Faculty of Education and Resources Development (FERED)

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CAUSES, LEVELS AND MANAGEMENT STRATEGIES OF PSYCHOOGICAL STRESS AMONG TEACHERS IN PUBLIC PRIMARY SCHOOLS IN MAARA SUB-COUNTY, THARAKA NITHI COUNTY, KENYA
(Chuka University, 2022-09) MATHOKA, HUMPHREY
Teachers in public primary schools handle large classes because of the introduction of free primary education, a policy whose implementation has not been accompanied by adequate human resources to enhance its implementation. This may have led to stress among the public primary school teachers. The purpose of the study was therefore to establish the causes, levels and management strategies of psychological stress among Public Primary School Teachers in Maara Sub County, Tharaka Nithi County, Kenya. Specifically, the study assessed stress levels, their causes and management strategies of stress among the public primary school teachers. The study employed a descriptive survey design using quantitative approach. The study targeted 992 public primary school teachers from which a sample of 278 teachers was selected using stratified random sampling technique. Data was collected using a questionnaire. Validity of the instrument was ascertained through the expert opinion of University supervisors. Prior to data collection, the study instrument was administered to 35 teachers in Igamba Ng’ombe Sub-County to pretest the research instrument. A set of 231 questionnaires were obtained implying a return rate of 83.1%. Data obtained was edited, coded and analyzed with the aid of Statistical Package for Social Sciences Version 23 computer software using frequency, percentages, means and standard deviation as well as Chi Square based on research objectives. The study established that a majority of the public primary school teachers had high stress levels. A majority of the teachers were distressed because of occurrences that happened suddenly. They felt that they were unable to control significant things at their work places and had nervous feelings and being stressed. The high level of stress was attributed to overwhelming situations, cause and effect, environment, conflict and alienation. A majority of teachers reported resorting to guidance and counselling, spiritual activities, exercises, use of drugs and optimism in managing work related psychological stress. The study recommends that the administration of public primary schools ensure that teachers have an enabling environment within which they have control over important things at their work places to help lower their stress levels. It was also recommended that public primary school teachers be assisted to minimise alienation, overload, conflicts and information gap in order to lower their stress levels. It is also important that public primary school teachers are encouraged and aided to adopt effective stress management strategies such as guidance and counselling, optimism, spiritual activities as well as involvement in physical activities even as they discharge their duties.
Challenges in Management of Pupils Discipline in Public Primary Schools of Imenti South Sub County, Meru County, Kenya
(Chuka University, 2019-09) Kiende, Gikunda Doreen
Management 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.
CULTURAL ARTEFACTS AND BIOLOGY INSTRUCTION IN PUBLIC SECONDARY SCHOOLS IN MERU SOUTH SUB-COUNTY, THARAKA- NITHI COUNTY, KENYA
(Chuka University, 2023-10) GEOFFREY DANIEL MURITHI
Biology education in Kenya has been characterized by persistent poor performance in national examinations. This has resulted in a majority of students transiting the secondary school cycle being locked out of courses that require above average performance in the subject. The persistent poor performance in Biology is attributed to a number of reasons such as adoption of inappropriate teaching approaches. One of the reasons advanced for adoption of such approaches has been lack of adequate and appropriate teaching and learning resources due to limited financial resources in most public schools. In the absence of adequate resources, Biology teachers have been encouraged to use community resources within their surrounding including cultural artefacts for instructional purposes. To date however, minimal empirical literature specific to types, frequency as well as influence of use of cultural artefacts on Biology instruction exist. This study therefore sought to address the existing knowledge gap by assessing the types, frequency and influence of cultural artefacts on Biology instruction with a specific focus on public secondary schools in Meru south sub-county. It also sought to establish the challenges that Biology teachers face when using cultural artefacts. The study was based on Constructivist learning theory and socio-cultural theory. It applied a descriptive survey research design which incorporated both qualitative and quantitative approach. The target population was heads of Biology subject, Biology teachers and forms four Biology students in public