School of Education and Social Sciences

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Welcome to School of Education and Social Science collection.This collection contains Journal articles published by faculty affiliated to the school.

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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.
Analysis of Teachers’ Work Characteristics in Enhancing Discretionary Work Effort in Public Secondary Schools in Isiolo County
(International Journal of Professional Practice, 2022-10) Makero, Jenipher Tharaka; Kathuri, Nephat, J.; Owiti, Beatrice
The Ministry of Education (MoE), Teachers Service Commission (TSC) and principals are expected to create a conducive environment that enable teachers to demonstrate discretionary work effort in secondary schools. This study aimed to assess the influence of teachers’ work characteristics on discretionary work effort in secondary schools in Isiolo County. The study was guided by Maslow’s Hierarchy of Needs theory. It utilized descriptive survey research design. The target population comprised of 720 teachers, 48 principals and 2 Directors (MoE and TSC) from 48 public secondary schools in Isiolo County. A sample size of 236 respondents was considered in this study. The simple random sampling technique was utilized in selecting school principals and teachers. Both Directors were purposively selected. Information for the study was acquired mainly through questionnaires and interview schedules. The reliability of the data was tested using Cronbach’s Alpha, while content validity of research instruments was assured accordingly. The frequencies, percentages and correlation analysis were used in the analysis of quantitative data, while common themes were identified from the qualitative data. The results of the study indicated that teachers’ attitude, mastery of the teaching content and co-workers support affected the degree to which teachers applied more effort for self-benefits and learners’ satisfaction. The study concluded that teachers’ work characteristics and teachers’ discretionary were positively correlated. The study recommended that the Ministry of education should provide training for teachers to enhance their mastery of content and foster professional commitment among teachers for improved discretionary work effort.
Assessing the Availability of Digital Learning Infrastructures in NGOSponsored and Non-Sponsored Public Primary Schools in Buuri and Isiolo Sub-Counties
(Journal of Education, 2024-09) Kinoti, Purity Ntinyari; Ikiara, Lucy; Ikiugu, Johnson
Purpose: To assess the availability of digital learning infrastructures in NGO-sponsored and non-sponsored public primary schools in Buuri and Isiolo sub-counties. Methodology: The study used deductive reasoning and adopted the descriptive survey research design. The study targeted 79 public primary schools in the 2 sub-counties, 79 headteachers, 79 ICT teachers, 2,192 Grade 6 learners, and their 79 Grade 6 class teachers. The researcher selected a 20% sample to get 16 schools, 16 headteachers, 16 ICT teachers, and 16 class teachers. Purposive sampling techniques were used to select 11 schools with NGO sponsorship while simple random sampling was used to select 5 schools without sponsorship for the comparative sample. Systematic random sampling was used to get a 15% sample from the learners – 329 Grade 6 learners. Data was collected using questionnaires, interview schedules, and observation checklists. Descriptive data was analyzed using percentages, mean, and standard deviation scores, while data from interviews was organized into themes and reported using quotes and narration and reported alongside the findings from descriptive data. Results: The results of the questionnaire revealed that 79.9% of learners in sponsored schools strongly agreed that their classrooms were built with robust materials compared to only 62.0% in non-sponsored schools. 70.0% of teachers in sponsored schools confirmed these findings strongly agreeing that their classrooms were built of concrete stones with metal doors and windows, compared to 60.0% in non-sponsored schools. This indicates a significant difference in infrastructure quality, with sponsored schools showing better construction (97.4% vs. 70.5%). Simple regression analysis showed that NGO-sponsored schools had lower p-values (p ≤ 0.01 for power availability and digital hardware, p = 0.05 for adequate gadgets) compared to non-sponsored schools (p = 0.05, 0.05, and 0.10 respectively). These results indicate significant differences in infrastructure availability, supporting the rejection of the null hypothesis. Conclusion: The conclusion made was that NGO-sponsored schools possess significantly superior digital learning infrastructures compared to their non-sponsored counterparts. The robust construction of classrooms, reliable electricity supply, and the availability of essential wiring and power sockets collectively create an environment that is highly conducive to effective digital literacy programs. This enhanced infrastructure provides a stable foundation for the integration and use of digital technologies in the school. The study recommends that efforts be made to increase NGO sponsorship in public primary schools to increase the chances of learners attending the schools getting access to essential digital skills. This could involve intentional efforts by the Ministry of Education to reach out to NGOs and pursue partnership opportunities in this direction.
