Centre for Teacher Educationhttp://41.89.164.27:8080/xmlui/handle/123456789/3172024-03-29T13:11:39Z2024-03-29T13:11:39ZEFFECT OF SANITATION AND HYGIENE PRACTICES ON STUDENTS’ ACADEMIC PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN MUHORONI SUB-COUNTY, KENYASANG, EDNAH JEPKOECHhttp://41.89.164.27:8080/xmlui/handle/123456789/21242024-02-29T08:54:32Z2023-10-01T00:00:00ZEFFECT OF SANITATION AND HYGIENE PRACTICES ON STUDENTS’ ACADEMIC PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN MUHORONI SUB-COUNTY, KENYA
SANG, EDNAH JEPKOECH
Access to improved sanitation is an important component of human health and wellbeing.
Minimum requirements for safe WASH in schools are not provided in most rural schools
in Kenya. The current study investigated the effect of sanitation and hygiene practices on
students’ academic performance in public secondary schools in Muhoroni Sub-County.
The specific objectives were to find out the influence of availability and access to safe
drinking water, availability of sanitation facilities, provision and access to hand washing
facilities and provision of hygiene education on secondary school students’ academic
performance. The study was anchored on Health Belief Model. Descriptive research
design and mixed methodology was used. The target population was 2354 form three
students and 23 teachers. Krejcie and Morgan sample size determination formula was
used to obtain a sample size of 331 respondents. Questionnaires, interviews, observation
and document analysis were used to collect data. Piloting was carried out in Kisumu
Central sub-County. Validity was determined by consulting research supervisors while
reliability was determined through the use of Cronbach Alpha. The quantitative data were
analyzed by SPSS (version 25) and the findings presented using frequencies, percentages
and the mean. In addition, Pearson Product Moment Correlation analysis was used to
determine the relationship between independent and dependent variables. Qualitative data
were thematically classified and arranged before they were reported in narrations and
quotations. The study found that 65.4% of the learners reported that they were using safe
drinking water in their schools. In addition, 63.3% of the study participants reported that
their schools had reliable, sufficient and clean water supply. It also emerged that 51.2%
of the learners acknowledged that their schools had insufficient number of toilets.
Additionally, 67.8% of the learners acknowledged that their schools did not have
sanitation facilities which are accessible to all students, including those with disabilities.
The study found that 67.1% of the learners believed that their schools had inadequate
hand washing facilities while71.6% learners acknowledged that hygiene and sanitation
practices could be enhanced through hygiene education. The study also found that there
was a significant correlation between availability and access to safe drinking water and
academic performance (r = .678; p = .000), availability of sanitation facilities and
academic performance (r = .764; p = .001), provision and access to handwashing
facilities and students’ academic performance (r = .506; p = .000) and provision of
hygiene education and students’ academic achievement performance (r = .822; p =
.000).The study concluded that availability of safe drinking water at schools reduces the
likelihood of water-related illnesses, such as diarrhea or other waterborne diseases. In
addition, availability to sanitation facilities influences students’ academic performance
among secondary school students. The provision and access to hand washing facilities
have a profound impact on students' academic performance. The study recommended that
schools and education policymakers need to prioritize the provision of safe drinking
water, availability of hand washing facilities and promote proper hand hygiene practices
to support students' academic performance. This study would give the current WASH
scenario of schools in the study area that can help ministry of education to improve the
school’s WASH situation.
