Doctor of Philosophy in Education Leadership and Management

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Analysis of Determinants for Mobility of Students in Private Universities in Nairobi County, Kenya
(KeMU, 2022-10) Samuel, Mercy Igoki
By ensuring that students have the knowledge and abilities needed to develop and enhance the economy of governments and nations, education helps students assume roles in society. The growing phenomenon of student mobility is connected with globalization and internationalization processes and internationalization. The country has observed a sizable proportion of government and privately funded students opting to transfer from one university to another, despite CUE's attempts to integrate curriculum and the KUCCPS placement method in all universities. This kind of student movement seems to indicate that the culture has hidden preferences on which universities to attend. As the study's target, Nairobi County in Kenya, this demands crucial criteria for mobility amongst pupils. This research was driven by the subsequent specific objectives done in private universities in Nairobi County, Kenya: to analyze the effect of customer care services on student mobility; to determine whether student engagement influences students’ choice of mobility; to investigate whether the quality of learning is a cause of student mobility; to establish the relationship between students’ economic status and mobility and, to find out the relationship between the course completion time and student mobility. The study too pursued to assess the impact of government policies on students’ mobility in private universities in Nairobi County, Kenya. This study employed a descriptive quantitative survey design. This study targeted 26 registered private universities (including private university constituents where mobility rate records are too high) in Nairobi County, Kenya. The research sample size was 180 private university students and nine registrars. Quantitative data was analyzed using Statistical Package for Social Sciences (SPSS) version 22.0. Descriptive analysis, inferential statistics, and regression analysis were used to analyze the findings. Descriptive statistics such as mean scores, percentages, and standard deviation were computed appropriately. Binary logistic regression analysis was used to establish the extent of the effect on the dependent variables of independent variables. This study found that economic status does not influence student mobility in private universities in Nairobi County, Kenya. The mobility of students in Nairobi County, Kenya is greatly influenced by customer care services, student engagement, quality of learning and course completion times, This study suggests that government organizations, including the Ministry of Education (MOE), Kenya University and Colleges Placement Service (KUCCPS), Commission for University Education (CUE), and Higher Education Loans Board (HELB), review the current learning policies in institutions of higher learning and integrate systematic measures to control the alarming cases of student mobility. To attract potential students to their individual universities, the marketing divisions of the target-area universities should make more investments in customer support services. Private universities should make deliberate efforts in ensuring that there is an improvement in course completion time of their courses. Private universities should invest in their respective infrastructure that is meant to ensure superior learning possibilities.
Analysis of Factors Influencing Career Choice among Public Secondary Schools Students in Meru County Kenya
(KeMU, 2019-06) Njogu, Sarah Wambeti
Career selection is one of the many important choices students make which have lifelong effects. This is because choosing a career that matches one’s interests, skills and values significantly increases their chances for social-economic success, personal fulfillment and happiness. However, whether or not a student is equipped with requisite career choice information to necessitate informed decisions is yet to be established. Although review of literature shows that students have numerous challenges when selecting careers, the factors that influence career choice among secondary school students and the extent of their impacts were still not clearly understood. This study sought to analyze factors influencing career choice in public secondary schools in Meru County, with a view to determining individual and combined influence of each factor on career choice. It was guided by four objectives; namely; to examine the influence of career guidance services provided to students on career choice, to assess the influence of parental aspirations on career choice, to investigate influence of mass media on career choice and to evaluate the influence of school policy on subject selection in career choice by secondary school students. The study was informed and guided by the Social Learning Theory of Career Decision Making by John Krumboltz and Contingency Theory of Management by Joan Woodward. It adopted mixed methods approach and used descriptive survey and correlational research designs in investigating the phenomena. The target population comprised 19,862 Form Four students, 364 principals, 364 career guidance teachers and 364 form four Parents Association representatives’ from all the 364 public secondary schools in the Meru County. Through stratified, systematic and purposive sampling respectively, 460 participants were selected from 364 schools. A questionnaire and an interview schedule were used to collect data from target population. A pre-test of the instruments was carried out to ensure reliability and validity. Data analysis was done with the help of SPSS (Version 24) and Microsoft excel. Overall response rate was 92.1%. Quantitative data was analyzed using descriptive statistics (mean, standard deviation and percentages), and inferential statistics (Chi-square test, ANOVA, correlation and regression analysis). The results were presented in frequency distribution tables, charts and in other cases, logical explanations and narratives were provided. Results show that career which students of public secondary schools in Meru County choose are statistically and significantly influenced by nature of career guidance services; parental aspirations, mass media, and school policy on selection of subjects. The findings revealed that mass media and parental aspirations as factors that exert greatest influence on career choices. The findings of this study have implications on career guidance practices and policy in secondary schools. The study recommends that principals, educationists, career guidance teachers to organize for capacity building and awareness campaigns to sensitize students, parents and the general public on the influence of the four factors on career choice and to underscore the role that should be played by each of these stakeholders.
