School of Education and Social Sciences

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Factors Affecting the Retention Rate of Pupils in Public Primary Schools in Hindi Division, Lamu West Sub-County, Lamu County
(International Journal of Scientific Research and Innovative Technology, 2017-09) Makorani, Selita Hadiribo
Kenya’s vision 2030’s social pillar on Education and training states in part that the overall goal for 2012 is to reduce illiteracy by increasing access to Education, improving transition rate in primary and secondary schools and raising the quality and relevance of education hence retention. There are so many factors that have contributed to low retention rates of pupils in public primary schools. In almost all developing countries, School dropout, and retention rate has been a subject of interest to academics, researchers and policy makers for a long time. The general of this study was to determine factors affecting the retention rate of pupils in public primary schools in hindi division, Lamu west sub-county while Specific Objectives included to determine the effects of family background on retention rate of pupils in public primary schools in Hindi Division, Lamu west sub-county, to establish the effects of learning environment on retention rate of pupils in public primary schools in Hindi Division, Lamu west sub-county and to analyze the effects of societal culture on the retention rates of pupils in public in primary schools in Hindi Division, Lamu west sub-county. It is hoped that findings of this research will help improve the understanding of factors affecting the retention rate of pupils in public primary schools in Hindi division, Lamu west sub-county and their effects will help improve on the retention rate. The study was firmly founded on three theories; human capital Theory, functionalist Theory and achievement motivation Theory. The study adopted a survey research design, where selected public primary schools will be targeted for the study. The study was carried out using open and closed ended questionnaires which were given to (32) thirty two head teachers. From the findings, the study concluded that the aspects of Family background aspects such as Level of education of parents, Gender of children in family, Economic background of the family and Aspiration of the family affects retention rate of pupils in public primary schools in Hindi Division, Lamu west sub-county. It was also clear from the findings that the learning environment aspects such as availability of textbooks/teaching aid /parents, clubs and social facilities around the school, gender of children in family and achievement level affects retention rate of pupils in public primary schools in Hindi Division, Lamu west sub-county. Further, from the findings, the respondents felt that the aspects of Social culture aspects such as Social – cultural practices, roles of social-cultural practices, relevancy to learning to the society and number of children in family affects retention rate of pupils in public primary schools in Hindi Division, Lamu west sub-county. The study herefore concluded that family background, learning environment and societal culture influence affects the retention rate of pupils in public primary schools in Hindi division, Lamu west sub-county, Lamu County. The study recommended that the Government should formulate policies favorable to learners in order to enhance retention rates, especially through provision of necessary learning facilities in public schools. Further, the study recommended that parents and guardians with children in schools must be sensitized on what ought to be done to ensure that pupils get retained in schools; an effort that would ensure that these pupils are prepared fully to assume challenging responsibilities in future. Pupils in public primary schools in Hindi Division, Lamu west sub-county. Further, from the findings, the respondents felt that the aspects of Social culture aspects such as Social – cultural practices, roles of social-cultural practices, relevancy to learning to the society and number of children in family affects retention rate of pupils in public primary schools in Hindi Division, Lamu west sub-county. The study therefore concluded that family background, learning environment and societal culture influence affects the retention rate of pupils in public primary schools in hindi division, Lamu west sub-county, Lamu County. The study recommended that the Government should formulate policies favorable to learners in order to enhance retention rates, especially through provision of necessary learning facilities in public schools. Further, the study recommended that parents and guardians with children in schools must be sensitized on what ought to be done to ensure that pupils get retained in schools; an effort that would ensure that these pupils are prepared fully to assume challenging responsibilities in future.
A CRITICAL ANALYSIS OF THE IMPACT OF ISLAMIZATION OF IGEMBE PEOPLE THROUGH MIRAA TRADE IN MERU COUNTY
(International Journal For Research In Educational Studies, 2018-08) Jotham, Kirimi Mwenda; Ataya, John Kobia; Njoroge, John Ngige
This study undertook a critical analysis of the impact of Islamization of Igembe people through miraa trade in Meru County. The research interest was provoked by the gradual and emerging prominence of Somali Muslims in the affairs of miraa business in the Igembe Region. The study was guided by objective; to critically analyse the impact of Islamization of Igembe People through miraa trade. The study drew a sample size of 383 from a target population of 126,000 miraa farmers, miraa vendors. All the thirteen-(13) miraa traders’ association officials formed part of the sample size as they were both miraa farmers and miraa vendors. The research used both quantitative and qualitative methods. The study employed descriptive study design based upon field research designed to critically analyse the impact of Islamization of the Igembe people in Meru County. Questionnaire with both structured and unstructured questions were used under a purposive sampling procedure. Data collected from the research location were analysed, summarized and interpreted using the computer software SPSS (version 22), where correlation of the variables under study determined and conclusions drawn. The partial correlation results for the study gave p-values that was significant thus showing that the independent variables are indeed related to the dependent variable making the study concrete and viable.. The study findings were, negative impacts are evident in unlawful land leasing, conflicts, boys dropping out of schools, and uncouth business practices among others. The study also recommends that the Ministry of Education to encourage boys to continue schooling instead of dropping out to join miraa businesses.
