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.
Browse
2 results
Search Results
Item Effect of Monitoring Teachers’ Records on Teachers’ Academic Performance in Public Secondary Schools in Turkana Central Sub-County, Kenya(International Journal of Professional Practice, 2022-10) Lomudang, Thomas Esinyen; Kithinji, Winfred; Gitonga, MonicahThe goal of this study was to establish the effect of monitoring of teachers’ records on teachers’ academic performance in public secondary schools in Turkana Central Sub-County, Kenya. The research employed mixed procedures of qualitative and quantitative techniques. The target population for the study was 8 principals, 48 Heads of Departments (HODs), and one Sub-County Quality Assurance and Standards Officer (QASO). Thus, the total population for the study was 57 respondents. Statistical Packages for Social Sciences (SPSS) Version 23.0 was used to analyze the data. The findings indicated that professional records were monitored monthly by the respective principals. The frequency of monitoring teachers’ professional documents was not enough and weekly monitoring was preferred. The findings further indicated that schemes of work and lesson plans were not frequently updated due to factors such as poor monitoring and too much workload.. The study recommended that more training be conducted with on monitoring and evaluation of academic records and processes; that there be delegation of monitoring assignments to other teachers such as deputy principals; and that all the monitoring documentation be regularly updated on weekly basis, with particular emphasis on schemes of work and lesson plans.Item 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.