172 Records out of 22207 Records

Brewing of alcohol in home environment and its influence on academic achievement among secondary schools students in Ndarugu Division, Gatundu District

Author: Joseph, Juddy Wanjiku

Awarding University: Catholic University of Eastern Africa, Kenya

Level : MEd

Year: 2011

Holding Libraries: Catholic University of Eastern Africa Library ;

Subject Terms: Ndarugu Division, Gatundu District/Alcohol use/Home brewing/Secondary school students/Academic achievement ;

Abstract:

Many scholars, researchers and psychologists see the process of schooling from a holistic perspective and thus provide various reasons for the need for guidance services in school especially around the area of self. The emphasis on intellectual development through teaching alone cannot help in total development of the student. (Daniel, & King, 1995). Learners will need conducive environment for learning as well as have their primary needs met so that they can fully exploit their potential. This study investigated brewing of alcohol in home environment and its influence on academic achievement among secondary school students in Ndarugu Division, Gatundu District. It was grounded on Maslow's Hierarchy of Needs Theory that states that one has to acquire a certain level of needs to achieve certain goals. For students to achieve academically, their basic needs have to be achieved first. The research design that was used in the study was causal-comparative design. A mixed method approach that is both qualitative and quantitative was used. The target population comprised of all public day secondary schools in Ndarugu division, Gatundu district. A sample of 80 students from 9 schools was involved in the study. Questionnaires were used to gather information from the students. Document analysis forms were used to analyze students' performance in the last one year, 2010. Data was analyzed using the statistical package for Social Science (SPSS) version 11.5: The researcher computed descriptive statistics using Pearson product moment correlation. The study found out that alcohol is brewed in home environment where students live and this interfered with students' learning because of noise, fights and interruptions. Learners eventually became unhappy about themselves, lacked motivation and their esteem was greatly lowered. This led to poor performance. The study recommended that the school administration, local leaders and the church should regularly advise parents on importance of education and on dangers of brewing alcohol at home environment where learners live. The study suggested that this research be replicated in other districts that are performing poorly. Also further study should be conducted on ways of enhancing learners' self esteem in order to enhance performance.

Evaluation of SMASSE program on teaching and learning of chemistry in secondary schools of Makuyu Division, Murang'a County

Author: Irungu, James Kinyua

Awarding University: Catholic University of Eastern Africa, Kenya

Level : MEd

Year: 2011

Holding Libraries: Catholic University of Eastern Africa Library ;

Subject Terms: Strengthening of Mathematics and Sciences in Secondary Education/Secondary schools/Makuyu Division, Murang'a County/Chemistry/Educators/Science education ;

Abstract:

The study was an evaluation of Strengthening of Mathematics and Science in Secondary Education (SMASSE) program on teaching and learning of Chemistry in secondary schools of Makuyu Division in Murang'a County. The study aimed at finding out how the program has impacted on the teaching and learning of Chemistry in the Division. The evaluation was guided by evaluation questions that aimed at establishing the attitudes of teachers and learners towards Chemistry, assessing the extent to which the learners were involved in the teaching and learning during chemistry lessons, establishing the extent to which the teachers planned and improvised for chemistry lessons, establishing what impact SMASSE had made in secondary schools and establishing how the SMASSEprograms' implementation can be improved. The evaluator adopted part of Stufflebeams' (1971) as outlined by Ogula (2002) Context, Input, Process, and Product (CIPP) evaluation model. The evaluator adopted Product evaluation aiming at providing feedback to project staff to help in good decision making. The product evaluation was used within the larger framework of survey design. The study targeted Chemistry teachers, form three learners, principals of public secondary schools and Quality Assurance and Standards Officers of Makuyu Division in Murang'a County. From the target population, a representative sample (n=182) was drawn using probability and non-probability sampling procedures. Data were collected using questionnaires, interviews and observations. Quantitative data were summarized using frequencies, frequency tables, percentages and charts. Qualitative data were reported descriptively and in the participants' own words. The study came up with the following findings: That learners and teachers had a positive attitude towards Chemistry, majority of teachers were effective in putting into practice the ASEIIPDSI approach to teaching and learning of Chemistry. Further, teachers found it hard to improvise for a Chemistry lesson, huge classes and lack of facilities hindered learners' involvement, trainers kept on recycling activities, SMASSE curriculum should be prepared using local context based on immediate needs and SMASSE convenors were high handed making SMASSE be teacher unfriendly. The evaluator recommended that there is need to improve on SMASSE trainees follow up, need to sensitize teachers on how to come up with improvisation when teaching Chemistry. Further, there is need for increasing the learning materials and facilities to cater for the huge number of learners, preparation of SMASSE curriculum based on immediate teachers' needs using local context, not forgetting that the high handed nature of the convenors of SMASSE program needs to change.

