Masters Theses and Dissertations
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Item Track One and A Half Diplomatic Approaches to Non-State Violence and Their Impact On National Security: A Case of Banditry in Kenya(KeMU, 2025-09) Mutuma, Lillian KagwiriaCommunal conflict and non-state armed violence remain critical challenges to human security and state stability globally, with Sub-Saharan Africa experiencing acute manifestations. In Kenya, the rise of banditry attacks constitutes a major threat to national security and undermines state authority. This study examines Alternative Dispute Resolution (ADR) diplomacy as a soft-power and peacebuilding instrument for enhancing national security, focusing on banditry attacks in the Igembe North Subcounty of Meru County. By applying international relations and peace studies theories, including conflict transformation theory, pluralism theory, and human security paradigms, the study investigates how mediation, negotiation, conciliation, and traditional dispute resolution mechanisms can de-escalate armed violence and foster durable peace. The study adopts a mixed-methods approach, triangulating qualitative and quantitative data to engage key stakeholders such as national administration officers, religious leaders, and community elders. Data collection involved open-ended questionnaires and a pilot study to ensure reliability and validity. Statistical analysis was conducted using SPSS to generate descriptive and inferential findings. Results indicate that negotiations and conciliatory mechanisms significantly enhance national security by reducing the incidence of banditry, while traditional dispute resolution provides homegrown, culturally resonant pathways for conflict transformation. Mediation processes emerged as essential to building a cohesive society and restoring state legitimacy. The study concludes by recommending policy harmonization between formal state structures and informal ADR systems, capacity building for local leaders in negotiation and mediation, and community awareness programs on peacebuilding. By situating ADR within a broader diplomatic and international relations framework, this research underscores the role of non-coercive, inclusive approaches to mitigating non-state armed violence in fragile contexts.Item Influence Of Female Genital Mutilation on Girls’ Transition from Primary to Secondary Schools in Narok South Sub-County, Narok County, Kenya(KeMU, 2025-09) Glory, NkathaThe Millennium Development Goals (MDGs) goal two requires that all children complete full course of primary education and transit to secondary education. Education for All initiatives also stresses the emphasis for all children to be educated at all levels. Having clear guidelines on how female pupils can be retained in school and henceforth transit to secondary schools is, therefore, needful. Nevertheless, public primary schools have continued to report low transition rates (40%) of girls from primary to secondary. The purpose of this study was to find out the influence of Female Genital Mutilation on girls’ transition from primary to secondary schools in Narok South Sub-County, Kenya. The objectives included: assessing the influence of Female Genital Mutilation on girls’ academic performance, girls’ dropout rate and girls’ absenteeism. The liberal feminism theory guided the study. The study employed a descriptive survey research design. The schools in Narok South Sub-County are 179 and the units of analysis comprised of head-teachers, teachers and female pupils in public primary schools in Narok South Sub-County. The target population henceforth constituted of 179 head-teachers, 1,288 teachers and 6,998 girls, corresponding to 8,736 target respondents. Proportionate stratified sampling and simple random sampling techniques were used to select participating teachers and female pupils while purposive sampling to get the head-teachers. By using Krejcie and Morgan 1970 table; 118 head-teachers, 291 teachers and 361 girls were sampled, leading to an overall sample size of 770. Focus group discussions were carried out with head-teachers while teachers and female pupils answered questionnaires. Reliability of the instruments was determined using Cronbach alpha coefficient where a threshold of 0.7 was used to access reliability and validity; by checking contents, face and construct validity. Quantitative data was analyzed using SPSS for both descriptive and inferential statistics and was presented using tables and figures. The qualitative data was analyzed thematically. Ethical considerations on privacy, confidentiality, voluntary participation, anonymity and acknowledging the sources that informed the study were abide by. The study confirmed that FGM practices negatively affected girls’ transition to secondary schools. This was evidenced by poor academic performance, high drop-out cases, high absenteeism resulting from early marriages, teenage pregnancies, hemorrhage, prolonged healing process, psychosocial effects, psychological impacts, learner isolation, indiscipline and unsupportive school environment. The research recommends