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 Social Economic Status and Implementation of the 100 Percent Transition Policy in Public Primary Schools in Sololo Sub-County, Marsabit County(Journal of Education, 2023-08) Galgallo, Abdullahi Dida; Thuba, Esther; Mwenda, EricThe idea of a smooth transition from primary to secondary school is part of a global push to give all children a 12-year era of continuous learning. The high cost of secondary education in Kenya contributed to the low transfer rate from primary to secondary school. The government created Free Tuition Secondary Education and Free Day Secondary Education to lower the cost of education and improve transition rates from primary to secondary school. However, this movement has not resulted in a full transition rate in most sections of the country. This study aimed to assess the influence of social economic status on the implementation of the 100 percent transition policy from public primary schools in Sololo Sub-County, Marsabit County. The study used descriptive research design and the target population was 841 including one Director of sub-County Education, 25 Heads of primary schools, 25 chairpersons of primary schools BOM, and 790 KCPE candidates. The findings indicated that social economic status and the implementation of the 100% transition policy were positively and strongly correlated (r =.467, p =.00<0.05). The study concluded that parents' socioeconomic level had a favorable and significant impact on how the 100% transition policy was implemented in public elementary schools. The government should support parents through substantial subsidization of tuition fees to ensure that children do not miss school due to a lack of school fees. The government should develop programs aimed at creating awareness among parents on the importance of taking their children to secondary schools.Item Social-Cultural Factors Influencing Female Under-Representation in the Management of Public Primary Schools in Rigoma Sub-County, Nyamira County, Kenya(EdinBurg Peer Reviewed Journals and Books Publishers, 2022) Moraa, Momanyi Ruth; Thuba, Esther; Kithinji, Winfred K.Various studies around the world show that the majority of public primary schools are headed by male teachers. Despite these observations, no systematic study has been conducted to identify the factors that contribute to this challenge, particularly in the sub-district of Nyamira. The purpose of this study was to investigate social-cultural factors influencing female under- representation in education management among teachers in Rigoma Sub-County. This study employs a descriptive research design. According to the study's findings, gender roles, culture, and conventional views all significantly contribute to the low presence of women in the field of education management. The study concluded that cultural problems led to the underrepresentation of women in education management among teachers. The study recommends increasing teachers' awareness of the impact of cultural factors in education to enable them to advance to leadership positions in schools.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.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 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, EstherPurpose: 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.