Analysis of Factors Influencing Students’ Decisions in Selecting Public Tvet Institutions in Nairobi County, Kenya
(KeMU, 2023-08) Mutungi, Glory Kambanja
The Kenyan government has improved Technical Vocational and Training Institutions (TVET) to give young people the opportunity to acquire the technical and practical knowledge needed in the employment market. Accordingly, it created the TVET Act, the TVET authority, Kenya Universities and Colleges Central Placement Service (KUCCPS), and Higher Education Loan (HELB). These reforms have caused an influx of students in some TVET institutions, while some have experienced low enrolment. Notably, some students choose to join colleges where their friends are, while others join a program but discover that they are not interested in that profession and therefore change the course. In other instances, students request to transfer from one TVET institute to another. This raises questions about the choice criteria and how students make selection decisions. The study's goal was to investigate the variables that affect students' decisions about public TVET institutions in Kenya's Nairobi County. The objectives covered physical facilities, staff, trainees' employability skills, courses provided, and government regulations, and their influence on students' decisions to enroll in public TVET institutions in Nairobi County. The 1982 Jackson model served as a framework for the investigation. A mixed methods strategy was used in this study, which used a descriptive survey research design. At TVET institutions in Nairobi County, the study focused on 349 module three trainees, six principals, and six officers in charge of admission. Initially, the student body was divided into three distinct groups based on the type of TVET and subsequently categorized by their academic year. A sample size of 349 students was selected using the simple random technique from each stratum. The study deliberately selected only a limited number of principals and admission officers to participate, as they constituted a small group. Questionnaires were self-administered on students, while interview guides were used on principals and officers in charge of admission. The validity and reliability of the research tools were evaluated in accordance with the given standards. Quantitative data was analysed by calculating percentages, means, and standard deviations. The relationship between variables was tested using Spearman correlation and ordinal logistic regression analysis, whereas qualitative data was analysed through thematic analysis. According to the findings, there is a strong positive association between physical facilities, staff adequacy, trainees' employability skills, courses offered and students' choice decisions for public TVET institutions in Nairobi County. These factors jointly account for a 33.5% variation in students' selection decisions for public TVET institutions. However, physical facilities were inadequate and dilapidated, while staff adequacy, knowledge and competency posed severe challenges. These had implications for trainees' employability skills and the courses offered in TVET institutions. The government should avail funds for developing physical facilities and refurbishing the old ones. It is imperative for the Ministry of Education to develop a comprehensive plan aimed at actively involving and retaining a competent and sufficient workforce. MoE should also institute capacity-building programs for the existing and new trainers. IT should ensure a continuous curriculum review of all courses offered. A policy by MoE is also needed to enhance linkages with industries to enhance practical training, industrial attachment, and internship. Principals of TVET institutions should establish the employability of their graduates, institute awareness programs, and strengthen career counselling and mentorship programs for students. They should also seek to enhance collaborations with development partners and employers
Analysis of the Antecedents for Adopting English as a Language of Instruction at The Somali National University
(KeMU, 2022-10) Ohirsi, Adam Ibrahim
The English language is increasingly becoming the main language of instruction in many nations across the globe. However, Somali and Arabic languages are used in teaching in universities in Somalia despite the increasing global demand for English language proficiency. Bearing in mind that the Somalia education system introduces the English language at the upper elementary school level, this naturally creates a gap at higher education level. This particular study was postulated to assess the antecedents for adopting English as a pedagogy language at Somali National University (SNU) with a view to propose a framework for its implementation. The study objectives were to: examine how the students' attributes, teaching staff attributes, National Language Policy, multiculturalism, and internationalisation influenced the adoption of English as a language of instruction at SNU. The study also endeavoured to come up with a framework for supporting the application of the same. The Cummins proficiency theory, Krashen monitor theory, structural-functionalism theoretical approach, multiculturalism model, and the network model of internationalisation were critical in informing this study. The mixed methods approach and a descriptive survey research design were adopted. The target population comprised of students and staff of SNU and key players in the Somalia higher education sector. A sample size of 88 lecturers, 30 students, 15 senior officers of the University, and the Director of Higher Education of Somalia participated in the study. Proportionate stratified sampling and simple random sampling techniques were used in sampling lecturers and students, while, purposive sampling technique was used for the University's senior office-holders and the Director of Higher Education. Facts and opinions were collected using survey questionnaires, interview guide and focus group discussion. The construct, content and criterion validity were checked, while Cronbach alpha was adapted to assess the reliability of instruments. Descriptive statistics, correlation and ordinal logistic regression analysis were used to analyse quantitative data while thematic analysis was applied on qualitative data. Information was presented using tables, figures, narration and excerpts. The study noted that the language of instruction was a real challenge at SNU, where, the Arabic and Somali languages were commonly used in teaching and in everyday conversations. The problem was attributed to the schooling system, weak language implementation system, weak policy implementation framework, and limited funding. There was a clear state of unpreparedness for faculty to embrace the English language as a medium of instruction. Some students lacked a background in the English language; hence, difficulties in understanding lessons. There was no legislative framework that acknowledges English as a language of instruction in the University. The five identified antecedents were jointly statistically significant in supporting the adoption of English language as a medium of instruction at SNU. The study recommended English language proficiency tests for students and pre-class orientations for faculty at SNU. The university administrators should revise the curriculum, ensure strict vetting of teaching staff; and introduce training and development programmes, English proficient capacity building programmes, and professional development for the existing faculty. The national government, through the Ministry of Higher Education, should revise the language policy to embrace the need for cross-border integration and internationalisation. A proposed framework for supporting the implementation of the English language as a medium of instruction at SNU was developed
Approaches Used in Managing Students’ Healthcare in Public Secondary Schools in Meru County, Kenya
(KeMU, 2021-08) Muguna, Mbaabu Silas
There are different approaches for managing school healthcare, but there is noticeable lack of mechanisms, systems and structures for implementing them. The study aimed to analyze the different approaches used to manage students' healthcare in public secondary schools in Meru County. The objectives were to assess school-based health clinic, NHIF, and personal medical insurance as approaches for managing students' healthcare in public secondary schools in Meru County. The last objective was to compare the effectiveness of these approaches across categories of public secondary schools to inform on appropriate healthcare management model. Both the Andersen’s model of health service utilization and theory U informed this study. A descriptive survey research design was adopted where 375 public secondary schools were targeted. Schools were stratified according to categories, and then, proportionate systematic random sampling technique was used to sample 196 public secondary schools. The principals and the chairperson of students’ council from each sampled school filled self-administered questionnaires, while an interview guide was used to collected data from the County Director of Education, who was purposively selected. Cronbach’s coefficient alpha was used to check reliability, while the content and construct validity were ensured on instruments of collecting data. Data was analyzed using SPSS version 24. Frequencies, factor analysis, means and standard deviations were computed, while regression and ANOVA were used to test the hypothesis. Qualitative data were analyzed using the thematic technique. Findings were presented using tables, charts and narratives. Results show that management of student’s healthcare was significantly impacted by the three approaches. However, when integrated, the most effective approach was the school-based health clinics followed by personal medical health insurance, and NHIF respectively. Policy on school health did not moderate the three approaches. Except for NHIF, the study noted that school-based health clinics and personal medical health insurance were uncommon, and that there were different practices of handling them across categories of public schools. For effective management of students' healthcare in public secondary schools, principals ought to take up crucial roles as accounting officers and figurehead who are charged with the duty of directing, coordinating, allocating resources, advocating, and lobbying for a quality healthcare service provision model. The study recommended the Ministry of Education to develop mechanisms for establishing school-based health clinics and institute a policy framework for adopting personal medical health insurance in public secondary schools. Concerted collaborations and partnerships of stakeholders were recommended to aid funding, infrastructural development, buying of requisite healthcare facilities, employment of qualified health professionals, and awareness of a hybrid healthcare system. Results have implications on trainigs, budgetary allocations, and policy framework.