secondary schools in the Sub County with a population of 4192. The sample size of 351 respondents was determined using the sample table developed by Krejcie and Morgan. Data collection instruments were a questionnaire with closed ended questions covering the study objectives for form four Biology students and their Biology teachers as well as interview schedule for heads of Biology subject. Face, content and construct validity of the instrument was ascertained to ensure that the instruments met the required threshold with the help of the supervisors. Reliability of the instruments was assessed using Cronbach’s Alpha from the pilot data obtained from selected schools in Maara Sub-County, reliability coefficient of the variables ranging between 0.685 and 0.928 which was considered to be within the 0.7 acceptable threshold. Data obtained was analyzed using descriptive and inferential statistics with the aid of Statistical Package for Social Science (SPSS) version 26 computer software. The study findings showed that bones from skeletons of animals, beads and necklaces, wood carvings and skins, stones, mud huts, clay pots, baskets and basketry, music instruments and iron metal are some of the cultural artefacts used in Biology instruction in varying degree. The study also illustrated that use of cultural artefacts positively and significantly influences Biology instruction even though inadequacy of cultural artefacts, negative cultural beliefs and myths associated with use of some artefacts and difficulties to relate some artefacts with biological concepts continue to limit use of the artefacts in Biology instruction. It is therefore recommended that Biology teachers be encouraged to enhance the use of artefacts in instruction as well as teachers and students to be sensitized on the positive outcomes of using the artefacts as instructional materials.
DELOCALIZED PRINCIPALS’ TRANSFORMATIONAL LEADERSHIP, PERSONAL CHARACTERISTICS AND INSTITUTIONAL PERFORMANCE OF PUBLIC SECONDARY SCHOOLS IN LOWER EASTERN REGION, KENYA
(Chuka University, 2023-10) MUTUNGA STANLEY MAWIRA
In Kenya, Principal’s leadership greatly predicts institutional performance. They are responsible for the overall management of their institutions. A majority of schools continue to report management challenges resulting in poor performance. The teachers’ employer, the Teachers Service Commission introduced the policy of delocalization of school Principals with the aim of improving institutional management and ultimately performance. However, data that could help illustrate the extents to which implementation of the policy has contributed to improved institutional management and ultimately performance remained limited. This study therefore sought to contribute in bridging the existing research gap by establishing the relationship between delocalized principals’ transformational leadership, personal characteristics and institutional performance among public secondary schools in lower Eastern region of Kenya. The study adopted transformational leadership theory, path-goal theory and contingency theories. A descriptive survey and correlational research designs were utilized. Multistage sampling was used to select 144 principals, 144 senior teachers and 6 educational officials from 1086 subjects comprising of 540 delocalized principals, 540 senior teachers, 3 County Quality Assurance and Standards Officers and 3 Kenya Secondary Schools Heads Association Chairpersons. Questionnaires and interview schedules were used to collect data. The instruments were pre-tested in Embu County and results obtained used to estimate reliability using Cronbach’s Alpha and Exploratory Factor Analysis, where a coefficient of 0.785 and a KMO of 0.778 were taken and deemed acceptable. Validity of the instruments was ascertained through face, content and construct validity techniques. Qualitative data was analyzed thematically while quantitative data was cleaned coded and analyzed descriptively and inferentially with the aid of the Statistical Packages for Social Sciences program version 26.0 computer software. Frequency and percentages were used to describe the existing relationship between the variables while hypothesis were tested using simple and multiple regression analysis at 0.05 level of significance. The study established that there is a positive and significant relationship between transformational leadership and institutional performance. Findings also established that principal’s experience partially mediates while type of school moderates the relationship between transformational leadership and institutional performance. It is therefore recommended that TSC should formulate and implement best practices of delocalization to enable education stakeholders reap its inherent benefits. Ministry of Education should organize training workshops for principals on best practices for implementation of transformational leadership.
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 Mugero
Gender 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.