2023-10-01T00:00:00ZThe Impact of Collaborative Peer Supervisory Competencies on Enhancing Instructional Supervision for English Teachers in Public Secondary Schools in Kakamega County, KenyaWakasa, Diana Barasahttp://41.89.164.27:8080/xmlui/handle/123456789/20982024-02-09T09:26:53Z2023-11-01T00:00:00ZThe Impact of Collaborative Peer Supervisory Competencies on Enhancing Instructional Supervision for English Teachers in Public Secondary Schools in Kakamega County, Kenya
Wakasa, Diana Barasa
Professional development of teachers is a fundamental element in ensuring effective and impactful learning experiences for students. Central to this development is instructional supervision, a process aimed at improving teaching practices. Collaborative Peer Supervision (CPS) has emerged as a promising model, fostering a culture of mutual support and continuous growth among teachers through peer observation and feedback. This study therefore, sought to establish the extent to which teachers of English are equipped with collaborative peer supervisory competencies, to enable them utilize collaborative peer supervision (CPS) model, in public secondary schools in Kakamega County, Kenya. The study was guided by Social Learning Theory proposed by Albert Bandura. The study adapted the Convergent Mixed Methods Research Design. The target population was 417 English teachers from public secondary schools in Kakamega county. Yamane formula was used to calculate the sample size of 286 teachers. Purposive sampling was used to select the respondents. The questionnaire and interview guide were used to collect the data. Reliability and validity of questionnaires was tested by conducting a pilot study. Quantitative data were analyzed using descriptive and inferential statistics, while Qualitative data was analyzed thematically using NVIVO12 Software. The findings showed that there exists a positive relationship between supervisory knowledge and skills and teacher effectiveness (β = .316, p < 0.05). The positive association suggests that teachers who possess greater supervisory knowledge and skills tend to be more effective in their teaching roles. As educational systems continually strive for improved teacher performance and student achievement, the importance of investing in teacher training and development programs centered on enhancing supervisory skills becomes increasingly evident.
2023-11-01T00:00:00ZThe Influence of Primary Teachers' Attitude towards Planning for Instruction in Nandi South DistrictJeruto, Fancyhttp://41.89.164.27:8080/xmlui/handle/123456789/20852024-02-07T08:53:07Z2014-07-01T00:00:00ZThe Influence of Primary Teachers' Attitude towards Planning for Instruction in Nandi South District
Jeruto, Fancy
The major concerns in the 21st century to all educators is shifting education from mere learning to effective and efficient management of learning by teachers. Competence in instructional planning requires professional skills which can only be acquired through training and perpetuated by practice. The purpose of this study was to investigate teacher's attitudes towards planning for instruction in primary schools in Nandi South district. The objectives of the study were to determine the teacher's attitudes towards planning for instruction and establish the relationship between teacher's attitudes and planning for instruction. This study subscribes to what Bower and Hilgard have termed general theories of instructions embodied in what recent psychologists term instructional theories. A descriptive survey design approach was employed in this study. Stratified and purposive sampling procedures were used to obtain trained primary school teachers used in the study. Questionnaires, observation and interview schedules were developed, validated and administered in the field to obtain data used in the present study. The results indicated that teachers understand and reasonably discuss the instructional planning
process. However, it was revealed that they could not use available instructional ideas and materials to make and implement decisions that involve application of novel conceptual and practical
technological ideas. It was also revealed that teachers‟ attitudes towards planning for instructions are
unfavourable. Attitude is influenced by motivation, availability of
teaching and
learning
facilities,
environment and teacher's personal characteristics. The study also
recommends that teachers
need to
be motivated
through various
incentives such as better
remuneration,
in-service
programmes, fair
administration and provision of
adequate and variety of
teaching
and
learning
media. The
study
provides useful
insights which can be used to improve teaching
in Kenyan primary schools
and
teacher training colleges.
