School of Education and Social Sciences
Permanent URI for this communityhttp://41.89.31.6:4000/handle/123456789/11
Welcome School of education and social sciences, Masters Theses and Dissertation Sub-community
Browse
3 results
Search Results
Item Management Factors Influencing Academic Performance in Agriculture in Public Day Secondary Schools in Kisumu West Sub-County.(KeMU, 2019) Deya, Martin Ochieng`The study of Agriculture in education contributed significantly in political, social and economic realms of development. Academic results of Agriculture in most secondary schools in Kisumu West Sub-County was challenged by factors including inadequate learning resources, the discipline of the students, improper approach to teaching, poor mastery of the content, overloading of teachers, denial of field trips and strikes. Effective and proper supervision and curriculum implementation played a significant role in the manner under which Agriculture performed. The major objective of this research was finding out the management factors influencing academic performance of students’ in Agriculture in public day secondary schools in Kisumu West Sub-County. This research was based on a model developed by Mitzel with an aim of advancing the opinion that teaching is a concept with an interplay that employs sets of variables. The study utilized descriptive survey design to analyse and collect data. The target population consisted of 24 Principals, 24 Head of departments and 24 Agriculture teachers, one County Education Officer and 203 form four Agriculture students. The researcher used purposive Sampling to collect data from 24 Head teachers and 24 Agriculture teachers while the study utilized simple random sampling to collect data from 203 form four Agriculture students. A reliability coefficient of 0.7 was an acceptable value for research purposes, hence the researcher considered the instruments reliable for data collection. Findings obtained included inadequate Agriculture textbooks (85%) and the study established that improving physical resources by 1 unit would enhances academic performance in Agriculture by 0.362 unit (β1 = 0.362; p > 0.05). It was found that enhancing attitude of students and teachers influenced learning and teaching of Agriculture by 1 unit enhances academic performance in Agriculture by 0.516 unit (β2 = 0.516; p < 0.05). The study also established that improving supervision on learners by 1 unit increases academic performance in Agriculture by 0.265 unit (β3 = 0.265; p > 0.05). In conclusion physical resources, attitude of students and teachers influence learning and teaching of Agriculture. Furthermore, supervision on learners have a positive and important influence on academic performance in Agriculture. The study recommended that there’s need to implement appropriate policies to ensure adequate physical resources as well as improve supervision of learners. Furthermore, TSC should employ teachers to curb the acute shortage and external and internal supervision of curriculum should be intensified in all schools teaching agriculture in the Sub-County. Similarly, seminars for teachers should be intensified to encourage cultivation of positive attitude toward teaching Agriculture in these public schools. In addition, teachers need to be role models for a positive attitude towards learning agriculture. School principals should monitor curriculum implementation frequently to check whether the teachers use lesson plans in line with professional documents. Therefore, the researcher further recommends that another research should be conducted in other Sub-Counties in Kisumu to assess their level of preparedness in teaching agriculture.Item Perceptions of effects of crime in schools on academic performance on public boarding secondary schools in Tetu district, Nyeri county, Kenya(KeMU, 2012-07) Ndichu, Miriam WairimuABSTRACT Crime in school is any act committed within school compound and which is punishable by law. The offenders may be students or non-students though emphasis has been laid on offending acts committed to students by students within school grounds. The study is important because the effects of criminal acts in schools directly or indirectly affect learning, which is the core business in schools. In extreme cases, the consequences of crime in schools have been fatal. The study sought to establish the relationship between crime in schools and academic performance. The objectives of the study were; to investigate types of crimes committed in public boarding secondary schools in Tetu District of Nyeri County, to determine the rate at which the crimes are committed, to establish who the victims of crime in schools are, to determine who the perpetrators of crime in schools are and to establish the relationship between crime and academic performance of students. The outcome of this study may be used as a guide by curriculum developers in designing programs to deal with crime in schools. It may also help teachers in understanding and containing school crimes thus minimizing their effects. The study was carried out in public boarding secondary schools in Tetu District. The schools were stratified based on gender into, boys', girls' and mixed secondary schools. Stratified random sampling was used to select 2 boys', 2 girls' and 3 mixed schools to participate in the study. Simple random sampling was also used to select students per class, proportional to their population. Administrators and students were the target population. A questionnaire was used to collect data from students while an interview was used to collect data from administrators. Validity and reliability were ascertained through piloting. Collected data was coded and analysed using descriptive statistics like mean, mode and median. Thereafter, data was presented in frequency distribution tables, percentages and bar graphs. Open ended questions were analysed thematically. The study revealed that the most common crimes in schools were theft, threats and property destruction in that order. Conversely, rape and attempted suicide were almost nonexistent. It was concluded that crime rate in schools is inversely proportional to academic performance. It is recommended that; theft, threats and extortion should be referred to police to discourage the offences, students should be encouraged to report all off ending cases to school authorities, guidance and counseling should be strengthened in schools.Item Factors influencing academic performance in urban informal settlements in Kenya.(KeMU, 2013-06) Kabura, Grace W.The study set to establish the factors influencing academic performance in urban informal settlements: a case study of Kibera slums in Lang'ata District of Nairobi County. In spite of the government's commitment to provision of universal Free Primary Education (FPE) to all children that have attained school going age, there are segments of the society which continue to face myriad of hurdles in access of and participation in basic education key amongst these are children in the slums. The dimensions of these hurdles include; high pupil teacher ratios, inadequate learning materials, and limited admissions spaces due to fewer schools. Though these challenges exist in public primary schools, they are more pronounced in schools located in the informal settlements. This study was carried out in public primary schools located in Kibera slums of Nairobi County. The research employed the descriptive survey design. Four public primary schools found in Kibera slums and the head teachers were sampled purposively using the purposive sampling technique. Nine teachers and eighty two class eight pupils from these schools were sampled using the simple random sampling technique. The study used questionnaires for head teachers, teachers and pupils as the research tools. Reliability of the tools were guaranteed by a test-retest method, a pilot study was carried out in the neighboring Dagoretti district. This helped the researcher to identify questions that were ambiguous. Content validity was ensured by including as many questions as possible for each variable under investigation. Data collected was analyzed quantitatively and qualitatively. Data from open ended questions was analyzed using SPSS version 18 and Spread Sheets (MS Excel). Findings were presented in tables as well as bars and pie charts. Descriptive statistics was used to describe the sample. The responses obtained were presented in order of relative importance according to the objectives of the study. The study came up with the following findings: Most pupils came from poor backgrounds. Such backgrounds meant that parents could not afford decent housing and good sanitary facilities for their children. The majority of the families where pupils came from lived in single mud and iron sheet houses. All the respondents pointed out that academic level of parents was correlated to the performance of pupils in exams. All in all, it was evident that families in the slums lived on meagre incomes and could not afford all the necessary needs of pupils. There was also much pressure on learning facilities due to high pupil teacher ratio. In the school environment, poor facilities and existence of various social evils affected the psychological state of pupils. This in itself affected the performance of pupils in examinations.The study fulfilled the expected objectives. It was established that there were various socio-economic, psychological and environmental factors that affected the performance of pupils in urban informal settlements.