269 Records out of 22207 Records

Challenges facing quality assurance and standards officers in supervising implementation of secondary school curriculum in Tigania Central Division

Author: Imathiu, Jacob Kilemi

Awarding University: University of Nairobi, Kenya

Level : MA

Year: 2012

Holding Libraries: University of Nairobi Jomo Kenyatta Memorial Library ;

Subject Terms: Tigania Central Division/Secondary education/Curricula/Supervision/Quality of education ;

Abstract:

ABSTRACT NOT AVAILABLE

Factors influencing form two boys and girls choice of KCSE subjects in Kiene division, Nyeri North District, Kenya

Author: Gathaiga, Peninah Nyaruai

Awarding University: University of Nairobi, Kenya

Level : MED

Year: 2012

Holding Libraries: University of Nairobi Jomo Kenyatta Memorial Library ;

Subject Terms: Kiene Division ; Nyeri North District ; Secondary education ; Secondary school students ; Kenya Certificate of Secondary Education ; Curricula ; Gender ; Careers ;

Abstract:

The purpose of this study was to examine the factors that influence form two boys and girls in their selection ofKCSE subjects in Kieni Division Nyeri North District. Research questions were formulated to guide in the study and data collected from 120 student respondents out of a total of 130.Findings revealed the students were provided with the necessary information concerning KCSE subject choices. The information was given by the teachers. It was also found out that gender did influence boys and girls choice of subjects. Majority ofthe students agreed that there were subjects for girls and for boys. Students respondents in their response showed that they believed that art based subjects were for girls while science based subjects were for boys. Further findings revealed that guardians level of education and occupation did not fully influence students choice of subjects though some guardians influenced their children on what subjects to take since they were educated hence more aware of the needs of the job market which mostly determines what subjects are required. Boys and girls aspired career and level of education influenced their choices of KCSE subjects. Teachers also influenced the boys and girls on their choices. This is in the subjects they taught. In the light of the research findings it was recommended that boys and girls should be provided with adequate information on the importance of the subjects that they study in schools. That there should be professionally trained career teacher-counselor in all schools. It was recommended that there is need for involvement of parents in the education of their children

A framework for integrating ICT in the teaching and learning process in primary teacher training colleges in Kenya

Author: Gichuhi, Wang'ang'a

Awarding University: University of Nairobi, Kenya

Level : MSc

Year: 2012

Holding Libraries: University of Nairobi Jomo Kenyatta Memorial Library ;

Subject Terms: Colleges and universities ; Teacher education ; Curricula ; Information technology ; Communications networks ; Educators ;

Abstract:

lCT was only recently introduced as a subject in PITCs in 2004. The Ministry of Education (MOE) through the Kenya Education Sector Support programme (KESSP) came up with plans to set up ICT infrastructure and provide personnel in order to implement the plans. The problem with KESSP program was that it placed emphasis on providing infrastructure but did not consider teachers' skills, attitudes and beliefs and policy and support in integrating ICT in PTTCs. This study set out to develop a framework for integrating Information and Communication Technology (ICT) in teaching and learning in Primary Teacher Training Colleges (PTfCs) in Kenya. It also sought to detennine the success of the program by finding out: The prevailing lCT skills levels among tutors and students; tutors' and students' attitudes towards ICT integration; the provision of ICT Infrastructure and ICT policy and support on lCT integration in PITCs. This was to enable the researcher come up with a framework that would be used to integrate ICT in the teaching/learning process inPTTCs. The main data collection method that was deployed is likert type scaling questionnaires. Interviews were also carried out to capture information not obtainable from the Questionnaires. The study found that that both lecturers and students had moderate levels of ICT skills and that ICT skills have the greatest impact on ICT Integration. In addition it established that there is not sufficient ICT infrastructure in PTTCs. It notes that ICT policy and support is just fairly good in the PTTCs. There are positive attitudes towards ICT by both lecturers and students. However these positive attitudes do not have a lot of impact on ICT integration. The study recommends a framework that emphasizes on imparting more ICT skills on tutors as this would have the greatest impact on integration. Provision of ICT infrastructure is still insufficient and therefore needs to be looked into. Strengthening of ICT Policy and support should be done as this is the weakest factor among the four factors considered.