Teacher Factors Influencing the Implementation of Tusome Program in Lower Primary Public Schools in Mvita Sub County
(The Strategic Journal of Business & Change Management, 2018-09-26) Nyale, Mary Nguya; Mwawasi, Benjamin Mwandoe; Muli, Samuel
The objectives of this study were; to establish the effect of teacher attitudes and teacher preparedness on the implementation of early literacy in lower primary public schools in Mvita Sub County, Mombasa Kenya. The target population in this research was 124 lower primary teachers in all Twenty-five (25) public primary schools in Mvita sub-county. The lower primary teachers were the respondents for the study because they were the perfect choice to answer the questions that arose from the study objectives due to the information they held on the implementation of Tusome Program. The study used census method where by all the 124 respondents were used for the study. The study used both open ended and closed-ended questions. The data collected was compiled and analyzed by use of Statistical Package for Social Sciences (SPSS) version 23 for the purpose of validity and reliability. The findings of this study may assist teachers and head teachers in identifying areas which need improvement in the implementation of Tusome Program. The findings would also benefit learners as service delivery would be improved. This study would provide a source of knowledge to the curriculum developers and implementers on teacher factors influencing implementation of new education curriculum. The study would also be of a great importance to other scholars who carry out related studies hence use information in this study as an empirical review in their studies. The study concluded that Teacher attitude and teacher preparedness influence the implementation of Tusome Program in lower primary public schools in Mvita Sub-County. The regression analysis also confirmed that there was a significant relationship between implementation of Tusome Program and independent variables teacher attitude and teacher preparedness. The study recommended that lower primary school teachers should be allocated adequate time to enable them cover the syllabus and should also have enough time to check and mark students work.
Factors Influencing Pupils Access to education among primary schools in Conflict Prone areas of Turkana East Sub county Kenya
(International Journal of Advanced Research in Engineering& Management (IJAREM), 2019) Lokaale, Daniel Emekwi; Mwirichia, Severina M.; Ikiara, Lucy
Conflict in Turkana East Sub County has been persistent over many years and has evolved since Turkana East was identified as one of the sub-counties in the Kenya Vision 2030. The frequent conflicts have greatly affected access to primary education in the area. This study examines factors influencing pupils access to primary education in conflict prone areas of Turkana East sub-County. The study sought to examine how attacks on schools during conflict affect access to primary school education in Turkana East County. The sample population was 1 headteachers, 20 teachers and 200 pupils of the ten most affected public primary schools in Turkana East Sub County. The research used simple random sampling and stratified sampling to select teachers and students. The study found that the majority (75%) of the schools surveyed reported having pupils displaced from school due to conflict.. It is found that attacks on schools during frequent ethnic conflicts in Turkana East Sub County affects access to primary education negatively. Over 60 per cent of head teachers interviewed stated that their schools had been attacked during the conflict. The fear caused by such attacks leaves many schools closed and parents afraid to send their children to school. The study recommends the government through the security agencies to work with the local community of Turkana East Sub County to come up with a lasting solution to the problem of armed conflicts and ensure lasting peace.
Academic performance of mature age students in universities and associated factors
(African Journal of Emerging Issues (AJOEI)., 2019) Munuhe, Patrick Karinga; Kathuri, Nephat Justus; Njagi, Zachary
The study aimed to establish the academic performance of mature age students in universities and associated factors. Along with increases in nontraditional student enrollment comes an increasing percentage of working nontraditional college students. Mature-entry students (21 years and above) constitute a notable group within higher education sector. The study used a descriptive survey with a purpose to examine the determinants of academic performance of mature age entry students. The study was conducted among mature age entry students at Kenya Methodist University in Kenya. Proportionate stratified sampling was used to select the 87 subjects. A self-administered questionnaire was used to collect data. Data was analyzed using descriptive statistics and chi-square analysis with the help of SPSS. A total of 73 mature age students participated in the study representing a 84% response rate. Majority 47(64%) of the respondents had a GPA between 2.1 and 3.0. Gender (p=0.006), age (p=0.0390 and economic status (p=0.000) were significant. in addition, family commitments (p=0.000), family support (p=0.000), institutional support (p=0.003) and work life balance (p=0.000) were significant. The study concluded that performance is influenced by demographic and social factors. Social factors appeared to have a greater influence than demographic factors where they emerged as barriers to good academic performance. Universities therefore need to tailor programmes to match needs of mature age students.
