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 Influence of Head Teachers’ Quality Supervision Skills on the Implementation of ICT Policy in the Public Primary Schools in Rabai Sub County of Kilifi County(IOSR Journal of Business and Management (IOSR-JBM), 2022-09) Mnemba, Mwanamomo Mwajira; Mwenda, Paul; Mureithi, AnastaciaInformation and communication Technology (ICT) has become the principal driver of economy all over the world, and its role in education sector cannot be down-played. Kenyan government inclusive, has invested heavily in ICT to align education with vision 2030.The schools have been mandated through the head teachers’ leadership, to spearhead the implementation of ICT policies in the school. Despite the heavy government’s investments on infrastructure and capacity building, the ICT policy implementation in Rabai Sub County is still dismal raising question on the influence of leadership on ICT implementation. This study investigated the influence head teachers’ quality supervision skills on ICT implementation in public primary schools in Rabai Sub County in Kilifi County -Kenya. This study was anchored on Herzberg’s Motivation-Hygiene theory by Frederick Herzberg. The study used descriptive survey research design to gather qualitative and quantitative data which was analyzed to describe systematically the situation of ICT implementation in Rabai Sub County in Kilifi County- Kenya. The target population was 44 public primary schools and Census technique was used. 88 respondents were obtained using purposive sampling where all 44 head teachers and 44 ICT champion teachers were sampled. The researcher used interview schedule for the head teachers and closed ended questionnaires for the ICT champion teachers. The qualitative data from the head teachers was organized and coded according to themes and the Likert Scale of 1-5 was used to measure the respondents’ level of agreement on the questionnaires. The responses from both tools was organized according to the objectives and presented qualitatively and quantitatively. Pre-testing was done in Kaloleni Sub County whereby a reliability coefficient of above 0.07 and 0.05% level of significance was achieved and it was considered reliable. The validity of the instrument was determined through consultations with specialists in the study area. The data was collected after obtaining a letter of authority from Kenya Methodist University (KeMU), National Commission for Science, Technology and Innovation (NACOSTI), Kilifi County Commissioner Office, Kilifi County Education Office and RabaiSubcounty Education Office. The data collected was analyzed using Descriptive Statistics using Statistics Package for Social Scientist (SPSS) program and final results displayed using percentages, and graphs. The study found out that the quality supervision skill of the head teachers ’was deficient, mean moderate of 3.5085 and the std 1.144732. From the responses of the respondents, the researcher concluded that there was a strong correlation between effective leadership in terms of quality supervision and implementation of ICT policy in the public primary schools. Capacity building on these core leadership skills to empower head teachers is recommended.Item The Impact of Investment in Sports Teachers Training on Pupils’ Participation in Sporting Activities in Public Primary Schools in Kenya(European Journal of Education Studies, 2022-08) Mwangi, Muthoni Tabitha; Kigo, Josephat; Owiti, BeatriceThe introduction of the ‘Competence Based Curriculum’ (CBC) in Kenya’s basic education system in 2017 was meant to promote early identification of talents along with arts and sports among other talents. The realization of these can be best achieved through deliberate investment in talent development. One of the key investment and development areas is the training of sports teachers. However, the extent to which primary schools in the country invested in professional or ‘specialist’ training of sports teachers and its effects on pupils’ participation in sports was not well understood. Therefore, the main objective of the study was to establish the impact of investment in sports teachers’ training and its influence on pupils’ participation in sporting activities in Nairobi County, Kenya. Gardner’s theory of Multiple Intelligences theory guided the study. Concurrent triangulation design was used for the study which targeted 68 school heads and teachers in charge of games in 68 public primary schools within Nairobi County using systematic random sampling and purposive sampling techniques. Data was collected using questionnaires and was analyzed using both descriptive and inferential statistical methods with the aid of Statistical Package for Social Scientists (SPSS) software version 22.0. The results revealed that school investment in teachers’ training for talent management could significantly influence pupils’ participation in sports in primary schools in Nairobi County. However, presently there was a low investment in specialist sports teachers’ training. The study, therefore, recommends that; there is a need to emphasize that the sports teachers get at least one specialist training once posted as teachers apart from the general training they receive in the teacher training colleges.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 Teacher Factors Influencing the Implementation of Curriculum Learning Outcomes in Public Primary Schools in Ndavaya Zone, Kwale County, Kenya(Journal of Popular Education in Africa, 2020-07) Mwashashu, Ronaldah Chari Mwashashu; Muli, Samuel; Mwawasi, Benjamin MwandoeThe purpose of this study was, to investigate the teacher factors influencing the implementation of curriculum learning outcomes in public primary schools in Ndavaya Zone, Kwale County, Kenya. It was guided by the following objective; identify the influence of working conditions of teachers in the implementation of the curriculum learning outcomes, in public primary schools in Ndavaya zone, Kwale County. The research study was guided by the hierarchy of needs theory by Abraham Maslow. It adopted a descriptive survey design and the targeted population was 29 public primary schools in the zone, 29 head teachers and 306 teachers. The sampled size was 20 head teachers and 60 teachers from 20 schools. Piloting of research tools was done in 5 public primary schools. This was to ensure validity in the study, and reliability of the research instruments. The Data collected was analyzed using descriptive and inferential statistics. Data was presented using frequency and percentage tables, pie charts and bar charts. The researcher considered research ethics by seeking permission from relevant authorities and participants did not write their names on the questionnaires. Concerning the school environment, enrolment and staffing, the study found out that, there is a shortage of teachers in Ndavaya zone, though qualified to implement the curriculum learning outcomes. Teachers have no challenges during lessons preparations but lacks proper time management skills in the implementation of curriculum and the instructions. The finding shows that, the library classes are not conducted due to lack of library facilities in the zone. Schools also have inadequate teaching and learning aids. The researcher recommended that: teachers should be employed and be distributed fairly, schools should seek for donor aids to acquire more books, and teachers should improvise teaching and learning aids. Parents in the zone to be sensitized to buy books for their children. The researcher recommended further studies to be conducted on; the influence of teaching and learning resources on implementation of curriculum learning outcomes in public primary schools in Kenya. In conclusion, there is a challenge in library lessons in the zone, majority of the respondents stating that there are no library lessons conducted in the zone. Lack of library sessions hinders teachers’ implementation of the curriculum learning outcomes in the zone due to shortage of resources like books. The zone is also facing a shortage of teaching and learning materials like textbooks in schools. Such facilities are key in enhancing the implementation of curriculum learning outcomes.