School of Education

EFFECTIVENESS OF LEARNER-CENTERED INSTRUCTION ON COMMUNICATION AND COLLABORATION COMPETENCY IN KISWAHILI LANGUAGE IN JUNIOR SCHOOLS IN NANDI COUNTY, KENYA

Wed, 01 Jan 2025 00:00:00 GMT

EFFECTIVENESS OF LEARNER-CENTERED INSTRUCTION ON COMMUNICATION AND COLLABORATION COMPETENCY IN KISWAHILI LANGUAGE IN JUNIOR SCHOOLS IN NANDI COUNTY, KENYA KIBET, MERCY JEPKOSGEI Learner-centered instruction is a teaching approach that prioritizes the interests, needs, and abilities of the learners. Unlike traditional instructional methods, which are often teacher centered and lecture-based, learner-centered instruction encourages active learning, interaction, and critical thinking. The purpose of this study was to evaluate the effectiveness of learner-centered instructional strategies in enhancing the achievement of communication and collaboration skills in Kiswahili language among junior school learners. The study was guided by the following objectives: To establish how teachers implement learner-centered instructional strategies in Kiswahili language classes. To assess the perceptions of teachers and learners on the effectiveness of learner-centered instruction in enhancing communication skills. To determine the extent to which learner-centered instruction influence learners’ collaboration skills. Lastly, to determine the influence of learner-centered instruction on learners’ overall academic performance in Kiswahili language classes. This research is based on the Constructivist Theory postulated by Jean Piaget and Lev Vygotsky with the main teaching that knowledge is actively created by learners through interaction with their environment. The study used an explanatory sequential mixed-research design. The Study used both probability and non-probability sampling designs. Stratified sampling design was used to samples schools in Nandi north Sub County. Purposive sampling was used in selection of the learners and Teachers of Kiswahili. The sample size was 112 teachers of Kiswahili languages and 390 learners in grades 7, 8 and 9 drawn from public junior schools. The study used questionnaires, observation check list and document analysis guide in data collection. Pilot study was conducted in Mosop sub county. Data was analyzed using SPSS version 29 and excel, quantitative findings were presented in tables and figures. Observations were thematically analyzed and presented in narratives. The study adhered to research ethics. The findings of the study indicated that more than average number of teachers often incorporated group discussions into their lessons. Also, the study found that both teachers and learners had a positive view of learner-centered instructional strategies. Teachers strongly supported the use of group discussions, interactive teaching and learner presentations. Learner-centered instruction significantly enhanced learners' collaboration skills and had a positive effect on their academic performance. The study concluded that although group work and discussions were employed, they were not consistently applied across all lessons, indicating a moderate integration of learner-centered strategies. Additionally, formative assessments are underutilized, yet both teachers and learners strongly support learnercentered strategies; particularly group discussions, interactive teaching, and learner presentations, which they believe enhance engagement, communication skills, and academic performance. The study recommends enhancing professional development programs by incorporating structured retooling sessions. These sessions should aim to equip teachers with practical skills for implementing learner-centered strategies such as formative assessments, differentiation techniques, and collaborative learning models. Retooling efforts should be continuous, context-specific, and responsive to the distinct challenges faced by teachers in both urban and rural school environments.

TEACHER PREPAREDNESS IN TEACHING KISWAHILI IN THE COMPETENCY-BASED EDUCATION IN PUBLIC JUNIOR SCHOOLS IN KENYA

Wed, 01 Jan 2025 00:00:00 GMT

TEACHER PREPAREDNESS IN TEACHING KISWAHILI IN THE COMPETENCY-BASED EDUCATION IN PUBLIC JUNIOR SCHOOLS IN KENYA WAMOKHELA, CATHERINE NEKESA This study aimed to examine teacher preparedness in teaching Kiswahili under a competency-based Education in public junior schools of Uasin Gishu County. The following objectives guided the study; to establish the competency of teachers of Kiswahili in teaching Kiswahili under the CBE, assess the availability of teaching and learning resources for teaching Kiswahili, to examine teachers’ perception toward teaching Kiswahili under CBE, and to determine the effect of teacher professional development on effective teaching of Kiswahili in junior schools. The study adopted Concerns- Based Adoption Model (CBAM) by Hall and Hord (2015) which places emphasis on addressing educators concerns at various stages of curriculum implementation. A descriptive survey research design was used to guide the study. The target population included 449 public junior schools, 416 teachers of Kiswahili in junior schools, and 449 head teachers in public junior schools in Uasin Gishu. Krejcie and Morgan's sample size calculation formulae were employed to obtain a sample of 207 teachers of Kiswahili. Purposive sampling was employed to select 15 head teachers to participate in the study. Data was collected using questionnaires, interview guides, and a document analysis guide. Piloting of research instruments was done in two selected schools in Kakamega County. Quantitative data was analyzed using descriptive statistics, which involved frequencies and percentages; inferential statistics included Pearson and regression analyses. This was done using the Statistical Package for Social Sciences (SPSS) version 26, and results were presented using tables, pie charts, and bar graphs. Qualitative data was analyzed thematically in line with the objectives of the study. The study's findings revealed significant challenges in implementing the Competency-Based Curriculum (CBE) for Kiswahili instruction in junior schools. The study also established a substantial gap in teacher preparedness and competence, with most teachers feeling that their knowledge and skills do not align with the demands of the new curriculum. This is further exacerbated by a lack of adequate teaching and learning resources and mixed perceptions among teachers regarding the effectiveness and inclusivity of the CBE approach in teaching Kiswahili. Additionally, the study identified significant shortcomings in the professional development opportunities provided to teachers, with many expressing dissatisfactions with the relevance and effectiveness of the training programs in supporting their implementation of Kiswahili under CBE. The study recommended that comprehensive interventions be implemented to address these challenges and ensure the practical instruction and successful implementation of the competency-based curriculum. The findings of the study will be helpful to policymakers on how to improve the teaching of Kiswahili and inform curriculum developers about the specific needs and challenges faced by teachers of Kiswahili in junior schools. It will also provide insights into areas where teachers might need additional training on professional development under CBE.

