Faculty of Education and Resources Development (FERED)
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Item INFLUENCE OF PARENTAL INVOLVEMENT IN SCHOOL RELATED ACTIVITIES ON STUDENTS’ ACADEMIC ACHIEVEMENT IN PUBLIC DAY SECONDARY SCHOOLS IN IMENTI NORTH SUB COUNTY, MERU COUNTY, KENYA(Chuka University, 2014-09) KARARWA, HUMPHREY MUGAMBIThe role of parents in children’s education globally is a central issue in education policy and research. Due to concerns on how to improve students’ academic achievement, the role of parents and family-school partnership are considered among the most successful educational strategies. Though research findings indicate that parents play a significant role in the learning process especially in secondary schools, their direct and indirect influence on academic achievement had not been adequately studied in Kenya and specifically in Imenti North Sub County. This study therefore sought to ascertain the influence of parental involvement in school related activities on students’ academic achievement in public day secondary schools in Imenti North Sub County, Meru County Kenya. The study adopted a descriptive survey research design. The target population was 3,349 respondents consisting of 3,328 students and 21 head teachers in all day secondary schools in the district. The accessible population was 735 form 3 students and 21 head teachers from which a sample was selected using simple random sampling technique. A sample size of 180 respondents consisting of 175 form 3 students and 5 head teachers from 5 public day secondary schools was used in the study. Data was collected using a students’ questionnaire and an interview schedule for head teachers. A pilot study was conducted in two day secondary schools from the neighbouring Imenti South Sub County to establish the reliability of the instruments by use of test-retest technique. A correlation coefficient of 0.88 for students and 0.85 for head teachers was achieved respectively. Validity of the instruments was enhanced through an expert judgment of supervisors. Descriptive statistics involving frequencies and percentages were used to analyze quantitative and qualitative data. Data collected was presented in form of tables, graphs and charts. It was established that parents in Imenti North Sub County were lowly involved in the academic achievement of their children. It was also established that parental involvement in school related activities influenced students’ academic achievement. It was suggested that schools should establish regular open days to provide parents with opportunities to consult with teachers over their children’s academic work. It is expected that the findings of the study will assist education planners, teachers and other stake holders to understand and utilize the potential of parental involvement in school related activities in enhancing students’ academic achievement.Item Influence of Student Councils Participation in Conflict Resolutionon Management of Public Boys’and Girls’Boarding Secondary Schools,Nyeri County,Kenya(Journal of Education and Practice, 2018) Muthui,Eustace Murage, Muthaa,George M.,Barchok K. Hillary,Wamukuru,David K.The purpose of this study was to determine the influence of students’ council’s participation in conflictresolution on management in boys’ and girls’ public boarding secondary schools. The study adopted the descriptive survey and correlation research designs. The study was conducted in 12 boys’ and 12 girls’ public boarding secondary schools in Nyeri County that were identified using purposive sampling technique. A sample of384 respondents was used. Data was collected using questionnaires. Data was analyzed usingboth descriptive and inferential statistics. The study found that participation of student council in conflicts resolution had statistically significant influence on management of public boys’ and girls’ boarding secondary schools. The study concluded that a unit increase in participation of student councils in conflict resolution enhances school managementbya factorof0.887.Thestudyrecommendedthatthereisneedtoenhanceguidanceandcounseling among students, organize forums to train student councils on conflict resolution strategies and promote moral behavior and characters in order to be trusted in resolving conflicts among students.Item ProspectiveTeachersProclivitiesinRegardto Teaching Practice as Part of Teacher Training(International Journal of Innovation and Research in Educationa lSciences, 2018) Njagi,Mercy WanjaTeaching practice occupies a key position in initial teacher education programme. Teaching practice provides the prospective teacher with practical experience in a school to put theories into practice. In order to achieve the standards required for qualified teacher status, a student teacherisrequiredtoundertaketeachingpracticeatleastone schoolterminKenyahenceteachingpracticeis anobligatory requirement, transformative experience and of great importance to trainee teacher. During the teaching practice the student teacher applies the fundamental procedures, techniques and methods of teaching, even the philosophy of education learned theoretically in the classroom. Thus the trainee teacher undergoes practical use of teaching methods, strategies, techniques and exercise of different activities of daily school life. The purpose of the study was to investigate the student teacher readiness for teaching practice and experience during teaching practice. The study also explored the student teachers disposition of teaching profession after teaching practice. The study adopted descriptive research design. The participants were purposively sampled from fourth year Bachelor of Education students from universities inKenyawhereasampleof132studentswasused.Thefinding ofthisresearchrevealedthatteacherpreparationisadequate, studentteachersfacechallenges duringteachingpracticeand that majority intend to join teaching profession after the course. The findings of the study may provide added knowledgetoteachertrainerstoprepare,adjustandimprove on their primary responsibility of preparing the prospective teachers.Thefindingsmayhelpteachereducationinstitutions tounderstanddiversity, intensity,complicacy andrichness of teaching practice as an integral component of teacher education programme in order to provide quality and enriching teaching practice session to train competitive educators.real school situation. Since teaching practice is an immanent component of teacher training and play a significant role in the preparation of prospective teachers thenitmustbedesignedtoenablethestudentteachertoac-Item Effect of Computer Assisted Teaching Strategy on Students Achievement by Gender in Agricultural Education in Tharaka Nithi County, Kenya(International journal for innovation education and research, 2018-02-28) Muchiri,Joyline MugeroGender has remained relevant in education because it has been linked to achievement and participation in certain professions. Gender differences in achievement has been shown to vary according to school subject. This has partly been attributed to the teaching strategy adopted by the teacher. Computer Assisted Teaching (CAT) strategy is a method that uses computers in a learning media and strengthens student’s motivation and educational processes. Little or no information is known about the impact of the strategy in teaching agriculture and consequently it’s effect on achievement by gender. The purpose of the present study was to examine whether there is gender difference in achievement in agriculture among students exposed to CAT strategy. 