How Career Guidance Services Affect Career Choice among Public Secondary School Students in Meru County, Kenya
(African Journal of Emerging Issues, 2019) Njogu, Sarah Wambeti; Kibaara, Tarsilla; Gichohi, Paul
Career guidance activities offered in public secondary schools are meant to assist students succeed in their careers after finishing O-level education. The knowledge that students acquires through career offices should therefore help them to remove confusion, anxiety, indecisiveness, and should empower them with information on clear career paths; relevant occupations in the context of their talents, academic abilities and market trends. The purpose of this study was to determine how career guidance services affect career choice among public secondary school students in Meru County, Kenya.However many secondary school students complete their studies without a clear understanding of the courses to enroll for upon joining institutions of higher learning. The study sought to examine the extent to which nature of career guidance services influence career choice of students in public secondary school in Meru County. Descriptive survey and correlational research designs were adopted in this study. Questionnaires and a structured interview schedule were used to collect data. Thirty six schools were sampled through stratified random sampling technique and an equal number of principals and career guidance teachers from sampled secondary schools obtained. Systemic sampling was used to sample 377 form four students while 11 parents were sampled using purposive sampling technique, making a total of 460 respondents. A pre-test on questionnaires was done to ensure validity while reliability was computed where Cronbach’s Alpha value was used. Data was then analyzed using Statistical Package for Social Sciences (SPSS) version 24 and Microsoft excel where, descriptive statistics (mean and standard deviation) and inferential statistic, that is, linear regression analysis was computed accordingly.The major findings were that most public secondary schools (78.8%) didn’t have professionally qualified career guidance teachers while 57.6% allocated less than 5% of operational budget to cater for career oriented activities.The study concluded that career guidance services were statistically significant in influencing career choice of students in public secondary schools. Establishment of fully fledged career guidance offices with well-trained career teachers and adequate funding can help achieve the planned career-oriented activities. This study recommends deliberate allocation of sufficient funds to run career guidance services and involvement of all in supporting this initiative.
Factors Contributing to the Growth of Cereals Enterprises Owned by Women in Meru County. A Survey of Enterprises in Nkubu Town
(Journal of International Business, Innovation and Strategic Management, 2019-03) Rimbere, Arthur G.; Mutiria, Eric; Githinji, Moses
Entrepreneurship growth practices are being witnessed in every country in response to changes in global competitiveness and advancement in technology. It is against this reason that this research was being undertaken to analyze factors inhibiting the growth of cereals enterprises owned by women in Nkubu Town in Meru County. The study was guided by the following specific objectives: To establish whether access to finance, access to infrastructure, and managerial capacity and entrepreneur innovation inhibiting the growth of cereals enterprises owned by women in Nkubu Town in Meru County. The study adopted descriptive research designs with owners of cereals enterprises owned by women in Nkubu Town in Meru County, Kenya104 owners, managers and employees being the target population. Stratified sampling was used in this study; self-administered questionnaires were used as data collection instruments. The questionnaires were pre-tested for reliability and validity. Qualitative and quantitative data was analyzed by the help of Statistical package for social Sciences software (SPSS) Version 23. Data was analyzed using descriptive and inferential statistics. Inferential analysis entailed multiple regression and correlation analysis to assess the strength of the relationships between the specified variables. The result indicated that, collectively access to finance has the highest positive influence on enterprise growth, followed by entrepreneur innovation, managerial capacity and access to infrastructure. The study recommends that financial institutions should be in a position to give loans and other credit facilities and financial advisory services to SME’S in order to equip them with knowledge on financial management to help them expand their businesses.