Assessment of Home-Based Factors Contributing to Church Absenteeism in Methodist Churches of Kenya in Nyambene Synod, Meru County, Kenya
(International Journal of Professional Practice, 2022-10) Kithure, Gerald; Ngige, John; Kithinji, Julius
Regular church attendance is often an indicator of Christians’ commitment and faith in God. It follows then that absenteeism undermines both the Christian faith and the ability of the church to meet ministry goals. The objectives of this study were to assess the home-based factors that contribute to church absenteeism in Methodist Churches of Kenya in Nyambene Synod, Meru County, Kenya. The study was guided by secularization theory under postmodernism philosophy which maintains that as science and technology continue to shape the world social changes in power and class structure tend to persist in similar forms as well (Heywood 2012). A descriptive survey research design was employed for this study, with a sample of 379 respondents selected through simple random sampling. The target population comprised of 28,015 men, women and youth church members taken from 177 congregations in Methodist Church in Kenya, Nyambene Synod. Data was collected using documentation and two questionnaires; one for the youth, and the other for adult members. A pilot study with a sample of 38 respondents was conducted in Miathene Synod. Analysis was done using SPSS (Version 25). The researcher performed descriptive statistical analyses to determine and rank specific factors that affected church attendance. The study concluded that poor family background, lack of monies to give out during fundraisers, unfriendly relationships between youth and parents, and lack of parental guidance greatly contributed to church absenteeism. The reasons for absenteeism can be addressed by church leaders through frequent pastoral visits to the absentee members, conducting youth and adult’s seminars or fellowship to discuss the importance of attending church services, and encouraging church leadership to look for other means of income to avoid victimization of the poor families during church fundraisers. The church leadership can also reach out to the absentee members through the cell group leaders and group fellowships such as women, youth and men fellowships. Future studies need to be extended to other Churches to assess whether different findings may be reached as regarding home based factors contributing to Church absenteeism.
Assessment of School-Based Clinic as a Health Service Provision Model in Public Secondary Schools in Meru County, Kenya
(Journal of Education, 2021-09) Muguna, Mbaabu Silas; Kibaara, Tarsila; Gichohi, Paul Maku
The Government of Kenya has made an effort in facilitating access to healthcare by students through the development of a standard manual on safety and health in schools and introducing a unique NHIF program for students in public secondary schools. However, the same has been marred by the lack of sustainable mechanisms, systems and structures. This state of affairs attests to the absence of a profound model for addressing the healthcare needs of students in public secondary schools in Kenya. This study assessed the school-based clinic as a health service provision model in public secondary schools in Meru County, Kenya. The specific objective was to examine the efficacy of school-based health clinics in addressing students' healthcare needs in public secondary schools in Meru County. Andersen's model of health service utilization was significant in guiding this study. The study utilized a descriptive survey design. Schools were stratified according to categories, and then, a proportionate systematic sampling technique was used to sample 191 principals and 195 Chairpersons of the Students' Council. At the same time, the County Director of Education was purposively selected. Data was collected using a self-administered questionnaire and interview guide. The collected data were analyzed using SPSS, where factor analysis, means and standard deviations were computed. Linear regression analysis was used to test the hypothesis. Qualitative data were analyzed using the thematic technique. The majority of public secondary schools did not have a school-based health clinic. Where available, they were underutilized, poorly equipped, lacked trained health professionals, had poor infrastructures and were derailed by the lack of funding. Despite these challenges, SBHCs were statistically significant in addressing students' healthcare in public secondary schools. The study recommended that the Ministry of Education develop mechanisms and policy frameworks for establishing school-based health clinics in public secondary schools. It should also carry out capacity building programs for principals to equip them with skills for managing the SBHC facility and writing grants proposals. In addition, principals should exercise prudent management practices, ensure quality assurance of SBHCs, and pursue a concerted effort, collaborations, and partnerships of stakeholders in establishing and running school-based health clinics in public secondary schools.
