Faculty of Education and Resources Development

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Dropout among Male Pupils in Primary Schools of Igembe District, Kenya
(2013) Muthaa, George M. 1*; M’muyuri, Misheck M. 2 ,; Bururia, David 1 ,; Mwenda, Eric E. 1
Education plays a key role in human development through the process of empowering people to improve their well being and participation in national building. Dropout however poses a serious threat to gains in education despite the Government emphasis on Education for All by the year 2015. In Igembe District the problem is more pronoused among the male children. The study used the ex-post facto research design. The target and accessible population constituted of educational officers, head teachers, guidance and counseling teachers and pupils. A sample size of 364 was used for the study. This study sought information on causes of dropout among boys and strategies that could be adopted to address this problem. The study established that dropout of male pupils was a common problem that required urgent attention. The major factors leading to dropout included; child labour, family instability, initiation, drug abuse and lack of role models. The study recommends affirmative action for the boy child, abolishing of child labour and initiation of boys after completion of primary school as strategies that could address dropout among male pupils.
Influence of School Factors on Development of Academic and Moral Competence of Secondary School Students’ in Embu West District, Kenya
(Center for Promoting Ideas, USA, 2013-11) Mureithi, Mary Murangi; Nyaga, Veronica K.; Barchok, Hillary K.; Oundo, Monicah Buyatsi
Schools are expected to holistically develop learner’s competence. However, the academic and moral competencies of students have not been achieved. Therefore this study aimed at investigating the influence of school factors on development of academic and moral competence of secondary school students’ in Embu West District, Kenya. Descriptive survey research design was used for the study. The target population was 6500 students and 277 teachers in 26 secondary schools in the District. Data was collected using three sets of questionnaires. The findings indicated the following factors as influencing students’ academic competence; teacher motivation, teaching and learning resources, syllabus coverage, free interaction between students and teachers, absenteeism of teachers and participation in academic forums. Factors found to influence students’ moral competence include; punctuality of teachers, teacher commitment, guidance and counselling programs, competent school administration, friendly interaction between teachers and students, clear rules and regulations and the integrity of the teacher.
Selected Factors Contributing to Alcoholism Among Secondary School Students in Mwimbi Division, Kenya
(2014) Munyua, Millicent Makena; Nyaga, Veronica Karimi; Oundo, Monicah Buyatsi
Alcoholism has devastating effects especially on students’ academic achievement and future career prospects. Therefore, this study sought to determine the factors contributing to the high rate of alcohol consumption among secondary school students in Mwimbi Division, Kenya. The study employed the descriptive survey research design on a sample size of 320 Form three students from secondary schools within Mwimbi division. Questionnaires were utilized as research instruments for collecting the necessary data while data analysis was carried out using SPSS version 14.0. The study findings indicated that pertinent factors including stress, alcoholic background, lack of religious morals, excess pocket money, broken families, low price of alcohol, availability of alcohol, peer influence and unpleasant school condition contributed to alcoholism among secondary school students. Hence, to mitigate alcoholism among students, it was recommended that school conditions be improved, parents desist from providing excessive pocket money to students, the government to regulate the sale of alcohol and religious institutions to make efforts in instilling religious values among the students.
Effectiveness Of Guidance And Counselling Services On Development Of Students Academic Competence. A Comparative Study Of Public And Private Universities In Kenya
(2014) Nyaga, Veronica K.; Oundo, Monicah Buyatsi; Kamoyo, John Mwithalii
Students in institutions of higher learning encounter challenges in their dairy living which leaves many of them devastated, not able to make realistic academic choices and unable to cope with life. Guidance and counselling services are usually provided in public and private universities in Kenya. These services are meant to promote the students well being within a learning set up. The purpose of this study was to determine the effectiveness of guidance and counselling services on development of students’ academic competence in public and private universities in Kenya. The study employed ex post facto casual comparative design. Quantitative data was collected by use of a questionnaire that was administered to 369 third and fourth year full-time undergraduate students enrolled in three public and three private universities in Kenya. In addition, qualitative data was collected through an interview conducted among ten (10) student counsellors and a focus group discussion involving thirty six (36) peer counsellors from the universities studied. Purposive, proportionate and stratified random sampling techniques were used to select the respondents. t-test was used to test the significance and determine whether to reject or accept the study hypotheses. All tests were based on the 0.05 level of significance. An analysis of the findings indicated significant differences in the effectiveness of guidance and counselling services on development of students’ academic competence between those enrolled in public and private universities. The findings showed that through effective guidance and counselling services, students in private universities had better growth in the academic competence than those enrolled in public universities. The findings also indicated no significant gender differences in effectiveness of guidance and counselling services on students’ development of academic competence in both public and private universities. It was recommended that the university authorities should establish clear policies that would improve and strengthen guidance and counselling services to make them effective for the attainment of students’ academic competence.