Influence of co-curricular activities on academic achievement of public primary school pupils in Kisumu municipality Kisumu county, Kenya

Author: Anyango, Veronica

Awarding University: University of Nairobi, Kenya

Level : MA

Year: 2012

Holding Libraries: University of Nairobi Jomo Kenyatta Memorial Library ;

Subject Terms: Kisumu, Kenya ; Primary education ; Extracurricular activities ; Academic achievement ;

Abstract:

The academic curriculum has never been all that schools offer to their students. Often a range of other classes, clubs and activities is available to students, sometimes in lessons but more often at games time, in the lunch break or after school. These are referred to as the co-curriculum, and they are mostly voluntary for students. Such activities have less status in education than the main curriculum. However, they are often held to be very important to the wider education of young men and women. This topic examined the influence of co-curricular programmes to academic achievement of pupils in public primary schools in Kisumu Municipality of Kisumu County. This study was purposed to establish the extent to which games and sports as components of co-curricular activities influence the academic achievement of pupils in public primary schools, determined the extent to which music and drama influence academic achievement, asses the extent to which clubs and societies influence academic achievement and identify the challenges experienced in implementing co-curricular programmes to influence academic achievement. Descriptive survey method was the design used to collect data to study a sample size of 382 represented by 12 public primary schools in Kisumu municipality, it was conducted using three instruments namely; Questionnaires, Interview and observation schedules. The Questionnaires constituted both closed and open-ended items and questions that required pupils to tick 'Yes and 'No'. Observation and interview schedules were used to supplement the questionnaires. Quantitative data obtained was analyzed using frequencies, percentages, modes and means. Content analysis was also employed to analyze qualitative data. The validity of the instruments was ascertained by conducting a pilot test as this ensured that the instructions were clear and all possible responses to a question were captured. The study found that the more pupils participated in co-curricular activities the more their academic performance deteriorated this was indicated by an inverse relationship between involvement in co - curricular activities and the academic achievements of the learners. For instance the correlation between involvement in all the co - curriculum activities and academic achievements was -0.116; the correlation between academic achievements and highest level reached in sports competition was -0.221, P < 0.05; the correlation between academic achievements and highest level reached in music competitions was -0.069, P > 0.05; the correlation between academic achievement and the extent of participation in drama was -0.125, P < 0.05; the correlation between participation in clubs and academic achievement of the pupils was -0.093, P> 0.05. This means that as the learners improved in their academic performance, the less they engaged in co - curriculum activities. This was so for all the co - curriculum activities apart from societies. In the case of societies, the more the pupils engaged in societies the more their performance in academics increased. The study therefore recommends that the schools should ensure that they monitor the involvement of the learners in academics and co - curriculum activities to guard against learners overdoing one aspect at the expense of the other, the schools should get stakeholder support to improve the co - curriculum facilities if they do not have the resources to do so, the schools should allocate more time for the co - curriculum activities, the teacher's attitude towards co - curriculum activities need to be adjusted in the schools and that government mobilize well-wishers and other stakeholders to ensure that there are adequate co - curriculum activities facilities in the schools to serve all the learners. The study suggested that a similar study needs to be done on other areas so as to compare with the findings of this study, future researchers should also do the same research but additionally explore the rol

School factors influencing implementation of child rights education in secondary schools in Athi River district, Kenya

Author: Amimo, Pamela Auma

Awarding University: University of Nairobi, Kenya

Level : MED

Year: 2012

Holding Libraries: University of Nairobi Jomo Kenyatta Memorial Library ;

Subject Terms: Athi River District ; Secondary education ; Curricula ; Educators ; Children and youth ; Human rights ; United Nations Convention on Human Rights ;

Abstract:

Child Rights Education is the process of acquiring knowledge, skills and desired attitudes that enable one to uphold the rights and responsibilities of the child. Both children and adults have rights enshrined in the United Nations Convention on Human Rights. There has been a high rate of school drop-outs in Athi River District due to the effects of child labour, deteriorating child health conditions, commercial sex engagements (by both learners and parents), drug abuse, early marriage and other negative cultural practices. The escalation of such child rights abuse activities may be due to low implementation of child rights education in the district. The purpose of this study was to investigate school factors influencing implementation of child rights in secondary education in Athi River district, Kenya. Descriptive survey design was adopted. The target population of this study consisted of 22 secondary schools in Athi River District, with 22 head teachers, 130 teachers and 852 students. In this case, the researcher engaged 11 principals, 88 teachers and 253 students. Data collection was done using questionnaires, interviews and document analysis. The study found out that the principals were uncertain on the adequacy of child rights reference materials in their school, neither were they sure of whether the teachers were comfortable with the workload on child right, education in the curriculum. The study concluded that teacher had not done enough competency trainings on child rights education; the policy framework needs improvements and that, learner awareness on child right education should be enhanced. The study recommends that there should be improvements on provision of physical facilities, teaching resources and refresher trainings for the teachers in order to keep abreast with expectations for desirable child rights education.