the ministry of education to prioritize funding for anti-FGM campaigns, sanitary kits, building boarding facilities and girl conducive toiletries to address absenteeism and drop-out. The ministry of education should come up with back-to-school policies after FGM, early absenteeism detection guidelines and curriculum guidelines showcasing teachers training on effective gender responsive pedagogies. The ministry of education needs to invest in guidance and counselling facilities and resources to develop a supportive school environment and manage psychosocial effects of FGM. Findings have implications on curriculum review to include gender base pedagogy and funding increment to cater for, infrastructure, training and professional development.Item Influence Of School Social Environment on Students’ Academic Performance in Public Secondary Schools in Machakos County, Kenya(KeMU, 2025-09) Rhoda, Gachaga WakuhiDespite substantial investment in physical educational facilities, many well-equipped public secondary schools in Kenya continue to experience declining academic performance, suggesting that non-physical factors may play a more significant role in student achievement than previously recognized. This gap in understanding the influence of school social environment on academic outcomes necessitated investigation beyond traditional infrastructure-focused approaches. The study determined the influence of school social environment on students' academic performance in public secondary schools in Machakos County. Using descriptive survey design grounded in social learning theory, the research targeted a population of 14,894 comprising 19 school principals, 483 teachers, and 14,392 students from national and extra-county schools. Through stratified and purposive sampling techniques, 315 respondents were selected: 10 principals, 30 teachers, and 275 students from 10 schools. Data were collected using self-administered questionnaires with 24 behavior sub-indicators measuring four social environment dimensions: teacher-student interpersonal interactions, student-student interpersonal interactions, learner characteristics (motivation and involvement), and principal leadership styles. Descriptive and inferential statistical analyses were conducted using SPSS version 2016. Findings revealed that school social environment significantly influenced academic performance, with 82% of respondents affirming this relationship through descriptive analysis. Inferential analysis demonstrated statistically significant positive correlations across all dimensions: teacher-student interactions (R=0.65, R²=42.4%, p<0.001), student-student interactions (R=0.91, R²=82.1%, p<0.001), learner motivation (R=0.96, R²=91.8%, p<0.001), learner involvement (R=0.93, R²=87.1%, p<0.001), and principal leadership styles (R=0.91, R²=82.8%, p<0.001). Combined social environment factors accounted for 96.3% of variance in academic performance (adjusted R²=0.963, p<0.001). The most influential factors identified were teacher approachability for consultation, student respect for teachers, healthy peer competition, active classroom participation, goal-setting encouragement, and performance recognition. The study concludes that school social environment constitutes a primary determinant of academic performance, surpassing the traditional emphasis on physical infrastructure. These findings provide evidence-based direction for educational stakeholders to prioritize social environmental improvements. The research recommends that the Ministry of Education, school administrators, and teachers focus on developing positive interpersonal relationships, fostering collaborative learning environments, enhancing student motivation and engagement, and implementing transformational leadership practices. Similar investigations should be extended to other school categories and counties to validate these findings across diverse educational settings.Item Factors Influencing Commercial Production of Indigenous Poultry in Mandera County, Kenya(KeMU, 2024) Mohamed, Mohamud MohamedMost farmers pursue poultry farming on a small scale as a hobby rather than as a business, thus they are unable to take advantage of the accompanying economic benefits. This is especially true of indigenous poultry. The purpose of this research was to establish the factors that influence commercial indigenous chicken production in Mandera County, Kenya. The specific objectives of the study were; to determine the effects of supplementary feeding, disease control, technical knowledge, market availability and credit access on commercial indigenous poultry production in Mandera County. The study's philosophical foundation was positivist. The study targeted 3971 households in Mandera North, Banisa and Mandera west sub counties in Mandera County, who constituted the population. A sample of 363 respondents, one from each sampled household was selected to represent the population. Primary and secondary data were used. Questionnaires, focus group discussions, and interview schedules were used to gather the main data. Preliminary confirmatory tests for reliability showed that