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 study showed that CAT strategy improved achievement in agriculture but male students performed better than female students after exposure to CAT strategy. 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.Item Influence of church based education circumcision programmes on male initiates’ attitude towards responsible adulthood: a case of Meru County, Kenya(Chuka University, 2018-08) Kamoyo ,John Mwithalii,Nyaga.Veronica KarimiThe study examined the influence of church based education circumcision programmes on male initiates’ attitude towards responsible adulthood in Meru County of Kenya. The study employed the descriptive survey research design. Purposive and simple random sampling techniques were used to select a sample size of 280 respondents comprising of 250 male initiates, 25 day care parents and 5 circumcision program organizers. Questionnaires and interview guides were utilized as research instruments for collection of the required data. Frequencies, percentages, means and Chi-Square test statistics were used to analyze quantitative data by use of SPSS version 21.0. Qualitative data from open ended question items in the questionnaires as well as responses from the interviews were thematically analyzed. The findings revealed that church based education circumcision programs inculcated positive attitudes towards responsible adulthood among male initiates. It was recommended that ICT resources be integrated in the education circumcision programs to make it relevant to the modern generation.Item Effect of strategic direction on the performance of technical training institutions in Meru County, Kenya(Chuka University, 2018-10) Muthaa ,George MungiriaOrganizational performance is important in justifying its existence and resources allocation. To enhance performance, Strategic direction has been identified has useful in promoting organizational performance. For Technical Training Institutions to achieve their core mandate in human resource training, the Government has emphasized on their development and implementation of strategic plans. Technical Training institutions have been operating with strategic plans for at least the last ten years; however no systematic study has been carried out to investigate the influence of these strategic plans on the performance of the institutions. The current study sought to investigate the effects of the strategic direction on performance in respect to enrolment, resources, quality and efficiency. The study used the cross sectional descriptive survey research design. Questionnaires were used for data collection. Instruments were tested for reliability by use of the cronbach’s alpha and a correlation coefficient of 0.75 was obtained. Validity of instruments was ensured by use of peer reviewers and research experts. The researcher personally administered the instruments; this helped in realizing a high return rate. Data was analyzed by use of both descriptive and inferential statistics including frequencies, percentages, means and the regression analyses and presented by use of tables and figures. The study established that the strategic direction had significant influence on the performance of technical training institutions. The introduction of the government policy has a moderating variable improved the model on organizational direction. The researcher recommends the alignment of the institutional philosophy, priorities, innovations and collaborations to the institutional strategic direction which could improve the performance of Technical Training Institutions.Item Forest Conservation and Utilization in Embobut,Cherangani Hills,Kenya(Science publishing group, 2019-01-01) Rotich,BrianEmbobutforestisaconstituentblockofthe Cheranganihillsecosystem, whichentailsthe five major watertowers in Kenya and home to the indigenous hunters and gatherers-the Cherangany/Sengwer community. This study aimed at investigating forest utilization and conservationinEmbobut, Cherangani hills in the westernpart ofKenya. Data was collected usingquestionnaires, FocusGroup Discussions(FGDs) and KeyInformantInterviews (KII) and analysisdone usingMicrosoft office excel 2013. A total of 42 respondents living inside and within a radius of 5 Kilometers fromthe forest were sampled for the study. Research findings indicated that 95.2% of the respondents benefited from the forest with fuel wood being the most harvested forest product (71.4%). Honey (26.2%) and herbal medicine (21.4%) were the second and third most harvested productsfromthe forest. Other benefitsand productsobtained fromthe forestincluded grazing, buildingpoles, wild fruits, and bush meat. Despite the conservation efforts by community members and the Kenya Forest Service (KFS), a number of conservation challenges existed in the study area including illegal grazing, illegal logging, charcoal burning, forest fires and encroachment into the forest. The researcher therefore recommends the Implementation of the Cherangani hills ForestStrategic Management Plan (2015-2040) to address the existing challenges. Integration of the indigenous communities into the political processes especially around land-use issues and forest management will also be critical to ensuring their future well- being while concurrently achieving conservation goals.Item Perceived Effect of Pubertal Developmental Body Changes on Self-Esteem and Academic Achievement Among Public Primary School Pupils in Sagana, Kirinyaga West Sub-County, Kenya(Chuka University, 2019-09) Maina, Susan WanjiruPupils in puberty stage face several challenges that affect their self-esteem and academic achievement. Low self-esteem is manifested when level of confidence, satisfaction and acceptance is dismal in pupils during puberty stage. Academic achievement of pupils is also affected as boys and girls in puberty stage perform dismally. Puberty stage is a developmental stage for a human being characterized by increased changes in bodies of the young people. The body changes are manifested in emotional, physical and attitude changes that affect their behavior. During the onset of this period, many young people attending school become affected posing potential risks to optimal academic achievement and self-esteem. The purpose of this study was to determine the perceived effect of pubertal developmental body changes on selfesteem and academic achievement among pupils in Sagana, Kirinyaga West Sub- County, Kenya. This study employed descriptive survey research design that comprises both quantitative and qualitative research procedures used for obtaining information from a large population. The researcher targeted 480 respondents comprising of twelve class teachers and 468 pupils in classes six and seven in six schools. Simple random sampling technique was used to obtain a sample size of 214 pupils from the target population of 468 pupils. The researcher also used purposive technique to obtain a sample of twelve class teachers. The researcher used questionnaires