Teachers' perception on motivation strategies used by principals in public secondary schools in Rachuonyo South District, Homa Bay County, Kenya

Author: Achola, Gordon L Otieno

Awarding University: Catholic University of Eastern Africa, Kenya

Level : MEd

Year: 2011

Holding Libraries: Catholic University of Eastern Africa Library ;

Subject Terms: Rachuonyo South District ; Educators ; Secondary schools ; Motivation ;

Abstract:

Despite the vast research done on workplace motivation, little is known about how workers perceive the methods used by their superiors to motivate them. Many administrators, especially of schools, have invested heavily in various activities to motivate teachers but with results that are nothing but the opposite, and as a result, the schools' scarce resources have only been wasted. The Government of Kenya has not helped the situation by failing to provide teacher motivation guidelines to principals despite providing the same for other management functions. This study sought to unravel perceptions held by teachers in public secondary schools in Rachuonyo South District on motivation strategies used by their principals. It found that monetary incentives, staff tours, recognition, and material rewards were perceived by teachers as effective motivators. It also found that financial constraints, inadequate management training among principals, low level of education of members of the BOG, exclusion of teachers in decision making and use of coercion were the biggest impediments to teacher motivation. These findings should be useful in making motivational interventions relevant to the target. The researcher employed both quantitative and qualitative research paradigms. Questionnaires and interview guides were used to collect data alongside in-depth interviews. The researcher applied both probability and non-probability sampling; specifically stratified random and convenience sampling techniques, respectively. This enabled him achieve objective and adequate representation of subgroups in the accessible population. The quantitative data collected in this study was analyzed using descriptive statistics while the qualitative data was analyzed by making judgment on the quality of the responses and corroborating the results to ensure they represented perceptions of teachers.

A study on the predictive validity of KCPE performance on KCSE performance by students from public and private primary schools enrolled in public secondary schools in Dagoretti district, Nairobi county

Author: Waweru, Francis Njoroge

Awarding University: Catholic University of Eastern Africa, Kenya

Level : MEd

Year: 2011

Holding Libraries: Catholic University of Eastern Africa Library ;

Subject Terms: Dagoretti District/Kenya Certificate of Primary Education/Academic achievement/Kenya Certificate of Secondary Education/Students/Secondary schools/Primary schools/Public schools/Private schools ;

Abstract:

The purpose of this study was to investigate the predictive validity of KCPE Performance on KCSE performance by students from public and private primary schools enrolled in public secondary schools in Dagoretti district, Nairobi county. According to Martyn (2009) Predictive validity involves testing a group of subjects for a certain construct, and then comparing them with results obtained at some point in the future. The researcher in this study used descriptive survey research. Correlation was used to ascertain whether, and to what extent, there is a degree of association between KCPE and KCSE mean scores. The Target population included 60 teachers in 10 stratified sampled public secondary schools in Dagoretti District and 1364 students who were enrolled in public secondary schools, 10 head- teachers from selected public secondary schools. The sample comprised of 5 public secondary schools, 50 teachers selected by, stratified sampling, 300 former form four students who were sorted into those from public and those from private primary schools. They were then selected using systematic sampling technique. 5 Head- teachers were also sampled purposefully. The Research instruments of choice used in the study were; questionnaire for teachers, document analysis guide to help collect records of marks scored by the same student at KCPE and KCSE in year 2006 and 2010 respectively and interview guides for head-teachers. Descriptive statistics such as Frequencies, Mean, and Standard deviation together with Inferential Statistics and the Statistical Package for Social Sciences (SPSS) version 11.5 were used to analyze the quantitative data. The findings indicated a linear positive relationship between the KCPE marks and KCSE marks scored by the students. Independent t-test confirmed that at KCSE level students from public primary schools performed better than their counterparts from private primary schools although they relatively lower marks at KCPE level. Public primary school students learn under challenging environment. Recommendations include: Government of Kenya to uplift the learning conditions of all public primary schools to a competitive level with those of private so that selection of form one based on performance is no longer a thorny issue. Selection on merit should continue without discrimination of whether a student comes from public or private primary school; however, students from public primary school should be given opportunity and meaningful vacancies by MoE as we await uplifting of these public schools since they have shown to have a great potential to improve performance at secondary school level.