Parental Aspirations and Its Influence on Career Choice Among Public Secondary School Students in Meru County, Kenya
(Journal of Education and Practice, 2019-08) Njogu, Sarah Wambeti; Kibaara, Tarsilla; Gichohi, Paul
Parents get involved in the education of their children through various ways; for example, in school activities, providing instructions on academic skills, engaging in and out of school learning activities, schooling process, providing learning resources and relevant learning experiences. Career choice by students is critical but a complicated task that involves a difficult process of decision making hence, parental involvement is necessary in creating awareness on possible career paths of their children. The study therefore, sought to assess the influence of parental aspirations on career choice among students in public secondary school in Meru County. Descriptive survey design was used. Through stratified, systemic and purposive sampling, 460 participants comprising 377 Form Four students, 36 principals, 36 career guidance teachers and 11 form four parents’ representatives were selected from 364 schools. Overall response rate was 92.1%. Data was collected using a questionnaire and an interview schedule. Analysis was done with the help of SPSS (Version 24) and Microsoft Excel. Mean and standard deviation were computed while linear regression analysis was used to examine the relationship between parental aspirations and career choice. The findings highlighted the critical role of parents in the selection process of careers of their children in public secondary. It was clear that the education level of parents is critical in informing career choices of children. The results show moderate influence of parental aspirations on careers selected by public secondary school students in Meru County where composite mean score is 3.35. Parents should strengthen their role in the provision of moral support, discussing and monitoring academic progress of children at school and at home; and rewarding them when they perform well in school, and should encourage their children to seek information on careers and exposing them to different career options
Effects of Cooperative Thinking Skills Training Intervention on Academic Performance of Primary School Pupils in Nakuru West Sub-County, Kenya
(Stratford Peer Reviewed Journals and Book Publishing Journal of Education, 2019-09) Aguta, Matunga Hellen; Gichohi, Paul; Wamalwa, Bernard
Academic performance has remained elusive as different cohorts of learners perform differently in national examinations. Previous studies on academic performance of pupils have explored the question mostly from environmental perspectives rather than pupil’s intrinsic factors such as reading difficulties and successes of respective intervention measures. Interventions on reading difficulties being experienced by learners have been sought, however, the persistence of the problem leads to questions over the efficacy of the interventions. This study was set out to find out the effects of cooperative thinking skills training intervention on academic performance of public primary school pupils in Nakuru West Sub-County, Kenya. Descriptive survey research design was used targeting 12 public primary schools from which 342 language teachers and 1133 pupils were theorized to have reading difficulties were sampled. A sample size of 160 respondents was selected using both purposive and stratified random sampling for teachers and pupils respectively. Data was collected using a well-structured questionnaire and an observation schedule which were analyzed with the aid of the Statistical Package for Social Science (SPSS) version 21.0. Descriptive statistics involving frequencies, percentages, means and standard deviations, and inferential statistical methods involving linear regression were used to analyze data. The results from the observation schedule were analyzed using content analysis and integrated during interpretations, discussions and conclusions. The study found that cooperative thinking skills training intervention had a positive and strong effect on academic performance of pupils with reading difficulties among public primary school pupils in Nakuru West Sub-County. Hence, the study concluded that cooperative thinking skills training intervention as currently applied in teaching was a very promising intervention in remedying reading difficulties. The study recommended that teachers should find out and introduce new ways of cooperative learning specifically those which encourage the learners to assist each other improve their reading proficiency .
Effects of Comprehension Monitoring on Academic Performance of Primary School Pupils in Nakuru West Sub- County, Kenya
(International Journal of academic research in business & social sciences, 2019-11-24) Aguta, Matunga Hellen; Gichohi, Paul; Wamalwa, Bernard
Academic performance has remained elusive as different cohorts of learners perform differently in national examinations. However, previous studies on academic performance of pupils have explored the question from an environmental perspective, where little attention has been given to the pupil’s intrinsic factors such as reading difficulties and successes of respective intervention measures. Interventions on reading difficulties being experienced by learners have been sought, however, the persistence of the problem leads to questions over the efficacy of the interventions. This study set out to find out the effects of comprehension monitoring on academic performance of primary school pupils in Nakuru West Sub-County, Kenya. It was guided by the Cognitive Model of Reading Comprehension. Both descriptive survey and experimental research designs were used. The target population comprised of 12 public primary schools in the area of study from which 342 language teachers and 1133 pupils whom were theorized to have reading difficulties were sampled. A sample size of 160 respondents was selected using both purposive and stratified random sampling for teachers and pupils respectively. Data was collected using a well-structured questionnaire, an observation schedule and through administering a reading test. Data was analyzed with the aid of the Statistical Package for Social Science (SPSS) version 21.0. Descriptive statistics involving means, modes and standard deviations, and inferential statistical methods involving Pearson’s Product Moment correlation and ANOVA, were used to analyze data. The results from the tests and the observation schedule were analyzed using content analysis and integrated during interpretations, discussion and conclusion. The study found that comprehension monitoring had a positive and significant effects on academic performance of pupils with reading difficulties in the area. Results from the reading test experiment showed that learners with reading difficulties who had received interventions (Group B) performed significantly better than their counterparts who had not received the interventions (Group A). Hence, the study concluded that the comprehension monitoring as a reading difficulties intervention had the potential of improving academic performance of the learners if well emphasized. Therefore, the study recommended that teachers should introduce regular comprehension tests to monitor the students reading abilities.