Assessment of Quality of Education in Secondary Schools in Kiambu County, Based on Selected Metrics
(KeMU, 2022-10) Kihang’a, Nancy Wangechi Kariuki
A quality education is the sum of the effects of all the processes and services that give the learner the skills they need to be economically productive, sustain their livelihoods and have a positive social impact. Academic achievement is one of the most important indicators of the quality of education, where the quality of exam grades determines the level of academic achievement of an individual, organization or class. The academic performance of secondary schools in Kiambu District has been very poor compared to other neighboring districts in central Kenya, despite the fact that the district is endowed with resources. Most of the candidates in the county have relatively low grades, which leads to the fact that few of them are admitted to universities and high schools. This performance leads many students to drop out of school or become delinquents. The aim of the study was to evaluate the quality of education in secondary schools based on selected metrics, which, in addition to school management principles, also included school, teacher and home factors. Descriptive surveys and correlational research designs were used to evaluate various metrics that influence the quality of education in Kiambu County. The sample was selected through stratified and purposive sampling. A sample of 249 students, 191 teachers, 49 principals and 5 county school officials was selected from a target population of 23,849 students, 5,989 teachers, 386 principals and 12 quality assurance and standards officers from Kiambu County. Data was collected by the researcher using questionnaires, interview schedules and document analysis. Qualitative data were analyzed using descriptive statistics such as percentages and means as well as inferential statistics such as correlation analysis. Analysis was performed using SPSS version 22.0 computer software. The study concluded that school-based and teacher-based factors, together with parent/guardian socio-economic factors and principal leadership practices were independently significantly correlated with the quality of education in secondary schools in Kiambu County. However, the findings showed that although school factors had a significant effect on educational quality, when other predictors were held constant, their magnitude ceased to be significant. The other three independent variables (teacher-related characteristics, parents' socio economic factors, and principals' leadership practices were all statistically significant predictors of educational quality in secondary schools in Kiambu County in a combined model. The study recommended that key stakeholders in schools, including principals, teachers, students and parents, should establish clear and comprehensive criteria for measuring the quality of education in schools, which should include the expected standards in the provision of all teaching and learning resources, material and human, as points of involvement/engagement of all stakeholders and the standards expected of each. It is hoped that the findings of the study will serve as a basis for improving policies, planning and decision-making aimed at improving the quality of secondary school education in Kiambu County, Central Region and Kenya in general
Critical Analysis of Factors Affecting Teaching and Learning Management for Pupils with Intellectual Disabilities in Special Schools, Meru-County, Kenya
(KeMU, 2024) Esther, Kaario M’birithu
Effective teaching and learning for pupils with intellectual disabilities (ID) is significant for socioeconomic development. In Kenya, there are limited educational opportunities and support for pupils with intellectual disabilities, resulting in exclusion and reduced academic achievement for this population. Even though Meru County has a policy on impairments mainstreaming, special schools that are meant to assist these students have not been able to overcome difficulties in managing instruction. The management of teaching and learning for students with intellectual disabilities in special schools in Meru County, Kenya, is influenced by several factors, which this study critically analyzed. The main objectives of the study were to evaluate how teaching and learning management for students with intellectual impairments in special schools are affected by the attributes of instructors, the school environment, the curriculum, the school culture, and the attitudes of teachers. The moderating role of teachers' attitudes was also ascertained. Four theories—contingency theory, Pavlov's classical conditioning theory, Vygotsky's theory, and the bioecological theory of development—informed this study. This mixed-methods research utilized descriptive survey research design. The convergence of both quantitative and qualitative findings in informing conclusions. The target population was four special schools, where units of observation were 45 teachers, four head teachers, 387 parents, four Sub-County Directors of Education, and four Teachers' Service Commission Sub-County Directors. The sample size of 45 teachers, 32 parents, four head teachers, four Sub-County Directors of Education, and four Teachers' Service Commission Sub-County Directors were purposely selected for the study. Data was collected using questionnaires, interviews, and observations. These tools were validated and checked for reliability using inter-rater reliability, and by computing Crunch Bach coefficients. The percentages, mean, and standard deviation were determined, while correlation and regression analysis helped test the variables' relationship. The thematic analysis technique was applied to qualitative data. Information was presented using tables, figures, themes, categories of themes and excerpts in some instances. While most teachers find the learning environment moderately conducive, concerns arise over assistive technology adoption, individualized learning shortages, deficiencies in teaching materials, infrastructure, staffing, and weak curriculum adaptation. Teachers' qualifications and competencies positively influence teaching and learning management, while the school environment has a negative impact. A perception gap exists in curriculum alignment with the needs of intellectually disabled pupils. Teacher characteristics, school environment, curriculum, and culture significantly influence the teaching and learning management of learners with intellectual disabilities. The study concludes that challenges persist despite efforts to improve special schools, particularly in infrastructure and teaching materials. Teacher characteristics are crucial in teaching and learning management, necessitating ongoing professional development. The school environment requires interventions like teacher training and curriculum adaptation. A perception gap in curriculum alignment highlights the need for clear communication and ongoing curriculum reviews. Teachers' attitudes play a significant moderating role, emphasizing the importance of targeted professional development. Recommendations include infrastructure upgrades, assistive technology integration, curriculum adaptation, policy revisions, enhanced teacher training, and materials adequacies. The study connects with contingency, classical conditioning, social learning, and ecological systems theories and emphasizes the need for policy revisions. It has notable practical implications for curriculum reassessment, adequate funding, equipment upgrades and teacher support.
Determinants of Sustainable Competitive Advantage Within Food and Beverage Firms in Kenya
(2014-06) Stephen, Laititi Mutunga
Urbanization is proceeding at a high pace with urban dwellers expected to outnumber rural population in the near future. The demand for processed foods with shorter preparation periods that offer convenience for the urban population is high and is set to increase. This calls for higher processing capacity in the food and beverage industries. Stiff competition is already being experienced in this industry in Kenya which calls for firms to position themselves strategically to survive. Investment in competitive strategies by companies in this industry is critical for their survival and will determine their success or collapse in future. This study aimed at empirically analyzing the nature of competitive strategies companies in the food and beverage sector engaged in to acquire sustainable competitive advantage, and the drivers underlying that competitiveness. Purposive sampling of 95 food and beverage firms located in Nairobi and Mombasa and their environs and registered with the Kenya Association of Manufacturers was done. The study was designed as a survey of all the firms targeting the chief executive, the finance/marketing manager or the human resource manager as respondents. The study design was descriptive. Data was collected using a standardized questionnaire. The data was then coded and analyzed using the Statistical Package for Social Sciences (SPSS). From the 95 firms surveyed, 32 successfully participated giving a response rate of 33.7 percent. Statistical analysis revealed that cost leadership generic strategy was significant as a predictor of sustainable competitive advantage while differentiation was not. On effects of firm resources on sustainable competitive advantage, the study found that effects of organizational structure were statistically significant and critical to success of firms in this industry. The use of human capital in innovative adaptation was found statistically significant for owner/chairman and executive management. Dynamic operational efficiency was found to be driven mostly by efficiency of production processes which was statistically significant while effects of selected macroeconomic factors of inflation, exchange rates and interest rates were not statistically significant. The failure at significance tests of macroeconomic factors meant that the factors were not critical at influencing the business environment of the food and beverage firms in Kenya. The findings of this study are important in academia, industry, and government by adding to the body of knowledge and enlightening on the competitive nature of the food and beverage industry in Kenya. The findings are enriching in the developing areas of resource capability configurations (resource based view of the firm) and the linkage with generic strategies in the Kenyan environment. The findings will be useful to investors especially in the food and beverage sector which is the leading one in Kenya in the background of devolved governments and development of counties as well as rapidly growing urban centers which are the new frontiers for industrialization. Use of perceptual performance data for sustainable competitive advantage was found appropriate and longitudinal or time series studies as well as use of secondary data on performance is recommended for future research on this subject.
