Journal Articles
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Item Influence of Teacher-Student Interpersonal Interactions on Students’ Academic Performance in Public Secondary Schools in Machakos County(Journal of Education, 2025-09) Rhoda W., Gachaga; Johnson, Ikiugu; Esther, ThubaThe purpose was to establish the influence of teacher-student interpersonal interactions on students’ academic performance in public secondary schools in Machakos County. This study used a survey research design. The target population was 14,894, comprised of 19 school principals,483 teachers, and 14392 students. Schools were selected by stratified sampling, while random sampling was used to select individual participants. The sample size was 10 school principals,30 teachers, and 275 students, hence 315 respondents. Data was collected using self-administered questionnaires and an observation chart. Two schools were selected for piloting research instruments. A questionnaire was administered to 2 school principals,6 teachers, and 20 students. Data analysis was done using both descriptive and inferential techniques. The data was then presented in the form of frequency tables and charts. The findings on teacher–student interpersonal interactions, using descriptive analysis techniques, the study found that there was a strong agreement (87%) of respondents (students/teachers/school principals) that healthy teacher-student interpersonal interactions influence students’ academic performance. This was also the case for inferential analysis, where the null hypothesis was rejected because the results showed that the influence of teacher- student interactions on academic performance was statistically significant with a p-value of 0.000, which is less than 0.05, the researcher’s preselected alpha level (p-value). The study concluded that school social environment elements, especially healthy interpersonal relations between teachers and students, greatly influenced students’ academic performance. The study recommends that the Ministry of Education, school principals, and other education stakeholders should pay more attention to the school social environment by promoting these attributes, such as teacher-student interpersonal interactions. Sensitize the school principals, teachers, and students on a conducive school social learning environment. In addition, similar studies in relation to other categories of secondary and primary schools should be carried out.Item Determining the Influence of Teacher Motivation on Academic Performance in Public Secondary Schools in Masinga Sub- County, Kenya(INTERNATIONAL JOURNAL OF LATEST TECHNOLOGY IN ENGINEERING, MANAGEMENT & APPLIED SCIENCE (IJLTEMAS), 2025-07) Nzivo, Mwende Junesther; Lucy, Ikiara; Johnson, IkiuguPurpose: This research examined how teacher motivation affects academic performance in public secondary schools within Masinga Sub-County, Kenya. The study developed a theoretical model to explain differences in stakeholder perceptions regarding motivation effectiveness. Methodology: The research utilized a convergent parallel mixed-methods approach involving 364 participants comprising 7 principals, 83 teachers, and 274 students from 25 public secondary schools. Stratified purposive sampling-maintained representation across different school categories. Data gathering employed validated questionnaires demonstrating strong reliability (Cronbach’s α = 0.903-0.907) alongside semi-structured interviews. Power analysis verified sample adequacy for detecting medium effect sizes (d = 0.5) with 80% statistical power. Data analysis incorporated descriptive statistics, Independent Samples t-tests with effect size calculations, multiple regression modeling, and thematic analysis achieving high inter-rater reliability (κ = 0.85). Results: Professional development demonstrated universal acceptance (73.5% teacher, 56.2% student consensus), whereas considerable perception disparities emerged for reward mechanisms and welfare initiatives. Teacher welfare exhibited the most substantial perception differences (teachers: M = 4.56, students: M = 3.92; t(91) = 4.54, p < 0.001, d = 1.02). Multiple regression demonstrated that motivation variables accounted for 34% of academic performance variation (R2 = 0.34, F(3,359) = 62.1, p < 0.001), with professional development serving as the primary predictor (β = 0.42). Qualitative findings identified implementation inconsistencies and communication breakdowns as fundamental sources of perception differences. Conclusions and Recommendations: This investigation presents the “Stakeholder Perception Alignment Model,” illustrating how motivation transparency and communication quality affect stakeholder consensus. Results indicate that motivation approaches require effective execution combined with clear communication channels to maximize effectiveness. Recommendations encompass creating standardized motivation frameworks, improving stakeholder communication systems, and emphasizing universally appreciated professional development opportunities. This research advances Self-Determination Theory by showing how environmental factors influence motivation effectiveness within resource-limited settings.Item Physical Facilities Improvement Strategies and CBC Implementation in Private Universities in Nairobi County, Kenya(Journal of Popular Education in Africa, 2025-09) Ann, Mukiri Kiaira; Johnson, Ikiugu; Rosemary, KirambiaThe purpose of this study was to examine capacity building strategies for faculty members that support CBC implementation in private universities in Nairobi County. A cross-sectional descriptive design that employed. Target population for the study was 26 private universities in Nairobi County. The study population comprised of 26 deans of schools, 26 chairs of departments, and 260 faculty members from the private universities in Nairobi, county, Kenya. The universities were categorized as Faith-based; church-based and private, private universities. Semi-structured questionnaires and an interview guide were used to collect data. The study used descriptive and inferential statistics to analyze data. Qualitative data was analysed thematically and presented in themes. Findings indicated a significant and positive effect of physical facilities improvement strategies and implementation of CBC (β = 0.087, t=3.833, p = 0.000). Transitioning to competence-based education necessitates significant investments in infrastructure, such as flexible learning spaces and tech-enhanced classrooms. Universities are seeking external funding to meet these challenges, indicating their commitment to overcoming financial barriers. Adequate resources are important for effective CBC implementation. Maintaining a low teacher-to-student ratio is also essential for individualised attention. The government and stakeholders should enhance financial support for universities to upgrade infrastructure and faculty training. Private universities should focus on continuous professional development, integrating modern teaching methods and technology in CBC. Strong assessment systems are necessary for evaluating CBC effectiveness, guided by feedback from various sectors.Item Capacity Building Strategies for Faculty Members and CBC Implementation in Nairobi County, Kenya(Journal of African Interdisciplinary Studies, 2025-08) Ann, Mukiri Kiaira; Johnson, Ikiugu; Rosemary, KirambiaThe purpose of this study was to examine capacity building strategies for faculty members that support CBC implementation in private universities in Nairobi County. A cross-sectional descriptive design that employed. Target population for the study was 26 private universities in Nairobi County. The study population comprised of 26 deans of schools, 26 chairs of departments, and 260 faculty members from the private universities in Nairobi, county, Kenya. The universities were categorized as Faith-based; church-based and private, private universities. A combination of semi-structured questionnaires and an interview guide were used to gather data. The study used descriptive and inferential statistics to analyze data. Qualitative data was analysed thematically and presented in themes. Findings indicated a significant and positive effect of capacity building strategies and implementation of CBC (β = 0.078, t=4.487, p = 0.003). The implementation of CBC in Nairobi's private universities involves capacity-building strategies such as professional development workshops, peer mentoring, faculty learning communities, and administrative support, enhancing innovative teaching and assessment practices. However, challenges like insufficient training and financial limitations remain, necessitating continued investment in faculty development and collaboration among universities, government and stakeholders. The study recommends continuous training in modern teaching methods, technology integration and partnerships to share resources and best practices to support CBC implementation.