Assessment of Students’ Participation in Making Decisions on their Welfare Matters towards improving Discipline in Public Secondary Schools in Meru County, Kenya
(Journal of Education, 2021-09) M’muyuri, Misheck Mutuma; Kibaara, Tarsila; Severina, Mwirichia
The discipline of students in secondary schools is a global concern. Research has shown that failure to involve young people in decision making affects their conduct and behaviour. The government of Kenya directed all schools to embrace democracy by applying students in making decisions. Nevertheless, despite this initiative, most public secondary schools in Meru County have continued to report many cases of indiscipline, leading to the disruption of learning and property loss. This study aimed to determine the effect of involving students in making decisions regarding their welfare matters on students' discipline in public secondary schools in Meru County. It was guided by the Bandura's social learning theory and applied a descriptive survey research design to select ten principals, 196 deputy principals, and 384 student leaders. A stratified sampling technique was applied in selecting the schools. Individual schools in each category were selected systematically. Two students' leaders and deputy principals from the sampled schools were selected to participate in the study. Data were collected using questionnaires, documentary analysis, and interviews. Descriptive statistics such as frequencies, percentages, means and factor analysis were computed. Ordinal logistical regression was conducted using SPSS to test the research hypothesis, while the thematic technique was used to analyze the qualitative data. The study noted many cases of indiscipline in most public secondary schools in Meru County. Only a few of schools were involving students in making decisions on their affairs. Partial involvement was noted in a sizeable number of schools. Poor involvement was attributed to the unrealistic demands from students, weak systems, lack of elaborate policy and structures for involvement. Despite the dismal participation of students in making decisions on student's affairs matters, it individually accounted for 74.6% variation in the students' discipline in public secondary schools. Clear policy framework from the Ministry of Education was critical in guiding the areas of involvement and how principals should involve students' leaders in making a decision on students' matters in the school. Principals should also devise creative methods of soliciting, vetting and moderating ideas from the students. The findings have implications on policy, structures and practices on t
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.
Assessment on the Effect of Executive Functioning Disorders in Vulnerability to Depression among Adolescents in Secondary Schools in Meru County, Kenya
(Journal of Advanced Psychology, 2022) Kiambarua, Kenneth Gitiye; Mwiti, Peter; Thuba, Esther
Purpose: Assessment on the effect of executive functioning disorders in vulnerability to depression among adolescents in secondary schools in Meru County, Kenya. Methodology: The study adopted descriptive research design to gather both qualitative and quantitative data. Secondary schools were sampled using proportionate stratified sampling method to obtain 27 secondary schools in Meru County. The principals/deputy principals and counseling teachers were interviewed. Mathematics and English teachers answered a questionnaire, while the students were assessed using depression tool. Pretesting of data collecting instruments was done in 3 schools in the neighboring Tharaka Nithi County; Ikuu girls’ secondary school, Chuka boys’ high school and Ndagani mixed day secondary school. Data was analyzed using descriptive statistics such as frequency, percentage and median. Additionally, inferential statistics such as linear regression and multiple regressions inclusive of regression coefficients were established. SPSS was used to analyze the data presented. The findings were presented using tables, explanations, and diagrams. Content analysis method was used for qualitative analysis purposes. Results: The questionnaires results indicated that majority, 128 (89%) of Mathematics and English teachers strongly agreed that the school was keen on ensuring that corporal punishment is not administered hence alternative ways so as to reduce mental effect such as cognitive deficits (mean of 5). Nevertheless, 68(47%) strongly disagreed and 38(26%) disagreed that there were systems in school for students to speak out when they are undergoing physical and mental torture (mean of 2). On the interview results, principals and counseling teachers indicated that students with executive functions disorder got bullied, had low self-esteem, indiscipline issues such as fighting the students laughing at their weaknesses, and got low grades. The intervention measures implemented by the school included observing and singling out cases. The R value was 0.943 and the R-square was 0.890. This meant that executive functioning disorder had an 89% influence on vulnerability to depression whereas 11% was as a result of other factors not addressed in the study. The significance value was 0.000 hence below 0.05. This made the study reject the null hypothesis that executive functioning deficits have no statistically significant effect on vulnerability to depression among adolescents in secondary school in Meru County, Kenya. Conclusion: Though there were awareness campaigns on mental issues as a result of drug and substance abuse, there still lacked awareness made on mental issues due to cognitive deficits making students unable to multitask, manage time and lack attention. This lack of awareness was caused due to unavailability of systems and communication channels that students suffering from cognitive deficits could speak up on to get help. Recommendations: The study recommends that on executive function disorder, the management of the school should beef up on creating awareness of how mental issues can lead to drug and substance abuse by the students. There should be provision of finances by the ministry of education to schools to be able to have print media such as posters, magazines, newsletters and pamphlets on what executive function disorders are, how can one tell they suffer from them and the various treatment methods in place.
