Faculty of Education and Resources Development

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Education and Ethics: A Deconstruction and Reconstruction of Kenyan Education System
(Chuka University, 2019-09) Mwanzia, Ruth Mutunge
One of the objectives of education is to promote ethical behaviour among learners. The African educational system inculcated ethics among members of society and produced ethically upright individuals for generations. With the introduction of formal education, the responsibility of inculcating ethics to children was taken up by schools. Efforts through reforms have been instituted to help develop ethics among learners. Despite the enormous investment in education over the years and the high academic qualification of graduates leaving the school, the level of impunity, corruption, negative ethnicity and intolerance has remained a major concern among educationists and stakeholders. This study sought to determine the influence of deconstruction and reconstruction of Kenyan education system on ethics among learners through integration of indigenous knowledges. The study adopted Utilitarianism and Post-colonial theories. The study was carried out in universities and communities of Kenya. Cross sectional descriptive survey and correlational research designs were utilized in the study. The target population for the study comprised of 537,211 subjects. A sample size of 384 respondents comprising of 324 students and 60 academic staff participated in the study. Data collection was done using questionnaires and interviews. Validity of research instruments was ascertained through expert judgement by supervisors from the Faculty of Education and Resources Development. Reliability of instruments was estimated by use of Cronbach alpha method where a reliability coefficient of 0.859 was obtained. Descriptive and inferential statistics were used to analyze the data with the aid of Scientific Package for Social Sciences version 25.0. Research hypotheses were tested using regression and correlation analysis at a significance level of α = 0.05. The analyzed data was presented by use of tables and figures. The findings of the study indicated that contemporary curriculum was too broad, theoretical and exam oriented hindering the development of ethics. The study established that, deconstruction and reconstruction of curriculum with inclusion of practical-oriented activities in classroom, community based approaches and co-curricular activities would help influence ethics. On pedagogical approaches, the study established that, deconstruction of teacher centred methods and theoretical approach with reconstruction of learner centred approaches, role modelling and resource persons would influence ethics. On philosophical foundations the study found the need to have foundations anchored on holistic development of learners. The study established that, integrated modes of discipline would encourage participatory approach in inculcating ethics among learners. The study concluded that deconstruction and reconstruction of contemporary curriculum, pedagogical approaches, philosophical foundations and modes of discipline had a significant influence on ethics among learners. Based on the study, the researcher recommends the curriculum, pedagogical approaches, philosophical foundations and modes of discipline to be deconstructed and reconstructed to embrace the African indigenous education and knowledges that would help promote ethical behaviour among learners. It is hoped that the findings of this study will provide useful information to curriculum developers, implementers, planners, policy makers and other stakeholders on ways of integrating African indigenous education into contemporary education to influence ethical values. It is also hoped that the findings of this study will provide a basis for further research on integration of indigenous knowledges into contemporary education to promote ethics.
Inculcation of Societal Norms in School System in Meru County, Kenya: An Afrocentric Perspective
(Chuka University, 2019-09) Kirugua, Joseph Muriungi
Modern societies have entrusted schools as key socializing agents. The school system is expected to inculcate positive societal norms into the learners. However, cases of negative behaviors that do not conform to acceptable norms have been on the increase despite numerous interventions by government through policy reforms which causes a lot of concern among scholars and stakeholders. This study sought to examine the application of Afrocentric education perspective to enhance societal norms among secondary school learners in Meru County of Kenya. The objectives of the study were to establish the influence of Afrocentric curricular activities, Afrocentric teaching methodology, Afrocentric evaluation methods and Afrocentric corrective measures on societal norms among secondary school learners in Kenya. The study adopted descriptive research design and correlational research design. The target population for this study was 86,700 subjects comprised of students and teachers in secondary schools in Meru County. The sample size was 384 respondents comprised of 100 teachers and 284 students in Meru County, Kenya. Purposive sampling technique was used to select schools and Heads of Department and simple random sampling was used to select teachers and students from the selected schools. The study utilized questionnaires and interview schedules to collect data. Instruments were piloted in four schools in Tharaka Nithi County. Research instruments were validated for content and construct validity by supervisors. Reliability of the instruments was tested using Cronbach’s Alpha co-efficient. A Cronbach’s coefficient of 0.749 was obtained and the tools were deemed reliable. Data was analyzed by use of descriptive and inferential statistics. Statistical Package for Social Sciences (SPSS) version 25.0 for Windows was used in