Effect of Computer Assisted Teaching Strategy on Students’ Academic Achievement And Motivation in Biology in Public Secondary Schools in Baringo County, Kenya
(Chuka University, 2019-09) Cheruiyot, Gilbert Langat
Biology is a branch of science studied at secondary school that lays the foundation for careers in medicine, education, agriculture, environment, and biotechnology important in industrial and technological development. Despite the importance of biology in the society, its achievement in Kenya Certificate of Secondary Education has been low, as indicated by the low academic scores of the students. This low achievement could be attributed by factors that could include inappropriate teaching strategy and lack of mastery of concepts by the students. The purpose of study was to determine the effect of integration of Computer Assisted Teaching Strategy (CATS) on student academic achievement and motivation in Biology in public Secondary schools in Baringo County. The study used Solomon Four-Quasi experimental design. Purposive sampling was used to select eight extra-County Secondary schools in Baringo. Stratified random sampling technique was used in selecting sample schools for the study. The researcher sampled 324 biology students from the stratified selected extra County secondary schools. In selected schools with more than one stream, simple random sampling was used to sample form three biology students and assigning them experimental and control group. The experimental groups were manipulated by exposing them to Computer Assisted teaching strategy while the control groups were taught using the traditional teaching strategy. The research instruments that were used to collect data included; Biology Achievement Test and Biology Motivation Questionnaire. The instruments were piloted to establish the reliability. Reliability of the research instruments was determined by using split half method and correlation coefficient was determined by using Spearman Brown prophecy formula. The Reliability coefficient for the instruments was 0.704 and 0.709 for BAT and BMQ respectively with the overall reliability coefficient being 0.706 that was considered suitable for the study. The data obtained was analyzed descriptively using frequencies, percentages and inferentially using Analysis of Variance and t-test. The hypotheses of the study were tested at 0.05 level of significance. The validity of the research instruments was determined by incorporating the expert judgment from the biology teachers and supervisors. The findings of the study showed that integration of CATS enhances students’ achievement in biology. Additionally the findings indicated that the strategy positively influence student motivation in biology. Further the findings shows that there is statistical significance in students’ academic achievement based on gender. Similarly, statistical significance was reported in student motivation based on gender when exposed to CATS. From the findings of the study CATS is effective in improving student academic achievement and enhances motivation in biology. The study findings will be beneficial to curriculum developers at Kenya institute of curriculum development in formulation of policy and guidelines for integration, planning and implementation of CAT in school curriculum in order to enhance learning and improve student achievement and motivation. Therefore, biology teachers should incorporate the computer teaching strategy in teaching in order to improve academic achievement and motivation in biology.
EFFECT OF CONTAINMENT MEASURES OF COVID-19 ON INTERNAL EFFICIENCY OF PUBLIC SECONDARY SCHOOLS IN MACHAKOS COUNTY, KENYA
(Chuka University, 2023-10) MICHENI STEVE MUTHOMI
Coronavirus (COVID-19) outbreak affected educational systems worldwide, leading to widespread and lengthy closures of educational institutions. The containment measures of COVID-19 put in place interrupted learning, nutrition, and equal access to digital learning portals and led to rising cases of child labour, drug and substance abuse, and teenage pregnancies. It also exacerbated previously existing inequalities among learners from different backgrounds. All this impacted the internal efficiency of education. Focus on Internal efficiency of education endeavors to ensure optimal utilization of scarce resources. Nevertheless, with the outbreak of the COVID-19 pandemic in Kenya, the government instituted containment measures for COVID-19 to curb the rapid spread of the virus. Empirical data on the effect of these containment measures on the internal efficiency of public secondary schools remains largely unknown. This study aimed to establish the effect of containment measures for COVID- 19 on the internal efficiency of secondary schools in Machakos County, Kenya. The study was guided by the Classical Liberal Theory of Equal Opportunities and the Production Function Theory. Descriptive and correlational research designs were adopted. The population for the study was 93,204 respondents comprising 296 principals, 5,920 teachers, 86,979 students, One County Quality and Standards officer (CQASO), and Eight Sub-County quality and Standards Officers (SCQASO). Proportionate and simple random sampling were used to obtain 382 respondents, including 195 students and 89 teachers. Also sampled purposively were 89 principals, one CQASO, and eight SCQASOs. Study instruments included questionnaires for principals, teachers, and