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 Financial Reporting and Financial Management in Public Secondary Schools in Kericho County, Kenya(International Journal of Professional Practice (IJPP), 2023-09) Mutuiri, Zachary Gitonga; Ngeera, Flora Gacheri; Kirambia, RosemaryImplementing sound financial management practices enhances the quality of education and facilitates efficiency in delivery of services in schools. To achieve prudent financial management, several measures, such as establishment of committees to oversee financial management, have been put up. Despite these measures, secondary schools continue to report imprudence in financial management. The objective of this study was to examine the impact of financial reporting on the management of finances in public secondary schools in Kericho County. The study was based on systems theory of management. The study adopted concurrent nested research design and utilized mixed research methods. Target population was 239 public secondary schools. A combination of stratified proportionate and purposive sampling techniques was utilized to select participants. A total of 145 respondents consisting of 72 principals, 72 chairpersons of the Board of Management (BOM), and 1 County School Auditor were included in the sample. Questionnaires and interview schedules were used to collect data. The validity of research instruments was done through Cronbach alpha test. Data was analysed descriptively and thematically. The findings revealed that stakeholders demonstrated a satisfactory level of financial information disclosure. The study suggested that when disseminating financial information, principals should make concerted efforts to implement financial reporting systems which entail adoption of automated systems.Item Influence of Pupils' Councils in Decision Making on Academic Performance in Kenya Certificate of Primary Education Examinations in Kieni West Sub-County, Nyeri County, Kenya(Journal of Popular Education in Africa, 2022-09) Mutua, Alice Wangari; Ngeera, Flora Gacheri; Mungai, SarahThe purpose of this study was to evaluate the influence of pupils ‘councils’ involvement in decision making on academic performance in Kenya Certificate of Primary Education Examination among public day primary schools in Kieni West Sub County Nyeri County. Specifically, the study assessed the influence of pupils’ councils’ and involvement in administrative function, Path-goal theory guided the conceptualization of study variables. The study adopted longitudinal research design with 21 primary schools fully engaging pupils’ councils targeted. The target population for this study was 699 comprising of 21 head teachers, 216 teachers, 21 Board of Management board chairpersons and 441 pupils’ council’s members. Simple random sampling method was applied in sampling respondents through 10% random selection to make a total sample size of seventy (70) participants comprising of 2 head teachers, 2 chairpersons of the Board of Management, 22 teachers and 44 pupils’ council members. The study employed KCPE mean index data in the cohort periods 2010-2013 and 2016-2019 for secondary data. Questionnaires and interview guides were utilized to collect data. Content analysis was applied for secondary data, while quantitative primary data was analysed using descriptive and inferential statistics with the help of the Statistical Package for Social Sciences version 23. Qualitative data was analysed through themes and patterns. The analysed data was presented using charts and tables, upon which inference, conclusions and recommendations was made. The study results showed significant relationship between the study variables, with involvement in welfare activities decision making being the most significant factor influencing KCPE performance in the studied schools. Generally, pupils’ councils’ involvement in decision making process had a moderate effect on KCPE performance in the study area. Secondary data showed increase in KCPE performance after 2013 when the pupil’s councils were established. Further, there was higher engagement in discipline, administration and welfare management meetings for the pupils’ councils. The study concluded that pupils’ councils have a significant but moderate effect on KCPE performance in Kieni West Sub County public primary schools. The study recommended that first, pupils councils should be more engaged in discipline decision making, especially in designing punishment for offenders.Item The Influence of Instructional Equipment on Student Skills Development in Public Technical Training Institutes in Kenya(Journal of Popular Education in Africa:, 2022-10) Nyangweso, Gladys Kemuma; Ngeera, Flora Gacheri; Thuba, EstherTechnical Training Institutions (TTIS) in Kenya play a significant role in providing skills that are required in the various sectors of the Kenyan economy. A concern of a mismatch of skills produced by Technical Training Institutions and the skills required by the industry has been raised. This study thus sought to fill the gap. The study focused on diploma students for clothing and Building and Construction Technology. Findings revealed that (HO) there is a significant statistical relationship between instructional equipment and skill development. Qualitative results supported these findings as TTIs were found highly theoretical. The study concluded that TTIs cannot be relied on in producing adequate skills and neither are the industries in training students. The researcher proposed a perceptual a curriculum implementation model aimed at tackling the issue of skills gap.Item The Influence of Instructional Methods on Student Skills Development in Public Technical Training Institutions in Kenya(Journal of African Interdisciplinary Studies (JAIS):, 2022-10) Nyangweso, Gladys Kemuma; Ngeera, Flora Gacheri; Thuba, EstherTechnical education skills development is one among other strategies thought to be what Kenya needs for the achievement of vision 2030 (Ministry of Education [MoE], 2019). To realize this vision, Kenya needs a critical mass of well-trained graduates. In regard to this, a serious discrepancy between skills produce by training institutions and skills required by industries has been raised. Luas, et al (2012) asserts that when such a phenomenon is raised the problem in mainly in pedagogy. The study thus sought to address this by establishing the relationship between instructional methods and skills development. Results indicated that; (HO) there is a statistically significant relationship between instructional methods and skills development. Qualitative results supported these findings as data revealed that TTI pedagogy was highly theoretical. The study proposed a perceptual curriculum implementation model suitable for tackling instructional issues facing TTIs.