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Item 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, BernardStudents 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.Item 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, BernardStudents 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.Item Effects of Cooperative Thinking Skills Training Intervention on Academic Performance of Primary School Pupils in Nakuru West Sub-County, Kenya(Stratford Peer Reviewed Journals and Book Publishing Journal of Education, 2019-09) Aguta, Matunga Hellen; Gichohi, Paul; Wamalwa, BernardAcademic performance has remained elusive as different cohorts of learners perform differently in national examinations. Previous studies on academic performance of pupils have explored the question mostly from environmental perspectives rather than pupil’s intrinsic factors such as reading difficulties and successes of respective intervention measures. Interventions on reading difficulties being experienced by learners have been sought, however, the persistence of the problem leads to questions over the efficacy of the interventions. This study was set out to find out the effects of cooperative thinking skills training intervention on academic performance of public primary school pupils in Nakuru West Sub-County, Kenya. Descriptive survey research design was used targeting 12 public primary schools from which 342 language teachers and 1133 pupils were theorized to have reading difficulties were sampled. A sample size of 160 respondents was selected using both purposive and stratified random sampling for teachers and pupils respectively. Data was collected using a well-structured questionnaire and an observation schedule which were analyzed with the aid of the Statistical Package for Social Science (SPSS) version 21.0. Descriptive statistics involving frequencies, percentages, means and standard deviations, and inferential statistical methods involving linear regression were used to analyze data. The results from the observation schedule were analyzed using content analysis and integrated during interpretations, discussions and conclusions. The study found that cooperative thinking skills training intervention had a positive and strong effect on academic performance of pupils with reading difficulties among public primary school pupils in Nakuru West Sub-County. Hence, the study concluded that cooperative thinking skills training intervention as currently applied in teaching was a very promising intervention in remedying reading difficulties. The study recommended that teachers should find out and introduce new ways of cooperative learning specifically those which encourage the learners to assist each other improve their reading proficiency .Item Effects of Comprehension Monitoring on Academic Performance of Primary School Pupils in Nakuru West Sub- County, Kenya(International Journal of academic research in business & social sciences, 2019-11-24) Aguta, Matunga Hellen; Gichohi, Paul; Wamalwa, BernardAcademic performance has remained elusive as different cohorts of learners perform differently in national examinations. However, previous studies on academic performance of pupils have explored the question from an environmental perspective, where little attention has been given to the pupil’s intrinsic factors such as reading difficulties and successes of respective intervention measures. Interventions on reading difficulties being experienced by learners have been sought, however, the persistence of the problem leads to questions over the efficacy of the interventions. This study set out to find out the effects of comprehension monitoring on academic performance of primary school pupils in Nakuru West Sub-County, Kenya. It was guided by the Cognitive Model of Reading Comprehension. Both descriptive survey and experimental research designs were used. The target population comprised of 12 public primary schools in the area of study from which 342 language teachers and 1133 pupils whom were theorized to have reading difficulties were sampled. A sample size of 160 respondents was selected using both purposive and stratified random sampling for teachers and pupils respectively. Data was collected using a well-structured questionnaire, an observation schedule and through administering a reading test. Data was analyzed with the aid of the Statistical Package for Social Science (SPSS) version 21.0. Descriptive statistics involving means, modes and standard deviations, and inferential statistical methods involving Pearson’s Product Moment correlation and ANOVA, were used to analyze data. The results from the tests and the observation schedule were analyzed using content analysis and integrated during interpretations, discussion and conclusion. The study found that comprehension monitoring had a positive and significant effects on academic performance of pupils with reading difficulties in the area. Results from the reading test experiment showed that learners with reading difficulties who had received interventions (Group B) performed significantly better than their counterparts who had not received the interventions (Group A). Hence, the study concluded that the comprehension monitoring as a reading difficulties intervention had the potential of improving academic performance of the learners if well emphasized. Therefore, the study recommended that teachers should introduce regular comprehension tests to monitor the students reading abilities.