students, while an interview schedule was designed for CQASO and SCQASO. The tools were subjected to reliability and validity tests before use. Face, content, and construct validity were ascertained before administering the instrument. Reliability was computed using the Cronbach Alpha coefficient on the data obtained from a pilot study in Kitui County, reliability coefficients of 0.726,0.924 and 0.799 obtained for principals, teachers and students questionnaires respectively ascertained an acceptable reliability threshold. Qualitative data were analyzed thematically. Quantitative data was cleaned, coded, and analyzed descriptively and inferentially using Statistical Package for Social Sciences (SPSS) version 26 computer software. The descriptive used included frequencies, percentages, means, and standard deviation. Hypotheses were tested using simple linear regression statistics at α = 0.05 significance level. The study's findings established containment measures for COVID- 19 affected participation, retention, management of resources, and learning outcomes in public secondary schools in Machakos County. The study recommends the establishment of computer studies as a core subject to equip learners with technological know-how for use in case of disrupted learning leading to the abrupt closure of schools. Ministry of ICT in Collaboration with the Ministry of Education to supply computers to schools and ensure country-wide network coverage. Ministry of Gender, Sports, Culture and Social Services to build and equip community learning centers incorporating digital technology in every location to ensure equal access by all learners to learning materials irrespective of their background. TSC to increase the capacity of school principals in resource management during disease pandemics, natural disasters, or human conflict. The findings and recommendations will contribute to new knowledge on effect of containment measures of infectious diseases on internal efficiency of secondary schools that will help the education policy makers and educational planners on how best to respond in times of pandemic, natural disaster or human conflict without exacerbating inefficiency.
Effect of Discovery Teaching Approach on Scientific Creativity Amongst Students of Chemistry In Public Secondary Schools In Imenti North Sub-County, Kenya.
(Chuka University, 2019-09) Ikiao, Edward Karithi Kirianki
The Chemistry curriculum in Kenya anticipates production of learners who possess scientific creativity abilities of sensitivity, Recognition and Flexibility to solve day to day life. Approaches of teaching chemistry ought to promote Scientific Creativity amongst Chemistry students. In spite of this, level of Scientific Creativity amongst secondary school Chemistry students has remained low. This is attributable to the teaching approaches in use. The current study investigated the effect of Discovery Teaching Approach on Scientific Creativity amongst students of chemistry in Public Secondary schools in Imenti North Sub-county. The study is based on Gardiner‟s Theory of Multiple Intelligence and Okere‟s model Scientific Creativity. The study used Solomon-Four Non-Equivalent Control Group Design. The study was conducted in four County Girls‟ Only Public Secondary Schools. Purposive sampling technique was used to select the participating schools. The target population was all the students in Public Secondary Schools in Imenti North Sub-County. A sample of 186 Form Three students participated in the study. Chemistry Creativity Test (CCT) and Chemistry Class Creativity Observation Schedule (CCCOS) were the research instruments. Validity of the tools was ascertained by high school chemistry teachers who are examiners with the Kenya National Examinations Council (KNEC) and Chuka University lecturers in the Department of Education who are experts. Piloting of the tools was done in Public Secondary Schools of similar characteristics in the neighboring Imenti South Sub-County. Kuder-Richardson Formula (KR-21) was used to determine the reliability of the instruments by use of the formula [n/n-1)*[1-(M*(n-M)/(n*Var))]. The average reliability coefficient of 0.80 was obtained for the two instruments. Descriptive and inferential statistics were used for data analysis. The objectives of the study were to determine the effect of Discovery Teaching Approach on students‟ Sensitivity to chemistry problems, Recognition of relationships and Flexibility in reasoning when solving Chemistry problems. Three null hypotheses were generated and tested at α=0.05 level of significance. Data was analyzed using Statistical Package for Social Sciences (SPSS) computer software version 22. The results showed that there was a significant difference in Scientific Creativity when Discovery Teaching Approach was used as compared to Traditional Teaching Approaches. The study concluded that Discovery Teaching Approach improved Scientific Creativity in Chemistry amongst secondary school students. The findings of the study would be significant to the curriculum developers at Kenya Institute of Curriculum Development (KICD) and the teachers on the approaches to use when implementing the chemistry curriculum. They will also be useful to universities in planning teacher training curriculum and form basis for further research in teaching approaches that enhance scientific creativity amongst learners in other subjects in secondary school science curriculum.