Influence of Peer Pressure on Deviant Behaviors among Male Prisoners in Kiambu County
(AJSSE Journals, 2020) Gicharu, John Mathigu; Kaaria, Zipporah K.; Makila, Leunita Makutsa
The purpose of this study was to establish the influence of peer pressure on deviant behaviours among male prisoners in Kiambu County. The study was anchored on three theories namely: Deprivation Theory, Social Control Theory and Importation Theory. Descriptive research design was used to guide the study. Purposive sampling was used to select 283 prisoners in Kiambu County who had been in jail for more than 15 years and 6 prison superintendent officers. Data was collected using questionnaires and later tested to ensure that the responses are valid and reliable. It was established that lack of social affiliations within prison led to more harm to prisoners. The finding showed that, peer associates had a great influence on the lifestyle of their members and that guidance and counselling helped in reducing criminal activities in prison. In prison, peer pressure was a dominant cause of deviant behaviour. Peer pressure was a strong denominator among the determinants of adulthood crime. Deviant peers accepted and accommodated each other. Opinions of other inmates encouraged the prisoners to participate in deviant behaviours. Accessibility of drugs and alcohol from peers led to criminal activities and that that peers in prison helped in socialization with codes to adopt. Lastly, it was established that it was difficult to restrain from opinions of their group peers while in the prison. It was concluded that lack of social affiliations within prison led to more harm to prisoners and peer associates had a great role to play in members’ lifestyle. It was recommended that the authority should ensure that social affiliations are available within prison to reduce more harm to prisoners. Peer associates need to be of good influence as their lifestyles have a great impact on its members.
Parents’ Role In Career Guidance Among Secondary School Students In Kikuyu Sub-County: A Case Of Kiambu County – Kenya
(INTERNATIONAL JOURNAL OF INNOVATIVE RESEARCH AND KNOWLEDGE, 2020-06) Wang’ombe, Wanjiku; Kaaria, Zipporah; Kithinji, Winfred
Parents invest heavily in their children’s education with career success as the desired outcome. Since adolescent’s decision-making ability is still developing, they need guidance from adults such as parents and teachers when making career decisions. The objective of the study was to identify parent engagement strategies used in career guidance. The study involved mixed methods of social inquiry under a descriptive research design. A sample of 207 parents was chosen from Form 3 pupils of 17 schools in Kikuyu Sub-County. The study established that circulars and newsletters were the most common methods used while career days / expos and parents meetings were the most common interactive programs offered by secondary schools in Kikuyu SubCounty to assist parents in providing career guidance to their children. A wide range of interventions could be adopted to help improve the effectiveness of career guidance by parents in secondary schools in Kikuyu SubCounty.
Determinants for Retention Rates in Primary Schools in North Horr Sub-County, Marsabit County, Kenya
(African Journal of Emerging Issues (AJOEI)., 2020-07) Malelu, Sylvester Munyalo; Gichohi, Paul Maku; Mwenda, Eric
Purpose of the study: The purpose of this study was to assess determinants for learner’s retention in primary schools in North Horr Sub County, Marsabit County, Kenya. It adopted Vincent Tinto’s model of learner’s departure in investigating the phenomena. Problem statement: The Kenya government has continued to improve the provision of education for all (EFA) as evidenced by the introduction of free primary education which was started by the National Rainbow Coalition (NARC) government in 2003. Despite effort by the government across the country, learners in North Horr Sub County which has nomadic and pastoralist communities have experienced challenges in acquiring the basic education because of socialcultural factors such as cultural rites, early marriages and Female Genital Mutilation (FGM) among others. Research methodology: The study employed a descriptive survey research design and obtained data from 5 head teachers, 50 members of teaching staff and one Area Education Officer (AEO), using questionnaires and interview guides. SPSS was used to compute mean, percentages and standard deviation while thematic analysis was used on qualitative data. Findings: The study established that there was high rate of gender imbalance in primary schools in North Horr Sub County, Marsabit County. This was attributed to culture-related factors such as pastoral lifestyle, cultural values, community’s negative attitude towards education, engagement in domestic work, social-economic characteristics, and environmental factors. Conclusion: The study noted that retention rates in primary schools in North Horr Sub County of Marsabit County were low especially for girls across all the years which was attributed to socialcultural and social-economic factors. Recommendation: The study recommended that communities and the Ministry of Education should construct more boarding schools, establish mobile schools; sensitize parents on the need for education as an alternative to pastoralism life, and provide guidance and counseling to pupils.