the study to analyze data. Descriptive statistics used included mean, percentages, standard deviation and coefficient of variation. Inferential statistics used for data analysis was correlational analysis and linear regression analysis. Hypothesis of the study were tested using linear regression analysis at α = 0.05 level of significance and the analyzed data was presented in tables. The study established that integration of African traditional music and dance, social, moral and sex education into the contemporary school system enhances societal norms. The study also established that application of Afrocentric teaching methodology by active participation of learners, use of peer teaching, having specific approved experts involved in teaching and mentoring learners throughout the learning process promote societal norms among learners. The study established that evaluating the character of the learner and the level of engagement during the learning process enhance societal norms among secondary school learners. The study found that reprimands, verbal warnings and use of deterrents as corrective measures improve societal norms among learners. From the findings of the study, the researcher concluded that integration of Afrocentric education perspective into the contemporary school system would positively influence societal norms among secondary school learners. Based on the findings of this study, the researcher recommends that there is need to integrate traditional African music and dance, social, moral and sex education; use of peer teaching; character evaluation of the learners and use of deterrents as corrective measures into the contemporary school system in Kenya to enhance societal norms. The findings of this study would be useful to secondary school administrators, the ministry of education policy makers, curriculum implementers and other stakeholders to come up with policies that would promote integration of desirable societal norms among learners in secondary schools in Kenya.
Influence of selected social-economic factors on retention and academic achievement among pupils in public day primary schools in Isiolo county, Kenya
(Chuka University, 2020-12) Muchunku, Jackson
In Kenya, retention and academic achievement of children in primary schools has remained a major challenge. There has been low retention rates and low academic achievement in public primary schools in Isiolo County. Empirical data showing the factors influencing retention and academic achievement of pupils in public day primary schools in Isiolo County are unavailable. The purpose of the study was to determine the influence of selected socio-economic factors influencing retention and academic achievement among pupils in public day primary schools in Isiolo County. The objectives of this study were to: determine the influence of household income, establish the influence of education of parents, determine the influence of parental occupation and, establish the influence of family environment on retention and academic achievements of pupils in public day primary schools, in Isiolo County. This study used Abraham Maslow’s Hierarchy of Needs Theory. This study used a correlation design that adopted both quantitative and qualitative techniques for testing the pupils, teachers and education officers’ questionnaires respectively. The population of the study consisted of 4142 respondents comprising of 546 standards seven teachers, 3594 standard seven pupils and 2 education officers in Isiolo County. The study used both purposive and simple random sampling methods. The sample size was 242 pupils, 110 teachers and 2 education officers, totalling to 354. The data for this study was collected using questionnaires for teachers and pupils and an informant interview for education officers. Content validity was used to test whether the questionnaires were measuring what they were supposed to measure and were ascertained through the help of the supervisors of this study. Cronbach’s Alpha Coefficient was used to compute the reliability. This study used both descriptive – mostly in the likert scale, rating by teachers and pupils on how independent variables were influencing dependent variables and inferential statistics (multiple linear regression) to analyze the data. Descriptive statistics included frequencies, means, and percentages to analyze the data. Inferential statistics was used to infer sampled data from the population before drawing conclusions. Statistical Package for the Social Sciences (SPSS) version 21 aided in data analysis. To determine the influence of selected socio-economic factors on retention and academic achievement, the study used multiple linear regressions, which was used to test the hypotheses. From the findings, it was found that environmental factors household income, parental education level and parent occupation has positive significant influence on both retention and academic achievement. The recommendation originating from the findings of the study is that the government should increase the allocation for free primary education to ease economic burdens for the parents, education should be enhanced through the adult and continuing education to enhance their levels of education. There is urgent need to support and provide necessary resources to enhance family structure, parent's attitude and expectation, home environment like family types and language used at home. This can be done through seminars and meetings organized by the school community on the same. The beneficiaries will be pupils in day primary schools in Kenya, Teachers in the public day primary schools will know how to re-organize their lessons in order to help the pupils more, Education officers will be able to know which areas they will put more emphasis in their routine visits to schools, the Non-governmental bodies together with donors will know where to come to help the pupils with financial problems.