Effect of strategic direction on the performance of technical training institutions in Meru County, Kenya
(Chuka University, 2018-10) Muthaa ,George Mungiria
Organizational performance is important in justifying its existence and resources allocation. To enhance performance, Strategic direction has been identified has useful in promoting organizational performance. For Technical Training Institutions to achieve their core mandate in human resource training, the Government has emphasized on their development and implementation of strategic plans. Technical Training institutions have been operating with strategic plans for at least the last ten years; however no systematic study has been carried out to investigate the influence of these strategic plans on the performance of the institutions. The current study sought to investigate the effects of the strategic direction on performance in respect to enrolment, resources, quality and efficiency. The study used the cross sectional descriptive survey research design. Questionnaires were used for data collection. Instruments were tested for reliability by use of the cronbach’s alpha and a correlation coefficient of 0.75 was obtained. Validity of instruments was ensured by use of peer reviewers and research experts. The researcher personally administered the instruments; this helped in realizing a high return rate. Data was analyzed by use of both descriptive and inferential statistics including frequencies, percentages, means and the regression analyses and presented by use of tables and figures. The study established that the strategic direction had significant influence on the performance of technical training institutions. The introduction of the government policy has a moderating variable improved the model on organizational direction. The researcher recommends the alignment of the institutional philosophy, priorities, innovations and collaborations to the institutional strategic direction which could improve the performance of Technical Training Institutions.
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 Kawira
The 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.
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 Kiambati
Addressing 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.
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 MWONJIRU
Primary 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.
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 GITONGA
The 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.
Factors Affecting The Completion Rate of Boys in Public Day Secondary Schools in Mbeere South Sub County, Embu County
(Chuka University, 2019-09) Ndegwa, David
The government of Kenya introduced Free Day Secondary Education (FDSE) with a view to increase secondary school education access and raise completion rate of students who were initially deemed unable due to high cost of secondary education. Despite this, a number of students fail to complete education. The purpose of this study was to determine the completion rates of boys in public day secondary schools against the backdrop of the FDSE in Mbeere South Sub-county. The study aimed at establishing home, school and social factors that affect completion rate of boys in public day secondary schools in Mbeere South Sub County. The target population was 2590 students in day secondary schools, 25 principals and 220 teachers. A sample of 338 respondents, comprising of 10 principals, 120 teachers and 208 students in form two, three and four were used in the study. The respondents were randomly and purposively selected. Students were randomly selected. The principals, guidance and counseling and deputy principals were purposively selected. The other teachers, were randomly selected. Correlation research design was used to show the relationship between the selected factors that influence boys‟ completion rate. The study employed two theories: The Classical Liberal Theory of Equal Opportunity and Herzberg‟s Two Factor Theory. Questionnaires were used to collect data from the students and teachers while interview was used for the principals in the sampled schools. Pilot study was conducted in Embu West sub-county, which has similar environmental characteristics as Mbeere South Sub-county to test the reliability of the research instruments before the actual data collection. Twenty-eight students and twenty-three teachers were involved the pilot study. The reliability coefficient obtained was 0. 753. which is an acceptable reliability coefficient. Validity of the research instruments was improved by expert judgment of supervisors from Chuka University. Descriptive statistics used was frequencies, mean, percentages and standard deviation. The Statistical Package for Social Sciences (SPSS) version 23.0 computer software program was used to analyze the data. Completion rate was rated as good though some students had failed to complete secondary education. On average both students and teachers observed that home related factors did not affect the completion rate but it was affected by school related factors as attested to by the majority of the teachers and students respectively. On social factors majority, and of teachers and students said that completion was also affected by social factors. These are; family economic status type, gender and education level of household and size of the family. School related are principals‟ administration style, curriculum, provision of learning facilities, teacher student interaction and bullying. Social factors such as drug and substances abuse and negative peer influence. The study is significant since it can help school administrator, teachers, parents and policy makers on what should be done to improve the completion rate. The study recommended that the government should waive all the levies charged students in public day schools in arid areas like Mbeere South, enforce Education and Children Acts that regulate education provision in Kenya. The financial aid given to needy students should be decentralized as it does not sometimes benefit since it is riddled with politics and to some extent corruption. Teachers in public schools should be equipped with pedagogical skills to cater for learners needs in classroom.