Teacher Factors Influencing the Implementation of Curriculum Learning Outcomes in Public Primary Schools in Ndavaya Zone, Kwale County, Kenya
(Journal of Popular Education in Africa, 2020-07) Mwashashu, Ronaldah Chari Mwashashu; Muli, Samuel; Mwawasi, Benjamin Mwandoe
The purpose of this study was, to investigate the teacher factors influencing the implementation of curriculum learning outcomes in public primary schools in Ndavaya Zone, Kwale County, Kenya. It was guided by the following objective; identify the influence of working conditions of teachers in the implementation of the curriculum learning outcomes, in public primary schools in Ndavaya zone, Kwale County. The research study was guided by the hierarchy of needs theory by Abraham Maslow. It adopted a descriptive survey design and the targeted population was 29 public primary schools in the zone, 29 head teachers and 306 teachers. The sampled size was 20 head teachers and 60 teachers from 20 schools. Piloting of research tools was done in 5 public primary schools. This was to ensure validity in the study, and reliability of the research instruments. The Data collected was analyzed using descriptive and inferential statistics. Data was presented using frequency and percentage tables, pie charts and bar charts. The researcher considered research ethics by seeking permission from relevant authorities and participants did not write their names on the questionnaires. Concerning the school environment, enrolment and staffing, the study found out that, there is a shortage of teachers in Ndavaya zone, though qualified to implement the curriculum learning outcomes. Teachers have no challenges during lessons preparations but lacks proper time management skills in the implementation of curriculum and the instructions. The finding shows that, the library classes are not conducted due to lack of library facilities in the zone. Schools also have inadequate teaching and learning aids. The researcher recommended that: teachers should be employed and be distributed fairly, schools should seek for donor aids to acquire more books, and teachers should improvise teaching and learning aids. Parents in the zone to be sensitized to buy books for their children. The researcher recommended further studies to be conducted on; the influence of teaching and learning resources on implementation of curriculum learning outcomes in public primary schools in Kenya. In conclusion, there is a challenge in library lessons in the zone, majority of the respondents stating that there are no library lessons conducted in the zone. Lack of library sessions hinders teachers’ implementation of the curriculum learning outcomes in the zone due to shortage of resources like books. The zone is also facing a shortage of teaching and learning materials like textbooks in schools. Such facilities are key in enhancing the implementation of curriculum learning outcomes.
Preretirement Preparation Influence on Adjustment of Retirees: A Case of Ministry of Industry, Trade and Cooperatives, Nairobi County
(INTERNATIONAL JOURNAL OF INNOVATIVE RESEARCH AND KNOWLEDGE, 2020-08) Akinyi, Odera Jenipher; Kaaria, Zipporah; Makila, Leunita Makutsa
Retirement occurs when one leaves formal employment to other engagement that may not be part of their previous work. It can also be seen as cessation of one stage of life to a new one. Most studies have concentrated on allocation and disbursement of pensions and the experiences of the retirees. Few studies have identified psychosocial factors that influence the adjustment of retirees from civil service in Kenya. The focus of the study was on the retirees of MITC. The study’s purpose was to establish the extent to which preretirement preparations influence adjustment of the retirees. The study was based on continuity theory, Jahoda’s latent Deprivation model and Cognitive Behavioural Therapy (CBT). Descriptive research design was applied using both quantitative and qualitative approaches. The study established that the retirees from MITC were of the view that the Ministry did not do enough to facilitate various supportive programs that would have enabled them adequately plan and prepare for their retirement.
Influence of strategies adopted by school management in containing conflicts in public primary schools in Lamu County.
(IOSR Journal of Research & Method in Education (IOSR-JRME), 2020-09) Shee, Shemote Omar; Mwawasi, Benjamin; Kirigia, Paul Mwenda
Conflicts seem to be a continuous factor in leaning institutions these days and it is becoming a part of academic life. Schools frequently appear to be a field of disagreement and on occasion, they are perhaps a manifestation of problems in the community. For a school to be effective, individual members need to be able to work in a conflict free environment. The general objective of the study was to investigate on the influence of strategies adopted by school management in containing conflicts in public primary schools in Lamu County. Specifically, the study sought to establish the influence of competing strategy adopted by school management; the influence of collaboration strategy adopted by school management; the influence of avoiding strategy adopted by school management and the influence of compromising strategy adopted by school management in containing conflicts in public primary schools in Lamu County. The thesis was founded and based on the dual concern theory and max conflict theory. Target population for this study included 68 public primary schools of Lamu County and therefore targeted a population of 272 respondents comprising of the school’s head teachers, Deputy Head teachers, senior teachers respectively and Chairmen of Boards of Management. The sample size was 80 respondents randomly selected from the 68 schools in both Lamu East and Lamu West Sub-Counties. Data collected was analyzed using descriptive statistics (frequency, percentages, means and standard deviations), and inferential statistics (t-test) using SPSS software version 23. The study adopted a survey design where both qualitative and quantitative approaches were used to analyze data. Piloting of the study was done in 10 schools randomly selected which did not take part in the real research. Information about the number of schools is as recorded by the MoEST and the TSC County offices. This excludes the schools prone to frequent attacks by the Al-Shabab militia from both sub counties. Generally, it is hoped that findings of this research study will help improve the understanding of strategies to be adopted by school management in containing conflicts in public primary schools in Lamu County and their ultimate effects conflict resolutions. This study’s findings will also help improve on the future management of conflicts by head teachers, deputies, senior teachers and board members in public primary schools in Lamu County. The study concluded that school administrations have been adversely affected by lack of knowledge of conflicts management as most administrators handled conflict by trial and error approach because there were no specific procedures and methods of managing conflicts. The study therefore recommended that no one strategy is enough in conflict management and containment hence the study recommends that the school management to consider the utilization of at least two strategies in order to contain conflict. A blend of two or more strategies in containing conflict will enhance effective conflict management in public primary schools in Lamu County. It further recommended that; it is from the source of conflict where the best strategy shall be employed in containing the nature of conflict. It is therefore necessary to identify causes of conflict in an institution and subsequently suggest the best strategy to put in place.