the data collection tool was reliable with a Cranbach Alpha coefficient above 0.7. for most variable constructs. To determine the strength and nature of the independent variables impact on the dependent variable, multivariate regression analysis was carried out. The response rate was at 94% where 344 respondents answered and returned the questionnaire out of 363. The correlation results indicated that the independent variables; credit availability, disease control, market availability, poultry feeding and technical advisory services were strongly and positively correlated to indigenous poultry production as indicated by Pearson Correlation coefficient values of 0.584, 0.612, 0.827, 0.661 and 0.796 respectively. The results of ANOVA revealed that the F calculated value was 736.785, while F critical was 2.76, at a 5% level meaning significant at that level. Tests of hypotheses indicated that the independent variables were significant for poultry feeding (p=0.000), credit availability(p=0.000), disease control (p=0.000), market availability (p=0.000) and technical knowledge (p=0.000). Recommendations were made for policy makers to create an enabling environment for private enterprise to thrive in terms of improving on infrastructure and providing technically qualified support staff. It was further recommended that commercial poultry producers would pool resources to leverage on economies of scale and group dynamics in credit and market access.Item Influence Of Social-Economic Factors on Retention of Boys in Public Secondary Schools in Marsabit County, Kenya(KeMU, 2022) Safina, Mohammed AgaSecondary schools provide a four-year platform that promotes equipping students on various subjects. The students should undergo the four-year learning without disruption and with adequate resources and support from the concerned parties. However, there have been high cases of school drop-out rates among students in public secondary schools in Kenya. The purpose of the study was to examine the influence of social-economic factors on the retention of boys in public secondary schools in Marsabit County, Kenya. The study was guided by the following specific objectives: Examine the influence of household income level on retention of boys in public secondary schools in Marsabit County; Investigate the influence of social support on retention of boys in public secondary schools in Marsabit County, Kenya; Explore the influence of guardian’s education level on retention of boys in public secondary schools in Marsabit County, Kenya; and establish the influence of employment opportunities on retention of boys in public secondary schools in Marsabit County, Kenya. The study was further guided by two theories which were the theory of educational productivity and the student retention theory. In this study, the research design used was descriptive research design because there was an application of both quantitative and qualitative methods when collecting data. The study was located in Marsabit County, Kenya. The target population was 8 secondary schools in Marsabit County that had boys students in them. That is both boys’ secondary schools and mixed secondary schools. The respondents were 56 class teachers, 4,559 boys’ students, and 48 parents present at the Board of Management. Class teachers and parents were selected using a simple random sampling method with an application of the Krejcie & Morgan table or formula to obtain 48 and 42 class teachers and parents respectively. The sampling technique that was used on students was determined using a Kothari statistical method to obtain a sample of 94. Class teachers and parents were interviewed while the students answered the questionnaires. The pre-test study was conducted in two public secondary schools in Isiolo, which were Isiolo boys’ secondary school and Garbatula mixed day secondary school whose respondents comprised 5 class teachers, 10 students, and 4 parents at BOM. Reliability was measured using Cronbach Alpha while face, content, and criterion types of validity were also measured. The findings were presented using descriptive tables, figures, and narratives for ease of understanding of the results. Besides, the qualitative results were useful in supplementing the quantitative results. The conclusion made was that a lot of boys failed to remain in school since they lacked motivation from the people surrounding them. That is, most of the boys’ peers, teachers, and parents did not adequately portray a clear need on why they should remain in school. The recommendation is that the school management should have sensitization programs for teachers, parents, and boys’ students on the relevant of education in improving their future. The schools should capitalize more on motivational speakers, successful alumni, and corporate heads who come and motivate the boys to work hard towards improving their academic performances so as to have success in their latter lives. The school students should come up with proposed groups and clubs through which they could travel in various corporates that helps the boys get a clearer picture of what it means to