School of Education and Social Sciences
Permanent URI for this collectionhttp://41.89.31.6:4000/handle/123456789/321
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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Item Influence of Parents’ Provision of Basic Needs on the Academic Performance of Learners in Junior Secondary Schools in Imenti North Sub County, Meru County, Kenya((IJPP) International Journal of Professional Practice, 2025) Betty, Richard Gakii; Esther, Thuba; Flora G., NgeeraThe academic performance of Junior Secondary Schools’ learners is essential for expanding their economic opportunities. However, JSS learner achievement in Imenti North Sub-County is limited, despite the policies and guidelines for learner achievement outlined by the Ministry of education (MOE) and KICD. Challenges such as high learner drop-out rates, little achievement in assessments, and poor communication skills still persist. This paper investigates the influence of parents’ provision of basic needs on the academic performance of learners in Junior Secondary Schools in Imenti North Sub County, Meru County; anchored on the Epstein’s model of parental participation. The research employs a mixed-methods approach, utilizing descriptive survey research design to achieve its purpose. The target population comprised 26 public primary schools, 26 head-teachers, 26 class-teachers, 1170 parents, and 1170 grade seven learners. A sample size of 8 head-teachers, 8 class-teachers, 71 parents and 71 pupils was obtained using Mugenda and Mugenda’s 20% recommendation. Whereas simple random sampling was used to get parents and learners; census sampling was adopted for head teachers, and class-teachers. Questionnaires, interviews and focus group discussions were used to collect data, and validity and reliability of the tools was ascertained. The findings indicated a statistically significant relationship between parents’ provision of basic needs and academic achievement. The study concludes that parents’ provision of clean water, nutritional diet, warm bedding, school fees, medical needs and a conducive reading environment impacts the academic achievement. Factors such as learners being sent home to collect school fees, not meeting medical needs makes learners less interactive, less attentive in class and perpetually absent. The study recommends MOE and head-teachers to prioritize parent education and sensitization on learner basic needs. Moreover, stakeholders such as churches, NGOs and the ministry of education should support school food program and implement a healthcare strategy to enhance learners’ health.Item Influence of leaders’ emotional intelligence on resilience to violent extremism among Boys’ secondary schools in the north eastern Counties of Kenya(African Journal of Emerging Issues (AJOEI), 2025-07) Adan, Happi Happi; Tarsilla, Kibaara; Esther, ThubaPurpose: The study sought to examine the influence of leaders’ emotional intelligence on resilience to violent extremism among boys’ secondary schools in the North Eastern counties in Kenya. Methodology: The study employed a cross-sectional design that integrated both quantitative and qualitative methods. It targeted 5,870 male students, 18 Directors of Education, 18 Deputy County Commissioners, and 108 school administrators across the North Eastern counties of Kenya. Using stratified and simple random sampling, a sample of 375 respondents was selected. Data were collected through structured questionnaires and interviews, with quantitative data analyzed using SPSS Version 26 and qualitative data subjected to thematic analysis for triangulation. Results: The findings showed a significant positive relationship between leaders’ emotional intelligence and student resilience to violent extremism (r = 0.548, p < 0.01). Leaders who demonstrated emotional regulation, empathy, and constructive conflict resolution created safer and more supportive school environments. Students in such settings reported greater emotional safety, trust, and openness. Conclusion: Emotional intelligence is a key leadership trait that strengthens institutional resilience to violent extremism. Leaders with high EI foster trust, open dialogue, and emotional safety, reducing student vulnerability to radicalization. Recommendations: The study recommends targeted training programs for school leaders to develop emotional intelligence competencies such as self-awareness, empathy, and emotion regulation.Item Influence of Leaders’ Collaboration and Empowerment on Resilience to Violent Extremism among Boys’ Secondary Schools in the North Eastern Counties of Kenya(Journal of Education, 2025-07-30) Adan, Happi Happi; Tarsilla, Kibaara; Esther, ThubaThe purpose of the study was to assess the influence of leaders’ collaboration and empowerment on resilience to violent extremism among boys’ secondary schools in the north eastern counties of Kenya. The study utilized a cross-sectional approach that collated both qualitative and quantitative data to meet the purposes of the study. The large study sample included 5,870 male secondary school learners, 18 Directors of Education, 18 Deputy County Commissioners (DCCs), and 108 school administrators spread across Garissa, Wajir, and Mandera counties. To obtain 375 study subjects, stratification and simple random methods were used on the entire population. A pre-test study was conducted in Lamu County. SPSS version 26.0 was used for purposes of analysis. The quantitative data was examined through statistical description methods incorporating frequencies, percentages, and table representation. Moreover, correlation examined cross-relationships between study variables. On the other hand, qualitative data was examined through thematic analysis, thus ensuring its alignment with research objectives. The study reveals strong student-school leader collaboration on safety and peace, fostering trust, open dialogue, and student empowerment. While schools promote resilience against extremism, gaps remain in mentorship, unity-focused activities, and community partnerships. Interview respondents recommend institutionalizing student engagement and multi-stakeholder collaboration for stronger preventive frameworks. The findings affirm that leaders who practice collaboration and empowerment foster a collective sense of ownership in the fight against violent extremism. Empowered staff members and students are more alert, proactive, and engaged in maintaining the safety and unity of the school environment. By involving staff in decision-making and sharing responsibility, school leaders build a culture of shared leadership and vigilance. School leadership should prioritize collaboration and empowerment by creating opportunities for teachers and students to take part in decision-making processes. Training and development programs that emphasize collaborative skills, teamwork, and shared responsibility should be implemented.