School of Education and Social Sciences

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Determinants of Sustainable Competitive Advantage Within Food and Beverage Firms in Kenya
(2014-06) Stephen, Laititi Mutunga
Urbanization is proceeding at a high pace with urban dwellers expected to outnumber rural population in the near future. The demand for processed foods with shorter preparation periods that offer convenience for the urban population is high and is set to increase. This calls for higher processing capacity in the food and beverage industries. Stiff competition is already being experienced in this industry in Kenya which calls for firms to position themselves strategically to survive. Investment in competitive strategies by companies in this industry is critical for their survival and will determine their success or collapse in future. This study aimed at empirically analyzing the nature of competitive strategies companies in the food and beverage sector engaged in to acquire sustainable competitive advantage, and the drivers underlying that competitiveness. Purposive sampling of 95 food and beverage firms located in Nairobi and Mombasa and their environs and registered with the Kenya Association of Manufacturers was done. The study was designed as a survey of all the firms targeting the chief executive, the finance/marketing manager or the human resource manager as respondents. The study design was descriptive. Data was collected using a standardized questionnaire. The data was then coded and analyzed using the Statistical Package for Social Sciences (SPSS). From the 95 firms surveyed, 32 successfully participated giving a response rate of 33.7 percent. Statistical analysis revealed that cost leadership generic strategy was significant as a predictor of sustainable competitive advantage while differentiation was not. On effects of firm resources on sustainable competitive advantage, the study found that effects of organizational structure were statistically significant and critical to success of firms in this industry. The use of human capital in innovative adaptation was found statistically significant for owner/chairman and executive management. Dynamic operational efficiency was found to be driven mostly by efficiency of production processes which was statistically significant while effects of selected macroeconomic factors of inflation, exchange rates and interest rates were not statistically significant. The failure at significance tests of macroeconomic factors meant that the factors were not critical at influencing the business environment of the food and beverage firms in Kenya. The findings of this study are important in academia, industry, and government by adding to the body of knowledge and enlightening on the competitive nature of the food and beverage industry in Kenya. The findings are enriching in the developing areas of resource capability configurations (resource based view of the firm) and the linkage with generic strategies in the Kenyan environment. The findings will be useful to investors especially in the food and beverage sector which is the leading one in Kenya in the background of devolved governments and development of counties as well as rapidly growing urban centers which are the new frontiers for industrialization. Use of perceptual performance data for sustainable competitive advantage was found appropriate and longitudinal or time series studies as well as use of secondary data on performance is recommended for future research on this subject.
The Influence of External Educational Environment on Wastage Reduction Strategies of the Boy Child Output in Kenyan Primary Schools
(KeMU, 2014-06) Jacinta, Wanjiku Mwaura
This is a study on 'The influence of external educational environment on wastage reduction strategies of the boy child output in Kenyan primary schools'. Every time The Cabinet Secretary in the Ministry of education releases national examinations there is an outcry of marginalization of the boy child after which nothing is changes begging the question is the boy child not as a critical human resource as the girl child. The systems theory was applied in the study. The objectives of the study were to: establish the status of the boy child educational process and wastage reduction strategies between 200 I and 2008; establish the influence of policy framework on wastage reduction strategies of the boy child; establish the influence of. social cultural practices on wastage reduction strategies of the boy child; establish the influence of boarding arrangements on wastage reduction strategies of the boy child; determine the influence of teacher gender on wastage reduction strategies of the boy child; establish the influence of family background on wastage reduction strategies of the boy child; and to develop a model for wastage reduction strategies of the boy child. A descriptive survey research design was used in this research with a target population of public primary schools of more than one stream in 2001. The population comprised of 693 and a sample of was arrived at through stratified random sampling. Both descriptive and inferential statistics were used to analyze the data and hypotheses tested. Further, a regression analysis was run for the dependent variable against the independent variables. Hypotheses tests were carried out. The findings established the influence of external environment on wastage reduction strategies as having a good fit since all key statistical indices were above or below the recommended levels. The influence of external educational environment was indicated by regression model results (R2=0.587, p=0.00). The five independent variables had a significant influence on wastage reduction strategies as indicated by regression results (R2=0.62, p=0.02). Policy statements had a significant influence on wastage reduction strategies (R 2=0.59, p=O.O I), socio-cultural practices also had a significant influence on wastage reduction strategies (R 2=0.4 7, p=O.O I), boarding arrangements influence on wastage reduction strategies was at (R2=0.60, p=O.O 1 ), teacher gender influence on wastage reduction strategies was at (R2=0.3 l , p=0.03), while family background influence on wastage reduction strategies was at (R2=0.64, p=0.00). In conclusion policy statements, teacher gender, family background boarding arrangements and social cultural practices influenced wastage reduction Strategies. The findings concurred with Kibutu(2006), Kashu (2006), Omutako (2007) and De Corte (2003). The study recommended the development of policy statement for the boy child in particular among other recommendations. Areas for further research include further research to establish the age at which the boy child is most likely to drop out of school. The study established that the theory of production, retention and ansition theories are applicable to the specific case of the influence of wastage reduction strategies of the boy child output in Kenyan primary schools.