The role of guidance and counselling in promoting students' discipline in public secondary schools in Makadara district in Nairobi county

Author: Yatich, Shadrach Kiprop

Awarding University: Catholic University of Eastern Africa, Kenya

Level : MEd

Year: 2011

Holding Libraries: Catholic University of Eastern Africa Library ;

Subject Terms: Makadara District, Nairobi County/Students/School discipline/Public schools/Secondary schools/Counseling/Academic guidance counseling ;

Abstract:

The purpose of this study was to find out the role of Guidance and counselling (G&C) in promoting students' discipline in public secondary schools in Makadara district. This study was guided by the following research questions: What forms of indiscipline do students in public secondary schools display? To what extent does G&C enhance discipline in public secondary schools? What problems are associated with provision of G&C in public secondary schools? and finally how can G&C be improved to enhance discipline in public secondary schools? The study employed a descriptive survey design. The study used a sample of 9 public schools, 7 head teachers, 9 heads of G&C, 30 class teachers and 370 students. The sample was picked using simple random sampling, systematic sampling and stratified sampling. The study used questionnaires, interview guide,observation guide, and document analysis guide to collect data. SPSS (Statistical Package for Social Science) version 11.5 was used to aid in the process of data analysis. The quantitative information was summarized into frequencies, bar charts, pie charts and percentages. Interpretive reports and citations were written down to depict the situation as it is on the schools. The study found out that students' in Makadara district displayed various forms of indiscipline such as laziness, fighting, theft, lying, cheating in exam, rudeness, sneaking out and homosexuality/lesbianism in their schools. The study found out that effective G&C would help curb indiscipline issues displayed by students in the district but there were numerous setbacks: G&C teachers were not trained, G&C teachers did not keep students issues confidential, G&C teachers were few in the schools, resource materials for G&C were insufficient, most schools did not have G&C rooms, G&C services did not involve all students, G&C did not solve students problems, students who had been counselled fell into indiscipline thereafter and finally G&C teachers did not have the support from the head teachers, teachers and parents. The study recommends that since Ministry of Education is responsible for formulating, developing, implementing, evaluating and monitoring G&C policy, it should ensure that all students have access to G&C services offered in a professional manner. The Ministry of education should ensure there is consistent provision of training; seminars or in-service courses compulsory to the teachers in charge of G&C in the schools. The Ministry of education should ensure that G&C is given a priority in teacher trainings institutions in order to prepare teachers for this enormous task. School administrators should provide facilities like G&C rooms, reference materials, audio and visual materials, school administrators should seek cooperation of teachers, parents and students for effective G&C in the schools. Parents should endeavour to monitor the behaviour of their children to enable them advise them on how to cope with challenges at every stage in their development. The study suggested that further studies should be done on: challenges faced by untrained G&C teachers in implementation of G&C in their schools; the role of professionalism in G&C as practiced in other sectors such as health and how it can be applied in a school setup; to unfold the conflict of interest G&C teachers face while carrying out G&C services; finally evaluation of education policies formulated to promote students discipline in our schools.