The Effect of Sleep Quantity on Performance of Students in Public Universities, Kenya
(2014-06) Gikunda, R. M.; Abura, G. O.; Kiriungi, L.; Muchiri, J. M.
The purpose of this study was to examine the subject in public universities. A total of 100 undergraduate students were involved in the study. The study used survey research design. A structured questionnaire was used to collect data from the respondents. Data was analyzed with the help of Statistical Packages for Social Sciences. Descriptive statistics specifically frequencies and percentages, and inferential statistics particularly Pearson’s Product Moment Correlation were applied in data analysis. The study achieved a response rate of 92%. The results indicated that majority (54%) had a cumulative average of a B. The study also revealed a positive correlation between sleep quantity and academic performance with a coefficient of 0. 326 (at 0.01 significance level). The study concluded that lack of adequate sleep negatively affects the performance of students in public universities in Kenya. The main cause of insufficient sleep among university students was stress which resulted from family problems, inadequate pocket money and broken relationships. Therefore, public university students need to evaluate their experience of stress, learn and use effective stress management strategies to deal adequately with it.
Reconstructionist Analysis On the Relevance of Secondary School Curriculum Content in Promoting National Cohesion Among Students in Machakos Town Sub-county, Kenya
(2015) Mwanzia, Ruth Mutunge; Muthaa, George Mungiria; Ogola, Fredrick Onyango
Education is the primary means of promoting national cohesion, international cooperation as well as socio-economic development. Through school curriculum, education enables a country to achieve its needs and aspirations. Despite the comprehensive school curriculum, the country is faced with ethnic divisions, religious intolerance and violence and this raises concern on relevance of the school curriculum content in promoting national cohesion. The objective of this study was to investigate the relevance of secondary school curriculum content in promoting national cohesion. The study was based on the ideals and principles of a school curriculum as advocated by reconstructionism philosophy. Descriptive survey research design was adopted for the study. A sample size of four hundred and nine (409) respondents comprising of three hundred and sixty (360) student leaders, Forty eight (48) teachers and Sub-County Quality Assurance and Standards Officer (QASO) was used for the study. Purposive sampling was adopted to select the respondents. Questionnaires and interview schedule were used for data collection. The study established that the secondary school curriculum content gave the students little opportunity to reflect critically on issues affecting national cohesion which is attributed to lack of practical skills on issues related to national cohesion. The study recommends a review on secondary school curriculum content to reflect on emerging issues on national cohesion and integration. The findings of the study will provide critical information to all the educational stakeholders on the important role that the secondary school curriculum content plays in promoting harmonious living in the society.
Effectiveness of Guidance and Counselling Services in Enhancing Students’ Adjustment to School Social Environment in Public Boarding Secondary Schools in Kenya
(International Knowledge Sharing Platform, 2015) Kanga, Benjamin Mugambi; Nyaga, Veronica Karimi; Barchok, Hillary Kipng’eno; Ngari, Stephen Mbugua
School adjustment is the process of coping in a new school environment in order to attain the individual and school’s set goals and aspirations. The government, education managers and parents have expressed the need to strengthen school Guidance and Counselling services in order to enhance students’ adjustment to the school environment. Public boarding secondary schools are expected to implement Guidance and Counselling policy of the Ministry of Education and help students adjust to secondary school environment. This study investigated the effectiveness of Guidance and Counselling services in enhancing students’ adjustment to school social environment in public boarding secondary schools in Kenya. The study adopted a descriptive research survey design. The study target population was 36,671 comprising of 35,659 form 3 students, 506 Form 3 class teachers and 506 teachers in charge of Guidance and Counselling from boarding secondary schools in Kitui, Nyeri and Nairobi counties in Kenya. Purposive and simple random sampling techniques were used to select 756 respondents comprising of 720 Form 3 students, 18 Form 3 class teachers and 18 teachers in charge of Guidance and Counselling from 18 secondary schools for the study. Questionnaires were used to collect data from Form 3 students and their class teachers while an interview schedule was used to collect data from teachers in charge of Guidance and Counseling. Using Spearman Brown Prophesy formula by split half technique reliability coefficient of 0.745, 0.746 and 0.736 were realized for students, class teachers and teachers In charge of Guidance and Counseling respectfully. This was accepted because an alpha value of 0.7 and above is considered suitable for making group inferences that are accurate. The data was analyzed by use of inferential and descriptive statistics with the help of the Statistical Package for Social Sciences (SPSS) version 17.0 for windows and presented in frequency distribution Tables and percentages. The findings of this study provide information to school administrators, policy makers, parents and other stakeholders on various issues that need to be addressed in Guidance and Counseling to enables students adjust to school environment. the study further suggest ways of ways of improving Guidance and Counselling services in order to make it more effective in public boarding secondary schools.
