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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Item Investigating the Influence of Social Support Factors on Retention of Boys in Public Secondary Schools in Marsabit County(Journal of Education and Practice, 2022-09) Aga, Safina Mohammed; Mwirichia, Severina; Murithi, SabinaPurpose: To investigate the influence of social support factors on retention of boys in public secondary schools in Marsabit county. Methodology: The research design used was mixed methodology because there was an application of both quantitative and qualitative methods when collecting data. The study was located in Marsabit County. The target population was 8 secondary schools in Marsabit County that had boys’ students in them. That is both boys’ secondary schools and mixed secondary schools. The respondents were 56 class teachers, 4,559 boys’ students and 48 parents present at Board of Management. Class teachers and parents were selected using simple random sampling method with an application of Krejcie & Morgan table or formular to obtain 48 and 42 class teachers and parents respectively. The sample technique that was used on students was determined using a Kothari statistical method to obtain a sample of 94. Questionnaires and interview guides were answered by students, teachers and parents respectively. The pre-test study was conducted in two public secondary school in Isiolo which were Isiolo boys’ secondary school and Garbatula mixed day secondary school whose respondents comprised of 5 class teachers, 10 students and 4 parents at BOM. Reliability and validity were also measured. The conclusion made was that a lot of boys failed to remain in school since they lacked motivation from the people surrounding them. That is, most of the boys’ peers, teachers and parents did not adequately portray clear need on why they should remain in school. The results were presented using tables and explanation. Results: As per the questionnaire, 46(60%) strongly agreed and 17(22%) agreed that parents were so supportive to their completion of secondary school education (Median-5). Additionally, 23(29%) strongly agreed and 39(51%) agreed that the community has always wished students well in academic endeavors and are always present when needed (Median-4). Nevertheless, 53(69%) strongly disagreed and 14(18%) disagreed that the school had provided conducive classes and meals among other resources to the students (Median-2). Additionally, 39(51%) strongly disagreed and 33(42%) agreed that the government had provided reliable and qualified teachers who were committed to see students succeed in secondary education (Median-2). The study interviewed teachers and parents of public secondary schools of Marsabit County. The type of support accorded to the boys to remain in school included moral support to shape their manners, financial support to provide schools fees; religious support to check their status with God; and counseling support to offer advice and listening ear to the issues boys underwent through. The ways through which social support was administered included assignments to do at home hence keeping them busy while the parents indicated that they offered them tasks such as cleaning houses, utensils, taking care of the cattle, assisting them in running the businesses and sending them to library to keep them busy. Further, the motivating factors that were put in school which attract students to remain in school included different meals; flexible curriculum hence a choice to choose favorable 8 subjects; school uniform and books; library; entertainment days; school clubs; and cocurricular activities such as drama, soccer, rugby, basketball, tennis and badmintonItem Utilization of Listening Assistive Technologies and the Academic Performance in Primary Schools for Learners with Hearing Challenges in Meru and Tharaka Nithi Counties, Kenya(International Journal of Professional Practice, 2022-10) Murithi, Sabina; Mwirichia, Severina; Gichohi, Paul MakuThe government of Kenya has established measures such as training and employment of teachers to deliver quality education to learners with hearing challenges. However, the academic performance in primary schools for learners with hearing impairments has been poor. This study investigated the effect of utilizing assistive technologies on the academic performance in primary schools for learners with hearing challenges in Meru and Tharaka Nithi counties, Kenya. It specifically examined the effect of listening assistive technologies on academic performance. It was guided by the capability theory. The three hearing-impaired special schools in Meru and Tharaka Nithi County were the study's sample. There were 91 pupils, 13 teachers, and 9 technical support personnel. Three school principals and 2 County Educational Directors for Education were interviewed. The study design used was a cross-sectional survey. Questionnaires, an interview guide, a focused group discussion, and document analysis were utilized to collect data. Descriptive statistics and correlation were used to analyze the quantitative data, while the thematic technique was used on qualitative data. The findings were presented using tables, figures and identified themes. To address the validity and reliability of the research instruments, a pre-test was conducted. The study discovered a positive link between the use of listening assistive devices and academic achievement in primary schools for students with hearing impairments. It also noted a low usage of listening assistive technologies, which was ascribed to listening assistive device inadequacy, a lack of skills for utilizing them, poor equipment maintenance, and a lack of appropriate support from schools, government, family, and the community. The Ministry of Education should develop a strategy to acquire all the necessary listening assistive technology equipment for students with hearing impairments in all primary schools. Head teachers were advised to develop training strategies for complicated listening assistive devices to reduce the rate of breakages and breakdowns. The findings have implications on curriculum, hiring of teaching and non-teaching staff, funding, and teaching practices.Item How Utilization of Augmentative and Alternative Assistive Technologies affect the Academic Performance in Primary Schools for Learners with Hearing Challenges in Meru and Tharaka Nithi Counties, Kenya(International Journal of Professional Practice, 2022-10) Murithi, Sabina; Mwirichia, Severina; Gichohi, Paul MakuDespite the government of Kenya supporting the training and employment of teachers to deliver quality education to learners with hearing challenges, the academic performance in primary schools for learners with hearing impairments has been poor. The objective of this study was to assess the effect of augmentative and alternative assistive technology devices on academic performance in primary schools for learners with hearing challenges in Meru and Tharaka Nithi counties, Kenya. The study was guided by the capability theory. The mixed-methods approach and descriptive research design were adopted. The target population was the three primary schools for learners with hearing impairments in Meru and Tharaka Nithi Counties. It interviewed head teachers and County Educational Directors of Education and issued questionnaires to learners. Staff participated in a focused group discussion. The learners, teaching and non-teaching staff, were selected using simple random sampling technique, while the three head teachers and the two County Educational Directors of Education were selected purposively. Descriptive statistics and correlation were used in the quantitative data analysis, while thematic technique was used on qualitative data. Analysis of data was done by computing inferential and descriptive statistics using SPSS. Dismal academic performance was reported in the three primary schools. The study noted inadequate and poorly maintained augmentative and alternative assistive technology devices, inadequate learners’ skills, weak guidelines for using the devices and insufficient support from the government. The utilization of augmentative and alternative assistive technology devices was low. The study recommended that the Ministry of Education should purchase all the required augmentative and alternative assistive technology devices, allocate adequate funds for their maintenance and establish a policy that fosters the utilization of augmentative and alternative assistive technology devices in the school. The findings suggest changes in the curriculum, qualification of staff, funding, and teaching pedagogies.