School of Education and Social Sciences
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Item The Role of NGOs in Bridging the Digital Literacy Access Gap in Public Primary Schools in Buuri and Isiolo Sub-County(KeMU, 2024-09) Kinoti, Purity NtinyariThe purpose of this study was to examine the role of Non-Governmental Organizations in bridging the digital literacy access gap in public primary schools in Buuri and Isiolo sub-counties. The study used a comparative approach, comparing access in schools with NGO sponsorship and those without. The objectives were: to assess the availability of digital learning infrastructures in NGO-sponsored and non-sponsored public primary schools in Buuri and Isiolo sub-counties; to assess the functionality of digital learning infrastructures in sponsored and non-sponsored schools; to assess the Digital Literacy programme (DLP) capacity-building programs in sponsored and non-sponsored public primary schools; and to evaluate the relevance of digital content in sponsored and non- sponsored public primary schools. The study was guided by Jan Van Dijk’s Theory of Digital Technology Access and Social Impacts. The researcher used a descriptive research design, and the location of the study was Buuri and Isiolo sub-counties in Meru and Isiolo counties respectively. The study targeted 79 public primary schools in the 2 sub-counties, 79 headteachers, 79 ICT teachers, 2,192 Grade 6 learners, and their 79 Grade 6 class teachers. The researcher selected a 20% sample to get 16 schools, 16 headteachers, 16 ICT teachers, and 16 class teachers. Purposive sampling techniques were used to select 11 schools with NGO sponsorship while simple random sampling was used to select 5 schools without sponsorship for the comparative sample. Systematic random sampling was used to get a 15% sample from the learners – 329 Grade 6 learners. Data was collected using questionnaires, interview schedules, and observation checklists. The questionnaires were tested and re-tested with 7% of the sample – 1 school. Cronbach's alpha coefficient was used to test the reliability of the instruments, and the instruments were found reliable with all registering coefficients of 0.707, 0.922, and 0.817 respectively. Descriptive data was analyzed using percentages, mean, and standard deviation scores, while data from interviews was organized into themes and reported using quotes and narration alongside the findings from descriptive data. The findings showed that sponsored schools have better access to digital literacy, with the mean scores of data on each of the four objectives being much higher and standard deviation scores lower than the scores of the non-sponsored schools. Data showed that sponsored schools have better infrastructure, more functional digital gadgets, more regular DLP training programs, and better interactive digital content. Simple regression analysis showed that NGO-sponsored schools had lower p-values than the non-sponsored schools for all the variables in all the four objectives. These results indicate significant differences in infrastructure availability, functionality of the infrastructure, training programs and the relevance of the digital content available, supporting the rejection of the null hypotheses. The study concludes that schools with NGO sponsorship have better access to digital literacy and recommends among other things, more NGO support for other public primary schools, more structured and intense in-service training of teachers, and further research on the impact ofItem Strategies Adopted by School Management in Containing Conflicts in Public Primary Schools in Lamu County(KeMU, 2021-09) Shee, Shemote OmarConflicts appear to be a constant component in today's educational institutions, and they are becoming a part of academic life. Schools frequently appear to be a hotbed of conflict, and they can also be a reflection of broader societal issues. Individual members of a school must be able to work in a conflict-free environment for it to be effective. The overall goal of the study was to look into the impact of school management practices on conflict resolution in Lamu County's public elementary schools. The study attempted to determine the impact of school management's competing strategy, collaborating strategy, and compromising approach on conflict resolution in Lamu County's public primary schools. The research was founded and based on the dual concern theory and max conflict theory. Target population for this study included 68 public primary schools of Lamu County with 4 respondents each, and therefore targeted a population of 272 respondents comprising of the school’s head teachers, Deputy Head teachers, senior teachers and Chairmen of Boards of Management respectively. The sample size was 80 respondents randomly selected from the 68 schools in both Lamu East and Lamu West Sub-Counties. Using SPSS software version 23, the data was analyzed using descriptive statistics (frequency, percentages, means, and standard deviations) and inferential statistics (t-test). The study used a descriptive survey design in which data was analyzed using both qualitative and quantitative methods. Piloting of the study questionnaires was done in 7 schools randomly selected which did not take part in the real research. Information about the number of schools is as recorded by the MoEST and the TSC County offices. This excludes the schools prone to frequent attacks by the Al-Shabaab militia from both sub counties. In general, it is intended that the findings of this research study would aid in better understanding of school management's conflict-resolution tactics. According to the findings, school administrations have been harmed by a lack of conflict management knowledge, as most administrators addressed conflict by trial and error because there were no particular protocols and methods for dealing with conflicts. It is therefore recommended that no one strategy is enough in conflict containment hence the study recommends that school management to consider a blend of two or more strategies in containing conflict to enhance effective conflict containment. It further recommended that it is from the source of conflict where the best strategy shall be employed in containing the nature of conflict. It is therefore necessary to identify causes of conflict in an institution and subsequently suggest the best strategy to put in place.Item Determinant of Performance in Mathematics among Girls in Public Primary Schools in Isinya Sub-County, Kajiado County Kenya(KeMU, 2023-08) Gichaga, Grace WanguiMathematics is very important in various fields covering a wide range of academic