Effectiveness of Head Teacher-Parent Collaboration for the Improvement of Inclusive Education in Public Primary Schools in Meru County, Kenya
(KeMU, 2017-04) Mwirichia, Severina
Head teacher-parent collaboration plays a crucial role in the improvement of inclusive education. The study was set to analyse the effectiveness of the head teacher-parent collaboration for the improvement of inclusive education in public primary schools, in Meru County, Kenya. The objectives of the study were: to analyse the use of head teacher-parent collaboration context for the improvement of inclusive education; to examine the efficiency of the nature of head teacher-parent collaboration for the improvement of inclusive education and to explore the value of head teacher-parent collaboration inputs for the improvement of inclusive education. The study was guided by Bronfenbrenner's bio-ecological systems theory and Peters' input-process-outcome¬context framework of Inclusive Education. The study used mixed research approach methods. Descriptive survey and phenomenology research designs, under quantitative and qualitative research approach methods respectively, were used. Qualitative research approach method was predominantly used. The target population was 101,612 (772 head teachers, 6,840 teachers and 94,000 parents). Out of the target population, there was a unique target population of 218 (77 head teachers, 68 teachers and 73 parents) who were actively involved in inclusive education in 77 inclusive public primary schools in Meru County. Through purposive and proportionate stratified random sampling, a number of eight (8) regular public primary schools and a sample size of 24 participants were selected from the unique target population. The study instruments used included; questionnaires, interview schedules, focus group discussion guide, observations and documents' analysis schedules. The tools were piloted for reliability and validity in Isiolo County, Kenya. Data was collected by the researcher through meeting with the participants face-to-face, which ensured whole response return rates. Quantitative data was analysed with the assistance of Statistical Package for Social Sciences (SPSS) version 20, while qualitative data analysis was done with the help of computer package, ATLAS. ti. The study findings were presented using descriptive statistics and narratives within themes generated from the collected data. The findings indicated that head teacher-parent collaboration context (policies, leadership and its structure) enhanced the improvement of inclusive education. Most of the schools used informal policies. The nature (teamwork, communication and cooperation) of head teacher-parent collaboration was inadequate and ineffective for the improvement of inclusive education. Head teacher-parent collaboration inputs (resources and strategies) were useful but inadequate for the improvement of inclusive education. Head teacher-parent collaboration facilitated the improvement of inclusive education in a remote and insincere manner. Head teacher-¬parent collaboration made dismal improvement in inclusive education. It was concluded that, head teacher-parent collaboration is crucial to the improvement of all schools. It was recommended that the Ministry of Education should formulate appropriate inclusive education policies. All schools should practice democratic leadership and ensure that teamwork, communication and cooperation improve in schools. The government and all education stakeholders should provide more resources to improve the effectiveness of head teacher-parent collaboration for the improvement of inclusive education. The Teachers Service Commission should appoint head teachers who are positive about inclusive education and with the ability to work together with all parents to improve inclusive education.
Influence of Management Practices in the Training of Quality Graduates in the University in Kenya
(KeMU, 2018-08) Kanyiri, Lucy Ikiara
Universities play a critical role in contributing to the economic development of any nation. They develop manpower which is a significant driver of economic growth. In view of this, effective management of universities is a concern of all the stakeholders. Management, practices are linked to the success of universities in nurturing holistic graduates who have the necessary knowledge, skills, competencies and values that are required in a globally competitive society. However, universities in Africa and in Kenya in particular have continued to be ranked lowly in terms of the quality of graduates. The lagging behind is attributed to inadequate acquisition of critical skills and application of knowledge. This is further attributed to inadequate adoption of management practices that support training of quality graduates by the universities. In this regard, the study set out; to determine the extent to which management practices in curriculum leadership are applied in universities in training of quality graduates, to determine the extent to which management practices in teaching and learning are applied in universities in training of quality graduates, to determine the extent to which management practices in faculty management are applied in universities in training of quality graduates, and to determine the extent to which management practices in management support are applied in universities in training of quality graduates. The study was founded on system theory. However, CIPP model was used to show interrelationship between management practices and training of quality graduates. The study used descriptive survey research design. The target population was 66 universities. A sample of 7 universities was selected based on Webometric ranking of 2014. 3750 students and 1800 faculty staff were targeted. 375 students and 180 faculty were included in the study. Three instruments including questionnaires, interview guide and document analysis guide were used to collect data. Validity of the instruments was ensured through undertaking pilot study to appraise dependability of the questionnaires and interview items. Reliability of instruments was measured by use of Cronbach's coefficient alpha. The alpha for independent variable was 0.963 and 0.944 for dependent variable. Data analysis involved used of descriptive and inferential statistics using SPSS version 20. The major findings of the study indicated curriculum leadership, teaching and learning and management support had significant influence on training of quality graduates. There was a discrepancy in acquisition of knowledge and its application among graduates from different universities. Based on the findings it was concluded that management practices have a significant influence on training of quality graduates. The study recommends the need for universities to enhance management practices identified in this study.
Influence of Information Communication Technologies on Quality of Distance Teaching and Learning in Kenya Universities
(KeMU, 2018-08) Ngeera, Flora Gacheri
Information Communication Technologies (ICTs) are varied. They include different types of network infrastructure that depend on internet connectivity which in turn allows access to various search engines. ICTs have transformed the way people live, work, do business and access education. With advent of ICTs, distance learning has become an alternative and supplement for face to face learning. This study investigated the influence of ICTs on quality of distance teaching and learning in Kenyan Universities. The study was guided by four objectives: to establish the influence of availability of ICTs infrastructure, to determine the influence of utilization of ICTs infrastructure, to investigate the influence of provision of institutional support on use of ICTs and to determine the influence of learner characteristics on use of ICTs. The study was based on Bruner's constructivist theory and Simonson's theory of equivalency. The study was guided by mixed methods research approach. Specifically, convergent parallel design was used. The target population was universities that offer programmes through open, distance and e-learning (ODeL) targeting ODeL directors, lecturers who taught ODeL students, ICT technical staff and ODeL students from the selected universities that offer programmes through this mode. A sample size comprised of (4) ODeL directors, (78) lecturers, ( 4) I CT technical staff and (15 6) 0 DeL students. Stratified, systematic and purposive sampling was used to sample the respondents. Among all the universities that offer ODeL programmes, four universities were purposively sampled for the study. Data was collected by use of document analysis guide, questionnaires and interview guide. Cronbach alpha correlation method was used to compute reliability co-efficient which was 0.8095 which was above 0.7 as expected in social sciences. To ensure reliability in qualitative data, interview guide with highly structured questions, with the same format and sequence of words was used for each participant. Descriptive statistics involving mainly frequencies, percentages and means were used to analyse the data. Logistics Regression, specifically Wald Test, was used to test the null hypotheses. Omnibus test of model coefficients and Hosmer and Lemeshow Tests were used to test the fitness of the models. Data was presented in graphs and tables. Analysis of quantitative data was done using Predictive Analytical Software (PAS) version 20.0. Qualitative data was coded and analysed in themes emerging from the narratives. From the findings, it was established that computers were the most available ICT hardware used in distance teaching and learning in the sampled universities. Despite availability of computers, it was established that video conferencing and audio-conferencing facilities were not available for distance teaching and learning. Universities use Learning Management Systems (LMS) and also online social networking tools to advance distance learning. The study revealed that the institutional support on use ofICTs was the most significant factor that influences quality of distance teaching and learning in selected Kenyan universities. It was concluded that availability of ICT infrastructure, utilization of ICT infrastructure, institutional support on the use of ICT and learner characteristics on the use of ICT were all significant when considered separately. However, when considered as a block, institutional support on use of JCT was the most significant. The study recommended that to enhance quality in ODeL, institutional support on use of ICTs in distance teaching and learning was very critical.
