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 Influence of Competitive Strategy on Service Delivery of Petroleum Firms In Nairobi County, Kenya(EPRA International Journal of Economics, Business and Management Studies (EBMS), 2025-07) Hassan, Nasro Abdihakim; Kihara, Peter; Muema, WilsonPetroleum firms in Kenya operate within a competitive, volatile environment shaped by price fluctuations, infrastructural gaps, and regulatory changes. This study investigated the effect of competitive strategy on service delivery among petroleum firms in Nairobi County. Using a descriptive cross-sectional survey design, the study integrated both qualitative and quantitative methods. From a target population of 324 service stations, 125 managers were selected through stratified random sampling. Data were collected using semi-structured questionnaires and analyzed with SPSS version 28, employing descriptive statistics and regression analysis. Results revealed a positive and statistically significant relationship between competitive strategy and service delivery (β = 0.717, p = 0.000). Key strategic drivers included service innovation, technology adoption, and employee satisfaction. The study concluded that firms prioritizing competitive strategies experience improved service quality and responsiveness. It recommends continuous investment in technological advancement, customer-focused initiatives, and strategic partnerships to enhance service performance in the petroleum sector.Item Influence of Infrastructure Adequacy on the Preparedness of Curriculum Implementation of CBET in Public Technical Institutions in Mt. Kenya East Region, Kenya(Journal of Education, 2025-08) Caroline, Ringeera Kananu; Flora, Gacheri; Sabina, MurithiAdequate infrastructure is essential for supporting curriculum implementation of Competency- Based Education and Training (CBET). Despite government funding, structured guidance for dedicated financial support regarding infrastructure for CBET, its execution in Technical and Vocational Education and Training (TVET) is conspicuously haphazard. This study examined infrastructure adequacy on preparedness for CBET curriculum implementation in Kenyan TVET institutions. Grounded in system theory and employing a mixed-methods exploratory design, the study targeted 70,591 individuals across 21 principals, 21 Board of Governors chairpersons, 1,263 trainers, and 69,158 trainees. Stratified sampling helped to categorize TVETs into Technical and Vocational Colleges, Technical Training Institutes, and National Polytechnics. Purposive sampling selected principals, BOG chairpersons, and trainees, while proportionate sampling targeted trainers from 19 TVET institutions with functional Building and Civil Engineering programs. The final sample comprised 19 principals, 19 BOG chairpersons, 19 class representatives, and 154 trainers. Data collection utilized questionnaires, interviews, and document analysis, with validated and reliable instruments. Quantitative data underwent descriptive analysis (mean, standard deviation) and inferential analysis (correlation), while qualitative data received thematic analysis. Results were presented through tables and themes. Findings revealed that while the CBET curriculum existed, it lacked currency and adequate dissemination. Both physical and ICT infrastructure proved inadequate across most TVET institutions. The study conclusively demonstrated that insufficient physical and ICT infrastructure significantly impedes effective CBET implementation in Mt. Kenya East TVET institutions. The study proposes evidence-based recommendations for the Kenyan Ministry of Education: (1) establish and enforce timely disbursement mechanisms for TVET capitation funds addressing chronic budget shortfalls, (2) develop standardized minimum funding benchmarks for CBET implementation tied to specific program requirements, and (3) create partnership frameworks facilitating sustainable industry collaborations. These recommendations address the critical infrastructure gaps hindering effective CBET curriculum implementation in TVET institutions in Kenya.Item Financial Preparedness for the Implementation of CBET Curriculum in Public Technical Institutions in Mt. Kenya East Region, Kenya((IJPP) International Journal of Professional Practice, 2025) Caroline, Ringeera Kananu; Flora, Ngeera Gacheri; Sabina, MurithiThe implementation of Competency-Based Education and Training (CBET) in public Technical and Vocational Education and Training (TVET) institutions is vital for aligning curricula with industry-required skills. Despite government funding, there is no structured financial support for execution of CBET. This study evaluated the adequacy of funding and infrastructure in preparation for CBET curriculum implementation. An exploratory research design grounded on mixed-method approach was espoused. The study targeted a population of 70,591 respondents, including 21 principals, 21 Board of Governors chairpersons, 1,263 trainers, and 69,158 trainees, drawn from Technical and Vocational Colleges, Technical Training Institutes, and National Polytechnics. Purposive sampling technique was used to select 19 principals, 19 Board of Governors chairpersons, and 19 class representatives, while proportionate sampling was employed in selecting 154 trainers from 19 TVET institutions with functional Building and Civil Engineering departments. Data were collected via questionnaires, interviews, and document analysis. Validity of the research instruments was ascertained for reliability. Quantitative data were analyzed descriptively (mean, standard deviation) and inferentially (correlation), while qualitative data underwent thematic analysis. Data was presented in tables and themes, and findings revealed inadequate CBET funding. The study concluded that inadequate funding of CBET significantly affects its implementation. The study recommends that the Ministry of Education establishes timely capitation disbursement mechanisms to address budgetary shortfalls, and set standardized minimum funding benchmarks for successful CBET implementation.