for teachers and pupils as well as achievement records for pupils to collect data. Validity of the instruments was confirmed through expert judgement from the Department of Education at Chuka University. The questionnaires and achievement tests were tested for reliability. Two schools were purposively selected for testing of the instruments using split half method. With a coefficient (α=0.81), the instruments were considered reliable for data analysis. Both qualitative and quantitative data were generated. Computer programme Statistical Package for Social Sciences Version 21 was used to analyse quantitative data that generated frequencies and percentages which were presented in Tables and Graphs. For qualitative data, content analysis was used to arrange data into themes. Findings indicated that girls are affected more than boys in terms of self-esteem academic performance. Also, the findings revealed that pubertal physical development changes are manifested differently in boys and girls with girls being affected most. The study findings indicated that occurrence of most of the pubertal development body changes reduce self-esteem of the pupils. Class participation, concentration and class attendance in girls was affected than boys yet performance was below that of girls especially during menstruation. The general perception is that boys are significantly satisfied than girls during puberty. This study concluded that while pubertal physical body changes occur in both boys and girls, the manifestation of the changes is more in girls than boys with boys exhibiting fewer effects. The study recommends that more strategies to help girls manage the pubertal changes should be devised as a means of improving their selfesteem and academic performance. The findings of this study will benefit pupils, teachers, NGOs, Ministry of Education and academicians.Item Effect of Discovery Teaching Approach on Scientific Creativity Amongst Students of Chemistry In Public Secondary Schools In Imenti North Sub-County, Kenya.(Chuka University, 2019-09) Ikiao, Edward Karithi KiriankiThe Chemistry curriculum in Kenya anticipates production of learners who possess scientific creativity abilities of sensitivity, Recognition and Flexibility to solve day to day life. Approaches of teaching chemistry ought to promote Scientific Creativity amongst Chemistry students. In spite of this, level of Scientific Creativity amongst secondary school Chemistry students has remained low. This is attributable to the teaching approaches in use. The current study investigated the effect of Discovery Teaching Approach on Scientific Creativity amongst students of chemistry in Public Secondary schools in Imenti North Sub-county. The study is based on Gardiner‟s Theory of Multiple Intelligence and Okere‟s model Scientific Creativity. The study used Solomon-Four Non-Equivalent Control Group Design. The study was conducted in four County Girls‟ Only Public Secondary Schools. Purposive sampling technique was used to select the participating schools. The target population was all the students in Public Secondary Schools in Imenti North Sub-County. A sample of 186 Form Three students participated in the study. Chemistry Creativity Test (CCT) and Chemistry Class Creativity Observation Schedule (CCCOS) were the research instruments. Validity of the tools was ascertained by high school chemistry teachers who are examiners with the Kenya National Examinations Council (KNEC) and Chuka University lecturers in the Department of Education who are experts. Piloting of the tools was done in Public Secondary Schools of similar characteristics in the neighboring Imenti South Sub-County. Kuder-Richardson Formula (KR-21) was used to determine the reliability of the instruments by use of the formula [n/n-1)*[1-(M*(n-M)/(n*Var))]. The average reliability coefficient of 0.80 was obtained for the two instruments. Descriptive and inferential statistics were used for data analysis. The objectives of the study were to determine the effect of Discovery Teaching Approach on students‟ Sensitivity to chemistry problems, Recognition of relationships and Flexibility in reasoning when solving Chemistry problems. Three null hypotheses were generated and tested at α=0.05 level of significance. Data was analyzed using Statistical Package for Social Sciences (SPSS) computer software version 22. The results showed that there was a significant difference in Scientific Creativity when Discovery Teaching Approach was used as compared to Traditional Teaching Approaches. The study concluded that Discovery Teaching Approach improved Scientific Creativity in Chemistry amongst secondary school students. The findings of the study would be significant to the curriculum developers at Kenya Institute of Curriculum Development (KICD) and the teachers on the approaches to use when implementing the chemistry curriculum. They will also be useful to universities in planning teacher training curriculum and form basis for further research in teaching approaches that enhance scientific creativity amongst learners in other subjects in secondary school science curriculum.Item Effect of Computer Assisted Teaching Strategy on Students’ Academic Achievement And Motivation in Biology in Public Secondary Schools in Baringo County, Kenya(Chuka University, 2019-09) Cheruiyot, Gilbert LangatBiology is a branch of science studied at secondary school that lays the foundation for careers in medicine, education, agriculture, environment, and biotechnology important in industrial and technological development. Despite the importance of biology in the society, its achievement in Kenya Certificate of Secondary Education has been low, as indicated by the low academic scores of the students. This low achievement could be attributed by factors that could include inappropriate teaching strategy and lack of mastery of concepts by the students. The purpose of study was to determine the effect of integration of Computer Assisted Teaching Strategy (CATS) on student academic achievement and motivation in Biology in public Secondary schools in Baringo County. The study used Solomon Four-Quasi experimental design. Purposive sampling was used to select eight extra-County Secondary schools in Baringo. Stratified random sampling technique was used in selecting sample schools for the study. The researcher sampled 324 biology students from the stratified selected extra County secondary schools. In selected schools with more than one stream, simple random sampling was used to sample form three biology students and assigning them experimental and control group. The experimental groups were manipulated by exposing them to Computer Assisted teaching strategy while the control groups were taught using the traditional teaching strategy. The research instruments that were used to collect data included; Biology Achievement Test and Biology Motivation Questionnaire. The instruments were piloted to establish the reliability. Reliability of the research instruments was determined by using split half method and correlation coefficient was determined by using Spearman Brown prophecy formula. The Reliability coefficient for the instruments was 0.704 and 0.709 for BAT and BMQ respectively with the overall reliability coefficient being 0.706 that was considered