Assessment of preparedness and extent of use of Information and Communication Technology (ICT) in public secondary schools in Kandara district, Murang'a county, Kenya

Author: Wahome, Virginia Wangari

Awarding University: Catholic University of Eastern Africa, Kenya

Level : MEd

Year: 2011

Holding Libraries: Catholic University of Eastern Africa Library ;

Subject Terms: Public schools/Secondary schools/Kandara District, Murang'a County/Information technology ;

Abstract:

Information and communication technology (lCT) use has revolutionized the way we live in the whole world. Integration of ICT in many sectors of an economy has improved productivity and quality of products and services provided. Developed countries integrated the use of ICT in various sectors of their economies including their educational systems and have been handsomely rewarded through improved socio-economic growth as a result of technological advancement. Developing countries like Kenya have also started the integration of ICT in their educational institutions. In Kenya, lCT has been embraced in the universities through online learning for example at Kenyatta University. Teacher training colleges have also included integration of ICT in their curriculum with intent to provide ICT literate teachers to teach in secondary schools. lCT has eventually filtered to secondary schools where some schools are offering computer studies to learners and some subjects are integrating the use of ICT in teaching and learning. The government has developed the ICT policy document which emphasizes the role of technology in improving education standards in the country. The Ministry of Education through the Kenya Institute of Education (KIE) has already completed developing the Form] and Form 2 e-content of the curriculum which is to be used in teaching and learning in secondary schools. The Form 3 and Form 4 e-content is still being developed. It is against this background that this study seeks to assess the preparedness and extent of use of ICT in public secondary schools in Kenya. To realize the purpose of this study a mixed method research paradigm was used. Descriptive survey and naturalistic designs were adopted. Sampling was done using simple random. stratified random and purposive sampling procedures. Data was collected using questionnaires. interview guides, document analysis guides and observation guides. The district has 46 public secondary schools and 11 of them were selected to participate in the study. The respondents included 11 principals, 44 teachers and 176 students. The data collected was analyzed using both quantitative and qualitative data analysis techniques. Quantitative data was analyzed using statistical package for social sciences (SPSS) version 17.0 and was presented in frequencies, tables and percentages. Qualitative data was presented in form of discussions and explanations in a narrative form. The findings of the study revealed that integration and use of K'T in teaching, learning and in school management was still at its infancy stage and majority of the schools were using the ICT equipments for only the basic use like typing, printing and storing of examinations and official documents. Only English and Kiswahili had integrated the use of lCT in teaching and learning while other subjects hardly used K'T equipments in teaching and learning. Many challenges were facing schools as they tried to integrate lCT use which includes; lack of enough facilities and resources, lack of lCT trained teachers and lack of adequate funds to install the K'T infrastructure among other challenges. The study recommended that the parents, the Boards of Governors, the Ministry of Education and the government need to allocate more resources towards funding of lCT departments in schools, computer studies need to be made compulsory in schools, KESl should provide in-service courses to teachers on lCT and on how to integrate ICT in teaching and learning and the students and the public in general should be sensitized on the need to be ICT literate.

Administrative challenges faced by head teachers and their influence on the general secondary school performance in Nakuru North District

Author: Waweru, James Mbugua

Awarding University: Catholic University of Eastern Africa, Kenya

Level : MEd

Year: 2011

Holding Libraries: Catholic University of Eastern Africa Library ;

Subject Terms: Nakuru North District/Secondary schools/Academic achievement/Administration ;

Abstract:

The administrative challenges seem to pose major challenges in the working of the head teachers because of the preparation of the head teachers and the ever-emerging newer challenges. This challenges consequently impact on both the performance of the head teachers, their deputies, heads of departments, teachers and the students. This is a realistic problem affecting not only Nakuru North District but also other districts within the country. The study employed a cross-sectional descriptive survey design and naturalistic design. All head teachers, deputies and Hods were targeted. The sample was arrived at by use of simple random sampling and purposive sampling. Ten schools, 10 principals, 10 deputy principals and 70 HoDs participated in the study. Questionnaires and interview guides were used to collect the data which later were analyzed using Statistical Package for Social Sciences (SPSS) version 11.5 into frequencies and means. The research revealed the following: there are many administrative challenges such as curriculum implementation, human resources managements among others. The research findings further revealed that the issues of free secondary schools has complicated financial matter to an extent they constantly cause conflict and confusion between school managers and parents. From the findings the researcher recommends that there should be a clear schedule of disbursement of funds from the government to enable schools to plan and run school activities well. Parents should be enlightened on their roles and be advised that education is not entirely free and free does not mean useless.