Analysis of Factors Influencing Career Choice among Public Secondary Schools Students in Meru County Kenya
(KeMU, 2019-06) Njogu, Sarah Wambeti
Career selection is one of the many important choices students make which have lifelong effects. This is because choosing a career that matches one’s interests, skills and values significantly increases their chances for social-economic success, personal fulfillment and happiness. However, whether or not a student is equipped with requisite career choice information to necessitate informed decisions is yet to be established. Although review of literature shows that students have numerous challenges when selecting careers, the factors that influence career choice among secondary school students and the extent of their impacts were still not clearly understood. This study sought to analyze factors influencing career choice in public secondary schools in Meru County, with a view to determining individual and combined influence of each factor on career choice. It was guided by four objectives; namely; to examine the influence of career guidance services provided to students on career choice, to assess the influence of parental aspirations on career choice, to investigate influence of mass media on career choice and to evaluate the influence of school policy on subject selection in career choice by secondary school students. The study was informed and guided by the Social Learning Theory of Career Decision Making by John Krumboltz and Contingency Theory of Management by Joan Woodward. It adopted mixed methods approach and used descriptive survey and correlational research designs in investigating the phenomena. The target population comprised 19,862 Form Four students, 364 principals, 364 career guidance teachers and 364 form four Parents Association representatives’ from all the 364 public secondary schools in the Meru County. Through stratified, systematic and purposive sampling respectively, 460 participants were selected from 364 schools. A questionnaire and an interview schedule were used to collect data from target population. A pre-test of the instruments was carried out to ensure reliability and validity. Data analysis was done with the help of SPSS (Version 24) and Microsoft excel. Overall response rate was 92.1%. Quantitative data was analyzed using descriptive statistics (mean, standard deviation and percentages), and inferential statistics (Chi-square test, ANOVA, correlation and regression analysis). The results were presented in frequency distribution tables, charts and in other cases, logical explanations and narratives were provided. Results show that career which students of public secondary schools in Meru County choose are statistically and significantly influenced by nature of career guidance services; parental aspirations, mass media, and school policy on selection of subjects. The findings revealed that mass media and parental aspirations as factors that exert greatest influence on career choices. The findings of this study have implications on career guidance practices and policy in secondary schools. The study recommends that principals, educationists, career guidance teachers to organize for capacity building and awareness campaigns to sensitize students, parents and the general public on the influence of the four factors on career choice and to underscore the role that should be played by each of these stakeholders.
Effect of Parental Involvement on Quality of Education in Public Day Secondary Schools in Igembe Central Sub County, Meru County-Kenya
(KeMU, 2019-11) Thuba, Esther
This study aimed at determining the effect of parental involvement on quality of education in public day secondary schools. The relationship among the variables of the study was moderated by parents’ level of education and their occupations. Specifically, the study intended to establish the effect of school-based parental involvement, home–based parental involvement, and academic socialization by parents on quality of education in public day secondary schools. This study was guided by Ajzen’s Theory of Planned Behaviour and Albert Bandura’s Social Learning Theory. A descriptive correlational study was carried out in public day secondary schools in Igembe Central Sub County in Meru - Kenya. The target population was 28 principals, 7,182 students and 144 parents’ representatives. This made a target population of 7,354 participants from the public day secondary schools of Igembe Central Sub County. This study was guided by logical positivism philosophy which greatly regards methods of scientific inquiry and logical analysis of philosophical problems. Qualitative and quantitative data were obtained from a sample of 352 students, 8 school principals and 32 parents selected through random sampling procedures. Questionnaires, an interview guide, and a focus group discussion guide were used for collection of data from students, principals, as well as parents, respectively. Document analysis guide was also used. A sample of two principals, 88 students and 8 parent from two schools in the neighbouring Igembe South Sub County were used for the purpose of pilot testing and refining the research instruments. The reliability coefficient for the indicators of school–based parental involvement, home–based parental involvement, academic socialization by parents and quality of education was 0.730, 0.951, 0.946 and 0.756 respectively. Data was collected from the respondents by the researcher. Both descriptive and inferential statistics were used in data analysis. The quantitative data was analysed using the Statistical Package for Social Sciences version 21.0 (SPSS 21.0) computer software programme. Descriptive statistics such as mean scores, variances, standard deviation; and inferential statistics namely correlation and multiple regression were used to analyse the data. The results provided statistical evidence that a positive and significant relationship exists between parental involvement and quality of education in public day secondary schools. All the predictors of parental involvement were found to have positive and significant effect on quality of education in public day secondary schools. The study also established that mothers’ characteristics (level of education and occupation) had partial moderating effect on the relationship between parental involvement and quality of education in public day secondary schools. Thematic analysis for qualitative data was done and data was summarized according to similarities and common themes and presented in narratives and relevant quotes to supplement and strengthen the quantitative data. The results obtained led to the conclusions that expanding the role of parents in education improves school attendance, learning behaviours, academic performance and transition to colleges and universities. Secondly, the study established that among all the predictors of quality of education in public day secondary schools, academic socialization by parents and home-based parental involvement are significant in affecting quality of education in a combined relationship. In addition, it was concluded that all parents can participate in the education of their children, regardless of their level of education and occupation so as to improve quality of education in public day secondary schools. This study, therefore, recommends that parents be sensitized by school management on the importance of their roles in education; and the need of their continuous involvement in education of their children.