Drama Participation as a Strategy in the Management of Discipline among Students in Secondary Schools in Central Region, Kenya
(KeMU, 2021-09) Wambugu, Pachomius
Indiscipline among secondary school students remains as a significant challenge in virtually all countries globally including Kenya. Despite the various educational reforms instituted at national and international levels such as banning corporal punishment, cases of indiscipline in secondary schools had been on the upward trend. Various strategies that are used to inculcate discipline among students in secondary schools have proved to be ineffective prompting debates among stakeholders on the best way to combat the problem of indiscipline. This study is a continuation of this debate. Specifically, the purpose of the study was to interrogate the relationship between drama participation and the management of students’ discipline among secondary schools in central region, Kenya. The study, therefore, sought to determine the influence of drama rules and regulations on students’ discipline; establish the role of drama skills in regulating students’ behaviour; assess how drama activities inculcate responsibilities in students and finally, examine schools’ management use of drama activities in the management of discipline in secondary schools. The study was guided by Skill Acquisition Theory, the Systems Theory and Canter’s assertive behavioural model. The study was premised on a positivist philosophy and used the quantitative approach through the descriptive survey design. The target population was 79 deputy principals, 79 drama teachers, and 1888 drama students and non-drama students in secondary school in Central Region, Kenya. Purposive sampling technique was used to select the schools while deputy principals and drama teachers were selected through a census. Systematic random sampling was used to get a representative sample size of students. Data was collected using semi-structured questionnaires and data collection sheet. Pretesting of instruments was done in schools from Laikipia County. The quantitative data was analysed using descriptive statistics involving percentages, means and standard deviations and inferential statistical techniques such as Pearson’s Product Moment Correlation and Multivariate Linear regression with the aid of Statistical IBM SPSS Statistics version 22.0. The study found that the relationship between strategic rules and regulations in drama and discipline among secondary school students was not significant. However, the relationships between drama skills regulating students’ behaviour, drama rehearsals and drama genres and management of discipline in secondary schools in Central Region, Kenya were all statistically significant. The study, therefore, concluded that drama strategic rules and regulations, drama rehearsals, drama skills and drama genres all significantly influenced discipline management in secondary schools in the area with drama rehearsals having the most prominence. The study therefore recommends that there is need to explore more on the effectiveness of more non curriculum activities on the discipline management in learning institutions. There is need for school administrators to encourage the continual adherence of drama rules and regulations in their institutions. There is need to encourage and support drama activities in all learning institutions. This is evidenced by the fact that rules and regulations are crucial in instilling a culture of punctuality and time keeping. Finally, school administrators should encourage the drama clubs to take in more drama genres so as more students could participate in them to encourage them to be more disciplined.
Education Democratization and Students’ Discipline in Public Secondary Schools in Meru County
(KeMU, 2021-08) M’muyuri, Mishek Mutuma
Students’ indiscipline has been a thorn in the flesh in the management of secondary schools in Kenya. It has led to the destruction of properties and the rise of other forms of misconduct among students. The study sought to determine the effect of education democratization on the students’ discipline in public secondary schools in Meru County. The specific objectives were to determine the effect of; banning of corporal punishment, allowing students to elect their leaders, participation of students’ representatives in BOM meetings, and involvement of students in making decisions on students’ welfare matters, and evaluate their influence on students’ discipline. The study was anchored on social learning theory, social systems theory and social factor theory. The descriptive survey research design was adapted. The study targeted 395 public secondary schools in Meru County. Information was collected from principals, deputy principals, and students’ leaders. A sample size of 10 principals, 195 deputy principals, and 384 student’s leaders was considered in this study. Schools were stratified and then, systematic sampling technique was applied in each stratum. The deputy principals in charge of discipline were purposively selected, while simple random sampling was used to select two students’ leaders from each sampled school. Questionnaires, interviews, observation schedules and document analysis instruments were utilized in collecting data. Pre-testing of instruments enhanced determination of their validity and reliability. SPSS was used to analyse quantitative data, where factor analysis, frequencies, percentages, means were computed. Ordinal logistical analysis was used to test the research hypothesis, while the thematic technique was used to analyse the qualitative data. The study found that cases of indiscipline were prevalent in most public secondary schools in Meru County. Corporal punishment cases had reduced. Only fifty-two percent of schools were allowing students to elect their leaders, while in other forty-eight percent, teachers did the appointment. This was attributed to lack of elaborate electoral processes. In addition, many schools hardly allowed students’ representatives to attend BOM meetings. In other instances, students lacked the facilitation to attend such meetings. Students' partial involvement in making decisions on student's affairs was attributable to weak systems, and partly due to unrealistic demands by students. The study noted weak implementation of democratic elements and processes. The study recommended the Ministry of Education to liaise with principals to develop policies, systems and monitoring mechanisms for addressing students’ indiscipline cases; streamline electoral processes; and establish guidelines for involving students in BOM meetings and other student-centred affairs. Principals should organize sensitization meetings for all stakeholders, educate students on electoral processes, and train the elected leaders on effective leadership. The findings of this study shall inject changes in the handling of democratization systems in schools.