Kenyan Education System And Self-Reliance: A Decolonizing Perspective
(Chuka University, 2019-09) Murungi, James Mwenda
Education is meant to develop capacity and enhance productivity among members of society. African indigenous education systems inculcated self-reliance among members of society and every individual had a specific role. The colonial education system introduced and emphasized aspects of employment, resulting in job seekers and unemployment. In an effort to address growing mismatch between expectations by graduates and societal employment provisions, the government has undertaken reforms in the education system to promote self-reliance. Despite these efforts there has been growing concerns on the effectiveness of the current education system to inculcate self-reliance among graduates. This study sought to investigate the influence of decolonizing the Kenyan education system on self-reliance among students. The study was carried out in the universities in Kenya. This study utilized the descriptive survey and the correlational research designs. The target population for this study was 537,211 subjects made up of 520,893 students, and 16,318 Academic staff members in chartered public and private universities in Kenya. A sample size of 384 respondents made up of 60 members of academic staff and 324 fourth year bachelor of education students was selected to participate in the study. Data collection was done using questionnaires and interview schedules. The validity of the instruments was enhanced through the expert judgment of the researcher‟s supervisors, peers and other experts. Reliability of the instruments was tested by use of the Cronbach‟s Alpha co-efficient. An internal consistency co-efficient of α = 0.862 was obtained. Descriptive statistics were used for measures of central tendencies including mean, standard deviation and coefficient of variation. Inferential statistics through correlation analysis using the Pearson„s coefficient of correlation was used to measure the degree of influence of each independent variable (Decolonizing curriculum, Decolonizing pedagogical approaches, Decolonizing school environment and Decolonizing evaluation) on self-reliance. To test hypothesis, linear and multiple regression models were used to test significance of relationship between independent and dependent variables. Qualitative data from interviews was organized into themes, categories and patterns pertinent to the study. This study established that the contemporary curriculum influences self-reliance to a moderate extent and that integration of subjects that develop practical skills and nurture creativity would promote self-reliance to a large extent. It was found that the contemporary pedagogical approaches do not promote self-reliance. Changing the role of the student from a passive learner to a reflective thinker and problem solver as well as laying emphasis on practical rather than theoretical learning would enhance self-reliance. The contemporary school environment was found to have little influence on self-reliance and that an enhanced environment where teachers play the role of mentors, coaches and trainers would promote self-reliance. Embracing evaluation that measures problem solving skills and creativity rather than memory would promote self-reliance. It was concluded that Decolonizing curriculum, decolonizing pedagogical approaches, decolonizing school environment and decolonizing evaluation had significant influence on self-reliance among students in the Kenyan education system. Based on the findings of this study, the researcher recommends integration of aspect of African indigenous curriculum, pedagogical approaches, school environment and evaluation into the contemporary Kenyan education in order to promote self-reliance among students. It is hoped that the findings of this study will be useful to educational planners, policy makers, curriculum implementers and other stakeholders in promoting self-reliance among graduates from educational institutions.
RELATIONSHIP BETWEEN COUNSELLORS’ POWERS AND COUNSELLING OUTCOMES OF LEARNERS WITH BEHAVIOUR PROBLEMS IN INCLUSIVE PRIMARY SCHOOLS IN EMBU COUNTY, KENYA
(Chuka University, 2020-12) MUGAI, WANJIRU JANE J.