Forest Conservation and Utilization in Embobut,Cherangani Hills,Kenya
(Science publishing group, 2019-01-01) Rotich,Brian
Embobutforestisaconstituentblockofthe Cheranganihillsecosystem, whichentailsthe five major watertowers in Kenya and home to the indigenous hunters and gatherers-the Cherangany/Sengwer community. This study aimed at investigating forest utilization and conservationinEmbobut, Cherangani hills in the westernpart ofKenya. Data was collected usingquestionnaires, FocusGroup Discussions(FGDs) and KeyInformantInterviews (KII) and analysisdone usingMicrosoft office excel 2013. A total of 42 respondents living inside and within a radius of 5 Kilometers fromthe forest were sampled for the study. Research findings indicated that 95.2% of the respondents benefited from the forest with fuel wood being the most harvested forest product (71.4%). Honey (26.2%) and herbal medicine (21.4%) were the second and third most harvested productsfromthe forest. Other benefitsand productsobtained fromthe forestincluded grazing, buildingpoles, wild fruits, and bush meat. Despite the conservation efforts by community members and the Kenya Forest Service (KFS), a number of conservation challenges existed in the study area including illegal grazing, illegal logging, charcoal burning, forest fires and encroachment into the forest. The researcher therefore recommends the Implementation of the Cherangani hills ForestStrategic Management Plan (2015-2040) to address the existing challenges. Integration of the indigenous communities into the political processes especially around land-use issues and forest management will also be critical to ensuring their future well- being while concurrently achieving conservation goals.
A HISTORICAL EXAMINATION OF THE ROLE OF COLONIALISM IN THE PERSISTENCE OF FEMALE CIRCUMCISION AMONG THE ABAGUSII OF NYAKOE VILLAGE, KISII COUNTY, KENYA, 1907-1963
(Chuka University, 2022-09) ONDIEKI, DENNIS
Female circumcision among communities in Kenya has a long historical dispensation tracing back to the precolonial period. The colonial government put in place measures that were aimed at curbing female circumcision. Despite this, female circumcision has continued among the Nyakoe people in Kisii County. This study examined the contribution of colonialism to the persistence of female circumcision among the Abagusii of Nyakoe village, Kisii County, Kenya between 19071963. The study was guided by the following objectives: To examine the colonial policies against female circumcision among the Abagusii of Nyakoe village, Kisii County between 19071963: To account for the role of colonialism in the persistence of female circumcision among the Abagusii of Nyakoe village and to establish the status of female circumcision among the Nyakoe people, Kisii County by 1963. The study was based on assumptions that: There was an established colonial policy for the practice of female circumcision among the Abagusii of Nyakoe village; the colonial government played an important role in sustaining female circumcision among Nyakoe people and the state of female circumcision. The literature reviewed in this study addressed the origin of female circumcision, the role of colonialism in its persistence, as well as the state of female circumcision in Nyakoe village, Kisii County, Kenya. This study used Cultural Attraction Theory (CAT) and Structural Functionalism Theory to examine the role of colonialism in the persistence of female circumcision and the status of female circumcision in the study population. Methodologically, qualitative research was possible, so the study used a descriptive study design. This study was conducted in the village of Nyakoe, south of Kisii County, because of the continued female circumcision among the Abagusii of Nyakoe. The target population of the survey was 23,096 inhabitants of Nyakoe village. Respondents were purposively sampled using snowball techniques. The sample size was 50 respondents from Nyakoe village. Of this sample size, 30 respondents were individually interviewed and 15 respondents were used for focus group discussions. Data was collected from primary, archive, and secondary sources that were validated to ensure the reliability