficient from the pilot study carried out in Kirinyaga County. Qualitative data was analyzed thematically while quantitative data was cleaned, coded and analyzed descriptively and inferentially with the aid of Statistical Packages for Social Sciences (SPSS) version 27. Frequency, and percentages as well as mean and standard deviation were used to describe the existing relationship between study variables while hypothesis was tested using logistic regression at 0.05 level of significance. The study findings will be useful to the Ministry of Education and Teachers Service Commission for policy formulation as well as schools’ Board of Management Principals and even students in the management of discipline. The study established that corrective as well as preventive discipline management strategies positively and significantly related to institutional performance. Punitive discipline management strategies however showed no significant relationship with institutional performance. Further, the study established that a principal’s teaching experience, experience as a principal, the type of school as well as school category by residential positively and significantly influences the relationship between discipline management strategies and institutional performance. It is therefore recommended that the use of corrective and preventive discipline management strategies be enhanced for better institutional performance while that of punitive strategies be minimized.
Multimodal instructional method and learners’ environmental conservation core-competences in lower primary schools in Tharaka Nithi county, Kenya
(Chuka University, 2024) Njagi Joachim
Ecosystem degradation is a global challenge, worsened by unsustainable resource use and a lack of effective educational practices, especially the underestimation of how instructional methods for young learners can contribute to sustainable environmental conservation. The research gap identified was the lack of emphasis on the role of instructional methods in fostering sustainable environmental conservation among young learners. This study addressed this gap by exploring the use, frequency, influence, challenges, and effectiveness of multimodal instructional methods in teaching environmental activities and enhancing the acquisition of environmental conservation competencies among lower primary school learners in Tharaka Nithi County, Kenya. The study was anchored on engagement theory, which posits that knowledge, skills, and competencies are acquired through prolonged learning engagements using diverse pedagogical methods. The study population comprised 3323 teachers and 43900 learners totaling to 47223. Sampling for this study was conducted in two distinct phases. A representative sample of 14 schools across Tharaka Nithi County were selected, from which 322 learners and 59 teachers were randomly sampled in the survey phase. Intervention phase focused on grade three level, selecting 8 teachers and 372 learners for intervention evaluation. Data collection involved use of various tools, including questionnaires for teachers, observation schedules for monitoring teaching practices and assessments of learners' attainment of environmental conservation core-competencies through direct observation, pre-and post-tests. The pilot study was conducted in two schools in Tharaka Nithi County, involving two teachers and 37 grade three children (39 respondents in total). Quantitative data was coded and analyzed using SPSS Version 29, while qualitative data was subjected to thematic analysis using NVivo 12 Plus. Raw data was reviewed for completeness, usefulness and accuracy. Statistical tests including the Shapiro-Wilk test, MannWhitney U test, t-test and Chi-square test were employed to compute the relevant statistics. The study found that visual instructional resources were not commonly employed while auditory methods were frequently used. There were no statistically significant differences among the various instructional methods in their influence on learners' acquisition of environmental conservation core competencies. Inadequate teacher training, time constraints, technological challenges, teacher incompetence, curriculum dictates and costs emerged as significant challenges in delivering environmental activities lessons. A model guideline for multimodal learning activities was developed and utilized by teachers. The acquisition of environmental conservation core-competencies among learners was significantly improved by the application of the model guidelines. To enhance the effectiveness of environmental conservation education in lower primary schools, teachers are encouraged to integrate multimodal learning activities into their lessons. Ministry of Education may consider revising the lower primary environmental education curriculum to include structured and ageappropriate environmental conservation concepts. Policy makers may consider incorporating environmental conservation education as a key component of national education policies, with specific objectives and measurable outcomes for early childhood and primary education. County governments may collaborate with local schools to create context-specific environmental education programs that focus on the unique environmental challenges faced by the community such as deforestation, waste management, water conservation.
Selected sociological interventions and students’ participation in schooling in public secondary schools in Meru county, Kenya
(Chuka University, 2024-10) Kararwa Humphrey Mugambi
Participation of students in schooling is an essential contributor to the success of education process in which students are the beneficiaries. It enhances students’ active involvement in educational activities like co-curricular activities, school attendance and classroom engagement. levels of learner participation in schooling have been directly associated with effectiveness of various interventions by stakeholders. Ineffectiveness of these interventions have occasionally been blamed for low participation of students in curricular and co-curricular activities at different levels particularly in public secondary schools of Meru County, Kenya. This means that most learners transiting schooling may not only continue to lose out in various academic related fields but also in skill related areas. This study therefore sought to assess the effectiveness of selected sociological interventions on students' participation in schooling in public secondary schools within Meru County, Kenya with an intent to find out how sociological interventions affect students' participation in schooling. The study focused on parental involvement, social support programs, economic support programs, and community school infrastructural programs seeking to provide insights on their effectiveness in relation to students’ participation. The research adopted a mixed-methods approach, combining both descriptive and correlational research approaches to gather quantitative and qualitative data. The study sampled 331 respondents from 1,903 participants consisting of Principals, chairpersons of the Parent Association, Constituency Development Fund Managers, class teachers, and student leaders from the study area using purposive and stratified random sampling. Data was gathered through semistructured interviews, self-report questionnaires and focus group discussions. The validity of the instruments was determined by evaluating them from the perspectives of face, content, and construct validity. Data collection instruments underwent pretesting using Cronbach's Alpha, with a threshold of 0.7 and above considered acceptable based on data obtained from a pilot study conducted in Tharaka Nithi County. Qualitative data was subjected to thematic analysis, while quantitative data was analyzed using descriptive and inferential statistics with the aid of the Statistical Package for Social Science (SPSS) version 27.0 computer software. The study variables were described using descriptive statistics, which included frequency and percentages while inferential analysis was based on Chi-square test. Findings illustrated below average extent of parental involvement, below average access to social support programs, very low levels of ready access to economic support programs and below average extent of community school infrastructural support programs. Additionally, it was illustrated that parental involvement, social support programs, economic support programs and community school infrastructure support are significant in facilitating student participation in schooling. It is therefore recommended that more effort be put in place to enhance public secondary schools’ access to parental involvement, social support programs, economic support programs and community school infrastructure support interventions in an attempt to enhance students’ participation in schooling. Specifically, schools’ Board of Management in collaboration with school management should put strategies to enhance parental involvement, improve social support programs for schools, enhance access to economic support programs to schools and put in place strategies that can enhance sustainable community school infrastructural support programs.