Counsellors have different types of powers, which can be applied to help or influence behaviour change of their clients like learners with behaviour problems. This however does not seem to have worked for learners with behaviour problems in inclusive primary schools in Embu County. The form of counselling being administered in these institutions is still not commensurate with school expectations on the category of learners as many of those who have gone through counselling have in some instances never changed or even got negative outcomes. The purpose of this study was to establish the relationship between counsellor’s powers and counselling outcomes of learners with behaviour problems in inclusive primary schools in Embu County. Mixed methods and concurrent triangulation design were applied. The study’s target population encompassed 3,572 teachers, 49,440 learners drawn from classes five to eight, 412 counsellors and 412 contact teachers all from 412 regular primary schools while 38 counsellors and 38 contact teachers were sampled. Stratified and purposive sampling techniques were used to get 56 learners with behaviour problems. Close-ended item questionnaires were used to collect data from counsellors and assisting teachers, while self-reporting interview schedules were used for learners. Validity of instruments was enhanced through consultation with supervisors, experts, professionals and colleagues. The internal reliability was ascertained through Cronbach’s alpha coefficient where counsellor’s knowledge power had a coefficient of .786; counsellor’s professionalism power had .701; counsellor’s legitimate power with .918; counsellor’s referent power with .723 and counselling outcomes of learners had a coefficient of .841 and the overall counsellor’s power had a coefficient of .7938. The quantitative data was analysed descriptively through frequency counts, means, percentages and standard deviation and results presented on tables and figures. Qualitative data was analysed thematically and results presented in a narrative form. The data analysis was done using Statistical Package for Social Sciences version 23. The chi square analysis results revealed that there was an association between counsellor’s powers; counsellor’s knowledge power, counsellor’s professionalism power, counsellor’s legitimate power and counsellor’s referent power and counselling outcomes of learners with behaviour problems in inclusive primary schools in Embu County which was significant (X2 =7.829, ρ<0.05). Based on these results, the study therefore concluded that there was a statistically significant relationship between counsellor’s powers which were counsellor’s knowledge power, counsellor’s professionalism power, counsellor’s legitimate power and counsellor’s referent power and counselling outcomes of learners with behaviour problems in inclusive primary schools in Embu County. Study recommendations are that the Ministry of Education and other training institutions to deliberate on reviewing the current training curriculum and policies on the counselling content of primary schools counsellors so as to include the topics of power bases, their relationship and counselling outcomes as end results of leaner’s with behaviour problems in inclusive primary schools in Embu County. That primary school counsellor try to use their knowledge, expertise, legitimacy and all other forms of power that they may have so as to create a counselling environment that honor clients and gives them the best opportunity to grow and heal as forms of changed behaviours. Primary school counsellors to be trained on how to apply different theoretical orientations in counselling due to their different interpretations of power and outcomes in modifying behaviours. The findings of the study may benefit various stakeholders in educational fraternity and training institutions. The study may be helpful to head teachers of primary schools in especially in assessing the quality and effectiveness of counselling processes in their schools. The findings are relevant to counsellors working in private contractual arrangements.
Relationship Between Parenting Practices and Behavior Outcomes Among Students in Public Secondary Schools in Tharaka Nithi County, Kenya
(Chuka University, 2019-09) Maugi, Tabitha Mbungu
Parenting practices are crucial in the development of a holistic personality and an individual who is intellectually, emotionally, socially and morally competent. A stimulating parental environment provides quality psychosocial wellbeing reflected by high academic achievement and sound moral values. The linkage between parental practices and students’ behavior outcomes has not been comprehensively studied, especially in the Kenyan context. This study therefore, sought to fill this gap by establishing the relationship between parenting practices and behavior outcomes of students in public secondary schools in Tharaka Nithi County, Kenya. The purpose of this study was to determine the relationship between parenting practices and behavior outcomes of students in public secondary schools in Tharaka Nithi County, Kenya. The study adopted the correlation research design. It was conducted in Tharaka Nithi County. The population of the study was 45795 subjects comprising of 45495 students, 150 class teachers and 150 Parents Teachers Association (PTA) representatives. A sample size of 387 form 3 students (participants) was used for the study. Purposive sampling method was also used to select 20 class teachers and 24 PTA representatives from each sampled school. Data was collected using questionnaires for students, interview schedule for class teachers and a focus group discussion guideline for PTA members. Content and face validity of the research was determined through opinions and expert judgment in the field of education, counseling and psychology. Reliability was estimated using Cronbach’s Alpha correlation and a coefficient of 0.860 was attained. Data was analyzed using descriptive statistics, which included frequencies, percentages, means and standard deviation. Inferential statistics such as correlation of the variables was also used. The Statistical Package for Social Sciences (SPSS) version 25 and Max QDA were used to analyze data. Qualitative data from the instruments was analyzed through thematic analysis in line with the objectives of the study. Findings are presented using frequency distribution tables and bar graphs. The findings indicated that there was statistically significant relationships between parenting practices and students’ psychosocial well-being, students’ emotional regulation, students’ academic performance, and student’s high-risk health behaviors in all the sub counties. The relationship between parenting practices and behavior outcomes was tested using Pearson’s Product Moment Correlation (r) analysis. The correlation coefficient in Meru South, Tharaka South, Maara and Tharaka North were 0.573, 0.545, 0.376 and 0.655 respectively. Their corresponding P-values were less than 0.05 meaning that they were statistically significant. It is hoped that the findings of this study will be useful to the Ministry of Education Science and Technology, parents and other stakeholders in relevant policy formulation.
