Journal Articles
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Item African Culture & the Girl-Child Education: The Case of Ilchamus community, Baringo County, Kenya(Jumuga Journal of Education, Oral Studies, and Human Sciences (JJEOSHS), 2024) Rebecca, Lempassy Lemelwai; Lucy, Ikiara Kanyiri; Clement, NkaabuThis research article underscores the cultural factors that influence girl-child education among the Ilchamus community. Various literatures were reviewed and gaps were successfully identified. It embraces descriptive research design. It utilises purposive and snowballing techniques since the initial research that culminated into an article was basically a mixed research. The sample size of the study was 350 respondents. It establishes that; the practice of female genital mutilation (FGM), often linked with traditional rites of passage, is typically followed by early marriage, which disrupts girls’ education. Additionally, early marriage typically curtails educational opportunities for girls, as they are often expected to take on domestic responsibilities and childbearing, leaving little room for schooling. In this regard, it concludes that; cultural practices like FGM and early marriages are deeply rooted barriers to girl-child education in the Ilchamus community, while the role of parents’ education and cultural transitions reflect more nuanced influences on educational outcomes.Item Influence of Teachers’ Classroom Management Practices On Pupils’ Academic Performance In Public Primary Schools in Matuga Sub - County, Kwale County, Kenya(Journal of Popular Education in Africa, 2021-09) Mwangare, Abdhul Ndundi; Mwawasi, Benjamin; Mwenda, PaulPupil’s Performance/ achievement that is academic in nature is as a result of education – the level at which a pupil has attained their educational targets. The academic performance of pupils in Matuga Sub-County has been poor for decades now. This study sought to assess the influence of teachers’ classroom management practices on pupils’ academic performance in public primary schools in the Sub-County. The objectives of the study were; to establish the influence of teachers’ classroom discipline management on pupils’ academic performance. The study was carried out using a descriptive survey design. The target population included 98 head teachers and 691 teachers. The sample size included 10 percent of the head teachers’ target population of 98 and 10 percent of the 691 target population of teachers. The researcher had a sample size of 79 subjects for the study (10 head teachers and 69 teachers). Data was collected using Questionnaires which were issued to the respondents. The questionnaire was research assisted. The researcher also used observation check list to investigate on existing practices on Teachers’ classroom discipline management. Test-retest was done to 8 respondents (1 head teacher and 7 teachers) from Matuga Sub-County to check the suitability or the validity of the instrument. The data collected was analyzed using Statistical Package for Social Sciences (SPSS) version 21. The quantitative data obtained was analyzed using descriptive statistics which included percentages, frequency counts and inferences. The qualitative data obtained from the checklist was analyzed and discussed thematically. The results of data analysis were presented using frequency distribution tables and bar graphs. Study findings revealed a strong positive correlation between DM,TIM,IM and CTM, and dependent variable AP with p values as follows; (rs = .758, p = .000), (rs = .532, p = .000), (rs = .893, p = .000) and (rs = .857, p = .000) respectively which were statistically significant since the p-values are less than 0.01. The study revealed that, teachers’ classroom management practices influencing pupils’ academic performance include lack of; guidance and counselling techniques, enough skills to monitor pupils learning, follow up by headteachers on teachers, commitment to apply instructional management and proper time management by tutors. Recommendations include; Teachers to undertake in-service guidance and counseling programme, Teachers be inducted on better ways of monitoring Pupils learning and head teachers should follow up on teachers. There be organized regular capacity building seminars/workshops on teaching methodologies and the syllabi/curriculum designs be divided into the three terms of the year to ensure uniform coverage. The study also recommended areas for further study like; influence of Teachers Classroom Instructional Monitoring on Pupils’ Academic Performance and need of similar study be carried in other Counties in coast region to ascertain if comparable findings would be acquired for further generalization of outcomesItem Effect of Monitoring Teachers’ Records on Teachers’ Academic Performance in Public Secondary Schools in Turkana Central Sub-County, Kenya(International Journal of Professional Practice, 2022-10) Lomudang, Thomas Esinyen; Kithinji, Winfred; Gitonga, MonicahThe goal of this study was to establish the effect of monitoring of teachers’ records on teachers’ academic