Preparedness for Implementation of Integration of Digital Learning in Public Primary Schools in Meru County, Kenya
(KeMU, 2020-11) Kiugu, David Kaaria
Digital learning integration (DLI) in schools has positive implications for the education systems. DLI programme was rolled out in Meru County alongside other 46 counties in Kenya in 2016 after several postponements. However, DLI programme adoption is attributed to several preparation challenges. This study looked into the integration preparedness on implementation of DLI programme in public primary schools in Meru County. The objectives were: to analyze teachers’ preparedness, examine the adequacy of digital learning infrastructure, analyze effects of technical support staff, and examine the extent of involvement of parents in DLI. The study was guided by Roger’s diffusion of innovation theory and Boum’s project management cycle. It used descriptive survey design and adopted mixed method approach. The study targeted 710 public primary schools in 9 sub-counties. Data was provided by 710 head teachers, 7032 teachers, 2004 Parent Teachers Association (PTA) executive members, and 25,720 grade 3 DLI programme pioneer pupils. A 10% sample of schools was considered sufficient which was obtained using simple random sampling technique. As a result, 71 head teachers and 703 teachers were obtained. Purposive judgmental sampling technique was used to get 201 PTA members. Further, Sloven’s formula was used to get a sample size of 396 pupils that formed Focus Group Discussion (FGD) each consisting of 8 learners, and 9 SCDEs were purposively sampled. Questionnaires were used to collect data from head teachers, teachers and PTA while interview schedules and FGDs were used to get data from SCDEs and from learners respectively. Observational schedule was also used to provide guide for focusing observation and recording data. The research tools were pre-tested for validity and reliability. The quantitative data was analyzed using IBM SPSS Statistics for Windows version 22. The data was analyzed, interpreted and reported using percentages, measures of central tendency. Univariate regression analysis was used to test hypothesis. Qualitative data was analyzed according to themes based on study objectives and reported in narratives. Through computation of Pearson product moment correlation coefficients confirmed that there is significant positive correlation between variables teachers’ preparedness, adequacy of digital learning resources, effectiveness of technical support staff, and involvement of parents against DLI at 0.05 level of significance ranging from r = 0.753 to r = 0.943. Majority of teachers were not trained and those trained were ill prepared. Resources such as tablets, internet connectivity, computer laboratory and electricity were noted to be inadequate. Repairs, maintenance and application of digital learning tools in the classroom were not possible due to lack of technical support staff in schools. Parents as key stakeholders were not involved though they appreciated the free tablets from the government. Learners who were introduced to DLI appreciated and were always eager to learn using the digital technology. In addition, there was no monitoring or evaluation of the digital programme after roll out by quality assurance and standards officers as per the policy guidelines. The study concluded that preparations for digital programme were inadequate. The findings will be useful to educationists, parents, teachers, and policy makers. The study recommended that MoE should go back to the drawing board, have all teachers computer technology compliant through continuous in-servicing and pre-service courses. Adequate resources such as tablets, desks, computer laboratories, network connectivity and electricity among others should be availed to all schools. Technical support staff should be availed to schools. MoE should own the innovation and facilitate its full adoption by coming up with apt monitoring and control systems. Political objectives should not be allowed to overshadow policy structures such as planning, management and administrative processes.
A Critical Analysis on the Effects of Islamization of Igembe People Through Miraa Trade in Meru County Kenya
(KeMU, 2020-11) Jotham, Kirimi Mwenda
The study proposition was that Islamization of Igembe people had taken place largely due to miraa trade but no research had so far been undertaken in religious studies perspectives to address the issue. The four objectives of the study were determining the extent of the spread of Islam in Igembe, studying the cultural importance of miraa, establishing the contribution of miraa trade to Islamization, and examining the effects of Islamization. Theoretical framework relied on Islamization, Risk, Uncertainty, and Profit, and Immigration theories. The synthesis produced ‘Islamization through miraa trade theory’. A qualitative design was adopted with triangulation of methods which included interview schedules, and semi-structured open-ended questionnaires. The instruments were pretested to ascertain their validity and reliability. Stratified, simple random, and purposive sampling techniques were employed to pick a sample of 252 respondents out of a population of 126,000 miraa farmers, vendors, and trade association officials. Content, narrative and descriptive data analysis methods were used in the analysis of the findings. The main finding was that Islamization of Igembe people through miraa trade had taken place with mostly negative effects which included exposure of Igembe women to Islamic law on marriage, selling of ancestral miraa land to Muslims, school dropout, truancy for students, and miraa gang violence among others. The results further showed miraa diacritical marker of Igembe people identity linked to their traditions and history. From the findings, the study concludes that miraa trade is pivotal in Islamization of the Igembe people, and Muslims are doing business in a way that it is oppressing the residents pushing them to abject poverty. The study recommended delinking of Islamization from miraa trade, enforcing existing miraa regulations to mitigate adverse effects, future research to find out if there are healing properties in miraa plant as claimed by respondents, if Muslim children too are affected by Islamization through miraa trade, and if any Muslims have been converted to Christianity or to Igembe traditional religion.
Islamic Radicalization Processes: an Assessment of their Effects on Muslim Youths in Isiolo County, Kenya
(KeMU, 2020-11) Lomojo, David Lokoro
The recent occurrence of radicalization as an ideological process involving socialization of individuals or groups and mostly youths to participate in non-state violent activities for political or other reasons had necessitated a multi-sectoral scrutiny yet with scarce empirical research so far. In fact, Islamic radicalization processes analyzed and discussed interchangeably throughout this study with religious radicalization and as a socialization into violent religious ideology had been obscured by a populist violent extremist approaches from stakeholders as governments, policy makers, media reports and multi-disciplinary approaches all of which in significant ways affected and interfered with objective scrutiny. Therefore, this study considered Islamic sources from global religious terror networks as the reason behind contemporary violence. Mainstreaming Islamic radicalization processes required that this research focus on Mosques, schools, prisons and the homes/villages in Isiolo county as avenues used by radicalizers and recruiters to lure youths into the violent religious ideologies which entrench homegrown radicalization through media and cell groups. The conceptual and theoretical knowledge underpinning Islamic radicalization processes included but not limited to violent religious extremism, jihadi terrorism and global radical networking. The centrality of McCauley and Moskalenko pyramid theory in this study was occasioned by the convincing and exhaustive use of mechanisms and levels of radicalization up to and including the place of religion in political violence. Triangulation designs and methods were used to unearth the extent, the processes, the characteristics and the assessable effects of Islamic radicalization on youths in Isiolo central sub county. The reliability and validity was attained through piloting of tools and instruments with research assistants most of whom were from the Muslim community. Eventually, a questionnaire and a measurement scale with small group discussion schedule was designed and administered to a purposive sample of respondents comprising of an array of respondents and informants including six (6) secondary schools and two (2) primary schools, key informants as government officials, police and intelligence agencies, military personnel, principals, head teachers, teachers, chaplains/religious leaders (Sheikhs/Imams/Maalims), NGOs directors and staff, community leaders/elders, National Counter Terrorism (NCTC) seminar delegates comprising of religious leaders from the upper Eastern region, staff members of the Directorate of Military Intelligence (DMI) and the general public were the primary subjects of the study. The ethical considerations included security fears by the subjects and the state due to the sensitivity of the area of study. Other ethical considerations were on the perceived sampling out of Muslims for the study and the historicity surrounding the Muslim community as perceived baseline terrorists in most contexts. Consequently, the study unearthed certain Islamic radicalization processes, the characteristics of radicalized youths and effects of the processes as indoctrination, recruitment, truancy, violence, psychological trauma, feelings of alienation and youths becoming holy warriors or jihadi terrorists, among others. Religious radicalization processes therefore can be intercepted through government and religious interventions to minimize the effects on youth. The study brought out new information in the identification of Islamic radicalization processes and their effects on youths which enabled key stakeholders to institute relevant interventions.
