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 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, JohnsonPurpose: 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.Item Relationship between Teacher Involvement in Management of Physical Resources and Leadership Style in Secondary Schools in Uasin GishuCounty, Kenya(Journal of Education, 2023-08) Langat, Rose E.; Muema, Wilson; Ikiara, LucyThe study established the effect of teacher involvement in management of physical resources on distributed leadership style in secondary schools in Uasin Gishu County, Kenya.The study employed a descriptive research design to collect data from 25 public secondary schools with 375 teachers in Ainabkoi Sub-County, Uasin Gishu County, Kenya. The study conducted descriptive analysis (frequencies, percentages, and mean) and inferential statistics (correlation and regression weight analysis to test hypothesis and model of the study respectively).Pearson correlation indicated that teacher involvement in physical resources management had a positive and significant relationship with distributive leadership style (r =.671, p = .000<.05). The study concluded that teacher involvement in physical resources management had a positive and significant influence on teachers’ willingness to develop distributive leadership skills. The implication is that teacher involvement in physical resources management has the likelihood of increasing their willingness to distributive leadership skills.The study recommends that public secondary schools’ management should involve teachers in physical resources management. In particular, teachers should be involved in the maintenance and purchase of instructional materials, management of inventory of equipment, and review of school’s strategic planning.Item Influence of Teaching-Learning Resources on Academic Performance among Public Primary Schools in Laikipia West Sub-County(EdinBurg Peer Reviewed Journals and Books Publishers Journal of Education, 2022-10) Thuranira, Josphine Muthoni; Ikiara, Lucy; Thuba, EstherKenya's government implemented free primary education in 2003 as part of its attempts to attain universal primary education. Despite these attempts, worries about educational quality have grown over the years. The research looked into the influence of teaching-learning resources on pupil performance in Laikipia West Sub-County public primary schools. The study employed a descriptive survey design. The target population was 490 teachers from 49 public primary schools in Laikipia West Sub County. A sample size of 220 teachers was selected using a simple random sampling method. The researcher also sampled 10 head teachers. Semi-structured questionnaires and interview guides were used to obtain primary data. Thematic content analysis was used to examine qualitative data, while quantitative data was analyzed using descriptive and inferential statistics. The association between teaching and learning resources and pupils' academic performance was determined using correlation analysis. The findings indicated that teaching-learning resources had a positive and significant influence on pupils’ performance in public primary schools. The study recommended the need for the government of Kenya through the Ministry of Education to provide sufficient teaching- learning resources to public primary schools and also to provide sufficient teachers to public primary schools to ensure improved academic performance.Item 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, LucyConflict 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.