2014-07-01T00:00:00ZInfluence of trainees’ personalityon Course Choice inVocational Training Centres inTaitaTaveta County, KenyaChola, Raphael MwasiKiplagat, HoseahMubichakani, Josephhttp://41.89.164.27:8080/xmlui/handle/123456789/20842024-02-07T08:40:50Z2023-09-01T00:00:00ZInfluence of trainees’ personalityon Course Choice inVocational Training Centres inTaitaTaveta County, Kenya
Chola, Raphael Mwasi; Kiplagat, Hoseah; Mubichakani, Joseph
Students with strong social skills and personality are more likely to study in social sciences. TaitaTaveta County, Kenya, has 29 vocational training centers offering diverse courses. The effects of personality on course choice in these centers have not been determined. A correlational research design was used to identify associations between variables.Research focuses on course choice determinants among 2,386 trainees and 29 principal managers in TaitaTaveta County VTCs using questionnaires and interviews.The study involved 714 trainees and 7 principal managers, stratified using a Stratified VTC technique. Authorization was obtained from MoE authorities, and data was analyzed using SPSS version 26. Chi-square test, ANOVA and regression analysis were used. The proportion of male trainees in TaitaTaveta VTCs was higher than females, with 447 (63.1%) male trainees and 261 (36.9% female) participants. Most trainees were between 15-19 years old. Most of the Principal Managers 85.7%, were diploma holders. Majority of the principal managers 85.7% had 6-10 years’ experience. The majority of the respondents (58.5%) agreed that they were limited to their course choice by their personality.Trainees’ personality significantly predicted course choice, F 0.05(1,706) = 12.870, p< 0.05, which indicates that the trainees’ personality played a significant role in shaping the course choice (b=0.337, p<0.05). In conclusion, the trainees’ personality greatly influenced course choice. Trainees researched VTC courses to determine employment opportunities, focusing on demand, marketable, and direct job opportunities.
2023-09-01T00:00:00ZSELECTED SOCIOCULTURAL PRACTICES AND LEARNERS’ ENROLMENT IN HOME SCIENCE: A CASE OF POKOT CENTRAL SUB COUNTY SECONDARY SCHOOLS, KENYAMUKIRE, JOSEPHINE NASIMIYUhttp://41.89.164.27:8080/xmlui/handle/123456789/20572024-01-30T07:10:58Z2023-09-01T00:00:00ZSELECTED SOCIOCULTURAL PRACTICES AND LEARNERS’ ENROLMENT IN HOME SCIENCE: A CASE OF POKOT CENTRAL SUB COUNTY SECONDARY SCHOOLS, KENYA
MUKIRE, JOSEPHINE NASIMIYU
Home Science education is an interdisciplinary area of study which applies science and arts so as to achieve better, healthier and happy homes. In the last five years there has been a decrease in the learners’ enrolment in Home Science in secondary schools of Pokot Central Sub County. This trend of low enrolment has contributed to the challenges facing the community like nutritional deficiency and disorders, domestic strife and broken family relationships. The study sought to establish how the selected socio-cultural practices affect learners’ enrolment in Home Science using a case of secondary schools in Pokot Central Sub-County. Specifically, the study assessed effect of gender roles, initiation rites, community’s perceptions as well as teenage marriage on learners’ enrolment in Home Science. The study sheds light to education stakeholders on the effect of socio-cultural practices on learner enrolment in Home Science. The researcher utilized socio-cultural theories which suggest that social norms and interactions of people living in a given area affect those peoples’ individual behavior and choices. The interaction of learners with their social and cultural environment affects the choice of Home Science subject. The study adopted descriptive design which was suitable in gathering relevant information from a target population of 5079 respondents consisting of 4982 learners from secondary schools, 1 Sub-County Director of Education, and 72 local leaders. Stratified and simple random was used on teachers and students, whereas purposive sampling technique was used in the selection of the sub county director of education and the local leaders. The researcher utilized questionnaires to collect data from teachers and learners, focused group discussions for local leaders. The researcher used interview schedule to collect data from Pokot Central SCDE. Reliability of the instruments was ascertained by conducting a pilot study on 35 learners and two teachers. The results were analyzed and used to compute an acronbach index that yielded an acceptable value of 0.887 for the instruments. The collected data was analyzed using descriptive statistics; frequency counts and percentages while inferential statistics utilized multiple regressions. The SPSS computer program version 22 was used in the analysis and data presented on bar graphs. The results of the study showed that gender roles, was major contributor to low enrolment in Home Science in secondary schools in Pokot Central by 67.1%. The study recommended that concerted efforts by local leaders, Ministry of Education, parents and other stakeholders of education should make effort to stamp out retrogressive socio-cultural practices to boost enrolments in not only Home Science but also in other subjects in schools. Education managers and planners may use the results in coming up with policies and management strategies that will boost enrolment rates in Home Science.