The Effect of Investment in Talent Development on Pupils’ Participation in Sports in Public Primary Schools in Nairobi County, Kenya
(KeMU, 2023-08) Mwangi, Muthoni Tabitha
The CBC curriculum was introduced in the Kenyan basic education programin 2017 to foster early recognition of arts and sports talents among other skills. This can be achieved by deliberately investing in talent development. The vote for Free Primary Education (FPE) in the General Purpose Account (GPA) for each child‟s work was tripled from KSh 11.60 in 2016/2017 to KSh. 38.98 in the 2018/2019 financial year. Therefore, the main study objective was to establish the effect of investment on the development of sporting talent onpupils‟ participation in sports activities in Nairobi County, Kenya. The specific objectives were to determine the effect of investment on; sports teacher training, motivation of sports teachers, sports resources on pupils‟ involvement in sports activities and lastly, the impact of parental investment in talent management on pupils‟ participation in sports activities at public primary schools in Nairobi County, Kenya. Gardner's theory of Multiple Intelligences and Maslow's Hierarchy of Needs theory led the research. Mixed design was used in the study targeting all 225 public primary schools in Nairobi County. The study targeted the schools‟ head teachers, the teachers in charge of sports, and the sports captains in all targeted primary schools. The study employed a sample size of 271 participants obtained from 68 schools using randomized sampling and targeted sampling methods. Data were collected using a questionnaire and an interview schedule. SPSS version 22.0 software was used to analyse quantitative data. The descriptive statistics used included frequency, percentages, means, and standard deviations. Inferential statistics including regression, correlations were also used to assess the relationships and existing effect between the independent and dependent variables. Thematic content analysiswas used for qualitative data analysis and provided supporting narratives for quantitative data analysis. The data was presented in tabular form and discussed. The findings reveal that school investment in teacher education, teacher promotion in talent management and sports facilities significant influenced pupils‟ participation in sports in Nairobi County schools. In addition, parental investment in developing pupils‟sports talents may also translate into significant improvements in pupils‟ participation in sports in primary schools. However, at present there is little investment in the training of special sports teachers. There was limited investment in the motivation of sports teachers in schools. Many schools still did not have the resources in terms of sports facilities and the existing ones were not well maintained. Finally, most parents invested little in managing their children's sports talent. Area Location of the School was a moderating variable rather than an explanatory variable. Therefore, research recommends that; it should be emphasized that sports educators receive at least one special training once they have been appointed as teachers, in addition to the general training they get at teacher training colleges. School administrators need to improve the recognition, compensation and recommendations of sports teachers in order to be promoted. There is a need for school heads to increase investment in both indoor and outdoor sports facilities, and to maintain them in good condition. Finally, parents should be encouraged to invest heavily in managing their children's sports talents not as an alternative but as an act of recommendation that can improve their children's academic performance and the opportunity to develop and develop valuable skills
Effect of Parental Involvement on Quality of Education in Public Day Secondary Schools in Igembe Central Sub County, Meru County-Kenya
(KeMU, 2019-11) Thuba, Esther
This study aimed at determining the effect of parental involvement on quality of education in public day secondary schools. The relationship among the variables of the study was moderated by parents’ level of education and their occupations. Specifically, the study intended to establish the effect of school-based parental involvement, home–based parental involvement, and academic socialization by parents on quality of education in public day secondary schools. This study was guided by Ajzen’s Theory of Planned Behaviour and Albert Bandura’s Social Learning Theory. A descriptive correlational study was carried out in public day secondary schools in Igembe Central Sub County in Meru - Kenya. The target population was 28 principals, 7,182 students and 144 parents’ representatives. This made a target population of 7,354 participants from the public day secondary schools of Igembe Central Sub County. This study was guided by logical positivism philosophy which greatly regards methods of scientific inquiry and logical analysis of philosophical problems. Qualitative and quantitative data were obtained from a sample of 352 students, 8 school principals and 32 parents selected through random sampling procedures. Questionnaires, an interview guide, and a focus group discussion guide were used for collection of data from students, principals, as well as parents, respectively. Document analysis guide was also used. A sample of two principals, 88 students and 8 parent from two schools in the neighbouring Igembe South Sub County were used for the purpose of pilot testing and refining the research instruments. The reliability coefficient for the indicators of school–based parental involvement, home–based parental involvement, academic socialization by parents and quality of education was 0.730, 0.951, 0.946 and 0.756 respectively. Data was collected from the respondents by the researcher. Both descriptive and inferential statistics were used in data analysis. The quantitative data was analysed using the Statistical Package for Social Sciences version 21.0 (SPSS 21.0) computer software programme. Descriptive statistics such as mean scores, variances, standard deviation; and inferential statistics namely correlation and multiple regression were used to analyse the data. The results provided statistical evidence that a positive and significant relationship exists between parental involvement and quality of education in public day secondary schools. All the predictors of parental involvement were found to have positive and significant effect on quality of education in public day secondary schools. The study also established that mothers’ characteristics (level of education and occupation) had partial moderating effect on the relationship between parental involvement and quality of education in public day secondary schools. Thematic analysis for qualitative data was done and data was summarized according to similarities and common themes and presented in narratives and relevant quotes to supplement and strengthen the quantitative data. The results obtained led to the conclusions that expanding the role of parents in education improves school attendance, learning behaviours, academic performance and transition to colleges and universities. Secondly, the study established that among all the predictors of quality of education in public day secondary schools, academic socialization by parents and home-based parental involvement are significant in affecting quality of education in a combined relationship. In addition, it was concluded that all parents can participate in the education of their children, regardless of their level of education and occupation so as to improve quality of education in public day secondary schools. This study, therefore, recommends that parents be sensitized by school management on the importance of their roles in education; and the need of their continuous involvement in education of their children.
Effectiveness of Head Teacher-Parent Collaboration for the Improvement of Inclusive Education in Public Primary Schools in Meru County, Kenya
(KeMU, 2017-04) Mwirichia, Severina
Head teacher-parent collaboration plays a crucial role in the improvement of inclusive education. The study was set to analyse the effectiveness of the head teacher-parent collaboration for the improvement of inclusive education in public primary schools, in Meru County, Kenya. The objectives of the study were: to analyse the use of head teacher-parent collaboration context for the improvement of inclusive education; to examine the efficiency of the nature of head teacher-parent collaboration for the improvement of inclusive education and to explore the value of head teacher-parent collaboration inputs for the improvement of inclusive education. The study was guided by Bronfenbrenner's bio-ecological systems theory and Peters' input-process-outcome¬context framework of Inclusive Education. The study used mixed research approach methods. Descriptive survey and phenomenology research designs, under quantitative and qualitative research approach methods respectively, were used. Qualitative research approach method was predominantly used. The target population was 101,612 (772 head teachers, 6,840 teachers and 94,000 parents). Out of the target population, there was a unique target population of 218 (77 head teachers, 68 teachers and 73 parents) who were actively involved in inclusive education in 77 inclusive public primary schools in Meru County. Through purposive and proportionate stratified random sampling, a number of eight (8) regular public primary schools and a sample size of 24 participants were selected from the unique target population. The study instruments used included; questionnaires, interview schedules, focus group discussion guide, observations and documents' analysis schedules. The tools were piloted for reliability and validity in Isiolo County, Kenya. Data was collected by the researcher through meeting with the participants face-to-face, which ensured whole response return rates. Quantitative data was analysed with the assistance of Statistical Package for Social Sciences (SPSS) version 20, while qualitative data analysis was done with the help of computer package, ATLAS. ti. The study findings were presented using descriptive statistics and narratives within themes generated from the collected data. The findings indicated that head teacher-parent collaboration context (policies, leadership and its structure) enhanced the improvement of inclusive education. Most of the schools used informal policies. The nature (teamwork, communication and cooperation) of head teacher-parent collaboration was inadequate and ineffective for the improvement of inclusive education. Head teacher-parent collaboration inputs (resources and strategies) were useful but inadequate for the improvement of inclusive education. Head teacher-parent collaboration facilitated the improvement of inclusive education in a remote and insincere manner. Head teacher-¬parent collaboration made dismal improvement in inclusive education. It was concluded that, head teacher-parent collaboration is crucial to the improvement of all schools. It was recommended that the Ministry of Education should formulate appropriate inclusive education policies. All schools should practice democratic leadership and ensure that teamwork, communication and cooperation improve in schools. The government and all education stakeholders should provide more resources to improve the effectiveness of head teacher-parent collaboration for the improvement of inclusive education. The Teachers Service Commission should appoint head teachers who are positive about inclusive education and with the ability to work together with all parents to improve inclusive education.