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 Industrial Engagement on Development of Employability skills of TVET Graduates in Meru County((IJPP) International Journal of Professional Practice, 2024) Lucy, Mutembei Ndumba; Tarsilla, Kibaara; Paul, Gichohi MakuDevelopment of employability skills among TVET graduates increases their employability. However, despite reforms in TVET education in Kenya, Meru County continue to grapple with high unemployment rates among TVET graduates due to skills gap. This research aimed to establish the influence of industrial engagement on development of employability skills of TVET graduates in Meru County, Kenya. The Knight and Yorke Theory of Employability and Human Capital Theory informed the study. A sample size of 6 TVET institutions, 142 TVET trainees, 12 trainers, 72 graduates, 12 HoDs, and 6 Principals and 5 Key Informants were selected for this study. Simple random sampling, census sampling, purposive sampling, stratified sampling and referral sampling techniques were used to select participants. The study adopted a mixed-research approach, and used convergent parallel research design. Questionnaires and interview guides were used to collect data. The quality of data collection tools was assured by checking their validity and reliability. Descriptive and inferential statistics were applied to quantitative data and themes were generated from qualitative data. The study established a significant relationship between industrial engagement and development of employability skills. The study underscores the need for TVETs to strengthen partnerships with industries to enhance development of employability skills. The study concluded that there exists a skill mismatch in TVET graduates. The study recommended TVETs in Meru County, and Kenya at large, to embrace dual apprenticeship system which integrates school-based and work-based learning. The study further recommended TVET institutions to have elaborate connections and partnerships with industries in order ease the burden of looking for attachments, internships and apprenticeship by trainees.Item Teaching-Learning Resources and Employability Skills Development of TVET Graduates in Meru County(Journal of Education, 2024-07) Lucy, Mutembei Ndumba; Tarsilla, Kibaara; Paul, Gichohi MakuTVET training requires adequate modern teaching-learning resources in order in the process of preparing graduates who match the industry's needs. Despite equipping TVETs with modern tools and equipment, the employability of TVET graduates remains low in Kenya including in Meru County. It is against this backdrop that the current study was carried out, investigating the influence of teaching- learning resources on development of employability skills of TVET graduates in Meru County. The Knight and Yorke Theory of Employability and Human Capital Theory informed the study. It was anchored on pragmatism philosophy, adopted a mixed-research approach, and used a convergent parallel research design. The target population comprised trainees, trainers, graduates, heads of departments (HoDs), principals, and key informants. The sample size of the study was 6 TVET institutions, 142 trainees, 12 trainers, 72 graduates, 12 HoDs, 6 Principals, and 5 Key Informants. Simple random sampling, census sampling, purposive sampling, stratified sampling, and referral sampling were used to select the participants. Questionnaires were administered to trainees, trainers, and graduates while interview guides were administered to Principals, HoDs, and Key Informants. Pre- testing was conducted to check the reliability and validity of the instruments. The study showed that teaching-learning resources had a moderate influence on development of employability skills. Moreover, it established that TVETs in Meru County lacked modern teaching-learning resources essential for instructional delivery and facilitation of hands-on learning that allow graduates to acquire practical skills relevant to the industries. The study recommends government to equip TVETs with adequate, relevant, and modern teaching-learning resources which are key in developing graduate employability skills aligned to the industry needs. The study further recommends that TVET management emphasize real-world simulations and practical training. The study advocates for enhanced government investment in modern instructional resources to better align graduate skills with industry needs.Item Influence of Financial Worries on Generalized Anxiety Disorder among Undergraduate Medical Students in Kenya: A Case of Kenya Methodist University, Main Campus, Meru((IJPP) International Journal of Professional Practice, 2025) Remy, Remezo; Rebecca, Wachira; Anastacia, MurithiMedical students are highly vulnerable to anxiety due to financial and other psychosocial stressors. This study examined the influence of financial worries on Generalized Anxiety Disorder (GAD) among undergraduate medical students at Kenya Methodist University. Guided by the Transactional Model of Stress and Coping, a concurrent mixed-methods design was used. A total of 163 students undertaking MBChB, pharmacy, clinical medicine, nursing, and medical laboratory were selected through stratified and simple random sampling; 8 staff, including Chairperson of the department (CODs) and lecturers were purposively sampled; while university counselors were censured. Data were collected via questionnaires and interviews. Research tools were piloted at Mount Kenya University; Cronbach’s alpha was 0.82, indicating a strong reliability. Quantitative analysis (SPSS v30) used descriptive statistics and regression, while qualitative data underwent thematic analysis. Data were presented in tables and narrative. Results showed that financial worries (β = .297, p = .001) significantly increased GAD. Qualitative findings reinforced these results, indicating financial insecurity heightened stress. The study concludes that addressing financial pressures, such as a lack of fees, food, and other basic needs, is critical for enhancing medical students’ well-being. The study recommends that the university management and other educational institutions provide transparent financial aid and strengthen counselling for financially stressed student.Item Church Organizational Structure Determining Men’s Absenteeism at PCEA Nyeri Presbytery, Nyeri County, Kenya(Journal of Sociology, Psychology & Religious Studies, 2025-08-04) Priscillah, Ndumia; John, Njoroge; James, KaranjaMen’s participation in church has raised concerns about the sustainability of congregational engagement, spiritual leadership, and community development efforts. In recent times, churches, researchers, and religious analysts have recorded absenteeism and a declining trend in the attendance of men in the church, both on Sundays and/or weekly church activities. This study thus sought to evaluate the contribution of church structure to men’s absenteeism at the Nyeri Presbytery. The study was guided by classical secularization theory. The study employed a descriptive research design, using stratified sampling to select 131 respondents. Data was collected through questionnaires and interviews, then analyzed using descriptive and inferential statistical methods. Thematic analysis was applied to qualitative data. Quantitative data analysis entailed descriptive (percentages and means) and inferential (regression) statistical methods with the aid of Statistical Packages for Social Sciences. The qualitative data were analyzed through themes and patterns. Presentation of analyzed data was through charts, tables, and graphs alongside a discussion to enable inference, conclusion, and recommendations. The study findings indicated that the church organization structure has a positive and significant effect on the absenteeism of men in the church. Additionally, ineffective lay preaching and evangelistic approaches further contributed to disengagement. The study recommended that to address absenteeism, the church must restructure its evangelistic approach, incorporating more interactive and inclusive fellowship programs.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.