2023-09-01T00:00:00ZCHALLENGES FACING TEACHERS AND LEARNERS WHILE INTEGRATING ICT IN TEACHING AND LEARNING HOME SCIENCE IN SECONDARY SCHOOLS: A CASE OF KIAMBU COUNTYGESARE, MAUREENhttp://41.89.164.27:8080/xmlui/handle/123456789/20482024-01-26T07:46:01Z2023-09-01T00:00:00ZCHALLENGES FACING TEACHERS AND LEARNERS WHILE INTEGRATING ICT IN TEACHING AND LEARNING HOME SCIENCE IN SECONDARY SCHOOLS: A CASE OF KIAMBU COUNTY
GESARE, MAUREEN
Despite the growing prevalence of ICT integration in various subjects, the adoption of ICT in teaching and learning Home Science at the secondary school level in Kiambu County has been sluggish and inadequate. This study aimed to uncover the challenges faced by teachers and learners when incorporating ICT into Home Science education. The research objectives included assessing the attitudes of teachers and students towards ICT integration, exploring the role of school administration in promoting ICT use, evaluating teacher competence in utilizing ICT for Home Science education, and determining the availability and utilization of ICT resources for learning Home Science. This study was guided by two theoretical frameworks: the Diffusion of Innovation theory and the Technology Acceptance Model theory. The research design employed in this study was descriptive, and a multi-stage selection technique was utilized. In the initial stage, purposive sampling was employed to select schools that offer Home Science, followed by the adoption of cluster sampling in the second stage. The study was conducted among all secondary schools in Kiambu County that offer Home Science as part of their curriculum. Participants included principals, Home Science teachers, and form three students from the selected schools. The study's total sample size consisted of 533 respondents, which was further divided among principals (23), Home Science teachers (30), and form three students (480). However, complete responses were obtained from 496 participants, including 14 principals, 29 teachers, and 453 students. Questionnaire, interviews and observation schedule were used as research instrument to obtain quantitative and qualitative data. The validity of the inquiry instruments was ascertained by the project supervisors. A pilot test was undertaken in 5 schools in the County, which were not part of the main research. By the use of A Cronbach’s alpha reliability a 0.7 coefficient was obtained from the pilot test, which meant that the questionnaire was acceptable for the study. The evaluated, classified and qualitative data was categorized into appropriate themes and coded while the quantitative data was analyzed using descriptive statistics, Statistical Package for Social Sciences (SPSS). The analyzed data was presented in form of frequency tables, figures and percentages. Further, chi-square analysis was used to showcase how the independent variable relate with the dependent variables and the extent to which the independent variables affected the dependent variables. The findings indicated that teacher and student attitudes, teacher competency, school administration and availability of ICT resources had a notable effect on the integration of ICT in the learning of Home Science in secondary schools in Kiambu County. This is shown by the respondent’s agreement as indicated by an average mean of 3.13. The study concluded that integrating ICT to the learning of Home Science in secondary schools is a worthy course, which will help the students to easily learn and grasp what they are being taught as indicated by the mean 3.07. ICT also, will enable teachers to simplify their content and improve the learners’ experience in Home Science as indicated by a mean value of 3.13. These findings were further reinforced by the chi-square results that indicated a statistical significance of the factors (p <0.05), which means that students and teachers attitudes have an impact on the integration of ICT in teaching and learning and hence, the school administration have an important role in ensuring the use of ICT in the teaching and learning process.