Approaches Used in Managing Students’ Healthcare in Public Secondary Schools in Meru County, Kenya
(KeMU, 2021-08) Muguna, Mbaabu Silas
There are different approaches for managing school healthcare, but there is noticeable lack of mechanisms, systems and structures for implementing them. The study aimed to analyze the different approaches used to manage students' healthcare in public secondary schools in Meru County. The objectives were to assess school-based health clinic, NHIF, and personal medical insurance as approaches for managing students' healthcare in public secondary schools in Meru County. The last objective was to compare the effectiveness of these approaches across categories of public secondary schools to inform on appropriate healthcare management model. Both the Andersen’s model of health service utilization and theory U informed this study. A descriptive survey research design was adopted where 375 public secondary schools were targeted. Schools were stratified according to categories, and then, proportionate systematic random sampling technique was used to sample 196 public secondary schools. The principals and the chairperson of students’ council from each sampled school filled self-administered questionnaires, while an interview guide was used to collected data from the County Director of Education, who was purposively selected. Cronbach’s coefficient alpha was used to check reliability, while the content and construct validity were ensured on instruments of collecting data. Data was analyzed using SPSS version 24. Frequencies, factor analysis, means and standard deviations were computed, while regression and ANOVA were used to test the hypothesis. Qualitative data were analyzed using the thematic technique. Findings were presented using tables, charts and narratives. Results show that management of student’s healthcare was significantly impacted by the three approaches. However, when integrated, the most effective approach was the school-based health clinics followed by personal medical health insurance, and NHIF respectively. Policy on school health did not moderate the three approaches. Except for NHIF, the study noted that school-based health clinics and personal medical health insurance were uncommon, and that there were different practices of handling them across categories of public schools. For effective management of students' healthcare in public secondary schools, principals ought to take up crucial roles as accounting officers and figurehead who are charged with the duty of directing, coordinating, allocating resources, advocating, and lobbying for a quality healthcare service provision model. The study recommended the Ministry of Education to develop mechanisms for establishing school-based health clinics and institute a policy framework for adopting personal medical health insurance in public secondary schools. Concerted collaborations and partnerships of stakeholders were recommended to aid funding, infrastructural development, buying of requisite healthcare facilities, employment of qualified health professionals, and awareness of a hybrid healthcare system. Results have implications on trainigs, budgetary allocations, and policy framework.
Education Democratization and Students’ Discipline in Public Secondary Schools in Meru County
(KeMU, 2021-08) M’muyuri, Mishek Mutuma
Students’ indiscipline has been a thorn in the flesh in the management of secondary schools in Kenya. It has led to the destruction of properties and the rise of other forms of misconduct among students. The study sought to determine the effect of education democratization on the students’ discipline in public secondary schools in Meru County. The specific objectives were to determine the effect of; banning of corporal punishment, allowing students to elect their leaders, participation of students’ representatives in BOM meetings, and involvement of students in making decisions on students’ welfare matters, and evaluate their influence on students’ discipline. The study was anchored on social learning theory, social systems theory and social factor theory. The descriptive survey research design was adapted. The study targeted 395 public secondary schools in Meru County. Information was collected from principals, deputy principals, and students’ leaders. A sample size of 10 principals, 195 deputy principals, and 384 student’s leaders was considered in this study. Schools were stratified and then, systematic sampling technique was applied in each stratum. The deputy principals in charge of discipline were purposively selected, while simple random sampling was used to select two students’ leaders from each sampled school. Questionnaires, interviews, observation schedules and document analysis instruments were utilized in collecting data. Pre-testing of instruments enhanced determination of their validity and reliability. SPSS was used to analyse quantitative data, where factor analysis, frequencies, percentages, means were computed. Ordinal logistical analysis was used to test the research hypothesis, while the thematic technique was used to analyse the qualitative data. The study found that cases of indiscipline were prevalent in most public secondary schools in Meru County. Corporal punishment cases had reduced. Only fifty-two percent of schools were allowing students to elect their leaders, while in other forty-eight percent, teachers did the appointment. This was attributed to lack of elaborate electoral processes. In addition, many schools hardly allowed students’ representatives to attend BOM meetings. In other instances, students lacked the facilitation to attend such meetings. Students' partial involvement in making decisions on student's affairs was attributable to weak systems, and partly due to unrealistic demands by students. The study noted weak implementation of democratic elements and processes. The study recommended the Ministry of Education to liaise with principals to develop policies, systems and monitoring mechanisms for addressing students’ indiscipline cases; streamline electoral processes; and establish guidelines for involving students in BOM meetings and other student-centred affairs. Principals should organize sensitization meetings for all stakeholders, educate students on electoral processes, and train the elected leaders on effective leadership. The findings of this study shall inject changes in the handling of democratization systems in schools.