Determinants of the development of students talents in co-curricular activities in secondary schools in Mwatate district, Kenya

Author: Wangai, Michael Mwareri

Awarding University: University of Nairobi, Kenya

Level : MA

Year: 2012

Holding Libraries: University of Nairobi Jomo Kenyatta Memorial Library ;

Subject Terms: Secondary school students/Mwatate District/Extracurricular activities/Sports/Educators ;

Abstract:

Schools offer after school activities for the benefit of the children. The researcher intended to find out whether the current environment in secondary schools provided learners with opportunities to discover their talents, develop, nurture and make careers out of them in their future life. The main objective of the study was to examine the determinants of the development of student's talents in co-curricular activities in secondary schools. The study sought to establish the influence of funding; infrastructural facilities; teachers' roles and parental involvement on development of student's talents in co-curricular activities in secondary schools in Mwatate District, Kenya. The study used descriptive survey design to investigate how various factors influenced the development of co curricular talents among students in secondary schools in Mwatate District. Students' responses were compared against teachers and principals responses in order to test the hypotheses in this research. A total of 170 students from 17 schools in the district and 17 co-curricular teachers were sampled as the respondents. In addition, three randomly selected secondary school principals acted as key informants in the study. Data was collected using questionnaires from the three different types of respondents. The data analysis included both qualitative and quantitative methodologies. Content analysis was used to analyse the qualitative responses, while descriptive statistics was used to analyse quantitative data. Use of computer aided tools of XLSTAT helped in hypotheses testing. The researcher believed that the present study will encourage students to introspect and find out their innate co-curricular talents. The findings indicated that 60% of students stated that funding for co curricular activities was inadequate which affected their participation in games and sports. 71 % of students felt that there were no adequate co curricular infrastructural facilities in their schools. 76% of students thought that there was no positive parental involvement in co curricular activities. The research had the following recommendations: Each of the co curricular activity should be costed and adequately funded to ensure that all students have an opportunity to participate; The curriculum for teacher training should include professionalism in co curricular activities; Parents should be sensitized in identifying, nurturing and developing their children's co curricular talents; career guidance on co curricular activities to talented and gifted children be offered regularly in the school. The researcher recommended for further research in the following areas: development of children' talents from early childhood centers, primary schools and institutions of higher learning; The transition of talented learners from formal schools to professional co curricular clubs; The operationalization of the Ministry of Education talent centers in Secondary schools ..

School based factors influencing effective implementation of inclusive education in public primary schools in Kikuyu district, Kenya

Author: Wachira, Salome Wanjiru

Awarding University: University of Nairobi, Kenya

Level : MED

Year: 2012

Holding Libraries: University of Nairobi Jomo Kenyatta Memorial Library ;

Subject Terms: Primary schools/Kikuyu District/Mainstreaming/Educators/Curricula ;

Abstract:

This study sought to investigate school based factors influencing effective implementation of inclusive education in public primary schools in Kikuyu district, Kenya. It was conducted in 10 out of 56 public primary schools in Kikuyu district. The research used Ex-post facto research design to conduct investigation. Using a simple random sampling method the researcher sampled 10 schools' headteachers and 46 public primary schools teachers to conduct the study. Primary data were mainly collected using headteachers and teachers questionnaires that were pretested to ensure reliability and validity. Data collected were analyzed using a combination of statistical computations. These included frequencies, percentages, mean and mode. The analyzed data were interpreted and presented using frequency tables and texts for clarity, The study identifies the qualification and knowledge of teachers influence effective implementation of inclusive Education. The available support services in the inclusive education schools and availability of teaching and learning resources were looked into in addition, the study wanted to assess the methods of instructions favourable for the implementation of inclusive Education as well as the nature of the differentiated curriculum content used in the inclusive education. The main findings of the study were that the physical facilities in the public primary schools were not adequate and appropriate to accommodate learners with special needs. The schools' physical environment lacked assistive devices like ramp and clutches. It also found that teachers and headteachers professional competence levels may be an impediment to inclusive learning in public primary schools. The study recommended that teachers should change their methods of approach which could be as a result of training in inclusive learning. The MoE should provide teaching/leaming materials in public primary schools to encourage inclusive set-up. The government should restructure teachers' Training Colleges so as to include areas of specialization in special needs in education curriculum. The MoE and the T.S.C should come up with modalities to recruit more trained teachers in order to address the issue of shortage of teachers in public primary schools. The Kenya Institute of Education should review the time allocated for content delivery if implementation of inclusive education is to be successful. The research study suggested future areas of study on teachers' perceptions towards implementation of Inclusive Education. The study also recommends further study to be replicated to other regions of the country.