2023-09-01T00:00:00ZCan Learners Taught through Problem-Based Learning Strategy Demonstrate an Obligation to Conveying Positive Motivation towards Physics Enhanced Enrolment?Mang’eni, Gladys NasambuWaswa, PeterSamikwo, Dinahhttp://41.89.164.27:8080/xmlui/handle/123456789/20082023-10-12T07:06:59Z2023-06-01T00:00:00ZCan Learners Taught through Problem-Based Learning Strategy Demonstrate an Obligation to Conveying Positive Motivation towards Physics Enhanced Enrolment?
Mang’eni, Gladys Nasambu; Waswa, Peter; Samikwo, Dinah
The government of Kenya has invested enormous resources such infrastructure development, learning materials and professional development of teachers. Despite the efforts put in place to support access and quality education, enrolment and performance in physics in most Sub-County girls’ secondary schools in Bungoma County at Form 3 remain relatively low and poor. The study aimed at investigating whether learners taught through Problem Based Learning Strategy demonstrate an obligation to conveying positive motivation towards Physics enrolment. The objective of the study was to establish the effect of problem-based learning strategy on girls’ motivation towards “Fluid Flow” as compared to conventional teaching methods. The study adopted constructivist theories of learning. Quasi-Experimental design was used with 4 girls’ schools targeted in Bungoma County. The study sampled Form two students because the topic of fluid flow is taught at form two. Simple random sampling was used to assign schools to experimental and control groups. The study used motivation questionnaire, physics Achievement Test (PAT) and Observation schedule. Two groups of each n=40 were either control or experimental were exposed to pretest and post-test. The reliability coefficient was calculated using KR-Fomulla-20 at 0.75. With the aid of SPSS 26.0, data was analysed using descriptive and inferential statistics and presented in form of tables. Results show statistically significant difference in the ability of Girls to derive the to perform better in the topic of Bernoulli’s effects using PBLS and its effect on girls’ motivation was relatively higher than use of conventional methods (ANOVA (F(4,155) = (Q2 = 459.886; Q16 = 462.375; Q24 = 831.272; Q26 =614.907 and Q28 = 406.743), p = .000). The study recommends the method should be strongly advocated by policy makers, the Government, Principals and teachers while teaching science subjects for effective skill development among the learners. The study is significant in bringing total reforms to CBC that call for the use of learner-centered instructional strategies to develop key competencies.
2023-06-01T00:00:00ZEffect of trainer pedagogical competences on students' academic perfomance in Diploma set courses: A case of National Politechnics in Western KenyaMiyawa, Caleb JothamAhmed, FerejMuyaka, Jafredhttp://41.89.164.27:8080/xmlui/handle/123456789/20022023-10-09T07:35:11Z2023-07-01T00:00:00ZEffect of trainer pedagogical competences on students' academic perfomance in Diploma set courses: A case of National Politechnics in Western Kenya
Miyawa, Caleb Jotham; Ahmed, Ferej; Muyaka, Jafred
Trainers are most important in National Polytechnics, in the technical vocational education and training (TVET) system as they are fulcrums upon which wheels of the education rotate in delivering competence needed to convert global labour-oriented economy to a knowledge and innovation-based economy. This paper was guided by four trainer pedagogical competence objectives, which included assessing training techniques, training tools, instructional media, and communication skills as they affected the diploma courses of the Science, engineering and technological (SET) courses of students’ academic performance in the National Polytechnics in western Kenya. A descriptive survey design was used to collect both quantitative and qualitative data from the three national polytechnics in western Kenya. A finite sample of 112 trainers' fraternity respondents were chosen using stratified selection and simple random sampling methods from a population of 650 trainers. Utilizing questionnaires and interview schedules, data was gathered. Data collecting tools were tested for reliability and were subjected to test-retest procedures, which gave 0.782, and was within the acceptable range as suggested by Mugenda & Mugenda. The primary questionnaire's items were arranged in accordance with the specific goals of the study. Descriptive statistics and Pearson correlations were used to analyse the data. The study found that the trainer's pedagogical competencies of instructional media had the strongest statistically significant relationship with students' academic performance in national Polytechnics (r=.780, p.05), followed by communication skills (r=.618, p.05), and training methods and use of training tools (r=.599, p.05) respectively.