and objectivity of the survey. This study collected data through oral interviews and focus group discussions. data were analyzed and presented by qualitative data analysis. Based on the purpose of the study, qualitative data from open questions were analyzed qualitatively using subject analysis. The purpose of the interview was explained to the respondents who voluntarily participated in the interview. Research findings were as follows: The Abagusii of Nyakoe village circumcised both boys and girls, colonial administration, missionaries and the African chiefs in the local native councils were used to protest against female circumcision. Female circumcision continued in the study area despite the colonial government's efforts to stop it. The reasons were that it prepared the Abagusii woman for marriage, work and participation in social occasions. In this regard, the Abagusii women continued to be circumcised in the later years of the colonial regime in Abagusii land. This study added knowledge to the colonial historiography of the Abagusii of Kenya.
IMPACT OF PEER COUNSELING SERVICES ON DISCIPLINE AND ACADEMIC ACHIEVEMENT OF SECONDARY SCHOOL STUDENTS IN THARAKA SOUTH SUB-COUNTY, KENYA
(Chuka University, 2020-12) Njeru, Kinyua John
Peer counseling has been established in Kenyan secondary schools among other counseling services being offered to students. This emanates from the fact that it has the potential to impact students’ behaviour positively. The purpose of this study was to establish the impact of peer counseling services on students discipline and academic achievement in secondary schools in Tharaka South Sub County Kenya. This study adopts the descriptive survey design. The study targeted a population of 4212 persons. These include 4160 students in the secondary schools, which includes 104 students’ counselors, 26 principals and, 26 heads of departments in secondary schools. From this population, 496 respondents were sampled and the response rate was 365 respondents. The sample is obtained through three sampling techniques: stratified random sampling (for students, peer counselors, principals and counseling masters) so as to achieve the designed representation from various categories in the population as well as simple random sampling and purposive sampling to sample principals, counseling masters, students and peer counselors from each of the various types of schools (Girls Boarding, Boys Boarding, Mixed Boarding, Mixed Day and Private) in the 26 schools sampled. Data was collected using questionnaires from students, principals and student counselors and interviews from counseling masters. A pilot study was carried out in two schools in the neighboring Tharaka North Sub County. Data from the pilot study was used to test reliability of the study instrument. Content Validity of instruments for this study was assured by expert advice from university supervisors and other experts in the field of study. Reliability of the instruments was assessed through Pearson coefficient (r), obtained through test-retest of individual questions, whereby a value of 0.7 and above were deemed to adequate to judge the instruments as reliable for the study. Data from interviews was analyzed thematically. Descriptive statistics such as percentages, frequencies were used to describe the data from questionnaires. It was evident in the study that schools had peer counselors programmes. The findings show that the students who were exposed to peer counseling had better discipline. When students were guided well, they tended to concentrate more in school activities. This went on to impact their achievement in examinations and other tests. In line with the study findings and conclusions, various recommendations were made. The Ministry of Education need to train enough peer counselors. Student counselors should also be exposed to regular training so as to enhance their ability to offer regular honing of the skills of peer counselors. In addition, schools should provide motivation strategies to peer counselors so as to motivate them to be willing to take part in peer counseling efforts. The researcher recommends a comparative study on the subject in other counties in Kenya.