suitable for the study. The data obtained was analyzed descriptively using frequencies, percentages and inferentially using Analysis of Variance and t-test. The hypotheses of the study were tested at 0.05 level of significance. The validity of the research instruments was determined by incorporating the expert judgment from the biology teachers and supervisors. The findings of the study showed that integration of CATS enhances students’ achievement in biology. Additionally the findings indicated that the strategy positively influence student motivation in biology. Further the findings shows that there is statistical significance in students’ academic achievement based on gender. Similarly, statistical significance was reported in student motivation based on gender when exposed to CATS. From the findings of the study CATS is effective in improving student academic achievement and enhances motivation in biology. The study findings will be beneficial to curriculum developers at Kenya institute of curriculum development in formulation of policy and guidelines for integration, planning and implementation of CAT in school curriculum in order to enhance learning and improve student achievement and motivation. Therefore, biology teachers should incorporate the computer teaching strategy in teaching in order to improve academic achievement and motivation in biology.Item Impact of Teacher Performance Appraisal on Teaching and Learning in Secondary Schools in Maara Sub County Tharaka Nithi County, Kenya(Chuka University, 2019-09) Kamau, Lydia NjeriTeaching and learning involves mastering abstract principles, understanding proofs, remembering factual information, acquiring methods, techniques and approaches, recognition, reasoning, debating ideas, or developing behavior appropriate to specific situations; it is about change. Raising teacher performance is the policy direction most likely to lead to substantial gains in student learning. The objective of teacher performance appraisal is to enhance teaching and learning. However, despite the elaborate process of teachers performance appraisal put in place by the TSC, the students‘ academic performance of Maara sub-county in KCSE has been on the decline, this raise the question on whether teacher performance appraisal has impacted on teaching and learning. The study sought to determine the impact of teachers‘ performance appraisal on teaching and learning in Maara Sub County, Tharaka Nithi. The study was guided by Cognitive theories of learning and Taylors Performance monitoring theory. The researcher adopted descriptive survey design and correlational research design. Descriptive survey was used to investigate the status and condition of teacher performance appraisal while correlational design was useful to test for relationship between the independent and dependent variables. The target population was 533 subjects comprising of 49 principals, 483 teachers teaching in 49 public secondary schools in Maara Sub-county and 1 Quality Assurance and Standards Officer (QASO). Stratified sampling was used to select 35 schools, the principal of each of 35 schools were purposively selected since they were the immediate supervisors and acted as appraisers. From the 35 schools selected, 6 teachers from each school were selected randomly giving a total of 210 teachers who took part in the study. The QASO was purposively selected given his role in teachers‘ performance appraisal. Questionnaires for teachers and head teachers were used in collection of data. An interview schedule was used for the QASO. A pilot study was conducted in five schools in the neighboring Chuka Igambang‘ombe sub County which has similar. A Cronbach‘s Alpha coefficient was used for reliability testing revealed a reliability coefficient of 0.806 hence data was considered reliable for the research. Data collected was both qualitative and quantitative. Analysis of Quantitative data collected was aided by SPSS programme Version 23.0. Data analysis was done using inferential statistics and results were presented in cross tabulations, frequency and percentages. Pearson‘s correlation and linear regression analysis were used in analysing data. The results obtained implied that there was a significant relationship between target setting, documentation, classroom observation and teaching and learning in secondary schools in Maara Sub-county. It was found out that learners need to be involved in the target setting activity, that there is need to digitize the documentation process and large class sizes adversely affect teaching and learning in secondary schools in Maara Sub-county. The researcher recommends that the Government should carefully design coherent formats for target setting and instructional strategies to be followed from start to finish, government and school administration should digitize the documentation required to be prepared by teachers and Government and other stakeholders need to prioritize reducing the current large class sizes which can be achieved by construction of more classes and employing more teachers. The study will be significant to the policy makers, TSC, teacher training institution, teachers and teacher trainees by providing useful information enabling them to make informed decisions.Item RELEVANCE OF IMMANUEL KANT’S PHILOSOPHY OF TRANSCENDENTALISM ON IMPLEMENTATION OF CURRICULUM IN SECONDARY SCHOOLS IN MERU-SOUTH SUB COUNTY, KENYA(Chuka University, 2019-09) MBAKA, JOHN KARAURIKant‟s transcendentalism which is a philosophy based on the synthesis of philosophies of rationalism and empiricism can form a foundation upon which curriculum implementation strategies could be developed. Effective curriculum implementation is aimed at supplying a country with well-educated workforce with the ability to think and analyze issues critically. This can be achieved by basing curriculum implementation methods on a sound philosophy which promotes studentcentered methods. However, researches have shown that conventional traditional strategies such as lecture method and rote learning are mainly adopted in curriculum implementation in secondary schools which have been blamed on relegating practical skills necessary for economic development. Thus, most of the learners exiting the education system at secondary level do not have adequate skills and competences to join the job market. The purpose of this study was to analyze the relevance of Kant‟s philosophy of transcendentalism on implementation of curriculum in secondary schools. The objectives of this study were to analyze the relevance of Kant‟s probing method, to analyze the relevance of Kant‟s experiential method and to analyze the relevance of Kant‟s experimental method on implementation of curriculum in secondary schools. The study was guided by synthesis theory of knowledge by Emmanuel Kant. The study adopted descriptive research design, which was complimented by the critical and conceptual philosophical techniques. The target population was 3,085 subjects comprising of 2,780 form three students and 305 teachers in Meru-South sub county secondary schools. Stratified sampling, purposive sampling, and simple random sampling techniques were used to select the schools, teachers and students respectively. A sample size of 357 respondents which comprised of 322 