Neo-Pentecostal Churches and Alleviation of Domestic Water Scarcity in Tigania West Constituency, Meru County, Kenya
(KeMU, 2021-09) Atheru, Kiambi James Thambura
Alleviation of domestic water scarcity is a participatory role of all stakeholders including the churches. However, the role of NPCs in alleviating domestic water scarcity, which now stands at 97 percent in Tigania West constituency is not felt. This study aimed to analyze the role of Neo-Pentecostal Churches (NPCs) in alleviating domestic water scarcity in Tigania West constituency of Meru County, Kenya. The objectives of the study were: to determine how Neo-Pentecostal churches’ religious practices informed them in the alleviation of domestic water scarcity; to determine their domestic water advocacy initiatives; to assess NPCs water stakeholders’ training initiatives; and to assess NPC’s initiation of domestic water projects. The study was guided by theological reflection theory and economic theory of the church, under interpretivist philosophy and phenomenological research design. Twenty two pastors, taken through census were used for this study. A sample of 59 out of 594 members belonging to the 22 neo-Pentecostal churches was obtained using the 10-30% formula, followed by cluster and simple random sampling techniques. The tools used to collect data were interview schedule for the 22 pastors and documentary analysis for their churches. Focus Group Discussions for the 59 members was then held in 4 groups of 12 members each and one group of 11 members, at their agreed cluster centers/churches respectively. The tools were pre-tested accordingly to enable testing of validity and reliability. Data collected was purely qualitative and was analyzed using interpretive phenomenological analysis (IPA). This entailed reading and listening to transcripts and audios respectively to grasp respondents’ concepts, informing the subordinate themes that followed superordinate themes, before drawing final analytic narratives that led to findings, conclusions and recommendations. The findings indicated that there was a misconception by neo-Pentecostal churches that spiritual warfare supported by prosperity gospel could solely alleviate water problems through faith healing and deliverance, and prophecy for the best political candidates to be elected for water improvement. Additionally, although NPCs were not antithetical to physical roles of alleviating domestic water scarcity, majority felt that these physical roles such as advocacy for water rights, stakeholder trainings and water projects initiation did not fall within their mandate. The study recommended need for neo-Pentecostal churches to study theology based on reflection theory and economic theory of the church in bible schools or through conferences and seminars organized by faith-based organizations and other accredited institutions. Such organizations needed to organize conferences and seminars to train neo-Pentecostal Churches on water advocacy, stakeholder trainings and initiation of domestic water projects. Overall, Neo-Pentecostal Churches should orient their religious practices with alleviation of domestic water scarcity; advocate for water rights, educate community on alleviation of domestic water scarcity; and initiate domestic water projects, thereby benefiting the constituents. The study is valuable in contributing new knowledge in social and practical theology and have enormous implications on religious practices.
Drama Participation as a Strategy in the Management of Discipline among Students in Secondary Schools in Central Region, Kenya
(KeMU, 2021-09) Wambugu, Pachomius
Indiscipline among secondary school students remains as a significant challenge in virtually all countries globally including Kenya. Despite the various educational reforms instituted at national and international levels such as banning corporal punishment, cases of indiscipline in secondary schools had been on the upward trend. Various strategies that are used to inculcate discipline among students in secondary schools have proved to be ineffective prompting debates among stakeholders on the best way to combat the problem of indiscipline. This study is a continuation of this debate. Specifically, the purpose of the study was to interrogate the relationship between drama participation and the management of students’ discipline among secondary schools in central region, Kenya. The study, therefore, sought to determine the influence of drama rules and regulations on students’ discipline; establish the role of drama skills in regulating students’ behaviour; assess how drama activities inculcate responsibilities in students and finally, examine schools’ management use of drama activities in the management of discipline in secondary schools. The study was guided by Skill Acquisition Theory, the Systems Theory and Canter’s assertive behavioural model. The study was premised on a positivist philosophy and used the quantitative approach through the descriptive survey design. The target population was 79 deputy principals, 79 drama teachers, and 1888 drama students and non-drama students in secondary school in Central Region, Kenya. Purposive sampling technique was used to select the schools while deputy principals and drama teachers were selected through a census. Systematic random sampling was used to get a representative sample size of students. Data was collected using semi-structured questionnaires and data collection sheet. Pretesting of instruments was done in schools from Laikipia County. The quantitative data was analysed using descriptive statistics involving percentages, means and standard deviations and inferential statistical techniques such as Pearson’s Product Moment Correlation and Multivariate Linear regression with the aid of Statistical IBM SPSS Statistics version 22.0. The study found that the relationship between strategic rules and regulations in drama and discipline among secondary school students was not significant. However, the relationships between drama skills regulating students’ behaviour, drama rehearsals and drama genres and management of discipline in secondary schools in Central Region, Kenya were all statistically significant. The study, therefore, concluded that drama strategic rules and regulations, drama rehearsals, drama skills and drama genres all significantly influenced discipline management in secondary schools in the area with drama rehearsals having the most prominence. The study therefore recommends that there is need to explore more on the effectiveness of more non curriculum activities on the discipline management in learning institutions. There is need for school administrators to encourage the continual adherence of drama rules and regulations in their institutions. There is need to encourage and support drama activities in all learning institutions. This is evidenced by the fact that rules and regulations are crucial in instilling a culture of punctuality and time keeping. Finally, school administrators should encourage the drama clubs to take in more drama genres so as more students could participate in them to encourage them to be more disciplined.
Nexus Between University Education and Students’ Elite Sports Talent Development in Selected Universities in Kenya
(KeMU, 2021-09) Kubai, James P. Taitumu
The study was designed to establish “Nexus between University Education and Students’ Elite Sports Talent Development in Selected Universities in Kenya”. United States of America and European countries like United Kingdom, Belgium, Germany and the former United Soviet Socialist Republic have the bulk of their national sports teams drawn from the universities. The universities in Kenya have contributed insignificantly to sports talents that represent the country in international sports competitions. This raised a concern and need for research study in the universities in Kenya. The objectives in the study sought to establish the relationship between universities’ education academic policies and students’ elite sports talent development, to analyze the relationship between elite sports management support systems and promotion of students’ talent development, to determine the management challenges in integrating university education and students’ talent development in elite sports and to establish a suitable sports management model that embraces education and elite sports in order to provide a critical link in aligning academics and students’ talent development in the university education in Kenya. The study was anchored on systems theory as the management of sports in the universities is guided and informed by structured sports management sub systems. The subsystems are joined to work together as whole within the principles of input-process-output strategy to achieve desired goals. Talented Students, Coaches, Games Tutors, Directors and Kenya Universities Sports Association (KUSA) officials are the parts or sub-systems that work together towards the desired output. The study using mixed research methods adopted stratified and purposive sampling methods to identify and define the sample. The management of student affairs and structures in the universities as they relate to elite sport management systems defined the sample. The tools for collecting data were questionnaires, interview schedules, observation, content analysis and focus group discussions (FGD). The reliability of the test instruments that were used was established through generating Crobanch’s alpha coefficient of 0.714 which was used as a reliability index of the research instruments. The statistical computation was done under Cross Tabulation analysis. The study findings indicate that, there is an inverse moderately strong and significant relationship between universities’ education academic policies and students’ sports talent development. There was also a positive moderate relationship between financial support and students’ sports talent development. The study further established that, there is a small inverse relationship between the current sports training support and students’ sports talent development. On competition opportunities the study found that, there is a small positive relationship between the current competition opportunities and students’ sports talent development. 87.1% of the talented students being the principal consumers of university services indicated that the main challenge in integrating academics with students’ talent development in elite sports is lack of balancing between academics and students sports talent development in elite sports. To generate an effective model to establish a link between education and students’ talent development in elite sports, universities in Kenya should consider a flexible predictive academic and sports competition schedules to balance both elite sports and academics. The findings and recommendations are expected to lay a stronger foundation for the competency based curriculum (CBC). The study also recommended a ministry of education, youth, sports and culture be created to integrate these domains in one ministry.