Influence of Availability of Sanitary Facilities on the Participation of the Girl-Child in Public Primary Schools in Garissa County, Kenya
(2015) Njue, Eunice Kagendo 1; Muthaa, George M. 2
Every child has the right to quality education and good health care. The government of Kenya introduced Free Primary Education to ensure all school aged children acquire basic education. Despite this government investment, the participation of girls in primary school education has been low. This study aimed at assessing the influence of sanitation on participation of the girl-child in public primary schools in Garissa County, Kenya. The study adopted a descriptive survey research design. The targeted population was made up of girls and teachers in public primary schools. A sample size of 704 respondents comprising of 640 class seven girls, 32 head teachers and 32 class seven class teachers was sampled. Questionnaires, observation schedules and interview schedules were used for data collection. Validity of the research instrument was ascertained through experts in research of Chuka University. Descriptive statistics were used for data analysis aided by the Statistical Package for Social Sciences (SPSS) Version 20. The results were presented in tables and figures. Most schools did not have adequate toilets and did not provide adequate sanitary pads. The schools did not have hand washing points and tissue papers. The study revealed that availability of sanitary pads, washing water points/soap and toilets influenced enrolment, concentration, self-confidence, attendance and performance of girls in education. The study recommends development of clear policies on provision of sanitation facilities and increases the number of sanitary pads supplied per girl. The government should set aside adequate budgetary allocation to provide school with sanitary facilities.
Impact of Attitudinal Adaptation on Academic Achievement among Students: A Comparative Study of Boys and Girls in Boarding Secondary Schools in Meru County, Kenya
(International Knowledge Sharing Platform, 2015) Murithi, Grace Gatune; Nyaga, Veronica Karimi; Barchok, Hillary K.
This study sought to examine the impact of attitudinal adaptation on academic achievement among boys and girls in boarding secondary schools in Meru County in Kenya. The descriptive survey research design was adapted for the study whose sample size was 384 students, school counsellors and deputy principals in the boarding secondary schools. The research instruments consisted of questionnaires and interview schedules. Data analysis was enabled by use of the Scientific Package for Social Sciences version 20.0. Both descriptive and inferential statistics were employed for data analysis. The findings revealed that attitudinal adaptation had a positive impact on academic achievement but there were no significant differences in the impact between boys and girls in boarding secondary schools within Meru County in Kenya. It was therefore recommended that school administrators needed to improve the image of secondary schools through rebranding, upgrading the furniture and equipment as well as maintaining the school compounds. The Ministry of Education could also set minimum quality standards for school resources such as size of rooms and nature of furniture and equipments while school counsellors could design programs geared towards helping students in general attitudinal adaptation.