students and 35 teachers participated in the study. A pilot study was carried in two secondary schools in Meru-South Sub county, which were not to participate in the study. Validity of the instruments was ensured through expert judgment by supervisors. Pearson‟s Correlation Coefficient using the test-retest method was used to estimate reliability of instruments. A correlation coefficient of 0.78 was generated for the students‟ questionnaires and 0.82 for the teachers‟ questionnaires. The data collected from the questionnaires was cleaned, coded and antitative data was analyzed using frequencies and percentages. Analyzed data was presented using frequency tables and pie charts. The findings of the study revealed that Kant‟s probing method enhances learners understanding of curriculum contents and critical thinking skills. The findings of the study further revealed that teachers and students advocate the use of Kant‟s experimental method on curriculum implementation and that some of the teachers do not find Kant‟s experiential learning method relevant in the curriculum implementation. The study recommends incorporation of concepts of Kant‟s transcendentalism philosophy in the in-service courses for serving and aspiring teachers. The study also recommends that QASOs and heads of institutions should monitor and ensure teachers use variety of teaching aids in teaching to promote Kant‟s experiential learning and Kant‟s experimental method in schools. The study concludes that the recommendations made after the study would prove quite invaluable in assisting teachers improve on their methods of curriculum implementation.Item Challenges in Management of Pupils Discipline in Public Primary Schools of Imenti South Sub County, Meru County, Kenya(Chuka University, 2019-09) Kiende, Gikunda DoreenManagement is a system of working with individuals for the purpose of achieving the required goal, mission or strategic objectives of an organization. Management is widely acknowledged to be essential for creating a peaceful school climate thus leading to sound academic performance. Management of pupils discipline in primary schools remains a concern to the school administrators and other stakeholders because without discipline the school activities may not run smoothly hence affecting effective teaching and learning. There is growing concern from educators and other stakeholders that the poor results in Imenti South Sub County could be attributed to discipline. The purpose of this study was to determine the challenges in management of pupils discipline in public primary schools of Imenti South Sub County, Meru County, Kenya. The study aimed at determining the school based challenges, home based challenges and cultural based challenges faced in management of pupils discipline in public primary schools of Imenti South Sub-County. Descriptive survey research design was adopted. The study was conducted in public primary schools in Imenti South Sub-County, Meru County. The sub-county had 122 primary schools in total, with a target population of 1,291 subjects comprising of 1,288 teachers and 3 Curriculum Supporting Officers. Simple random sampling was used to sample schools in Imenti South Sub- County. The teachers were selected using simple random sampling method. Deputy Head teachers, Head teachers and Curriculum Support Officers were selected by use of purposive sampling. This enabled the researcher to realize a sample size of 303 respondents who were used for the study. The researcher used questionnaires and interview schedule for data collection. Piloting was carried out among 30 respondents in the neighboring Imenti Central Sub-County. The validity of instruments was ensured through the expert judgment from the university supervisors. Cronbach‟s coefficient Alpha was applied to access reliability and the study had an Alpha value of 0.772 indicating adequate convergence or internal consistency. Data collected was analyzed using Statistical Package for Social Science (SPSS) version 21. Descriptive statistics which included frequencies and percentages were used to analyze quantitative data. The results were presented using charts and tables. The study revealed that inadequate guidance and counseling infrastructure, teacher competence and abolition of corporal punishment posed a challenge in management of discipline in a large extent. Results also indicated that unfriendly home environment, lack of provision of basic needs and parents use of alcohol posed a challenge in management of pupils discipline in a great extent. The study concludes that the environment the pupils grow in is very important in molding a disciplined pupil. Lack of a positive environment was a major cause of disciplinary problems. The researcher recommends that Guidance and counseling in schools to be enhanced and parents to be sensitized on how to create positive environment and also be educated on their parental role to minimize cases of indiscipline. The findings of this study shall be useful to the policy makers and other stakeholders of education on the priority areas of challenges and address such challenges for effective management of pupils discipline.Item Relationship Between Subsidized Secondary Education and Students Participation in Public Secondary Schools in Wajir East Sub-County, Wajir County, Kenya(Chuka University, 2019-09) Kasai, HassanThe Kenyan Government began implementation of funds for subsidization of secondary education in the year 2008 as a way of reducing education cost to ensure parents have increased affordability to education. The Kenyan Government disbursed 2.9 billion to cater for funds for subsidization of secondary education and allocated Ksh 22,244 per learner in both day and boarding secondary schools to cater for operation and tuition costs. However, from its inception, there have been many concerns raised on whether its execution has any impact on learner’ participation in secondary schools. In spite of introduction of Funds for subsidization of secondary education to enhance access, completion and rate of retention of student, secondary schools in Wajir East Sub-County, declining levels of secondary schools ‘rate of completion continue to be reported. The objective of this study was to find out the relation that exists between funds for subsidization of secondary education and the rate of learner completion in schools. The study applied a correlational research design. The populationtargeted in this study was drawn from 14 secondary schools, comprising of learner, teachers and principals together with the Sub-County Directors of Education totaling to 2031.Sub-County Director of Education was selected using Purposive sampling method, while simple random sampling was used to employ to choose 14 principals and 59 teachers and 182 learners. Thus, the sample size was 256 respondents. The data collection tools included the questionnaire and an interview schedule. A pilot research was carried out in two schools sampled from neighboring Wajir West Sub-County.The instruments validity was ensured by expert judgment of the supervisors. The reliability of the instruments was ensured using the Test-re-test method. The reliability test on the Principals and teacher’s questionnaire yielded score of 0.851. The learner’s questionnaire as