performance in public secondary schools in Turkana Central Sub-County, Kenya. The research employed mixed procedures of qualitative and quantitative techniques. The target population for the study was 8 principals, 48 Heads of Departments (HODs), and one Sub-County Quality Assurance and Standards Officer (QASO). Thus, the total population for the study was 57 respondents. Statistical Packages for Social Sciences (SPSS) Version 23.0 was used to analyze the data. The findings indicated that professional records were monitored monthly by the respective principals. The frequency of monitoring teachers’ professional documents was not enough and weekly monitoring was preferred. The findings further indicated that schemes of work and lesson plans were not frequently updated due to factors such as poor monitoring and too much workload.. The study recommended that more training be conducted with on monitoring and evaluation of academic records and processes; that there be delegation of monitoring assignments to other teachers such as deputy principals; and that all the monitoring documentation be regularly updated on weekly basis, with particular emphasis on schemes of work and lesson plans.Item Factors influencing gender disparities in the recruitment of executive officers: a case in Kisii county government, Kenya(International Academic Journal of Social Sciences and Education, 2019-10) Momanyi, Rael Kwamboka; Kirimi, Eunice; Mbebe, JamesThis study intends to study the factors influencing gender disparity in executive positions in KCG. To achieve this, the study will be guided by two objectives which include; determining social-cultural factors affecting the recruitment of women and its effects to KCG and finding out whether education influences the recruitment process of executive officers in KCG. The theory was hinged on the Feminist Theory and Social Cognitive theory. The case study research design was adopted. The study targeted staff who entailed the 119-top echelon of staff in the County. The sample size to be studied is census of 119 respondents who make up 100% of the target population for efficient questionnaire administration. Primary data was collected using one structured questionnaire. Primary data collected from the field was captured from the filled questionnaires, cleaned, coded with unique numbers, entered into the Microsoft excel worksheets and transferred to the Statistical Package for Social Sciences (SPSS) program. After data cleaning which entails checking for errors in entry, descriptive statistics such as frequencies, percentages, mean score and standard deviation was estimated for all the quantitative variables. The qualitative data from the open-ended questions was analyzed using conceptual content analysis to analyze the secondary data collected from Kisii County annual reports, the Kisii County Integrated Development Plan 2013-2017, the Kisii County Website, books, journals, magazines and media reports and presented in prose. Inferential data analysis was done using Pearson moment correlation and multiple regression analysis. The information was presented in tables. The study found that the gender disparity of work is given by chance and men have to give a convincing demonstration of incompetency to be actually judged incompetent. The studies also found that quite a number of women apply for such posts so that selection can be easier. The study concluded that education had the greatest effect on the gender disparities in the recruitment of executive officers in Kisii County government while social-cultural factors had the least effect to the gender disparities in the recruitment of executive officers in Kisii County government. The study recommended that there is need to embrace on the communal beliefs and social constructs that women cannot lead in leadership positions more likely to be hired when they have applied through computerized application process. The study also recommends that more women should be encouraged and supported to go for higher education and training so that they can take equal employment positions as their male counterparts.Item Barriers to the Adoption of E- Learning in Kenyan Schools: A Review Study(African Journal of Computing & Information Systems (AJCIS), 2017-09) Kamau, Joyce Waithera; Mbogo, Chao; Chege, DorothyE-learning is learning that is supported by use of electronic technology aided by computers. Emphasis on teacher centered teaching could be changed to student centered with the emergence of using E learning technologies in schools thus creating an environment that is interactive and interesting for learning. A pedagogical shift has been facilitated by E-learning entailing an interaction between learners and Teachers in education. Recent studies portray a gloomy picture about the adoption of E learning. This paper analyzes the trends and progress in the adoption of E-learning with the aim of offering areas of key interventions for stakeholders and policy makers in the education sector. The result is a set of recommendations in enhancing the adoption of E-learning in Kenyan institutions.