have employment anchored by educational background.Item Factors Influencing Performance of Wildlife Community Enterprises in Northern Rangeland Trust, Kenya(KeMU, 2024-09) Mwenda, Purity MpindaWildlife linked conservancies are experiencing deteriorating performance in developing nations and Kenya in particular. Conservancies being one of the sources that the government generates revenue, wildlife protection and conservation of natural resources has not only been subjected to human disruptions but also little effort is put by the government to safeguard the natural resources for sustainable development. Based on the fact that Kenya is underperforming among countries of the world in terms of conservation of natural resources, it’s therefore on this regard that this research sought to assess factors affecting performance of wildlife linked community enterprises in the Northern Rangeland. The specific objectives were to determine the influence of community support on the performance of wildlife community enterprises of Northern Rangeland Trust in Kenya; To establish the influence of management practices on the performance of wildlife community enterprises of Northern Rangeland Trust in Kenya; To determine the influence of donor support on performance of wildlife community enterprises of Northern Rangeland Trust in Kenya; and to establish the influence of technical support on performance of wildlife community enterprises of Northern Rangeland Trust in Kenya. The study was guided by commitment-trust theory, the stakeholder, equity, and agency theories. Commitment-trust theory guided community support; stakeholder theory guided management practices; equity theory guided donor support; and agency theory guided technical support. This study employed a descriptive design of research. This study targeted management of the Northern Rangeland wildlife community linked enterprises. All (78) management employees of the Northern Rangeland wildlife community linked enterprises were used as the participants. This research used a census sample design for management and because targeted population was manageable and the participants were within accessible environs. Data was collected through questionnaire. Internal consistency of the tool was assessed through Cronbach Alpha coefficient of 0.7. Instrument’s Validity was affirmed through experts in the field of tourism and lecturers of Kenya Methodist University. Multiple regression was utilized to examine the data and reveal the statistical link among the factors. The study established a positive association among community support, management practices, donor support, technical support and performance of wildlife linked community enterprises. The study concludes that unless management of wildlife linked community enterprises embrace initiatives intended to promote community support, stakeholder involvement, attraction of local and foreign donors and provision of technical support and resources, achieving sustainability of wildlife conservancies will be an uphill task. This research recommends that government and in partnership with community conservancies should embrace policies that promote protection of conservancies rather that wildlife human conflict.Item Teacher Factors in the Implementation of Curriculum Learning Outcomes in Public Primary Schools Kwale County, Kenya.(2020-10) Ronaldah, Chari MwashashuCurriculum is the total encounters offered to the learners through the school’s enlightenment (Bishop, 1985). Implementation is conceptualized by Mezieobi (1983) as the steps taken to place a consented policy, idea, proposal and decision into conclusion. The main grounds for this study were to enquire about the teacher factors in the implementation of curriculum learning outcomes in public primary schools, in Ndavaya Zone, Kwale County, Kenya. It was steered by these three main objectives: to determine the extent to which qualification of teaching staff influences the curriculum implementation on learning outcomes; to establish level at which the working environment of teachers influence implementation of curriculum learning outcomes and the degree to which teachers time management factor influences the implementation of the curriculum learning outcomes. It embraced the mixed method survey research 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 schools. This was to warrant validity in the study, and reliance of the research instruments. The Data collected was evaluated through the utilization of inferential and descriptive criterias.Data was presented using frequency and percentage tables, pie charts and bar charts. The researcher considered research ethics by seeking permission from relevant authorities. 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 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 distributed fairly, and teachers should improvise teaching and learning aids. The researcher recommended further studies to be conducted on; the influence of teaching methodology, influence of teaching and learning aids on curriculum implementation and also what factors hinders the smooth implementation of the curriculum.