well as the interview schedule used for Sub-County Director of Education showed a reliability score of 0.820 and 0.812 respectively, thus deeming the instruments reliable. Qualitative data that was collected was coded, tabulated and analyzed with use of (SPSS); version 21.A Chi-square (χ²) test of independence was employed to test the Hypothesis at a significance level of 0.05.The information obtained of the study revealed that government funds for subsidization of secondary education funds were adequately catering for all learners to access secondary education. However, more SSE funding was still required to increase learner’s access to secondary education of children from poor families. Through funds for subsidization of secondary education fund, the rate of retentions of completion had improved significantly. The main challenge of SSE fund was that it was distributed to schools according the learner enrollment in the schools, a method that disadvantaged the schools with few learners and favoring already established schools that had many learners. Timely disbursement of SSE funds influenced learner’s rate of completion. Through SSE fund, learners dropouts had reduced significantly over the years as learner do not miss exams nor do they drop out of school due to lack of unaffordable education. The study recommends that the Kenyan government through Education Ministry should diversify and increase the education subsidies sent to secondary schools as the study revealed that they were not adequate to enhance learner’s participation fully in secondary schools in Wajir East Sub-County. The government of Kenya should ensure that more funds are allocated to schools. This will enable them expansion of school facilities to cater for increased student population in the secondary schools.Item Factors Affecting The Completion Rate of Boys in Public Day Secondary Schools in Mbeere South Sub County, Embu County(Chuka University, 2019-09) Ndegwa, DavidThe government of Kenya introduced Free Day Secondary Education (FDSE) with a view to increase secondary school education access and raise completion rate of students who were initially deemed unable due to high cost of secondary education. Despite this, a number of students fail to complete education. The purpose of this study was to determine the completion rates of boys in public day secondary schools against the backdrop of the FDSE in Mbeere South Sub-county. The study aimed at establishing home, school and social factors that affect completion rate of boys in public day secondary schools in Mbeere South Sub County. The target population was 2590 students in day secondary schools, 25 principals and 220 teachers. A sample of 338 respondents, comprising of 10 principals, 120 teachers and 208 students in form two, three and four were used in the study. The respondents were randomly and purposively selected. Students were randomly selected. The principals, guidance and counseling and deputy principals were purposively selected. The other teachers, were randomly selected. Correlation research design was used to show the relationship between the selected factors that influence boys‟ completion rate. The study employed two theories: The Classical Liberal Theory of Equal Opportunity and Herzberg‟s Two Factor Theory. Questionnaires were used to collect data from the students and teachers while interview was used for the principals in the sampled schools. Pilot study was conducted in Embu West sub-county, which has similar environmental characteristics as Mbeere South Sub-county to test the reliability of the research instruments before the actual data collection. Twenty-eight students and twenty-three teachers were involved the pilot study. The reliability coefficient obtained was 0. 753. which is an acceptable reliability coefficient. Validity of the research instruments was improved by expert judgment of supervisors from Chuka University. Descriptive statistics used was frequencies, mean, percentages and standard deviation. The Statistical Package for Social Sciences (SPSS) version 23.0 computer software program was used to analyze the data. Completion rate was rated as good though some students had failed to complete secondary education. On average both students and teachers observed that home related factors did not affect the completion rate but it was affected by school related factors as attested to by the majority of the teachers and students respectively. On social factors majority, and of teachers and students said that completion was also affected by social factors. These are; family economic status type, gender and education level of household and size of the family. School related are principals‟ administration style, curriculum, provision of learning facilities, teacher student interaction and bullying. Social factors such as drug and substances abuse and negative peer influence. The study is significant since it can help school administrator, teachers, parents and policy makers on what should be done to improve the completion rate. The study recommended that the government should waive all the levies charged students in public day schools in arid areas like Mbeere South, enforce Education and Children Acts that regulate education provision in Kenya. The financial aid given to needy students should be decentralized as it does not sometimes benefit since it is riddled with politics and to some extent corruption. Teachers in public schools should be equipped with pedagogical skills to cater for learners needs in classroom.Item Effectiveness of Preventive Counselling in Addressing Public Secondary School Students’ Problem Behaviors in Igembe South Sub-County Kenya(Chuka University, 2019-09) M’eng’ang’a, Henry KiambatiAddressing and dealing with the perennial students’ problem behaviors have become a major challenge in secondary schools. The conventional counselling approaches applied deals with the students who already had developed problem behaviors and little done in preventing and reducing the occurrence of the problem behaviors in students. This is indicated by the recurrence of common deviant behaviors like drug and substances abuse; teenage premarital sex and pregnancy; absenteeism, truancy and dropout; dishonesty; violence and arson witnessed in secondary schools. Preventive counselling operate at three levels of problem behaviors where primary preventive approach deals with students having no signs of behavioral problem in order to prevent it from occurring; secondary preventive approach targets students showing early signs and onset of behavioral problems and address them to stop maladjusted behaviors while the tertiary preventive approach concerns those going through the painful consequences of the behavioral problems, rehabilitate and help them to recover, cope and adjust and to positive behavior changes. This study therefore sought to establish the effectiveness of preventive counselling interventions in addressing these common behavioral problems in public secondary school students in Igembe South Sub-County. The study adapted a descriptive survey research design and involved 42 public secondary schools with a total enrolment of 8,017 students. Accessible population of the study was 1,974 form three students from which a sample of 317 respondents was