Evaluation On Change Management Strategies for Effective Implementation of Competence Based Curriculum in Private Universities in Nairobi County, Kenya
(KeMU, 2025) Ann, Kiaira Mukiri
In 2017, Kenya replaced the 8-4-4 curriculum with a Competency-Based Curriculum (CBC) that focuses on developing competencies and applying knowledge to real-life tasks. The first CBC graduates will enter universities in 2029. However, there exists a research gap on change management strategies for effective implementation of CBC in private universities in Nairobi County, Kenya. The objectives of the study were : to assess change management strategies used to effectively implement CBC in private universities in Nairobi County, to find out curriculum review strategies deployed by private universities in Nairobi County to suit CBC requirements, to examine capacity building strategies for faculty members that support CBC implementation, to identify physical facilities improvement strategies established to support CBC requirements and to determine the effect of instructional strategies on effective implementation of CBC in private universities. Lewin’s three-phase theory of change underpinned the study. Unfreeze; preparing the universities for change by challenging the status quo, creating awareness, and building motivation. Change (or Transition) implementing new methods, processes, or practices. This is the action stage where training, support, and adjustments take place. Refreeze, embedding the change into the organizational culture so it becomes the new norm. Lewin’s theory assists the study in providing a framework, guides analysis, evaluates effectiveness and practical recommendations. This ensures sustainability. The study used a cross-sectional descriptive design with a mixed methods approach. A cross-sectional descriptive design ensures the study captures a broad, current overview of change management strategies across private universities, while a mixed methods approach enriching the evaluation by combining measurable data with in-depth perspectives resulting in a comprehensive and actionable understanding of CBC implementation. A multi-stage sampling strategy was used: purposively sampling, Stratified sampling and Simple random sampling. This combination makes the findings valid, reliable, and generalizable, while still being tailored to the unique context of CBC implementation in private universities. The sample included 312 participants from church based, faith-based and private universities. Data collection involved semi-structured questionnaires and an interview guide. Descriptive and inferential statistics were employed for data analysis, presented by use of tables and graphs. Findings revealed a significant and positive effect of change management strategies on implementation of CBC in private universities in Nairobi County (β = 0.347, t=3.256, p = 0.002). There was a significant and positive effect of curriculum review strategies on implementation of CBC in private universities in Nairobi County (β = 0.505, t=4.655, p = 0.000). Findings indicated a significant and positive effect of capacity building strategies on implementation of CBC (β = 0.078, t=4.487, p = 0.003).There was a significant and positive effect of physical facilities improvement strategies on implementation of CBC in private universities in Nairobi county (β = 0.087, t=3.833, p = 0.000).Findings showed a significant and positive effect of instructional strategies on implementation of CBC in private universities in Nairobi county (β = 0.606, t=6.498, p = 0.000).The study concludes that private universities in Nairobi County are adopting strategic change management for CBC implementation, focusing on stakeholder engagement, updated curricula emphasizing practical skills, continuous faculty training and enhanced infrastructure through various funding sources for improved instructional strategies. The study recommends that private universities should secure increased financial support from the government and stakeholders for facility upgrades and faculty training. Further, they should continuously invest in faculty development and focus on modern teaching methodologies. The study recommends that private universities should collaborate among themselves and with educational stakeholders for CBC implementation. Private universities should establish elaborate assessment methods through continuous feedback from all stakeholders. The study recommends that private universities should emphasize student-centered learning strategies to better equip students with practical skills and competencies.
Factors influencing education participation for learners with hearing impairments in special public primary schools in Meru and Isiolo counties, Kenya
(KeMU, 2025) Purity, Nthuku Karegi
The global need for education as a key factor in a functioning society drives efforts to achieve higher education levels worldwide. In Kenya, students with deafness consistently underperform, with average KCPE scores of 150 marks compared to their hearing peers' 300-400 marks. Despite policies like Universal Primary Education (UPE) and significant budget allocations for learners with hearing impairments, these students face ongoing educational challenges. These disparities suggest that issues within education management may negatively impact participation for deaf learners. Addressing these factors is crucial to ensuring equal educational opportunities for all, regardless of disability. The study addressed the objectives on parental involvement, school physical resource management, placement option management and financial resource allocation influence on education participation for learners with hearing impairments. The study aim was to examine the factors influencing education participation for learners with hearing impairment in public primary schools for learners with hearing impairment in Meru and Isiolo Counties. The study was guided by Maslow's theory of motivation in learning. A phenomenological research design was utilized. The study targeted three primary schools handling learners with hearing impairments in Meru and Isiolo counties that is Kaaga, Njia, and Isiolo School for learners with hearing impairments . The target population comprised a total of 559 participants including headteachers (3), teachers (45), parents (248), learners (254), and support staff (9). Sampling for the participants was done through both purposive sampling for teachers (3), parents (3), and learners (6) as well as census sampling among the headteachers (3) and the support staff (9) to arrive at a sample size of 24 participants. Data collection tools utilized were open-ended questionnaires for the head teachers, interview schedules for learners, parents, and class teachers, observation checklist, document analysis and focus group discussions. Piloting of the instrument was done in Tharaka Nithi County to help establish the validity and reliability of the instruments. Reliability of the instrument was attained through triangulation involving different instruments for different participants. Thematic approach was used to analyze the qualitative data. Ethical issues like confidentiality were observed throughout the study process. The presentation of the data was through narrative description. The study revealed that parental involvement was minimal, financial allocation in schools was inadequate, assessment of learners for placement was not effectively done and school physical resources were inadequate. The study concludes that parental involvement in education is minimal, which may negatively affect student outcomes. Financial resources allocated to schools are insufficient, hindering their ability to provide quality education. Learner assessments for proper placement are ineffective, potentially leading to misplacements. Additionally, inadequate physical resources in schools further limit the learning environment and student success. The study recommended that more funding should be done through alternative methods rather than relying on the government only, multidisciplinary teams be availed for assessment and establishment of more placement centers by the government, and parental mobilization on the need to be effectively involved in the education affairs of their children and physical resources be availed in the schools for learners with hearing impairment through engagement of relevant Further studies can be done in inclusive setting, other counties and secondary schools.