Effects of teacher related factors on implementation of integrated Kiswahili curriculum in public secondary schools in Nkuene division, Imenti South district, Kenya

Author: Rutere, Julius Kinyua

Awarding University: University of Nairobi, Kenya

Level : MED

Year: 2012

Holding Libraries: University of Nairobi Jomo Kenyatta Memorial Library ;

Subject Terms: Secondary education/Nkuene Division, Imenti South District/Swahili language/Language arts/Curricula/Educators ;

Abstract:

The purpose of this study was to establish the effects of teacher- related factors on the implementation of integrated Kiswahili curriculum in public secondary schools in Nkuene division. The main objectives of the study were; to establish the effects of teacher's pre- service and in-service training on implementation of Integrated Kiswahili curriculum the effects of teaching experience on implementation of integrated Kiswahili curriculum. The effects of teacher's experience on implementation of integrated Kiswahili curriculum. The effects of teacher's academic and professional qualifications on implementation of integrated Kiswahili curriculum, teachers'attitude towards integrated Kiswahili curriculum, the choice and use of teaching styles by teachers of Kiswahili and their effects on the implementation of integrated Kiswahili curriculum. The study also sought to identify the strategies that should be put in place to enhance implementation of integrated Kiswahili curriculum. The study adopted the descriptive survey design. Thirty four teachers of Kiswahili language, 17 heads of Kiswahili department and 17 head teachers of secondary schools in Nkuene Division were targeted for the study. A sample of 32 teachers, 17 head teachers and 17 heads of department participated in the main study. The study adopted purposive sampling techniques. The majority of teachers of Kiswahili felt that teacher's pre- service and inservice training have effect on implementation of Integrated Kiswahili Curriculum, teachers academic qualifications, professional qualifications and teaching experience affect the implementation of integrated Kiswahili curriculum. The study made the following recommendations, during pre-services training in teacher training colleges, Kiswahili should be taught to teacher trainees as an integrated course to prepare them to teach in secondary schools. The study also recommends that the Ministry of Education, the schools administration and publishers should organize frequent in-service course for teachers so as to impart skills needed in the implementation of the integrated Kiswahili curriculum in schools whenever the curriculum is revised. The study further recommended that curriculum developers should incorporate views of teachers when selecting set books to ensure that they are not too complex to students and that they are also relevant to students. In view of the delimitations of the study the researcher suggests further research to be carried out in other secondary schools in the rest of the country and also to target students who are major stakeholders as far as implementation of integrated Kiswahili curriculum is concerned. A study should be conducted incorporating views from students on integrated Kiswahili curriculum.

Factors influencing gender parity in adult basic education programmes in Masaba North district, Kenya

Author: Ragira, Henry Mogeni

Awarding University: University of Nairobi, Kenya

Level : MED

Year: 2012

Holding Libraries: University of Nairobi Jomo Kenyatta Memorial Library ;

Subject Terms: Masaba North District/Adult education/Adults/Enrollments/Gender/Curricula ;

Abstract:

Adult education is the art and science of teaching and educating adults. Adult education takes place in the work place through extension school or school of continuing education. Other learning places include community colleges, folk high schools and life-long learning centers. The purpose of the study was to investigate the factors influencing gender parity in adult basic education programme in Masaba North district, Nyamira county. The following objectives guided the study. To establish whether the social-cultural gender roles influence adult learner-enrolment in the adult basic education programmes, to establish the attitudes of both male and female adult learners to adult basic education programmes and their influence on enrolment; to examine the teaching and learning resources used in adult basic education programmes and their influence on enrolment, to find out whether the gender-mix education influence adult learner enrolment in the adult basic education programmes, to examine the appropriateness of teaching content used in adult basic education programmes and their influence on enrolment. The theoretical framework that guided the study was based on the curriculum implementation theory propounded by Gross (1971). The dysfunctional theory states that any educational programme brings in mind the question of learning resources teachers training, teaching resources, learning facilities, attitudes of the learners and the content covered. The study employed the use of simple random sampling to select the adult learners who were interviewed. The study sample comprised of 10 adult education centres, 40 adult learners, 10 adult education teachers, and 3 District Adult Education Supervisors. The research instruments used in this study were questionnaires and interview schedules. A pilot study was taken to establish the instrument validity. To ascertain the reliability of the instrument the test -retest technique was used. The findings of the study, teaching and learning resources are not adequate, most of the adult learners are female and have positive attitude towards adult basic education. The social - cultural factors was the leading factors for gender disparity. Theoretically the research was expected to contribute to the advancement of the knowledge about gender sensitive curriculum development by the Kenya Institute of Education. The data was analyzed using Statistical software and presented using frequency tables, pie chart and bar chart. The study concluded that there is a widespread and systematic gender parity in enrollment of adults in literacy centers and was being caused by several factors such as lack of teaching and learning resources. The research recommends that adult education literacy programmes should be restructured to suit the learners needs and equip them with relevant skills and knowledge. The government should also employ more trained teachers. This could help to boost enrolment of adult learners and in areas where male learners do not want to share a class with female learners separate classes or different days should be put in place to cater for all. The following were suggestions for further study. The study needs to be carried out to ascertain how best adult basic education programmes can be structured so as to realize vision 2030 and attain over 90 percent literacy levels in the country. A qualitative approach using a larger sample should also be used to find out whether it will elicit different results.

School-based factors influencing students' enrolment in technical subjects in secondary schools in Dagoretti district, Nairobi county, Kenya

Author: Kiruja, Christine Gacheri

Awarding University: University of Nairobi, Kenya

Level : MED

Year: 2012

Holding Libraries: University of Nairobi Jomo Kenyatta Memorial Library ;

Subject Terms: Dagoretti District/Secondary schools/Secondary school students/Educators/Curricula/Counseling/Vocational education/Educational resources ;

Abstract:

The study sought to find out the school- based factors that influence students' enrolment in technical subjects in secondary schools in Dagoretti district, Nairobi County. The objectives of . the study were: influence of physical facilities, school policy, the curriculum and extent of career guidance services on students' enrolment in technical and creative arts subjects in secondary schools. The study used descriptive survey design that used both qualitative and quantitative methods in presentation and drawing of inferences. Out of 400 teachers, the researcher used simple random sampling to select 10% of those teaching Technical and Creative Arts subjects'. All the 10 head teachers' were targeted. The study used simple random sampling to select 10% Form Three students hence 400 which translate to 20 students per school meaning a total of 420 respondents were involved. The research instruments were questionnaires for students, head teachers and teachers and observation. A pilot study was carried to determine validity and reliability of the instruments. Validity of the instruments was detennined using expert help from lecturers in the Department of Educational Planning and Administration; while . the reliability of the instruments was carried out using test pre-test method. A correlation coefficient of 7.4 was determined using Spearman prophecy technique. Quantitative data used descriptive statistical analysis presented using tables and percentages since they are easy to interpret. For qualitative data, coding and assigning labels was done. Common themes were obtained from the data collected and clustered in a patterned order. The data was then entered into the computer using the Statistical Package for Social Sciences (SPSS) version 17. The findings of the study were that schools had a wide range of physical resources namely classrooms, computer laboratories, special rooms and workshops that were not adequate; most schools studied had a policy of forcing students to enroll for computer studies. The school curriculum had a direct influence on the students' enrolment in technical subjects which was determined by availability of physical facilities and school policy. Agriculture, Home science and Music were the most common technical subjects offered in schools. Career guidance services are adequately available in schools and majority of students sought guidance from careers teachers before enrolling in technical subjects. Based on the findings it was concluded that schools have adequate physical facilities. Students are mostly allowed to enroll in certain subjects freely without being forced although some schools have a policy of forcing students to do certain technical subjects like computer studies. Challenges facing enrollment of students in technical subjects were inadequate practical materials and shortage of teachers. Career guidance services are available in schools. The study suggested that a nationwide study be conducted on the factors that influence enrolment in technical subjects.