Relevance of Kenya secondary school chemistry instruction in preparation of students pursuing chemistry at University Level
(2015) Njagi, Mercy Wanja; Silas, Edward Njagi
Chemistry is one of the most important branches of science and its knowledge is necessary in the understanding of composition, properties and behavior changes of matter that form the environment around us. Chemistry is highly important in modern societies because of its requirement as a prerequisite to the study of many other science oriented courses such as medicine, engineering and pharmacy. Due to the significance of chemistry, there is need for students to be academically prepared at secondary school level for higher level pursuits. Chemistry as a subject in Kenya is introduced to learners at secondary school level. The purpose of the study was to explore the relevance of secondary school chemistry instruction in preparation of students pursuing chemistry at university level. The study sought to determine whether secondary school background, learning environmental experiences and pedagogical experiences are in accordant to preparation of students pursuing chemistry at the higher level. The study employed descriptive research design and data was obtained using questionnaire. The subjects of study were second year students taking chemistry courses as a main subject. The research was carried out in selected universities in Kenya. Descriptive statistics such as frequencies and percentages were used for data analysis. Results indicated that students find secondary school chemistry relevant in the courses they are pursuing but proper coverage of syllabus, more practicals and more projects would make it more relevant and appropriate. The findings of the study may provide insight to chemistry educators to refocus student preparation in secondary schools and equip them with knowledge and skills necessary to help them solve problems in everyday life rather than passing exams and fitting in prestigious careers.
Impact of Enrollment on the Quality of Learning in Primary Schools in Imenti Central District, Kenya.
(2015) Mwirigi, Silas Francis; Muthaa, George M.
To promote participation and access to education, the government introduced free primary education. The introduction of FSE has resulted into increased enrolment at all levels which has been blamed for the poor performance of pupils in public primary school of Imenti Central District. The current study sought to determine the impact of enrollment on the quality of learning in primary schools in Imenti Central District. The study employed the descriptive survey research design. Purposive sampling was used to select 2 QASO officers in charge of Imenti Central district; giving a sample size of 382 participants. Questionnaires and interview schedules were used as tools for data collection. Data was analysed using descriptive statistics. The results of data analysis were presented using frequency distribution tables and bar graphs. The study established that high enrolment trends in primary schools led to overworking the staff members, inadequate teaching and learning facilities, poor sanitation facilities and inadequate classroom. The increased enrolment impacted to a great extent on the quality of learning in public primary schools. Based on the findings of the study, it is recommended that the government puts measures in place to avail facilities that match the pupils’ enrolment.
Relevance of Kenya secondary school chemistry instruction in preparation of students pursuing chemistry at university level
(International Educative Research Foundation and Publisher, 2015) Dr. wanja njagi, Mercy; Mr. njagi silas, Edward
Chemistry is one of the most important branches of science and its knowledge is necessary in the understanding of composition, properties and behavior changes of matter that form the environment around us. Chemistry is highly important in modern societies because of its requirement as a prerequisite to the study of many other science oriented courses such as medicine, engineering and pharmacy. Due to the significance of chemistry, there is need for students to be academically prepared at secondary school level for higher level pursuits. Chemistry as a subject in Kenya is introduced to learners at secondary school level. The purpose of the study was to explore the relevance of secondary school chemistry instruction in preparation of students pursuing chemistry at university level. The study sought to determine whether secondary school background, learning environmental experiences and pedagogical experiences are in accordant to preparation of students pursuing chemistry at the higher level. The study employed descriptive research design and data was obtained using questionnaire. The subjects of study were second year students taking chemistry courses as a main subject. The research was carried out in selected universities in Kenya. Descriptive statistics such as frequencies and percentages were used for data analysis. Results indicated that students find secondary school chemistry relevant in the courses they are pursuing but proper coverage of syllabus, more practicals and more projects would make it more relevant and appropriate. The findings of the study may provide insight to chemistry educators to refocus student preparation in secondary schools and equip them with knowledge and skills necessary to help them solve problems in everyday life rather than passing exams and fitting in prestigious careers.