drawn to participate in the study through simple random sampling. Further 15 teacher counsellors and 15 deputy principals from the selected schools were purposively sampled to participate in the study. The study had a total sample of 347 respondents. Data was collected using questionnaires. To ensure validity of the instruments, the researcher sought expert judgement and opinion from the university supervisors and other experts in addition to searching relevant literature in determining the content, construct and face validities. To test the reliability of the instruments, a pilot study was conducted in three sampled secondary schools in Igembe North Sub-County which had similar conditions. Cronbach’s alpha coefficient method was used to estimate the internal consistency and reliability of the instruments. The reliability coefficients of 0.903, 0.875 and 0.794 were obtained for the students, teacher counsellors and deputy principals respectively. An average reliability coefficient of alpha scale of 0.857 was arrived at indicating that the instruments used were reliable. Data collected was organised, collated and analysed using the Statistical Package for Social Sciences (SPSS) version 20.0 and presented using frequency tables, percentages, charts and graphs. The findings showed that the three preventive counselling approaches were effective in addressing various aspects of secondary school students’ problem behaviors. Primary preventive counselling rated at 78.1%; secondary preventive counselling at 74.7% and tertiary preventive counselling with 75.4%. From the study findings, the researcher recommends empowerment of trained teacher counsellors specifically with more emphasis on the preventive counselling approaches in order to enable them effective address students’ problem behaviors. A favourable counselling environment should be set in all secondary schools to make students willingly, comfortably and voluntarily seek guidance and counselling and ensure teacher counselors efficiently address students counselling needs. The government policy makers should work in consultation with all stakeholders to develop proper framework ensures that all the preventive counselling approaches are effected well in order to address all the students’ problem behaviors before they become severe and cause more psychological, social, moral, and physical damage to the students, schools and the society.Item Teachers and Students’ Perception of The Impact of Life Skills Training on Students Behavior in Secondary Schools in Maara Sub County, Kenya(Chuka University, 2019-09) Mutegi, Mary WawiraCases of violence, strikes, alcoholism, drug and substance abuse, teenage suicidal tendencies and irresponsible sexual behavior among others are a continuous challenge in secondary schools in Kenya. The government of Kenya through the Ministry of Education introduced Life Skills Education (LSE), with the aim of promoting positive changes in learners‟ behavior both in primary and secondary schools. Thus, the main objective of this study was to establish teachers and students‟ perception on the impact of life skills training on students‟ behavior in secondary schools in Maara Sub –County, Kenya. The study was based on Erikson‟s theory of psychosocial stages of development and social learning theory by Bandura. The study applied the descriptive research design. The target population was 19,857 from the 54 public and private secondary schools. Schools were sampled through stratified and purposive sampling method, 22 sampled, 330 Form three students and 44 teachers were sampled through simple random sampling method. The data collection instrument was a questionnaire with both open and closed ended questions, covering the study objectives. A pilot study was also conducted in Meru south Sub- County, to ascertain the instrument‟s reliability. The validity of the instrument was improved with the help of the supervisors and experts from department of education before administering the instruments to the participants. Data was analyzed using descriptive and inferential statistics using computer Statistical Package for Social Science (SPSS) version 25. The study findings indicated that through life skill training, students are able to make right decisions, become more critical before making conclusion on matters, able to solve problems and become more assertive. The study findings will help the school administrations to emphasize on life skills training in schools to produce positive behaviour in students. Principals need to acquire relevant teaching and learning materials to make life skills training easyItem EFFECTIVENESS OF EXPERIENTIAL CONCEPT MAPPING TEACHING AND LEARNING STRATEGY ON ACHIEVEMENT AND ATTITUDE IN PHYSICS BY SECONDARY SCHOOL STUDENTS IN MAARA SUBCOUNTY, KENYA CATHERINE(Chuka University, 2020-12) Ngaine, Catherine KawiraThe fundamental challenge facing the teaching and learning of physics as a science in Kenya secondary schools is how to enhance students’ conceptual understanding as well as affective characteristics associated with teaching and learning process. The challenge is clearly depicted by low academic achievement both at school level and national level. Application of new teaching strategies that will not only improve students’ achievement in physics but also positively change their attitude towards physics as a subject should be used. One of these teaching strategies is experiential concept mapping. The purpose of the study was to investigate the effectiveness of using experiential concept mapping teaching and learning strategy on students’ achievement and attitude in physics in secondary school. The target population of the study was 8430 physics student in Maara Sub County. Accessible population was 3137 form one students, from purposively sampled co-educational secondary schools in Maara sub-county. Solomon’s Four Group Non–Equivalent Control Group Design was used in the study. Based on the design, four co-educational schools forming the sample size of 182 form one students, was randomly sampled. The researcher ascertained the validity of the instruments by seeking opinions from experts in the field of study as well as assistance from supervisors. The experimental groups were taught using experiential concept mapping teaching and learning strategy while the control groups were taught using other conventional methods of teaching. Two instruments were used to collect data; Physics Students Achievement Test (PSAT) and Student Attitude towards Physics Learning Questionnaire (SATPQ). Piloting was conducted prior to data collection to improve reliability of the instruments. Reliability of the instrument was computed using Cronbach Alpha formula. Reliability coefficient of 0.783 and 0.705 for PSAT and SATPQ respectively were obtained. The raw data obtained was scored, coded and analysed using descriptive statistics (mean, standard deviation and percentages) as well as inferential statistics (ANOVA, and t-test). Hypothesis were tested at the alpha (α) value of 0.05 level of significance using Computer Statistical Package for Social Sciences (SPSS) version 20. The result of the study indicates a statistically significant difference between students’ achievement when exposed to experiential concept mapping teaching and learning strategy