Factors hindering girls' access and completion of primary school education among the nomadic pastoralists of North-Horr Division Marsabit County

Author: Kalla, Paul Huka

Awarding University: Catholic University of Eastern Africa, Kenya

Level : MA

Year: 2011

Holding Libraries: Catholic University of Eastern Africa Library ;

Subject Terms: North Horr Division, Marsabit County/Pastoralists/Primary schools/Girls ;

Abstract:

Formal education is a basic human need through which each individual who gets its access is exposed to different means to acquire knowledge, skills and to earning a living. It occupies a central place in the human rights agenda as a tool for personal development to enable one to participate fully in the community exercising civil, economic and social right. It is the seed and flower of development. It opens up a world of opportunities, reduces the burden of diseases and poverty and gives greater voice to individuals in society (World Bank, 2003). The main purpose of this research study was to study the effects of cultural factors, inschool and other factors on primary school girls' formal education among the nomadic pastoralist of North-Horr Division. The study sought to understand the common cultural inschool and other factors in the community and to establish the extent to which these factors hinder the access and completion of girls' formal primary education in the area. The researcher finally looked for suggestion and other alternative strategies that can enhance access and completion of primary school by girl child in the Division. The study adopted a mixed method (qualitative and quantitative) research paradigm to study and have a comprehensive and complete view of the factors that hinder girls' access and completion of formal education in the division. The study was carried out in five primary schools in the division. The samples for the study were head teachers, teachers, chiefs, school drop-outs and students. The data were collected using questionnaires for both head teachers and teachers while interview guides were used for chiefs and school dropouts and focus group discussion for students. Document analysis was also done to assess completion rate of the schools, gender parity in the teaching staff and literacy rate of the constituency compared to other constituencies in the county. Data were analyzed using descriptive statistics and presented in tables, graphs and charts using frequencies, percentage and degrees with the help of SPSS programme version 17.0. Qualitative data were presented using narrative reports. The results and findings of this study revealed that three categories of factors hinder girls' access and completion of formal education. These are cultural factors, in-school factors and other factor. The major cultural factors include; female genital mutilation, early and forced marriage, beading or early booking, traditional ceremonies, boy preference culture and cultural low status position of women. Other cultural factors that were identified but do not have major effects on access and completion are; inheritance, polygamy religious cults, promotion of clan relationship and cultural fear of loss of girls to education. The in-school factors that were identified as major hindrances to completion are; forced repetition, lack of boarding and sanitary facilities, poor performance, beating and harassment by boys, drunk and uncommitted teachers, peer influence and truancy. In-school factors that were identified but do not have major effects are; school chores, illness, harsh and insulting teachers,sexual harassment, poor school structures, lack of food and girls poor attitudes. Other factors apart from cultural and in-school factor that greatly hinder access and completion were identified as; insecurity and banditry, poverty, parental ignorance and illiteracy, domestic chores and waged labour, parental mobility, herding and distance of schools. Minor factors included peer influence, illness, alcoholism, unwanted pregnancy, single parenthood, birth order and sex and large herds. All the participants of the study agreed that girls' education is beneficial to the girls and the community. They gave the following as benefits of girls' education; gaining knowledge earning money and helping parents and family, the girls maturing well, girls making informed choice and better health and nutrition for the fam

An investigation into the principals' supervisory role in enhancing teachers' job performance in Catholic-sponsored secondary schools in Machakos Diocese, Kenya

Author: Kiilu, Jacinta Kanini

Awarding University: Catholic University of Eastern Africa, Kenya

Level : MEd

Year: 2011

Holding Libraries: Catholic University of Eastern Africa Library ;

Subject Terms: Catholic Church, Machakos Diocese, Kenya/Secondary schools/Supervision/Educators/School administration ;

Abstract:

This study investigated the Principals' Supervisory role in enhancing Teachers' Job Performance in Catholic Sponsored Schools in Machakos Diocese, Kenya. The study was guided by the following research questions: What training on supervision skills did the principals in Machakos Diocese receive before appointment? What supervisory activities are carried out by the principals in Catholic sponsored schools in Machakos diocese? Is there a relationship between principals' supervisory role and teachers' job performance? What challenges do the principals in Catholic sponsored schools in Machakos diocese face in their supervisory activities? How can the challenges which the principals face in their supervisory activities be addressed? The study employed cross-sectional survey and naturalistic research designs. Stratified random sampling technique was used to select participating schools. The sample consisted of 30 principals, 180 teachers and Catholic Education Secretary in Machakos Diocese. Information was obtained from the respondents by use of questionnaires, interview guide and document analysis. The collected data was analyzed using both qualitative and quantitative techniques. Quantitative data was analyzed using statistical package for social sciences (SPSS) version 11.5 and presented in frequencies, tables and percentages. Qualitative data was organized into themes and presented in detailed narrative form. The study revealed that teacher supervision by principals was taking place in Machakos Diocese. However, it was not so effective due to some factors such as negative attitude towards supervision, lack of resources, lack of sufficient training and in-service courses, lack of frequent supervision and lack of feedback to teachers after supervision. Based on the findings, it was recommended that the MOE and the office of CES in Machakos Diocese should ensure in-service training is offered to both teachers and principals. The study also recommended that class observation should be done more regularly, giving immediate feedback to teachers after supervtsion and constant follow-up of recommendations. If that is done, effective teacher supervision will be fully achieved hence enhancing teachers job performance.

Assessment of the appraisal practices of teacher performance in mixed day public and private secondary schools in Uasin Gishu County-Kenya

Author: Kinikonda, Okemasisi

Awarding University: Catholic University of Eastern Africa, Kenya

Level : MEd

Year: 2011

Holding Libraries: Catholic University of Eastern Africa Library ;

Subject Terms: Uasin Gishu County/Private schools/Secondary schools/Public schools/Educators/Performance appraisal/Teachers Service Commission, Kenya ;

Abstract:

The purpose of this study was to make an assessment of Teacher Performance Appraisal Practices in mixed day public and private secondary schools in Uasin Gishu CountyKenya. The study also aimed at finding out the perceptions of the teachers towards these appraisal practices and also determine the extent to which the school principals involved the teachers in the appraisal process. The study sought to find out the extent to which the Teachers Service Commission appraisal guidelines were adhered to and the recommendations for the way forward. Before embarking on the study, the researcher carried out desk research on a number of available previous studies in the field of teacher performance appraisal. These included TSC Code of Regulations, scholastic books and journals and other literature. The study employed both survey and naturalistic designs to collect the data. The sample included 200 teachers, 21 school principals and 3 Quality Assurance and Standard Officers sampled from three districts that form Uasin Gishu County. The researcher used simple random sampling to get the schools and the teachers to participate in the study. All the 21 school principals from the sample schools were selected to participate in the study since they represented the target population. The researcher used purposeful sampling to get the 3 DQASOs one from each district to participate in the study. The Researcher used the questionnaires and interview guides to collect information from the study participants following the research questions. The questionnaires were used to collect data from the teachers while interview guides were used to collect data from the school principals and the DQASOs. The instruments for data collection were validated by peer review and the pilot study. Test-retest was used to establish the reliability of the instruments with the help of the SPSS programme. This type of reliability provided evidence when the scores obtained on a test at one time (test) were the same when the test was re-administered after the duration of two weeks (retest). Narrative forms and descriptive statistics such as frequencies and percentages were used to summarize the data using Statistical Package for Social Science (SPSS) version 11.5. The findings revealed that the common practices and methods included; verbal praise, rewarding good performance,. writing appraisal report to the TSC, checking students work, checking schemes of work and taking teachers for benchmarking. The researcher found that the head teachers shun away from directly visiting the classroom to observe the teachers while they teach. It was established that the appraisal practices were carried out annually with a few indicating that they were carried out on termly basis. The researcher found that teacher performance appraisal practices were not diversified to effectively improve teacher performance although some participants acknowledged that the appraisals were mainly carried out to improve performance in schools within Uasin Gishu County. The study found out that most of the teachers were not fully involved in the entire appraisal process. The benefits of involving the teachers would include; making them own the appraisal system, and discover weaknesses among others. Majority of the teachers perceived and rated the appraisal practices as poor indicating that the appraisal reports sent to the TSC were not discussed with them. Based on the findings, the study therefore recommended that principals diversify appraisal practices and increase the frequency in order to produce the desired results. The researcher recommended full involvement of teachers, discussion of the appraisal reports before sending to the TSC and improvement of the communication between the TSC and the private schools within Uasin Gishu County regarding the appraisal forms.