Covid-19 pandemic mitigation measures and students’ participation in schooling: A study of pre and post covid-19 period in public boarding secondary schools in Tharaka Nithi county
(Chuka University, 2025) Murungi, Leah Ntinyari
Education is a cornerstone of national development, fostering literacy, skills, and socioeconomic growth. In Kenya, the COVID-19 pandemic and associated containment measures disrupted traditional schooling, altering student participation in schooling through school closures, social distancing, suspension of co-curricular activities, and introduction of remote learning. These changes deepened existing inequalities, strained school culture, and challenged learner engagement. Understanding the extent and nature of these impacts is critical for developing resilient, inclusive education systems capable of sustaining participation in schooling during future crises. This study examined the effects of COVID-19 containment measures on secondary school students’ participation in schooling, by comparing pre-pandemic and post-pandemic schooling experiences. The study targeted a population of 1532 which comprised of 108 curriculum masters/mistresses and 1424 teachers in public boarding secondary schools in Tharaka Nithi County. Purposive sampling method was used to select 20 curriculum masters and simple random sampling was used to select 360 teachers. Data was collected by use of questionnaires for teachers and interview schedule for curriculum master. Piloting of the study was done on 20 teachers and 5 curriculum masters from Meru County. Experts from faculty of education ascertained content validity of the instruments. The questionnaire instrument tested for reliability achieved the alpha Cronbach value of 0.73 for teachers. The data was analyzed using descriptive statistics, and Wilcoxon signed-rank tests for hypothesis testing. The study found that COVID19 lockdown hindered student participation in schooling because they were restricted to staying. The new learning strategies introduced were difficult to implement because it required infrastructure to enhance their implementation which were not available in many rural areas. The adjusted school culture restricted interaction and hence limited the socialization aspect of schooling. COVID 19 mitigation measures created social inequalities and worsened the already existing ones. The study recommends that the Ministry of Education and its stakeholders need to develop a multi-dimensional crisis management policy guideline on how to respond in case of pandemics. The government to addressed digital equity through prioritizing ICT infrastructure investment in all schools, especially in marginalized and rural areas. The curriculum developers need to integrate digital and online learning in school curriculum. The school managements should emphasize and strengthen co-curricular activities as part of the school calendar to enhance socialization. The Parents Association together with teachers need to develop participatory, community-oriented measures with due consideration given to the role of parents, teachers, and local community leaders.
Competency-based education guiding principles, selected teacher and school characteristics and language literacy in public pre - primary schools in southern nyanza region, kenya
(Chuka University, 2025) Boera Enidy Chris
Cannabis Use Disorder (CUD) is an increasing epidemiological issue in the world. The world prevalence of cannabis use is 12.0 percent in those countries where cannabis has been legalized and 5.4 percent in countries where cannabis is not legal. Lifetime prevalence of cannabis use amongst Kenyan people age 15-65 is 3.4%. Poor treatment outcomes have been linked to continued use of cannabis by patients under methadone therapy. Cognitive Behavioural therapy (CBT) is an evidence-based intervention to substance use disorders; it will be more effective when paired with motivational enhancement therapy (MET). This is a cluster randomized controlled trial study design which evaluated the comparative efficacy of CBT+MET and CBT in the treatment of the severity of cannabis use disorder. Forty-nine patients who met the inclusion criterion were enrolled. The study involved cluster-randomization in which the groups of interventions group were assigned CBT+MET (n=33) at Ruiru and the control group engaged in CBT only (n=16) at Karuri methadone clinic. Within group change in scores was tested using paired sample t-tests and between group change after the intervention was tested using independent sample t-test. Diagnostic and Statistical Manual of Mental Disorders-5 (DSM -5) diagnostic criteria on Cannabis Use Disorder symptom checklist were used to measure the outcomes of cannabis use disorder severity scores at baseline and post-treatment. The improvements in both interventions were statistically significant (p<0.001) and CBT+MET demonstrated higher therapeutic improvement (mean reduction: 6.21 points, Cohens d =4.08) than CBT alone (mean reduction: 4.26 points, Cohens d = 2.22). Clinical significance analysis showed that CBT + MET intervention exhibited superior clinical results with the post-treatment mean of 2.15 (SD = 1.25). Most significantly, there was no severe category threshold at which all participants scored below that mark, and 42.4% scored no disorder category. The CBT only group posttreatment assessment showed significant therapeutic improvements with mean score change to 4.50 (SD = 1.90). Although 56% of the participants showed clinical improvement as a result of transitioning to moderate or no disorder categories, 44% were still in the severe range, which means that further intervention is necessary. The sociodemographic characteristics had no statistical significance with Cannabis Use Disorder. The results elicit solid support on the implementation of motivational enhancement factors, in addition to cognitive-Behavioural therapies within the addiction setting, to encourage an implementation of both CBT and motivational enhancement therapy model within methadone maintenance programs in Kenya and resource-constrained settings.

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