and students who were taught using conventional teaching methods. Further, the results from the current study showed that students attitude towards teaching and learning of physics was influenced by the method of instruction. The analysis of items in the SATPQ revealed that students in the experimental groups that were instructed using experiential concept mapping teaching and learning strategy had positive attitude towards physics as compared to those in control group that were instructed using conventional teaching methods. The results of the study also show that boys and girls when exposed to experiential concept mapping teaching and learning strategy improved their achievement in physics. From the study there was evidence that experiential concept mapping influence both students’ achievement and attitude towards physics learning. The researcher therefore recommends the inclusion of experiential concept mapping teaching and learning strategy as a teaching strategy to improve achievement and attitude in physics.Item FACTORS AFFECTING STUDENT’S ACHIEVEMENT IN BIOLOGY IN KENYA CERTIFICATE OF SECONDARY EDUCATION EXAMINATION IN DAY SECONDARY SCHOOLS IN KANGEMA SUB-COUNTY(Chuka University, 2020-12) MUGENDI, ARNOLD GITONGAThe education of children is one of the important priority areas where parents as well as the government show great interest. Much of what students learn in school is planned to meet the needs of society and this is reflected in the government’s development priorities. Biology is one of the science subjects taken in secondary school education. There has been a continuous decline in performance of Biology by students at Kenya Certificate of Secondary Examination in day secondary schools. The main purpose of this study was to find out how selected factors affect the performance of students in Biology in Kenya Certificate Secondary Examination in Day secondary schools, in Kangema Sub-County. Factors which were studied were related to teaching of biology, materials available for learning Biology, and attitudes towards Biology subject. This study employed descriptive survey research design. The district had 13 registered public day secondary schools with approximately 420 biology students in form three where the study was confined. The schools were selected using simple random sampling technique. Purposive sampling was used to select biology teachers for the study. Data for the study was collected by use of questionnaires. Validity of the questionnaires was established from the researcher’s supervisors in the department of education at Chuka University. Reliability for the questionnaires was estimated using Pearson product moment correlation formulae, correlation co-efficient of 0.834 was got which was higher than the minimum of 0.700 and therefore it is acceptable for this study. Data analysis was done using Statistical Computer Package for Social Sciences (SPSS) on computer version 17.5 using percentages, means and frequencies. The analysis was done on methods employed in teaching Biology and learning materials in Day secondary schools. Finally, the study sought the relationship between students and teacher’s attitudes in achievement of Biology. The findings of the study came up with the recommendations on how to improve Biology achievement in secondary schools. The outcomes of this study will assist education planners and curriculum developers in planning and implementing the curriculum accordingly and improve Biology syllabus in terms of content and evaluations. The findings may also assist Kenya National Examination Council in unveiling the main factors affecting the performance of students in the biology examinations in the Kenya Certificate of Secondary Examination in public day secondary schools.Item EFFECTIVENESS OF PRIMARY SCHOOL EDUCATION IN INSTILING DEMOCRATIC VALUES AMONG PUPILS IN PUBLIC PRIMARY SCHOOLS IN IGEMBE SOUTH SUB-COUNTY, KENYA: A CRITIQUE BASED ON JOHN RAWLS’ THEORY OF JUSTICE(Chuka University, 2020-12) KAILIKIA, PRISCILLA MWONJIRUPrimary school education in Kenya is structured to foster a set of principles and ethics that protect and promote democratic values in the learner. It has the responsibility of helping children develop an appreciation of core democratic values and develop a sense of commitment and attachment to those democratic values. However, studies have revealed that schools are not giving young people freedom of expression and appropriate participation in policymaking. Therefore, the purpose of this study was to determine the effectiveness of primary school education in instilling democratic values among pupils in public primary schools in Igembe South Sub-County. The study was informed by three objectives that sought to; assess the effectiveness of the goals of primary school education in instilling democratic values among pupils; determine the effectiveness of primary school co-curricular activities in instilling democratic values among pupils and determine the effectiveness of the content of primary school curriculum in instilling democratic values among pupils in public primary schools. The analysis was based on the principles of John Rawls philosophy. The study adopted descriptive survey research design. The target population was 6700 subjects, comprising of 5950 standard seven pupils and 750 teachers in public primary schools in Igembe South Sub-County. Simple random sampling was used to select schools and standard seven pupils while purposive sampling was used to select teachers. A sample size of 370 respondents which comprised of 325 pupils and 45 teachers participated in the study. A pilot study was carried in two primary schools in Igembe South Sub-County, which were not to participate in the study because these schools had similar characteristics with the sampled schools. Validity of the instruments was ensured through expert judgment by supervisors from Chuka University. Pearson’s Correlation Coefficient using the test-retest method was used to estimate reliability of instruments. A correlation coefficient of 0.78 was generated for the pupils’ questionnaires and 0.82 for the teachers’ questionnaires. The data collected from the questionnaires was cleaned, coded and entered in the computer for analysis using SPSS version 21. Quantitative data was analyzed using frequencies and percentages. Analyzed data was presented using frequency tables and pie charts. Qualitative data was analyzed thematically. The findings of the study revealed that goals of primary school education, co-curricular activities and curriculum content help in instilling democratic values among pupils. The study recommends that teachers should be conscious of the importance of the goals of education in instilling democratic values. Teachers and primary school stakeholders should be sensitized on the importance of enabling learners to participate in co-curriculum activities to help in instilling democratic values. The methods of curriculum delivery should be aligned with activities that promote democratic values amongst the learners. The researcher concludes that the recommendations made would prove quite instrumental in informing the policy makers, teachers, pupils and other education stakeholders on the effectiveness of primary school education in instilling democratic values.