Institutional factors Influencing Effective Teaching of Agriculture Subject in Public Secondary Schools in Tharaka Nithi County, Kenya
(2015-01) Muchiri, Joyline Mugero 1; Kiriungi, Lucy Nyambura 2
Effective teachers use a range of assessment data to differentiate the curriculum as needed and engage learners in purposeful learning through a range of media and resources. Therefore, for the agriculture teachers to be effective they must be accorded emotional, administrative and technical support. The purpose of this study was to identify institutional factors influencing effective teaching of agriculture subject in public secondary schools in Tharaka Nithi County. The study targeted a total of 136 public secondary schools in the County where a sample of 30 schools were selected by use of stratified random sampling. The study adopted a descriptive survey design. The study used a structured questionnaire to collect data from the sampled students and teachers. The data were analyzed using descriptive statistics and inferential statistics. The results indicate that teaching and learning resources were fairy adequate in most of the public secondary schools as stated by majority of the respondents (60%). Further, majority of the teachers (60%) taught between 14 and 28 lessons per week although a few were overloaded. Most of the teachers (40%) taught agriculture to between 45 and 74 students in a form one class. However, the number of students declined in form two because most of teachers (37%) taught a class of between 15 and 44 students. the results also indicate that most teachers handled very few students in form three and form four. The study also revealed a positive between adequacy of teaching/learning resources and effectiveness of teaching agriculture with a coefficient of 0.480, established a negative relationship between work load and the effectiveness of teaching agriculture with a coefficient of –0.257 and a positive correlation between class size and teaching effectiveness with a coefficient of 0.381. Overall, the effectiveness of agriculture teachers in public secondary schools in Tharaka Nithi County was fairly good however, it could have been better if the teachers were provided with adequate teaching and learning resources and a conducive work environment. In order to ease teacher overloading in form one and two TSC should be hired to reduce overload especially in form one and form two. This will as well minimize the work load of the teachers and therefore improve his/her effectiveness.
TEACHERS’ PARTICIPATION IN CURRICULUM CONCEPTUALISATION AND EFFECTIVE IMPLEMENTATION OF SECONDARY SCHOOL CURRICULUM IN KENYA
(International Journal of Education and Research, 2015-07) Kanake Kobiah, Lydia; Dr. Kipngeno Barchok, Hillary; Dr. Wanja Njagi, Mercy; Prof M. Kobia, John
Most curriculums start to gain life from the time they are conceived and written. In order to create a strong curriculum, teachers must play an integral role in every step of the process of curriculum development. Within the context of the current curriculum changes in education in Kenya, stringent demands are being made on teachers to deliver. This study focused on teacher participation in curriculum conceptualization and effective implementation of secondary school curriculum in Kenya. The study employed descriptive survey research design and was conducted in Meru and Nairobi Counties, Kenya. The target population was 3146 secondary school teachers comprising of 1781 males and 1365 females. Stratified random sampling was used to draw the participating schools and teachers. A sample of 342 teachers participated in the study. A questionnaire for teachers and an interview schedule for principals were employed in data collection. Both descriptive and inferential statistics were used in data analyses. The study results established that there was a statistically significant relationship between teachers’ participation in curriculum conceptualisation and effective implementation of secondary school curriculum in Kenya. Teachers strongly agreed that participation would improve their ability to interpret the philosophy, aims and goals of education as well as the general and specific objectives of the curriculum. However, results also indicated that teachers participated in curriculum conceptualization to a small extent due to the topdown models of curriculum development employed by Kenya Institute of Curriculum Development (KICD). This study recommends that teachers should be involved in the planning and development of the curriculum in all stages. Also, curriculum development should be decentralized to local levels starting with school committees, sub-counties, counties and finally to the national level taking into considerations all relevant contributions by various stakeholders.
Critical analysis on how learner-related factors affect application of progressivists’ learner-centered approaches in teaching and learning of Mathematics: A case of Meru South Sub-County, Tharaka Nithi County, Kenya.
(2015-07) Mwangi¹, Simon Nyagah; Mwanzia², Ruth M.