HEADTEACHERS’ ROLE IN PERFORMANCE APPRAISAL ON TEACHERS PERFORMANCE IN GANZE SUB-COUNTY
(International Journal of Novel Research in Education and Learning, 2020-09) Nzaro, Chai Anthony,; Njuguna, Francis; Munga., Duncan
The purpose of the study was to establish Head teachers’ role on performance appraisal on teachers’ performance in Ganze Sub-County. The study adopted descriptive research design with quantitative approaches, where 106 public primary schools were targeted. The study used Slovene’s formulae in determining 84 respondents of the study. The study used structured questionnaires using Likert scale on all the variables.The study used SPSS version 24, where descriptive and inferential statistics was used. The study used SPSS version 24, where descriptive and inferential statistics was used. Out of the 84 questionnaires, distributed by the researcher, only 67 questionnaires were returned. iThe analysis showed that there was a positive and significant between professional development and teachers’ performance (β=0.214; p=0.009). The study concluded that performance appraisal practices ( Professional Development ) significantly contributes to the teachers’ performance in public primary schools Ganze Sub-County. The study recommended that head teachers should therefore be encouraged to encourage to develop themselves professionsly for it’s the main contributor.tThis can be done by the school management organizing for workshops and seminars for teachers to enlighten them on the advantages of adopting innovative ways and creativity in teaching, supporting activities that are geared towards innovation enhancement.
An Assessment of the Challenges Facing Implementation of Guidance and Counselling Programme in Public Secondary Schools: A Case of Lugari Subcounty, Kakamega County, Kenya
(International Journal of Science and Research (IJSR), 2020-10) Amambia Magero, Rebecca; Kathuri, Nephat J.; Wamalwa, Bernard
Students studying in public secondary schools in Kakamega County, Lugari Sub-County have a range of challenges,which include, deteriorating academic performance, drug and substance abuse, low self-esteem, socially unacceptable behaviour such as destruction of school property, among others. These problems exist despite the fact that guidance and counsellingprogrammes were established in Kenyan public Secondary Schools in 1970s.This study carried out an assessment on the challenges facing implementation of guidance and counsellingprogramme in public Secondary Schools in Lugari Sub-County. The study employed descriptive survey research design. The target population was 21 principals, 42 Guidance and Counselling teachers, as well as,336 teachers in public Secondary Schools in Lugari Sub-County, making a total of 399 subjects. The sample size was composed of 30% of the total target population which was120 subjects. The 120 subjects were comprised of 6 principals, 12 guidance and counselling teachers and 102 public secondary school teachers from the study area. A pilot test was carried out on the instruments in two Secondary Schools using test/retest method, with a two weeks interval between the tests to enable assessment of both validity and reliability of the data collection instruments. Simple random sampling was used to select 30% of the principals. However, purposeful sampling was used to select the 30% of the guidance and counsellingteachers. Simple random sampling, purposeful, as well as, stratified random sampling were used to select teachers from the schools where the principals weredrawn. Stratified sampling was necessary because teachers were selected with respect to their populations in the six respective schools. Data was analyzed using descriptive statistics. Results were presented, using frequency distributions, percentages and narratives for qualitative results. The study observed that G&C teachers were overwhelmed with responsibilities as most of them held dual responsibilities, such as, being class teachers and gamesteachers, besides handling their respective lessons in their teaching subjects. This limited their contribution to G&C. The study also established that G&C teachers had personal issues, such as, bereavement, family status and past experiences in life that negatively affected them when handling their counsellingroles. School principals should ensure optimum time is providedfor G&C teachers so that the teachers can devote more time for the G&C activities. G&C teachers should share information on issues affecting them because in such interactions they can encourage each other in the process of G&C.