Psychosocial Factors Contributing to Juvenile Delinquency: A Case of Pupils in Public Primary Schools in Starehe Sub-County, Nairobi County
(KeMu, 2021-09) Warui, Zipporah Wangui
In normal circumstances, juveniles are expected to negotiate their psychosocial developmental stages smoothly with no maladaptive behaviors. However, worldwide a lot of juveniles have been found to engage in delinquency leading them to behavior maladjustment. This study focused on psychosocial factors contributing to juvenile delinquency in public primary schools in Starehe Sub-county, Nairobi County. The objectives of the study were: to determine individual related factors contributing to juvenile delinquency in Starehe sub-county, to establish family related factors contributing to juvenile delinquency in Starehe sub-county, to establish school related factors contributing to juvenile delinquency in Starehe sub-county, to establish intervention strategies that would help juveniles deal with delinquent behaviors. The study adopted three theories; the Ecological System Theory, Social Learning Theory and General Strain Theory. The design of the study was descriptive. A sample size of four hundred respondents that included three hundred and fifty juveniles and fifty teachers and administrators was obtained by using purposive sampling technique. Questionnaires and interview schedule were used to collect data. Pilot study was administered to ascertain the validity and reliability of the instruments. Quantitative data was analyzed using descriptive statistics such as mean, standard deviation and percentages and presented by use of frequency tables and bar graphs. Qualitative data was analyzed thematically in accordance with the objectives and presented in verbatim. The study findings revealed that parents’ demographic attributes such as unemployment, low education level and unstable marriages had great influence on juvenile delinquency. It was established that individual related factors such as anger, frustrations, threat from peers and worry from exams were leading factors contributing to delinquency. It was also established that low attachment to significant others, parental absence, lack of role models, lack of basic needs and neighborhood factors such as peer pressure contribute to juvenile delinquency. Further, it was established that curriculum related factors and peer influence in school contribute to juvenile delinquency. To address delinquency the participants recommended intervention such as guidance and counseling, family counseling, peer counseling and recreation park activities. To mitigate juvenile delinquency, the study recommended interventions such as provision of functional guidance and counseling in learning institutions and in the community, leisure activities spheres, material and financial support to the needy parents, provision of social and emotional support to juveniles, economic empowerment for parents and to embrace competence based curriculum. Further, recommendations to the researchers are made to find the relationship between effect of juvenile delinquency and academic performance and also to investigate psychosocial factors contributing to juvenile delinquency in other sub counties in Nairobi.
Critical Factors Influencing Success of Sunday-School as a Mission Field at Bondeni Africa Inland Church, Kenya
(Kemu, 2021-10) Rop, Charles Kipkoech
It is indicated that the emphasis of the Sunday-school as a mission field has reduced across churches. The African Inland Church simply mentioned the Sunday-school as one of its functions; however, it fails to show the progress of the Sunday-school and how it presently functions as a mission field. It was of paramount importance to examine the Sunday-school as a mission field in the AIC church as a representative of all other churches that have this mission as part of their functions. The general objective of the study was to have a critical review of mission work at A.I.C Bondeni in Nakuru County, Kenya. Specifically, the study examined how budgetary allocation, competence of Sunday-school teachers and also how administrative support influence Sunday-school as a mission field in the aforementioned church. The study was guided by the Bosch’s paradigm theory of mission. The population of 548 Sunday-school instructors, youth, parents of Sunday-school children, pastors, and administrators at the AIC Bondeni Local Church was studied using a descriptive survey design. Stratified random sampling was used to select 85 congregants from the research population. To obtain data, a detailed self-administered semi-structured questionnaire was used. The questionnaire was pilot tested before being used to collect data for the main study, in order to determine its validity and reliability. Prior to data collection, all necessary permits and consents were obtained. The collected data was analysed qualitatively and quantitatively with the aid of the Statistical Packages for Social Sciences software. Results were presented using tables. Both descriptive and inferential statistics were employed. Results revealed that budgetary allocation, teachers’ competence, and administrative support have a positive and statistically significant influence on the success of Sunday-school as a mission field. Teachers’ competence had the strongest influence on Sunday-school success while administrative support had the least. From the discoveries, the study recommends that AIC Bondeni and other churches should create budgetary allocation for teachers’ stipends, assess the theological understanding of Sunday-school teachers, create continual teachers’ training and development programmes, and enhance church leaders’ involvement in the planning and implementation of church activities.