Learning mathematics` problem-solving skills using learner-centered teaching approach, as emphasized in the philosophy of progressivism, enhances creativity and problem solving skills to the learners. In contrast, learning mathematics using teacher-centered approaches have increasingly dire consequences to the pupils such as poor performance, lack of creativity, poor socialization and lack of problem-solving skills. This study critically analyzed how learner-related factors affect application of progressivists’ learner-centered approaches in teaching and learning of mathematics. The study employed descriptive survey research design. The target population comprised of 5,547 subjects consisting of 5,160 pupils and 387 teachers from 129 public primary schools within Meru South Sub-County, Tharaka Nithi County, Kenya. A sample size of 378 respondents was obtained using simple random sampling and purposive sampling techniques. Questionnaires were used to collect data from pupils and mathematics teachers. The results of the data analysis were presented using bar graphs, frequency tables and charts. The research findings revealed several learner-related factors such as motivation, attitude, beliefs and myths on mathematics, which were noted to make pupils participate passively in the learning process. Pupils’ negative attitude towards mathematics was also noted as a major hindrance to the application of Progressivists’ learner-centered approaches in teaching and learning of mathematics in Meru South Sub-County. The researcher anticipates that the findings and recommendations of this study may provide valuable reference for teachers, curriculum developers and policy makers in education on learner-centered approaches to enhance teaching of Mathematics. Key Words: Philosophy of Progressivi
TEACHERS’ PARTICIPATION IN CURRICULUM CONCEPTUALISATION AND EFFECTIVE IMPLEMENTATION OF SECONDARY SCHOOL CURRICULUM IN KENYA
(International Journal of Education and Research, 2015-07) Kanake Kobiah, Lydia; Dr. Kipngeno Barchok, Hillary; Dr. Wanja Njagi, Mercy; Prof M. Kobia, John
Most curriculums start to gain life from the time they are conceived and written. In order to create a strong curriculum, teachers must play an integral role in every step of the process of curriculum development. Within the context of the current curriculum changes in education in Kenya, stringent demands are being made on teachers to deliver. This study focused on teacher participation in curriculum conceptualization and effective implementation of secondary school curriculum in Kenya. The study employed descriptive survey research design and was conducted in Meru and Nairobi Counties, Kenya. The target population was 3146 secondary school teachers comprising of 1781 males and 1365 females. Stratified random sampling was used to draw the participating schools and teachers. A sample of 342 teachers participated in the study. A questionnaire for teachers and an interview schedule for principals were employed in data collection. Both descriptive and inferential statistics were used in data analyses. The study results established that there was a statistically significant relationship between teachers’ participation in curriculum conceptualisation and effective implementation of secondary school curriculum in Kenya. Teachers strongly agreed that participation would improve their ability to interpret the philosophy, aims and goals of education as well as the general and specific objectives of the curriculum. However, results also indicated that teachers participated in curriculum conceptualization to a small extent due to the topdown models of curriculum development employed by Kenya Institute of Curriculum Development (KICD). This study recommends that teachers should be involved in the planning and development of the curriculum in all stages. Also, curriculum development should be decentralized to local levels starting with school committees, sub-counties, counties and finally to the national level taking into considerations all relevant contributions by various stakeholders.
EFFECT OF COMPUTER ASSISTED TEACHING STRATEGY ON STUDENTS’ ACHIEVEMENT IN AGRICULTURE IN SECONDARY SCHOOLS IN KENYA
(International Journal of Education and Research, 2015-08) Mugero Muchiri, Joyline; Hillary K., Barchok; Kathuri J., Nephat
The importance of Computer Assisted Teaching (CAT) has increased in schools and Kenya is no exception. CAT is a method that uses computers in a learning media and strengthens students’ motivation and educational processes. Little or no information is known about the impact of the strategy in teaching agriculture and consequently on students achievement. The purpose of the present study was to investigate the effect of Computer Assisted Teaching (CAT) strategy on students’ achievement in agriculture. The study employed Solomon Four-Quasi-experimental design. The study was conducted in eight county secondary schools in Tharaka Nithi County, Kenya. Stratified random sampling technique was used in selecting sample schools. A sample of 327 Form One students participated in the study. The research instrument was Agriculture Achievement Test (AAT) with a reliability coefficient of 0.91. Descriptive statistics (means and percentages) and inferential statistic (ANOVA) were used for data analysis. The findings of the study indicated that CAT strategy improved achievement in agriculture. The study concluded that CAT is an effective strategy in improving achievement in agriculture and therefore agriculture teachers should incorporate CAT strategy in their teaching.
Self Esteem as a social effect of widowhood in Meru County, Kenya
(2015-11) Mburugu, Beatrice M.; Nyaga, Veronica K.; Chepchieng, Micah C.; Ngari, Stephen N.