Availability of Learning Resources and Management of KCSE Irregularities in Nairobi County, Kenya
(2022-10) Mugambi, Samuel Kinoti; Kibaara, Tarsilla; Gichohi, Paul
Examinations play a critical role in the education sector in assessing learners' knowledge and skill mastery. Therefore, they must be credible and free of irregularities. However, over the years, Kenya has seen an increase in examination malpractice. This has compelled the Kenya National Examination Council to devise some solutions to these problems. Despite the strict measures in place, several cases of KCSE examination irregularities every year are usually reported. This demonstrates that none of the existing measures have been able to eliminate examination malpractices, particularly in secondary schools in Nairobi County. This study investigated the impact of learning resource availability on the management of KCSE examination irregularities in Nairobi County, Kenya. The study population included all 99 secondary schools in Nairobi County, of which 80 were chosen. The descriptive survey design was used. The principal, dean of students, student leaders, and the county director of education were the units of observation. Data was gathered using an interview guide and questionnaires. The instruments were pre-tested to ensure their content, construct validity, and reliability. Data were analyzed by computing descriptive and inferential statistics using SPSS. The study discovered a positive link between the availability and the management of KCSE irregularities. The study, therefore, concluded that adequate learning resources such as laboratory equipment, instructional or teaching aids, textbooks, revision books, a well-equipped school library, and spacious classrooms were very helpful in the management of examination irregularities. It recommended that sufficient funds be committed to developing school infrastructure, facilities, equipment, and learning resources and that the government, through the ministry of education, disburse adequate funds and material resources. The findings provide new insight on how to address examination irregularities.
Capacity Building Strategies for Faculty Members and CBC Implementation in Nairobi County, Kenya
(Journal of African Interdisciplinary Studies, 2025-08) Ann, Mukiri Kiaira; Johnson, Ikiugu; Rosemary, Kirambia
The purpose of this study was to examine capacity building strategies for faculty members that support CBC implementation in private universities in Nairobi County. A cross-sectional descriptive design that employed. Target population for the study was 26 private universities in Nairobi County. The study population comprised of 26 deans of schools, 26 chairs of departments, and 260 faculty members from the private universities in Nairobi, county, Kenya. The universities were categorized as Faith-based; church-based and private, private universities. A combination of semi-structured questionnaires and an interview guide were used to gather data. The study used descriptive and inferential statistics to analyze data. Qualitative data was analysed thematically and presented in themes. Findings indicated a significant and positive effect of capacity building strategies and implementation of CBC (β = 0.078, t=4.487, p = 0.003). The implementation of CBC in Nairobi's private universities involves capacity-building strategies such as professional development workshops, peer mentoring, faculty learning communities, and administrative support, enhancing innovative teaching and assessment practices. However, challenges like insufficient training and financial limitations remain, necessitating continued investment in faculty development and collaboration among universities, government and stakeholders. The study recommends continuous training in modern teaching methods, technology integration and partnerships to share resources and best practices to support CBC implementation.
Church Organizational Structure Determining Men’s Absenteeism at PCEA Nyeri Presbytery, Nyeri County, Kenya
(Journal of Sociology, Psychology & Religious Studies, 2025-08-04) Priscillah, Ndumia; John, Njoroge; James, Karanja
Men’s participation in church has raised concerns about the sustainability of congregational engagement, spiritual leadership, and community development efforts. In recent times, churches, researchers, and religious analysts have recorded absenteeism and a declining trend in the attendance of men in the church, both on Sundays and/or weekly church activities. This study thus sought to evaluate the contribution of church structure to men’s absenteeism at the Nyeri Presbytery. The study was guided by classical secularization theory. The study employed a descriptive research design, using stratified sampling to select 131 respondents. Data was collected through questionnaires and interviews, then analyzed using descriptive and inferential statistical methods. Thematic analysis was applied to qualitative data. Quantitative data analysis entailed descriptive (percentages and means) and inferential (regression) statistical methods with the aid of Statistical Packages for Social Sciences. The qualitative data were analyzed through themes and patterns. Presentation of analyzed data was through charts, tables, and graphs alongside a discussion to enable inference, conclusion, and recommendations. The study findings indicated that the church organization structure has a positive and significant effect on the absenteeism of men in the church. Additionally, ineffective lay preaching and evangelistic approaches further contributed to disengagement. The study recommended that to address absenteeism, the church must restructure its evangelistic approach, incorporating more interactive and inclusive fellowship programs.