An Assessment of the Challenges Facing Implementation of Guidance and Counselling Programme in Public Secondary Schools: A Case of Lugari Subcounty, Kakamega County, Kenya
(International Journal of Science and Research (IJSR), 2020-10) Kathuri, Nephat J.; Magero, Rebecca Amambia; Wamalwa, Bernard
Students studying in public secondary schools in Kakamega County, Lugari Sub-County have a range of challenges,which include, deteriorating academic performance, drug and substance abuse, low self-esteem, socially unacceptable behaviour such as destruction of school property, among others. These problems exist despite the fact that guidance and counsellingprogrammes were established in Kenyan public Secondary Schools in 1970s.This study carried out an assessment on the challenges facing implementation of guidance and counsellingprogramme in public Secondary Schools in Lugari Sub-County. The study employed descriptive survey research design. The target population was 21 principals, 42 Guidance and Counselling teachers, as well as,336 teachers in public Secondary Schools in Lugari Sub-County, making a total of 399 subjects. The sample size was composed of 30% of the total target population which was120 subjects. The 120 subjects were comprised of 6 principals, 12 guidance and counselling teachers and 102 public secondary school teachers from the study area. A pilot test was carried out on the instruments in two Secondary Schools using test/retest method, with a two weeks interval between the tests to enable assessment of both validity and reliability of the data collection instruments. Simple random sampling was used to select 30% of the principals. However, purposeful sampling was used to select the 30% of the guidance and counsellingteachers. Simple random sampling, purposeful, as well as, stratified random sampling were used to select teachers from the schools where the principals weredrawn. Stratified sampling was necessary because teachers were selected with respect to their populations in the six respective schools. Data was analyzed using descriptive statistics. Results were presented, using frequency distributions, percentages and narratives for qualitative results. The study observed that G&C teachers were overwhelmed with responsibilities as most of them held dual responsibilities, such as, being class teachers and gamesteachers, besides handling their respective lessons in their teaching subjects. This limited their contribution to G&C. The study also established that G&C teachers had personal issues, such as, bereavement, family status and past experiences in life that negatively affected them when handling their counsellingroles. School principals should ensure optimum time is providedfor G&C teachers so that the teachers can devote more time for the G&C activities. G&C teachers should share information on issues affecting them because in such interactions they can encourage each other in the process of G&C.
Enhancing Evangelism through Education Sponsorship: A case of Church Sponsored Schools in Mombasa County, Kenya
(Journal of Popular Education in Africa, 2021-07) Wafula, Eliya Robert; Mwangi, James; Kithinji, Julius
Evangelism means proclaiming the Gospel of Jesus Christ so that people may believe in God through Him, for the sake of their salvation and inheritance of the kingdom of heaven. Evangelism is crucial to the church's mission as a fulfilment of the Great Commission. In order to fulfil this commission the Church applies different ways such as education sponsorship. The specific objectives of this study were: to establish the role of education sponsorship in enhancing evangelism by church sponsored schools in Mombasa County. Descriptive survey research design was applied in this study. The target population consisted of 10 Church sponsored Primary Schools in Mombasa County. A representative sample was selected using purposive sampling method. These included Pastors, School Principals, and CRE Teachers and Church members. To collect data, the researcher used a questionnaire as the research instrument. These questionnaires contained structured questions that were constituted using a likert scale. Questionnaires were either emailed or delivered to the respondents and were picked once filled.Data was analysed through NVivo software version 12. The study found out that church sponsored schools in Mombasa County provide a suitable forum for spreading the gospel hence play a crucial role in enhancing evangelism. The results also indicated that the church sponsored schools in Mombasa County engage in all three forms of education sponsorship – school ownership and management, funding as well as bursaries and scholarships. The findings also showed that the church sponsored schools in Mombasa County promote evangelism through their curriculum and also integrate spiritual and moral teachings. The study recommends that more church sponsored schools should be opened in Mombasa County as well as across the country to propagate further Christianity. The study also recommends that the existing church sponsored schools should be expanded to cater for even special needs such as the hearing impaired, sight impaired and physically challenged persons in the society. The study further recommends that the Government of Kenya through the Ministry of Education should give support to all church sponsored schools by providing well trained teachers and paying them so as to reduce the costs of running these schools. Further research should be carried out to analyze the effect of education sponsorship on evangelism by church sponsored schools in other Counties in Kenya to assess whether the results will be similar or different. In addition further research should be carried to establish the effect of church sponsored health facilities on enhancing evangelism.