Implementation Of Workforce Diversity Policies on Service Delivery in Selected Public Universities in Kenya
(KeMU, 2025) Charity, Maina Nyambura
The delivery of quality services by universities is essential due to their role as centres for knowledge creation, dissemination, and intergenerational transmission through teaching, research, innovation, and community involvement for societal transformation. However, due to globalization and rapid technological advancement, universities operate in highly competitive and dynamic environments. The efficiency of service delivery in Kenyan public universities has been below expectations, adversely affecting performance and diminishing global rankings. The study aimed to establish the influence of workforce diversity policy implementation on the quality and effectiveness of service delivery in selected public universities in Kenya. Specific objectives included: determining the effect of persons with disability policy implementation; establishing the influence of youth policy implementation; examining the influence of gender policy implementation; assessing the role of ethnic policy implementation; and determining the moderating effect of organizational culture on the relationship between diversity policy implementation and service delivery. The study was anchored on Social Identity Theory, Resource-Based View, and the SERVQUAL Model. A positivism research philosophy and mixed-methods design were adopted to collect quantitative and qualitative data. The population comprised 14,623 employees: 10,120 non-teaching staff and 4,503 full-time teaching staff. Inferential and descriptive statistics were used to analyze data. Yamane's Taro (1967) formula calculated a sample size of 389, and simple random sampling was employed. The unit of analysis was selected from public universities in Kenya. A pilot study tested the validity and reliability of instruments, with Cronbach's Alpha measuring reliability. For hypothesis testing, linear regression, correlation coefficient, and ANOVA were adopted. Findings established that persons with disabilities policy implementation was positive and statistically significant (p<0.05). Youth diversity policy contributed positively to service delivery. Gender policy implementation had a statistically significant and positive influence (R²=0.265, p<0.05), and ethnic policy implementation also significantly influenced service delivery. Culture moderated gender and ethnicity and positively influenced service delivery. The study concluded that all explanatory variables exerted substantial, favorable influence on service delivery. It is recommended that public universities implement ethnic policies during recruitment and provide gender mainstreaming training on diversity policies. Further studies should focus on larger samples, comparative analyses between private and public universities, and rural versus urban universities. The findings are important to human resource practitioners in developing strategies for strengthening diversity policies, and to academicians and researchers by providing empirical evidence.
The Influence of External Educational Environment on Wastage Reduction Strategies of the Boy Child Output in Kenyan Primary Schools
(KeMU, 2014-06) Jacinta, Wanjiku Mwaura
This is a study on 'The influence of external educational environment on wastage reduction strategies of the boy child output in Kenyan primary schools'. Every time The Cabinet Secretary in the Ministry of education releases national examinations there is an outcry of marginalization of the boy child after which nothing is changes begging the question is the boy child not as a critical human resource as the girl child. The systems theory was applied in the study. The objectives of the study were to: establish the status of the boy child educational process and wastage reduction strategies between 200 I and 2008; establish the influence of policy framework on wastage reduction strategies of the boy child; establish the influence of. social cultural practices on wastage reduction strategies of the boy child; establish the influence of boarding arrangements on wastage reduction strategies of the boy child; determine the influence of teacher gender on wastage reduction strategies of the boy child; establish the influence of family background on wastage reduction strategies of the boy child; and to develop a model for wastage reduction strategies of the boy child. A descriptive survey research design was used in this research with a target population of public primary schools of more than one stream in 2001. The population comprised of 693 and a sample of was arrived at through stratified random sampling. Both descriptive and inferential statistics were used to analyze the data and hypotheses tested. Further, a regression analysis was run for the dependent variable against the independent variables. Hypotheses tests were carried out. The findings established the influence of external environment on wastage reduction strategies as having a good fit since all key statistical indices were above or below the recommended levels. The influence of external educational environment was indicated by regression model results (R2=0.587, p=0.00). The five independent variables had a significant influence on wastage reduction strategies as indicated by regression results (R2=0.62, p=0.02). Policy statements had a significant influence on wastage reduction strategies (R 2=0.59, p=O.O I), socio-cultural practices also had a significant influence on wastage reduction strategies (R 2=0.4 7, p=O.O I), boarding arrangements influence on wastage reduction strategies was at (R2=0.60, p=O.O 1 ), teacher gender influence on wastage reduction strategies was at (R2=0.3 l , p=0.03), while family background influence on wastage reduction strategies was at (R2=0.64, p=0.00). In conclusion policy statements, teacher gender, family background boarding arrangements and social cultural practices influenced wastage reduction Strategies. The findings concurred with Kibutu(2006), Kashu (2006), Omutako (2007) and De Corte (2003). The study recommended the development of policy statement for the boy child in particular among other recommendations. Areas for further research include further research to establish the age at which the boy child is most likely to drop out of school. The study established that the theory of production, retention and ansition theories are applicable to the specific case of the influence of wastage reduction strategies of the boy child output in Kenyan primary schools.
Influence Of Inclusive Leadership and Resilience to Violent Extremism Among Boys’ Secondary Schools in the North-Eastern Counties of Kenya
(KeMU, 2025) Happi, Happi Adan
North-Eastern Kenya, bordering Somalia, has been significantly affected by extremist indoctrination, exposing students to heightened risks of recruitment into terrorist organizations. Previous studies indicated that a substantial proportion of boys from secondary schools in the region have been vulnerable to recruitment, with teenage males showing increased susceptibility to coercive indoctrination. This study investigated the influence of inclusive leadership on resilience to violent extremism among boys' secondary schools in Garissa, Wajir, and Mandera Counties of North-Eastern Kenya, with perceived organizational support as a moderating variable. The study examined how leadership dimensions including openness and accessibility, collaboration, emotional intelligence, and commitment to equity influenced students' resilience to violent extremism, and how perceived organizational support moderated these relationships. The study was anchored by the Social Identity Theory, Transformational Leadership Theory, and Conservation of Resources Theory. A descriptive survey design was employed using a mixed methods research framework that combined quantitative and qualitative approaches. The target population comprised 6,014 participants including 5,870 boys enrolled in secondary schools across the three counties, 108 school principals, 18 Sub County Directors of Education, and 18 Deputy County Commissioners. The study determined a sample size of 393 participants using Yamane's formula: 375 students selected through stratified random sampling and 18 key informants selected through purposive sampling. Data collection employed structured questionnaires for students and semi-structured interview guides for key informants. Instrument reliability was assessed through pilot testing conducted in Mombasa County using 40 male students and 3 education officials. The student questionnaire achieved an overall reliability of α = 0.829, with individual sections ranging from α = 0.762 to α = 0.892. Test-retest reliability yielded correlations from r = 0.74 to r = 0.89 (p < 0.01). Interview guides underwent content validation by three education and security experts. Diagnostic tests confirmed dataset suitability for parametric analysis, with normality, linearity, absence of multicollinearity, and homoscedasticity assumptions satisfied. The study achieved a 90.4% response rate with 339 valid questionnaires from students and complete participation from all 18 key informants. Results revealed that leadership openness and accessibility (β = 0.318, p < 0.001), leaders' collaboration (β = 0.247, p < 0.001), leaders' emotional intelligence (β = 0.284, p < 0.001), and leaders' commitment to equity (β = 0.206, p < 0.001) had statistically significant positive influences on resilience to violent extremism. Perceived organizational support positively influenced resilience (β = 0.192, p < 0.05) but did not significantly moderate the relationship between inclusive leadership and resilience. Qualitative findings reinforced quantitative results, emphasizing the critical role of transparent communication, collaborative decision-making, and equitable treatment in building student resilience. The study concluded that inclusive leadership practices significantly enhance students' resilience to violent extremism in conflict-affected regions. Recommendations include promoting transparent communication, empowering stakeholders, improving emotional intelligence among leaders, ensuring equity in resource distribution, and strengthening organizational support systems.