Impact of Teacher Performance Appraisal on Teaching and Learning in Secondary Schools in Maara Sub County Tharaka Nithi County, Kenya
(Chuka University, 2019-09) Kamau, Lydia Njeri
Teaching and learning involves mastering abstract principles, understanding proofs, remembering factual information, acquiring methods, techniques and approaches, recognition, reasoning, debating ideas, or developing behavior appropriate to specific situations; it is about change. Raising teacher performance is the policy direction most likely to lead to substantial gains in student learning. The objective of teacher performance appraisal is to enhance teaching and learning. However, despite the elaborate process of teachers performance appraisal put in place by the TSC, the students‘ academic performance of Maara sub-county in KCSE has been on the decline, this raise the question on whether teacher performance appraisal has impacted on teaching and learning. The study sought to determine the impact of teachers‘ performance appraisal on teaching and learning in Maara Sub County, Tharaka Nithi. The study was guided by Cognitive theories of learning and Taylors Performance monitoring theory. The researcher adopted descriptive survey design and correlational research design. Descriptive survey was used to investigate the status and condition of teacher performance appraisal while correlational design was useful to test for relationship between the independent and dependent variables. The target population was 533 subjects comprising of 49 principals, 483 teachers teaching in 49 public secondary schools in Maara Sub-county and 1 Quality Assurance and Standards Officer (QASO). Stratified sampling was used to select 35 schools, the principal of each of 35 schools were purposively selected since they were the immediate supervisors and acted as appraisers. From the 35 schools selected, 6 teachers from each school were selected randomly giving a total of 210 teachers who took part in the study. The QASO was purposively selected given his role in teachers‘ performance appraisal. Questionnaires for teachers and head teachers were used in collection of data. An interview schedule was used for the QASO. A pilot study was conducted in five schools in the neighboring Chuka Igambang‘ombe sub County which has similar. A Cronbach‘s Alpha coefficient was used for reliability testing revealed a reliability coefficient of 0.806 hence data was considered reliable for the research. Data collected was both qualitative and quantitative. Analysis of Quantitative data collected was aided by SPSS programme Version 23.0. Data analysis was done using inferential statistics and results were presented in cross tabulations, frequency and percentages. Pearson‘s correlation and linear regression analysis were used in analysing data. The results obtained implied that there was a significant relationship between target setting, documentation, classroom observation and teaching and learning in secondary schools in Maara Sub-county. It was found out that learners need to be involved in the target setting activity, that there is need to digitize the documentation process and large class sizes adversely affect teaching and learning in secondary schools in Maara Sub-county. The researcher recommends that the Government should carefully design coherent formats for target setting and instructional strategies to be followed from start to finish, government and school administration should digitize the documentation required to be prepared by teachers and Government and other stakeholders need to prioritize reducing the current large class sizes which can be achieved by construction of more classes and employing more teachers. The study will be significant to the policy makers, TSC, teacher training institution, teachers and teacher trainees by providing useful information enabling them to make informed decisions.
Influence of church based education circumcision programmes on male initiates’ attitude towards responsible adulthood: a case of Meru County, Kenya
(Chuka University, 2018-08) Kamoyo ,John Mwithalii,Nyaga.Veronica Karimi
The study examined the influence of church based education circumcision programmes on male initiates’ attitude towards responsible adulthood in Meru County of Kenya. The study employed the descriptive survey research design. Purposive and simple random sampling techniques were used to select a sample size of 280 respondents comprising of 250 male initiates, 25 day care parents and 5 circumcision program organizers. Questionnaires and interview guides were utilized as research instruments for collection of the required data. Frequencies, percentages, means and Chi-Square test statistics were used to analyze quantitative data by use of SPSS version 21.0. Qualitative data from open ended question items in the questionnaires as well as responses from the interviews were thematically analyzed. The findings revealed that church based education circumcision programs inculcated positive attitudes towards responsible adulthood among male initiates. It was recommended that ICT resources be integrated in the education circumcision programs to make it relevant to the modern generation.
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 MUGAMBI
The 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.

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