Critical Analysis of Personal Medical Health Insurance as an Approach to Managing Student Healthcare in Public Secondary Schools in Meru County, Kenya
(International Journal of Professional Practice (IJPP), 2021-09) Muguna, Mbaabu Silas; Gichohi, Paul Maku; Kibaara, Tarsilla
Provision of healthcare to secondary school students is paramount. However, in Kenya, this undertaking is often curtailed by inadequate funding, poor infrastructure, food insecurity, high poverty levels, and unemployment challenges. These challenges complicate the choice of a service model for managing healthcare of students in public secondary schools in Meru County -Kenya. The purpose of this study was to analyze personal medical insurance as an approach for managing students' healthcare in public secondary schools in Meru County. This study is systematic review paper where secondary sources of information were analyzed and synthesized as guided by the main theme. Documentary analysis coupled with systematic review of existing literature from reports, past studies and conference proceedings were central in forming the theoretical foundation and systematic argument developed in this paper. The study established that the adoption of personal medical insurance in secondary schools does not only affect the education outcomes, but it also enhances equity of secondary school education and leads to improved retention and completion rates of students in schools. However, its adoption in public secondary school is not widespread in Meru County, Kenya. This is attributed to shortages of infrastructures, resources, weak structures and mechanisms on health provision, and absence of policy on personal medical health insurance for students in public secondary school in Kenya. These findings raise questions on policies by Ministry of Education and Ministry of Health on provision of healthcare to students in secondary schools. Medical health insurance companies are called upon to remodel and customize their personal health insurance products to fit students in public secondary schools.
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.
Democratization of Student Leaders’ Elections and its Effect on Students’ Discipline in Public Secondary Schools in Meru County, Kenya
(International Journal of Professional Practice (IJPP), 2021-09) M’muyuri, Misheck Mutuma; Kibaara, Tarsila; Severina, Mwirichia
Democratization of student leaders’ appointment by way of allowing students in public secondary schools to elect their leaders is one of the approaches designed to enhance student discipline. However, the link between this approach and students’ discipline has been unclear considering the rise in misconduct among students, which is manifest in periodic destruction of properties in schools and the deterioration of morals among students. This study sought to determine the effect of involving students in electing their leaders on students' discipline in public secondary schools in Meru County. The Bandura’s social learning theory of 1977 was critical in guiding this study. The study applied a descriptive survey research design to select ten principals, 196 deputy principals, and 384 student leaders. Schools were stratified into categories, before a systematic sampling technique was applied in each stratum. Both the principals and the deputy principals were purposively selected, while simple random sampling was used in selecting students’ leaders. Questionnaires, interviews, and document analysis were utilized in collecting data, while factor analysis, frequencies, percentages and means were computed with the help of SPSS. Ordinal logistical regression analysis was used to test the hypothesis, while the thematic technique was used to analyze the qualitative data. Cases of indiscipline were prevalent in most public secondary schools in Meru County. The study found out that only 52% of schools allowed students to elect their leaders, while 48% had students’ leaders appointed by teachers. Many schools lacked elaborate electoral processes and a profound orientation program for students’ leaders. Students' involvement in electing their leaders was statistically significant in affecting secondary schools' discipline. The study recommended the Ministry of Education to liaise with principals of secondary schools in streamlining the electoral processes, develop student leadership electoral policy, and devise holistic involvement mechanisms to ensure free and fair elections of students’ leaders. Further, the study recommended that principals should educate students on electoral processes and train the elected leaders on effective leadership. The findings of this study have implications on election democracy and methods for electing students’ leaders in public secondary schools in Kenya.
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.