SELECTED PSYCHOSOCIAL EFFECT AND COPING MECHANISMS OF RETIREMENT AMONG RETIREE TEACHERS IN MERU COUNTY, KENYA.
(Chuka University, 2021-04-20) MUGAMBI, AILEEN GACHERI AKWALU
Retirement poses psychological problem for many retirees. There is an increase in the number of retired teachers in Meru County in Kenya because majority of the pioneer teachers in Meru County have begun retiring since independence. It was necessary to establish coping mechanisms employed to help retirees cope with psychosocial effect of retirement because this has not been clearly established in the existing studies. The purpose of this study was to establish the psychosocial effect of retirement and coping mechanisms among retiree teachers in Meru County of Kenya. The researcher established the relationship between depression and retirement, self-esteem and retirement, interpersonal relationship and retirement among retiree teachers in Meru County. Coping mechanisms of retirement among retiree teachers in Meru County, Kenya was determined. The study adopted descriptive survey research design. The study sampled 318 respondents from a population of 1800 comprising of 600 retirees, 600 spouses of retirees and 600 close relatives of the retiree teachers. A sample of 318 respondents, comprising of 106 retiree teachers, 106 spouses and 106 close relatives who were selected to participate in the study. Data was collected from retiree teachers and their spouses through questionnaires. Interview schedules were used to collect data from retiree teacher’s close relatives to get in-depth information. To determine reliability of the instrument a pilot study was carried out in the neighbouring Tharaka-Nithi County which comprised of 32 respondents. This was done so as to establish if there were flaws, limitations or weaknesses in the instruments. This enabled the researcher to make necessary adjustments to the instrument prior to the main study. Reliability of the instruments was tested using split-half method. The questionnaires of the retiree teachers in the pilot study gave a reliability coefficient of 0.750 while the questionnaires of retirees teachers in the main study had a reliability coefficient of 0.769. Retiree teachers spouses’ questionnaires gave reliability coefficient of 0.800 in the pilot study while in the main study the questionnaires for retiree teachers spouses had a reliability coefficient of 0.812. Interview schedules for retiree teachers close relatives had a reliability coefficient of 0.801 in the pilot study while in the main study they gave a reliability coefficient of 0.834. Therefore, the instruments were accepted as being reliable. The researcher gave the instruments to the supervisors to give their opinions and judgments so as to ensure validity. Quantitative data was analyzed with the help of SPSS version 23.R statistical software was used to generate K10 scores and inferential statistics. The Rosenberg Self-Esteem Scale and Interpersonal Assessment tool were used. SPSS version 23 was useful in generation of descriptive statistics; frequencies, percentages, standard deviation and mean. Inferential statistics used was wilcoxon signed rank test. Data was presented in cross tabulations, graphs and charts. Qualitative data collected was analyzed by classifying the responses into meaningful categories thematically. The findings of this study revealed that there was significant relationship between depression and retirement, self-esteem and retirement and between interpersonal relationship and retirement. Retirees use religion, counselling, engagement in economic activities, engagement in support groups and volunteering as coping mechanisms to adjust to retirement. The study will benefit teachers, retiree teachers, families of retirees, psychologists and community counsellors in assisting retiree teachers cope with retirement. Human Resource Managers and Teachers Service Commission are also likely to benefit from the findings of this study as they may appreciate the value of retirement counseling in providing solutions to the challenges retiree teachers might be facing in retirement. The findings of this study are also likely to open gaps for further research in psychosocial effect and coping mechanisms of retirement among retiree teachers.

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