activities undertaken by pupils in primary schools. It forms a solid foundation for future academic success. However, in Isinya Sub- County, it has been noted that girls have been attaining low scores in mathematics in Kenya Certificate of Primary Education over the years. The purpose of this study was to assess the factors influencing the performance in mathematics amongst girls. The study sought to determine the extent to which teacher factors, girl factors, and school factors influence girls' mathematics performance. The study was driven by the academic achievement theory and the dynamic theory of school variables. The study employed both quantitative and qualitative methodologies and the target population consisted of 33 head teachers, 80 mathematics teachers, and 325 seventh-grade girls, totaling 438 respondents, from whom a sample of 208 was drawn by use of Yamane's Formula. Questionnaires and interview guides were used as data collection instruments. The qualitative data was subjected to theme analysis and afterwards presented in a narrative format, aligning with the stated objectives. The quantitative data was subjected to descriptive analysis, employing measures such as frequencies, percentages, mean, and standard deviation. Additionally, inferential analysis was conducted using Statistical Packages for Social Science (SPSS Version 23). The research permit to collect the data was also being sought through an application at NACOSTI. The researcher later sought consent to collect data from the Kajiado County Research Board. The study established that teacher related factors such as experience, education, competency, organization all affect the performance of girls in mathematics subject, Girls showed negative attitude towards mathematics which has not improved mathematics’ performance, peer pressure is detrimental to girl’s math’s achievement because clever girls were indirectly demotivated and absorbed in popular misinformed cliques. This implied that girls might consciously hide or distort their math’s performance capabilities (potential) or results to fit-in their friends’ opinions. Most of the schools in Isinya Sub County had no conducive facilities to enhance performance of girls in mathematics, some schools in Isinya Sub County were understaffed, most school lacked teaching aids, and some of the school did not have basis infrastructure facilities such as quality classrooms or sufficient water source. This study concludes that teacher related factors, school factors and girls’ factors affects the performance in mathematics amongst girls in Isinya Sub-County. In order to enhance the academic achievement of female students in mathematic subject, the following measures needed to be developed and effected. The study recommended that there is need to improvise measures that enhance teacher capacity for teaching efficiency, the government, school management and other stake holders such as parents and advocacy organization needs to come up with multidimensional approach measures that would work towards transforming girls identity and value and that there was need for multiple efforts from government, school administration and parents to provide necessary resources that enhance quality learning and good environment for girls to excel in mathematicItem Factors Influencing Implementation of The 100 Percent Transition Policy in Public Primary Schools in Sololo Sub-County, Marsabit County, Kenya(KeMU, 2023-08) Galgallo, Abdullahi DidaTo provide all students with 12 years of continuous learning, the idea of a smooth transition from elementary to secondary school has gained international attention. The low secondary school attendance percentage in Kenya is due to the country's high secondary education costs. The government introduced Free Tuition for Secondary Education and Free Day Secondary Education to lower the cost of education and speed up the transition from primary to secondary school. However, this initiative has not resulted in a 100% transfer rate across the majority of the nation. Finding the factors influencing Sololo Sub-County, Marsabit County's execution of the 100% transfer policy from public elementary schools was the study's main objective. The specific objectives were to; examine the impact of cultural factors, parents' socioeconomic status, parents' educational level, and delivery of KCPE to students on the implementation of the 100% transition policy in public primary schools. The study is informed by the manufacturing characteristic model. Descriptive survey design was used to anchor the study. The target population was 841 comprising one Director of sub-county Education, 25 Heads of primary schools, 25 chairpersons of primary schools BOM, and 790 KCPE candidates. Through the use of stratified, simple random, and purposive sampling methods, a sample size of 120 respondents was chosen. The key data collection instruments were interview schedules and questionnaires. Pilot testing of the research instrument was conducted and data was used to check for validity and reliability of the data collection instruments. Quantitative data that was presented in tables, percentages, means, and standard deviations were analyzed using descriptive statistics. The content analysis method was used to examine the qualitative data. The study's conclusions showed that cultural influences had a detrimental and significant impact on how the 100% transition strategy was implemented. Results showed that social-economic status and KCPE score had a positive and substantial impact on how the 100% transition policy was implemented. Additionally, the execution of the 100% transition policy was not significantly impacted by the educational level of the parents. The research concludes that cultural characteristics, social economic position, and KCPE performance have a major impact on the execution of the 100% transfer strategy from public primary schools. The government of Kenya should review policies relating to negative cultural practices such as early marriages, teenage pregnancies, and child abuse, support parents through substantial subsidization of tuition fees to ensure that children do not miss school due to lack of school fees, develop programs aimed at creating awareness to parents on the importance of taking their children to secondary schools, and encourage learners to work hard and perform well in national examination since it is a determinant of joining secondary schools of their choice. The study significantly contributes to our understanding of the factors that influence how the 100% transition strategy is implementedItem 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.