Determinants of Performance in Mathematics among Girls in Public Primary Schools in Isinya Sub-County, Kajiado County Kenya
(International Research Journal of Social Sciences, Education and Humanities, 2022-10) Gichaga, Grace Wangui; Kithinji, Winfred; Magaju, Jacinta
Mathematics is very important in various fields covering a wide range of academic activities undertaken by pupils in primary schools. It forms a solid foundation for future academic success. The purpose of this study was to assess the determinants of performance in mathematics amongst girls. The study sought to determine the extent to which teacher factors, girl factors, and school factors influence girls' mathematics performance. The study was driven by the academic achievement theory and the dynamic theory of school variables. The study employed both quantitative and qualitative methodologies and the target population consisted of 33 head teachers, 80 mathematics teachers, and 325 seventh-grade girls, totaling 438 respondents, from whom a sample of 208 was drawn by use of Yamane's Formula. Three head teachers and 19 mathematics teachers were chosen at random from each zone. However, 30 girls in class VII were randomly selected from each zone. The researcher sampled 12 head teachers, 88 mathematics teachers, and 120 girls in class VII using this procedure. Questionnaires and interview guides were used as data collection instruments. Qualitative data was analyzed thematically and presented in narrative form. Quantitative data was analyzed descriptively using frequencies, percentages, mean, and standard deviation. The study established that teacher related factors affect the performance of girls in mathematics subject, girls showed negative attitude towards mathematics, peer pressure is detrimental to girl’s math’s achievement. Most of the schools in Isinya Sub County have no conducive facilities to enhance performance of girls in mathematics. The study recommends that there is need to improvise measures that enhance teacher capacity for teaching efficiency. The government’ school management and other stake holders such as parents and advocacy organization needs to come up with multidimensional approach measures that work towards transforming girls identify and value.
Effect of Monitoring Teachers’ Records on Teachers’ Academic Performance in Public Secondary Schools in Turkana Central Sub-County, Kenya
(International Journal of Professional Practice, 2022-10) Lomudang, Thomas Esinyen; Kithinji, Winfred; Gitonga, Monicah
The goal of this study was to establish the effect of monitoring of teachers’ records on teachers’ academic performance in public secondary schools in Turkana Central Sub-County, Kenya. The research employed mixed procedures of qualitative and quantitative techniques. The target population for the study was 8 principals, 48 Heads of Departments (HODs), and one Sub-County Quality Assurance and Standards Officer (QASO). Thus, the total population for the study was 57 respondents. Statistical Packages for Social Sciences (SPSS) Version 23.0 was used to analyze the data. The findings indicated that professional records were monitored monthly by the respective principals. The frequency of monitoring teachers’ professional documents was not enough and weekly monitoring was preferred. The findings further indicated that schemes of work and lesson plans were not frequently updated due to factors such as poor monitoring and too much workload.. The study recommended that more training be conducted with on monitoring and evaluation of academic records and processes; that there be delegation of monitoring assignments to other teachers such as deputy principals; and that all the monitoring documentation be regularly updated on weekly basis, with particular emphasis on schemes of work and lesson plans.
Effectiveness of NHIF in addressing Students’ Healthcare in Public Secondary Schools in Meru County, Kenya
(International Journal of Professional Practice (IJPP), 2021-09) Muguna, Mbaabu Silas; Kibaara, Tarsila; Gichohi, Paul Maku
Health insurance helps cushion people from healthcare costs and facilitates equity in access to health facilities and services. The Government of Kenya has invested in a unique NHIF program, namely EduAfya, for public secondary schools. Although EduAfya is relatively new, it has faced implementation challenges attributable to the weak structures and mechanisms for supporting its operationalization. This study aimed to assess the NHIF as a health service provision model in public secondary schools in Meru County, Kenya. The specific objective was to examine the efficacy of NHIF as an approach for addressing healthcare in public secondary schools in Meru County. The study was guided by Andersen's model of health service utilization, and adopted a descriptive survey design. 395 Public secondary schools were stratified into four categories; hence, a proportionate systematic sampling technique was applied to sample 196 principals and the Students' Council's chairpersons, while the County Director of Education was sampled purposively. Data was collected using a self-administered questionnaire and interview guide. Quantitative data were analyzed using SPSS, where factor analysis, means and standard deviations were computed, while linear regression analysis was used to test the hypothesis. Qualitative data were analyzed using the thematic technique. The study noted that students were underutilizing the NHIF program (EduAfya) despite its significance in addressing their healthcare. This was attributed to low awareness, challenges in obtaining NEMIS numbers, and lack of understanding. Therefore, NHIF staff should conduct training and sensitization in public secondary schools, targeting students, principals, and parents. In addition, the Ministry of Education and NHIF should collaboratively liaise with stakeholders in accrediting more local health facilities, including private health centres, in order to enhance the proximity of access to healthcare. The government should also develop a clear policy on handling emergencies and transportation costs; streamline the issuance of NEMIS numbers and biometric cards, and clarify the role of principals in enhancing the effectiveness of EduAfya.
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.