Influence of Information Communication Technologies on Quality of Distance Teaching and Learning in Kenya Universities
(KeMU, 2018-08) Ngeera, Flora Gacheri
Information Communication Technologies (ICTs) are varied. They include different types of network infrastructure that depend on internet connectivity which in turn allows access to various search engines. ICTs have transformed the way people live, work, do business and access education. With advent of ICTs, distance learning has become an alternative and supplement for face to face learning. This study investigated the influence of ICTs on quality of distance teaching and learning in Kenyan Universities. The study was guided by four objectives: to establish the influence of availability of ICTs infrastructure, to determine the influence of utilization of ICTs infrastructure, to investigate the influence of provision of institutional support on use of ICTs and to determine the influence of learner characteristics on use of ICTs. The study was based on Bruner's constructivist theory and Simonson's theory of equivalency. The study was guided by mixed methods research approach. Specifically, convergent parallel design was used. The target population was universities that offer programmes through open, distance and e-learning (ODeL) targeting ODeL directors, lecturers who taught ODeL students, ICT technical staff and ODeL students from the selected universities that offer programmes through this mode. A sample size comprised of (4) ODeL directors, (78) lecturers, ( 4) I CT technical staff and (15 6) 0 DeL students. Stratified, systematic and purposive sampling was used to sample the respondents. Among all the universities that offer ODeL programmes, four universities were purposively sampled for the study. Data was collected by use of document analysis guide, questionnaires and interview guide. Cronbach alpha correlation method was used to compute reliability co-efficient which was 0.8095 which was above 0.7 as expected in social sciences. To ensure reliability in qualitative data, interview guide with highly structured questions, with the same format and sequence of words was used for each participant. Descriptive statistics involving mainly frequencies, percentages and means were used to analyse the data. Logistics Regression, specifically Wald Test, was used to test the null hypotheses. Omnibus test of model coefficients and Hosmer and Lemeshow Tests were used to test the fitness of the models. Data was presented in graphs and tables. Analysis of quantitative data was done using Predictive Analytical Software (PAS) version 20.0. Qualitative data was coded and analysed in themes emerging from the narratives. From the findings, it was established that computers were the most available ICT hardware used in distance teaching and learning in the sampled universities. Despite availability of computers, it was established that video conferencing and audio-conferencing facilities were not available for distance teaching and learning. Universities use Learning Management Systems (LMS) and also online social networking tools to advance distance learning. The study revealed that the institutional support on use ofICTs was the most significant factor that influences quality of distance teaching and learning in selected Kenyan universities. It was concluded that availability of ICT infrastructure, utilization of ICT infrastructure, institutional support on the use of ICT and learner characteristics on the use of ICT were all significant when considered separately. However, when considered as a block, institutional support on use of JCT was the most significant. The study recommended that to enhance quality in ODeL, institutional support on use of ICTs in distance teaching and learning was very critical.
Influence of Institutional Factors on Student Skills Development in Public Technical Training Institutions in Kenya
(KeMU, 2022-10) Nyangweso, Gladys Kemuma
Technical Training Institutions (TTIS) play a significant role in providing skills that are required in the various sectors of the economy. Knowledge and skills gap in any sector calls for empirical studies aimed at suggesting solutions to the problem. The study was guided by three objectives: to examine the influence of academic admission qualifications, to assess the influence of instructional methods and to explore the influence of instructional equipment on student skills development in public technical training institutions in Kenya and an intervening variable of instructional leadership styles. The purpose of this study was to establish the influence of institutional factors that include academic admission qualifications, instructional methods and instructional equipment while considering the influence of leadership styles on student skills development in Public TTIs in Kenya. The study was anchored on the Pragmatic philosophy. The convergence parallel mixed design methods was applied. Target population included 49 public TTIs, 348 lecturers, 4,199 students and 49 principals making a total of 4, 596 from which a sample of 11 TTIs, 11 principals, 100 lecturers and 100 students was determined making a total of 211 participants using Fisher (1998) and Berttllett et al (2001) formulae. Contacted participants included 8 principals, 80 lecturers and 80 students. Probability and non-probability sampling methods were used in sample selection. This included simple random for lecturers and students and census for principals. Research tools included: questionnaires for lecturers and students, interview schedule for principles, document analysis guide and observation guides. Delphi method was used in the selection and development the tools. Pilot study was conducted in Sikri and Keroka TTIs. Chronbach alpha was used to test reliability of the questionnaires and yielded test re-test results of 0.799 and 0.892 for lecturers and 0.848 and 0.853 for students. Reliability and validity test for qualitative instruments was conducted using a Likert scale. Response rate was at 86.25% for lecturers, 87.5% for student and 100% for principals. Convergence approach was used in data analysis. Quantitative data was analyzed using descriptive and inferential statistics. The study was anchored the Systems theory in education and the Decision making theory. Conceptual framework depicting relationship amongst the study variables. Hypotheses were tested using Chi Square, Kruskall Wallis, Man Whitney and Multiple Regression tests. Kolmoglov- Smirnov test was used for normality test. Variance inflation factor was used to test for multicolineality fitness for the data. Cronbach Alpha was used in managing Likert scale data. Qualitative data was arranged in themes and presented in narrative forms and direct quotes. Quantitative and qualitative results were compared, contrasted and interpreted. The null hypotheses were rejected and the alternatives were retained. A multiple regression test results showed that academic admission qualifications had the highest influence on skills development where p-value=0.035 followed by instructional methods, p=0.061, intervening variable, p=0.295 and instructional equipment variable with the least significance, p=0.554. Null hypothesis was retained: there is no significant statistical relationship between leadership styles and instructional methods and instructional equipment. The study thus concluded that TTIs are highly theoretical. Several recommendations were made among them admission qualifications need to be at par with other middle level colleges, the Technical institutions should offer specialized courses in the psychomotor domain and that TTIs should not be allowed to replicate university courses. To address issues of skills-gap the study suggested a curriculum perceptual implementation model. For further research, the study recommended among others a research on whether it is necessary to abolish the open policy for TTIs.