The Methodist Church in Kenya’s Sponsorship Programme on Orphans: A Re-Examination of the Effectiveness of its Material and Spiritual Needs, with Reference to the Day Secondary School in Imenti North, Meru County
(KeMU, 2022-10) Makathimo, Eunice Karambu
Numerous societal problems for example HIV and AIDS challenges, accidents, diseases, cancer, and Gender-Based Violence (GBV) have led to the deaths of parents, leaving behind orphaned children. Usually, orphans are left in the care of grandparents or other relatives. This study has therefore sought to establish the effectiveness of the Methodist Church in Kenya’s sponsorship programmes on the material and spiritual needs of orphans in day secondary schools in Imenti North subcounty. The study was led by the following specific objectives: to assess the M.C.K. awareness of the material and spiritual needs of orphans; to analyze M.C.K. sponsoring programmes for orphans; to examine the effectiveness of M.C.K pastoral programmes in meeting the needs of orphans; and examine the academic performance of orphans in church-sponsored secondary schools in Imenti-North subcounty. This study was informed and led by Erickson's model of psychosocial development theory and the A Theory of Human Motivation, developed by Abraham H. Maslow in 1943, that discusses hierarchy needs. However, the research adopted a descriptive survey. The population of the study included the church education committee, church superintendent, principals, and orphan students. A sample size of 207 respondents was picked, and a questionnaire was used as the data collection tool. The reliability of the data was measured by Cronbach’s Coefficient Alpha, while the content and construct validity ensured that the intended data was collected adequately and effectively. The collected data was analyzed using a statistical package for social sciences (SPSS) version 26. Descriptive statistics, frequencies, means, and inferential statistics, Pearson correlation, were used to analyze data that was presented in different thematic. The findings of this study were that material needs in the form of food, shelter, clothing, and pocket money were identified as the most important needs followed by spiritual needs. Therefore, this study recommends that the church should engage in full provision of the same on a timely basis to the orphans to cure the risky behaviour they may find themselves in. However, the study suggests more research be done on not only MCK Church sponsorship projects like this but other churches' funded initiatives in the schools to find out the sustainability of the same based on materials and spiritual needs and looking at broader issues and challenges of such projects
Influence of Teachers’ Trade Unions on Management of Public Secondary Schools in Embu County, Kenya
(2022-10) Mary, Mugambi Mukwairu
The role of teachers' unions is to work closely with schools’ management to ensure good performance of their members working institutions. Several interventions including industrial actions have been done by the trade unions to put pressure on the employer to look into teachers welfare, however Embu County has consistently registered poor performance in KCSE examination. The study purpose was to find out the influence of teachers’ trade unions on management of public secondary schools in Embu County,Kenya. The study therefore investigated the role of trade unions in addressing teachers’ working conditions; examined the effect of negotiations for better terms of service; determined the trade unions influence on resolving disputes among stakeholders and found out the influence of teachers’ trade unions on teachers’ motivational strategies in public secondary schools of Embu County, Kenya. Two theories guided the study: Herzberg's two-factor –Theory of motivation and job characteristic model. The study used qualitative and quantitative approaches which were relevant to this study. Descriptive survey research designs responded to research questions such as what, where, when and how. The scope of the study was all the 205 public secondary schools targeting 2400, 205 principals, one director of education and16KNUT officials, 13 KNUT officials. 10-30% criteria was used to sample 240 teachers, 21 principals and census method on 16 officials of Kenya National Union of teachers (KNUT), 13 Kenya Union of Post Primary Education Teachers officials (KUPPET), and one Director of Education. Schools for the study were randomly selected. Data were collected in a cross-sectional survey using questionnaires and interview schedules as the study instruments. The data were analyzed using SPSS 25 software while quantitative and qualitative data was analyzed using descriptive statistics (percentage, means, standard deviation and standard error) and inferential statistics (simple linear regression). Simple linear regression assessed the relationships between union membership and teachers’ responses towards management of working conditions, motivation strategies, dispute resolutions, and negotiations in public secondary schhols. Using Cronbach’s Alpha correlation coefficient, the reliability of the instruments obtained was above 0.7. The findings revealed teachers trade unions were addressing teachers working conditions with obtained p value less than 0.05 The obtained p value of 0.000 on negotiations for better terms of service for teachers revealed that the trade unions positively influenced management of schools. Objective three a p value of less than 0.05 obtained suggests that trade unions influenced management of schools. The last objective on motivational strategies showed that teachers trade unions influenced management of school as revealed by the obtained p value of 0.000. The study recommended that Teachers’ trade unions continue enhancing teachers working conditions, put more effort into negotiating for teachers’ general welfare, and champion resolving teachers’ disputes with their employer for improved performance in their duties. In conclusion, more campaign be made to encourage teachers’ to register with their membership with trade unions to increase on bargaining power and solidarity. Further studies could be conducted to assess the role of trade unions on teachers' performance in Embu County, Kenya.
Effect of Cognitive Deficits on Vulnerability to Depression among Adolescents in Secondary Schools in Meru County, Kenya
(KeMU, 2022-10) Kiambarua, Kenneth Gitiye
Adolescence represents a critical developmental period in life with increased clinical interests given that many mental disorders that occur in adulthood arise during adolescence. The main purpose of the study was to establish the effect of cognitive deficits on vulnerability to depression among adolescents in secondary schools in Meru County, Kenya. The specific objectives were; to examine the effect of executive functioning disorders, language-based learning disorder, severe disruption in social cognition and the intervening effect of support system on cognitive deficits and vulnerability to depression among adolescents in secondary schools in Meru County, Kenya. The study was anchored on meta-cognitive and social cultural theories. The study adopted descriptive survey design. The target population was the 27 secondary schools that were sampled using proportionate stratified sampling method in Meru County. The respondents were 27 principals/deputy principals and 27 counseling teachers sampled using purposive sampling method. Additionally, 176 English and mathematics teachers were sampled using simple random method. Eleven students from every sampled school were sampled using inclusion and exclusion methods. The principals/deputy principals and counseling teachers were interviewed. Mathematics and English teachers answered a questionnaire, while the students were assessed using depression tool and Montreal Cognitive Assessment (MoCA) tool for cognitive deficits. Pretesting of data collecting instruments was done in 3 schools in Tharaka Nithi County. Data was analyzed using descriptive statistics such as frequency, percentage and median. Additionally, inferential statistics from linear regression and multiple regression analysis were presented. SPSS was used to analyze the data presented. The findings were presented using tables, explanations, and figures. The study found out that schools had acquaintances to depression but did not articulately understand how to identify depression cases related to cognitive deficits. The conclusions on executive function disorder, was that there still lacked awareness on depression due to cognitive deficits. Additionally, on language-based learning disorder, schools lacked adequate financial resources, skilled language experts, and commitment towards establishing a system in creating awareness on impairment of language. Further, the conclusion made on severe disruption of social cognition was that schools did not put much emphasis on dictation of words to students since teachers were not enlightened on what dictation could do in a student’s social cognition life. Adding to the conclusions made on support systems, students were only left out to accept and follow the policies as they were whereby any deviation would lead to stipulated punishments. The study recommended that the ministry of education should equip teachers with necessary skills to understand effect of cognitive deficits on the learners’ mental wellness and engage psychologists in schools to diagnose and appropriately address mental health challenges among students. The school management should have supportive programs that enable learners with cognitive deficits and those that mitigate their causes and consequences.