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    Students’ Socio-Economic Factors Influencing Learners’ Absenteeism in Primary Schools of Oldonyiro Division, Isiolo County
    (Journal of Education, 2021-09) Lematango, Samson M.; Kathuri, Nephat J.
    Education is viewed as a prime mover of the financial improvement of nations and societies to the extent of 20% of the Domestic Gross Product. This is particularly so, when the learners consistently attend classes, as well as, families give them the necessary push. However, learners’ absenteeism adversely influences their scholarly accomplishments. The purpose of this study was to determine the effect of students’ socio-economic factors on learners’ absenteeism in primary schools of Oldonyiro Division, Isiolo County. The study utilized descriptive survey research design. Questionnaires were used to draw information from teachers. The findings revealed that poor performance in school and indiscipline cases among the learners were the main causes of absenteeism and therefore, raise a serious alarm on absenteeism in the division. The study concluded that students’ factors have a great influence on pupils’ absenteeism. The study recommended that the pupils should be encouraged to avoid absenteeism by creating awareness on importance of education, using role models from the society to enlighten the rest and finding or solving school challenges. This can be done through motivational talks organized by the school leadership in consultation with the parents and other stakeholders. In addition, pupils should be made aware of the need to be in school and the benefits and other skills they will acquire from learning. On the other hand, educational trips and bench marking can assist in motivating the pupils to make education be part of them and hence, treasure it.
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    An Assessment of the Challenges Facing Implementation of Guidance and Counselling Programme in Public Secondary Schools: A Case of Lugari Subcounty, Kakamega County, Kenya
    (International Journal of Science and Research (IJSR), 2020-10) Amambia Magero, Rebecca; Kathuri, Nephat J.; Wamalwa, Bernard
    Students studying in public secondary schools in Kakamega County, Lugari Sub-County have a range of challenges,which include, deteriorating academic performance, drug and substance abuse, low self-esteem, socially unacceptable behaviour such as destruction of school property, among others. These problems exist despite the fact that guidance and counsellingprogrammes were established in Kenyan public Secondary Schools in 1970s.This study carried out an assessment on the challenges facing implementation of guidance and counsellingprogramme in public Secondary Schools in Lugari Sub-County. The study employed descriptive survey research design. The target population was 21 principals, 42 Guidance and Counselling teachers, as well as,336 teachers in public Secondary Schools in Lugari Sub-County, making a total of 399 subjects. The sample size was composed of 30% of the total target population which was120 subjects. The 120 subjects were comprised of 6 principals, 12 guidance and counselling teachers and 102 public secondary school teachers from the study area. A pilot test was carried out on the instruments in two Secondary Schools using test/retest method, with a two weeks interval between the tests to enable assessment of both validity and reliability of the data collection instruments. Simple random sampling was used to select 30% of the principals. However, purposeful sampling was used to select the 30% of the guidance and counsellingteachers. Simple random sampling, purposeful, as well as, stratified random sampling were used to select teachers from the schools where the principals weredrawn. Stratified sampling was necessary because teachers were selected with respect to their populations in the six respective schools. Data was analyzed using descriptive statistics. Results were presented, using frequency distributions, percentages and narratives for qualitative results. The study observed that G&C teachers were overwhelmed with responsibilities as most of them held dual responsibilities, such as, being class teachers and gamesteachers, besides handling their respective lessons in their teaching subjects. This limited their contribution to G&C. The study also established that G&C teachers had personal issues, such as, bereavement, family status and past experiences in life that negatively affected them when handling their counsellingroles. School principals should ensure optimum time is providedfor G&C teachers so that the teachers can devote more time for the G&C activities. G&C teachers should share information on issues affecting them because in such interactions they can encourage each other in the process of G&C.
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    An Assessment of the Challenges Facing Implementation of Guidance and Counselling Programme in Public Secondary Schools: A Case of Lugari Subcounty, Kakamega County, Kenya
    (International Journal of Science and Research (IJSR), 2020-10) Kathuri, Nephat J.; Magero, Rebecca Amambia; Wamalwa, Bernard
    Students studying in public secondary schools in Kakamega County, Lugari Sub-County have a range of challenges,which include, deteriorating academic performance, drug and substance abuse, low self-esteem, socially unacceptable behaviour such as destruction of school property, among others. These problems exist despite the fact that guidance and counsellingprogrammes were established in Kenyan public Secondary Schools in 1970s.This study carried out an assessment on the challenges facing implementation of guidance and counsellingprogramme in public Secondary Schools in Lugari Sub-County. The study employed descriptive survey research design. The target population was 21 principals, 42 Guidance and Counselling teachers, as well as,336 teachers in public Secondary Schools in Lugari Sub-County, making a total of 399 subjects. The sample size was composed of 30% of the total target population which was120 subjects. The 120 subjects were comprised of 6 principals, 12 guidance and counselling teachers and 102 public secondary school teachers from the study area. A pilot test was carried out on the instruments in two Secondary Schools using test/retest method, with a two weeks interval between the tests to enable assessment of both validity and reliability of the data collection instruments. Simple random sampling was used to select 30% of the principals. However, purposeful sampling was used to select the 30% of the guidance and counsellingteachers. Simple random sampling, purposeful, as well as, stratified random sampling were used to select teachers from the schools where the principals weredrawn. Stratified sampling was necessary because teachers were selected with respect to their populations in the six respective schools. Data was analyzed using descriptive statistics. Results were presented, using frequency distributions, percentages and narratives for qualitative results. The study observed that G&C teachers were overwhelmed with responsibilities as most of them held dual responsibilities, such as, being class teachers and gamesteachers, besides handling their respective lessons in their teaching subjects. This limited their contribution to G&C. The study also established that G&C teachers had personal issues, such as, bereavement, family status and past experiences in life that negatively affected them when handling their counsellingroles. School principals should ensure optimum time is providedfor G&C teachers so that the teachers can devote more time for the G&C activities. G&C teachers should share information on issues affecting them because in such interactions they can encourage each other in the process of G&C.