Resources Development

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    Influence of Instructional Strategies used by Teachers in Implementation of Life Skills Education Curriculum on Academic Performance in Public Primary Schools in Matinyani Sub-County, Kitui County, Kenya
    (International Journal for Innovation Education and Research, 2017-06) Mwanzia, Ruth Mutunge; Kimeli, Jepkorir Bornace
    The purpose of this study was to evaluate the influence of instructional strategies used by teachers in implementation of life skills education curriculum on academic performance in public primary schools in Matinyani Sub-County, Kitui County Kenya. Descriptive survey research design was adopted for this study. The target population was 27 head teachers and 81 class teachers in Matinyani sub-county. Simple random sampling method was used to select 81 class teachers and purposive sampling was used to select 27 head teachers to get a representative sample of 108 respondents. Questionnaires and interviews were used to collect data. Data was analyzed using statistical package for social sciences (SPSS) version 21.0 and presented in tables and charts. The findings were that most of the primary school teachers do not use participatory instructional strategies in teaching life skills education and this affects the overall academic performance of the pupils. The ministry of education should ensure implementation of life skills education curriculum in order to promote participatory learning. The findings of this study will shed light to all educational stakeholders in promoting quality education.
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    Relationship between curriculum content management and transition of public primary school learners with disabilities to secondary school in Kenya
    (European Journal of Special Education Research, 2018) M’mbijiwe,Joshua Mburugu, Jagero,Nelson, Mburugu,Beatrice M., Barchok,Hillary K.
    Access to quality education and transition from one level to another has been a major focus of the Kenya Government to speed up individual and national development. While the rate of learners transiting from primary to secondary school has been on an upward trend, transition of learners with disabilities has remained low over the years. The Government has established several legal initiatives and mobilized resources to address this challenge. Most recent of these initiatives is introduction of special needs education policy framework of 2009 which among other provisions emphasized review and adaptation of curriculum to suit the disability limitations of learners. Despite the legal mitigations and resource mobilization by the Government, transition to secondary school for learners with disabilities has remained below 30% compared to the typical peers whose transition has been increasing to above 92% currently. This study sought to address the gap by determining the relationship between curriculum content management and transition to secondary school for public primary school learners with disabilities in Kenya. The research employed descriptive research design and a sample of 340 respondents to represent a population of 3210 subjects. The data obtained in the study was analyzed using descriptive statistics such as mean and standard deviation with the aid of a statistical package for social sciences (SPSS) version 21. Findings to the study revealed that curriculum content management had significant impact ontransition to secondary school for public primary school learners with disabilities. Special needs education teachers were expected to implement the mainstream primary school curriculum in the special needs classrooms. The lessons time allowed by the Ministry of education was too short to implement the planned lesson content on learners with learning disabilities. The time allocated for exams and language used was unsuitable to the learners. As a result, the learners’ outcomes and transition to secondary school was inhibited. Based on the findings, the study recommends that the Ministry of Education through the Kenya Institute of Curriculum Development should establish a curriculum that is adaptable to the disabled learners which will enhance effective planning of teaching-learning activities and addressing learning needs of every disabled learner by the teacher.
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    SCHOOL FEEDING PROGRAMMES AND ENROLMENT RATES OF PASTORALIST PUPILS IN PUBLIC PRIMARY SCHOOLS MOYALE SUB-COUNTY, MARSABIT COUNTY, KENYA
    (International Journal of Innovative Research and Knowledge, 2020-04) Aliow Mohamed, Adan; Mugero Muchiri, Joyline
    Enrolment of pastoralist pupils in public primary schools has been and is still low. To mitigate this challenge the Kenyan government has initiated a raft of measures, one of which is the school feeding programme. The purpose of this study was to determine the relationship between school feeding programmes and enrolment rates of pastoralist pupils in public primary schools in Moyale Sub-county, Marsabit County. The study employed correlation research design. Stratified random sampling was used to create two zones. Simple random sampling was used to select 10 schools from the two zones. From each selected school, a head teacher, 10 teachers, 22 pupils and three parents’ representatives were sampled. A total of 10 head teachers, 100 teachers and 220 pupils participated in the study. Data was collected by use of a questionnaire. Validity of the instrument was established through expert judgment by the University supervisors. Reliability was established through test re-test technique and reliability index of 0.812, was established. Both descriptive statistics (means, standard deviation and percentage) and inferential statistics (linear regression) were used in data analysis. Statistical Package for Social Science (SPSS) version 21 was used to do analysis. The findings of the study indicated that there was an increase in enrolment rate of pastoralist pupils as a result of steady and consisted provision of meals. The study concluded that providing school meals increases enrolment rate of pupils. The study recommended thatgovernment and other stake holders should continue providing feeding programmes to pastoralist schools in order to attract more pupils.
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    INFLUENCE OF UTILIZATION OF IMPROVISED MATERIALS ON ACQUISITION OF NUMBER WORK SKILLS AMONG PRE-PRIMARY SCHOOL LEARNERS IN KIAMBU SUB-COUNTY, KIAMBU COUNTY, KENYA
    (African Journal of Emerging Issues, 2022-05) Mwangi Macharia, James; Dr. Kimamo, Githui; Dr. Kang’ara, Hannah
    Background Information: Use of instructional media resources plays an important role in enhancing learners’ acquisition of number work skills. However, in Kiambu Sub-county, acquisition of number work skills by pre-primary school learners is low with many not able to solve basic mathematics problems. Objective of the Study: The study sought to assess the influence of utilization of improvised materials on acquisition of number work skills among pre-primary school learners in Kiambu Sub-county, Kiambu County, Kenya. The study was guided by The Cognitive Theory of Multimedia Learning and Skills Acquisition Theory. Research Methodology: The study adopted mixed methodology and thus, applied concurrent triangulation research design. Qualitative data were analyzed thematically along the objectives and presented in narrative forms. Quantitative data were analyzed descriptively using frequencies and percentages and inferentially using Pearson’s Product Moment Correlation Analysis in Statistical Packages for Social Science (SPSS 23) and presented using tables. Results and Findings: The study established that pre-primary school learners’ number work skills are below average owing to inadequate use of improvised materials. Conclusion and Recommendations: The study thus recommends that pre-primary school teachers should be made to understand that these are educational components which serve to enhance teaching concepts in number work. Pre-primary school teachers should be encouraged to adopt improvisation of number work materials. The Ministry of Education should enforce the usage of improvised materials to supplement supply of commercial teaching aids as a critical component of pedagogy in pre-primary schools.