2023-07-01T00:00:00ZImpact of Laboratory Method on Students’ Motivation of Mathematics in Secondary Schools of Kapseret Sub County KenyaJepkosgei, PurityMubichakani, JosephOchieng, Richardhttp://41.89.164.27:8080/xmlui/handle/123456789/19992023-10-05T12:31:02Z2023-08-01T00:00:00ZImpact of Laboratory Method on Students’ Motivation of Mathematics in Secondary Schools of Kapseret Sub County Kenya
Jepkosgei, Purity; Mubichakani, Joseph; Ochieng, Richard
Mathematics is compulsory for all learners in secondary schools, as recommended by the Kenya Institute of Curriculum Development (2010). The performance of mathematics has been consistently low and one of the reasons is insufficient Mathematics laboratory. The study sought to determine Mathematics performance among secondary school students. The study instruments that were used included a pre-test, post-test, non-equivalent group experimental design, questionnaires, and an interview schedule. The researcher sampled 298 students and 26 teachers who took part in the study. The Form two students were selected to participate in the study. A sample size that represented the study population was selected using simple random sampling and purposive sampling while stratified sampling was used to select the schools. The study used the Solomon Four-Group design where two groups were formed, one experimental and one control group. The experimental group entered laboratory instructional strategy method while the control group entered conventional instructional strategy method. The respondents were assigned in their complete classes to four groups; experimental groups 1 and 3, and control groups 2 and 4. All the groups were taught the same content of the reflection and congruence. However, groups 1 and 3 were taught using laboratory method while groups 2 and 4 were taught by conventional methods. Groups 1 and 3 were pre-tested prior to the implementation of the laboratory method treatment. Teachers who took part in the study were inducted prior to the study by the researcher for period of three weeks. Mathematics Achievement Test 1 and Mathematics Achievement Test 2, questionnaires and interviews were used to collect data. SPSS was used to aid in data analysis. Chi-square tests were used to establish relationships. The study findings indicated that the laboratory method arouse the learners’ interest, increased learner participation, boosted the performance, enabled learners to develop the necessary skills for more advanced study research and promoted the development of scientific thinking. The study recommends that there is need for teachers to use laboratory method, which ensures that learners are more involved and engaged more in doing Mathematics activities and teachers have to be trained on the use of such pedagogy.
2023-08-01T00:00:00ZCritical Thinking Skills: The Extent to which they are Taught in Physics Lessons in Secondary Schools of Transnzoia County, Kenya.Rutto, Dickson KimeliWanami, SimonWaswa, Peterhttp://41.89.164.27:8080/xmlui/handle/123456789/19972023-10-05T12:14:27Z2023-09-01T00:00:00ZCritical Thinking Skills: The Extent to which they are Taught in Physics Lessons in Secondary Schools of Transnzoia County, Kenya.
Rutto, Dickson Kimeli; Wanami, Simon; Waswa, Peter
The study sought to establish the extent to which critical thinking skills were taught in physics lessons, in secondary schools of Transnzoia County, Kenya. It was occasioned by the inadequate critical thinking skills exhibited by candidates as observed by the Kenya National Examination Councill’s (KNEC), Kenya Certificate of Secondary Education (KCSE) analysis reports in physics of the years 2018 and 2019. The research employed descriptive survey design, with both descriptive and inferential statistical tools used for data analysis. The target population was secondary school teachers of physics in the County. From the study, it was established that, the teaching of critical thinking skills in physics lessons did not adequately enhance learner’s critical thinking skills, as such put them at a disadvantaged position in problem solving, including solving higher-order-level questions in examinations
2023-09-01T00:00:00Z