Abstract Widowhood is a state of losing a spouse through death and has been on the increase in Kenya and all over the world. A spouse’s death may affect the widowed persons’ social well-being, as they go through the various stages of bereavement. They may become withdrawn and isolated which may affect their self-esteem. There may be adverse effects of widowhood that are social since the widowed persons may rate themselves low after the death of the spouse whom they shared life with. In Meru community, no research has been done on the social effects of widowhood yet widowhood is a common phenomenon in the community. Therefore, the purpose of this study was to determine the social effects by comparing widowed men and women in Meru County Kenya. A literature gap exists in Kenya on self-esteem of widowed men and women thus motivating the authors to come up with such a study. Therefore, the objective of this study was to determine self-esteem as a social effect of widowhood by comparing widowed men and women in Meru County Kenya. Ex post facto’s causal-comparative research design was considered appropriate for the study because of comparison of groups. Samples of 384 widowed persons (192 widows and 192 widowers) in four Districts were purposively selected making a total of 384 respondents. Data was collected by use of questionnaires which were administered to widowed persons and two Focus Group Discussions for widowed persons were held in each of the four selected Districts; one for the widowers and another for widows. Data analysis was done by use of descriptive and inferential statistics. Inferential statistics included t-test which was used to establish whether differences in self-esteem as a social effect existed between widowed men and women. Descriptive statistics that included frequencies, means and percentages were also used. The findings revealed variations in the widowed persons’ self-esteem as a social effect of widowhood where widows showed lower self-esteem than widowers. From the findings, it is evident that absence of either of the spouse negatively affects the self- value of the living spouse especially widows. Counselling programmes of widowed persons in the country are needed to assist and empower them especially widows who are not allowed to remarry. It is therefore recommended that the Ministry of gender, religious organisations, service providers and other stakeholders should use such programmes to address social needs of widowed persons. Finally, the findings will assist the widowed men and women to cope better socially with their state of widowhood as they attach meaning in life and bring up their families single handedly
Reconstructionist Analysis on the Relevance of Secondary School Learning Opportunities in Promoting National Cohesion Among Students in Machakos Town Sub-County, Kenya
(2016) Mwanzia, Ruth Mutunge; Mwangi, Simon Nyagah
The study investigated the relevance of secondary school learning opportunities in promoting national cohesion. The study was based on the ideals and principles of a school curriculum as advocated by Brameld Theodore on reconstructionism philosophy. Descriptive survey research design was adopted for the study. A sample size of four hundred and nine (409) respondents comprising of three hundred and sixty (360) student leaders, Forty eight (48) teachers and Sub-County Quality Assurance and Standards Officer (QASO) was used for the study. Purposive sampling was adopted to select the respondents. Questionnaires and interview schedule were used for data collection. The study established that the secondary school learning opportunities do not to adequately capture learner related peculiarities such as aptitude, interests and regional diversities. It thus recommended a review on secondary school learning opportunities to reflect the emerging issues on national cohesion and integration. The findings of the study will provide information to educational stakeholders on the vital role that the secondary school learning opportunities plays in promoting national cohesion.
Relationship Between Teachers’ Motivation Teaching HIV/ADS Education And Students’ Knowledge And Attitude Towards Sexual Behaviour In Secondary Schools In Coast Region, Kenya
(Journal of Education and practice, 2016) Thuo,Daniel Njane , Nyaga, Veronica K, Bururia, David N, Barchok, Hilary K.
Education plays an important role in curbing the spread of HIV and AIDS among the youth. However, there is little known how teachers’ motivation in teaching HIV/AIDS education affects students’ knowledge and attitudes towards sexual behaviour. The purpose of the study was to determine the relationship between teachers’ level of motivation in teaching HIV/AIDS education and students’ knowledge and attitude towards sexual behaviour in secondary schools in the Coast Region of Kenya. The study used descriptive survey research design. Proportional, purposive and random sampling methods were used to choose the participants. The samples comprised 421 respondents of which 33 were teachers and 388 students in 13 secondary schools. Questionnaires, document analysis and interview schedule were used to collect the data. Reliability coefficients of the instruments were 0.8 for both teachers and students. Both descriptive and inferential statistics were used in data analysis. The descriptive statistics that were used were frequencies and percentage. Chi-squire statistics was used to test the hypothesis in the study. The hypothesis testing was done at α = 0.05 level of significance. The data collected in this study was analysed using Statistical Package for Social Sciences (SPSS) computer programme version 20.0. The findings showed that there is a relationship between teachers’ level of motivation in teaching of HIV/AIDS education and students’ knowledge and attitudes towards sexual behaviour. It further revealed that majority of Form 4 students had negative attitude towards sexual behaviour. The study recommends that the Teachers Service Commission and other stakeholders should motivate teachers who teach HIV/AIDS education in secondary schools.

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