Educational Foundation

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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.
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.
INFLUENCE OF SOCIOLOGICAL FACTORS ON STUDENTS’ RETENTION IN PUBLIC SECONDARY SCHOOLS IN MAARA SUB-COUNTY, THARAKA NITHI COUNTY, KENYA AGNES KENDI
(Chuka University, 2022-09) KENDI, AGNES
Education plays a significant function in national development as well as influencing the socio-economic growth of any given country. The government of Kenya has made a significant milestone in ensuring a 100% transition of students from primary to secondary schools so as to increase access to basic education for all children. However, despite this effort, most transit learners are not retained in secondary schools. Regardless of this effort, most of the learners who transit are not retained in secondary schools. The purpose of this study was to determine the influence of sociological factors on students’ retention in public secondary schools in Maara Sub- County. The study aimed at establishing family, school and peer related factors that influence students’ retention in public secondary schools in Maara Sub-county. The study adopted the involvement and structural functionalism theories. The target population was 22,105 involving 21,834 students, 216 class teachers, 54 head teachers and the Sub county education officer (SCEO). A sample size of 393 respondents including 360 students, 24 class teachers, eight principals and the Maara Sub county education officer was used in this study. Data collection was done using questionnaires and interviews. Piloting was done in Meru South sub-county since it had similar characteristic and also due to proximity. A total of 40 respondents was selected for piloting. To ensure validity of the research instruments, the researcher sought the opinions of experts in the field of study. Descriptive and inferential statistics was used to analyze the data with the aid of Scientific Package for Social Sciences version 25.0. Reliability of the instruments was estimated by use of Cronbach alpha method. Descriptive statistics were used for measures of central tendencies including mean and standard deviation. Research hypotheses was tested using Chi square at a significance level of α = 0.05. The analyzed data was presented by use of tables and figures. This study established that students from families whose parents had education, income and small in size were likely to be retained in school. Schools with adequate facilities and resources, guidance and counselling services and positive teacher–student relationship promoted students’ retention. Students with acceptable discipline and behavior completed their studies. It was concluded that commendable family, school and peer related factors had significant influence on students’ retention. Based on the findings of this study, the researcher recommends parental level of education, level of income, small size of family as well as families with authoritative parenting style to influence students’ retention. There is need for adequate physical facilities, resources, guidance and counselling, positive teacher-student relationship, disciplined students in schools as well as ensuring more sponsorships and bursaries for the needy students to improve the retention rates. It is hoped that the findings of this study may provide useful information to curriculum developers, implementers, planners, policy makers and other stakeholders on influence of family, school and peer related factors on students’ retention in public secondary schools.
INFLUENCE OF SELECTED SOCIAL MEDIA TOOLS ON ACADEMIC PERFORMANCE AMONG PUBLIC DAY SECONDARY SCHOOL STUDENTS IN LARI SUB- COUNTY, KIAMBU COUNTY, KENYA
(Chuka University, 2022-09) JOY, NZULA
In any particular country academic performance is vital for successful development of young people in the society. Through education, a country produces graduates who make up for social, political and economic development. The government of Kenya through the allocation of financial resources, provision of qualified teachers and a quality assurance department's establishment have demonstrated their commitment to providing quality secondary education. Despite their effort, the academic performance of students is still low. This has raised concerns to parents, teachers and other educational stakeholders on what influences academic performance of students. Over the years, education has evolved due to invention and usage of social media. Social media has transformed and impacted communication and learning among students by access of social media tools such as WhatsApp, Twitter, Instagram, Facebook and other social sites. While such social networking is beneficial to students, the way they are occasionally used, time spent, information learned and shared on the tools are of major concern. The purpose of this study was to investigate the influence of selected social media tools on academic performance among public day secondary school students in Lari Sub-County, Kiambu County, Kenya. The study sought to investigate the influence of Facebook, WhatsApp, Instagram and TikTok use on academic performance. The study adopted Educational Productivity Theory and Uses and Gratification Theory. Descriptive survey research design was adopted for the study. The target population of the study comprised of 9,429 subjects. A sample size of 378 respondents comprising of 336 students, 28 teachers and 14 parent representatives participated in the study. Data collection was done using questionnaires and interview. The validity of the instruments was enhanced through the expert judgment of the supervisors and other experts. Piloting was conducted in Limuru Sub-County. Descriptive and inferential statistics were used to analyze the data with the aid of Scientific Package for Social Sciences version 25.0. Reliability of the instruments was estimated by use of Cronbach alpha method where a reliability coefficient of 0.820 was obtained. Descriptive statistics were used for measures of central tendencies including mean and standard deviation. Research hypotheses were tested using Chi square at a significance level of α = 0.05. The study established that students spent more time on Facebook, WhatsApp, Instagram and TikTok. It was concluded that academic performance is negatively affected by the social media tools since students are not guided on the positive use of social media to improve academic performance. Based on the study, the researcher recommends the involvement of parents, teachers and other educators in controlling and checking what is shared on social media sites by students. It is hoped that the findings of this study may provide useful information to policy makers, teachers, students and other educational stakeholders on the influence of selected social media tools on academic performance of students.
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 KARAURI
Kant‟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.
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.
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.

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