Influence of Availability of Tools and Equipment on Practical Skill Acquisition in Technical Training Institutes in South Rift, Kenya

Mon, 01 Sep 2025 00:00:00 GMT

Influence of Availability of Tools and Equipment on Practical Skill Acquisition in Technical Training Institutes in South Rift, Kenya Bett, Chebet Joyce; Kanyeki, Gacebi Francis; Kerre, Wanjala Bonaventure Technical and Vocational Education and Training (TVET) is key for preparing a skilled workforce by providing practical, hands-on competencies that meet labor market demands. The effectiveness of this training, particularly in Kenya's key sectors, relies heavily on the quality and availability of essential tools and equipment. However, many institutions face a persistent problem of inadequate and outdated equipment, which directly hinders skill acquisition and creates a mismatch between graduate abilities and industry needs. This study examined the influence of training tools and equipment on the acquisition of practical skills in Technical Training Institutes (TTIs) within Kenya’s South Rift region. The study was guided by the Functional Context Theory advanced by Thomas Sticht (1975). It applied an interpretivist paradigm and adopted an embedded mixed methods research design. The target population consisted of 1,240 respondents, including trainees, trainers, and administrators from selected technical institutes. A sample of 310 participants was drawn through stratified and simple random sampling to provide adequate representation. Data collection involved structured questionnaires administered to trainees and trainers, as well as interview guides with principals. Quantitative data were analyzed using descriptive statistics in SPSS version 29, while qualitative data were analyzed thematically. Findings of the study revealed significant disparities in the adequacy and modernity of training resources across institutions. While 50.9% of trainees and 58.5% of trainers reported inadequacy of tools, a substantial proportion (49.1% of trainees and 41.5% of trainers) expressed satisfaction, highlighting inconsistency across institutions. Regarding workshop adequacy, 68.1% of trainees affirmed their institutions were well-equipped, compared to evenly split trainer views, suggesting perceptual differences between trainees and instructors. On equipment modernity, 56.5% of trainees and 56.1% of trainers agreed that tools were up-to-date and relevant, though a significant minority highlighted reliance on outdated resources. Importantly, 72.0% of trainees and 86.6% of trainers strongly affirmed that the availability and quality of equipment directly influence skill acquisition, underscoring the consensus that tools are indispensable for bridging theory and practiceQualitative findings reinforced these results, with both trainers and trainees emphasizing that adequate tools enhance learning scope, improve demonstrations, and promote mastery of practical competencies. Principals further noted that strained resources, exacerbated by rising enrollments, hindered quality training delivery despite efforts to maintain facilities. The study concludes that while some progress has been achieved in equipping TTIs, gaps in adequacy, equity, and technological modernity persist, threatening consistent training quality. It recommends increased government funding, regular maintenance, strengthened industry partnerships, integration of tools in pedagogy, and robust monitoring frameworks to ensure equitable access to modern, industry-relevant training equipment. These measures are critical for producing competent, work-ready graduates capable of driving Kenya’s socio-economic transformation.

Effect Of Modular Syllabus Implementation Strategies On Performance Of Technical Courses In Technical Vocational Education Training In Nairobi County, Kenya

Fri, 01 Aug 2025 00:00:00 GMT

Effect Of Modular Syllabus Implementation Strategies On Performance Of Technical Courses In Technical Vocational Education Training In Nairobi County, Kenya Kimemia, Joseph Irungu; Simiyu, John; Dimo, Herbert Quality education and training are essential for national progress, with Technical Education and Vocational Training institutions focusing on continuous improvement aligned with Sustainable Development Goals. However, rising unemployment and inadequate skills among Kenyan Technical Education and Vocational Training graduates, due to poor modular strategy implementation, threaten youth livelihoods. In this regard, the main objective of this study was to investigate the effect of modular syllabus implementation strategies on the performance of technical courses in Technical Vocational Education Training in Nairobi County, Kenya. The specific objectives of the study were to: determine the effect of modular partnership strategy, modular digitalization strategy and modular assessment strategy on the performance of technical courses in Technical Vocational Education Training in Nairobi County, Kenya. Based on Constructivism Theory, this study employed a descriptive survey method targeting 5,633 participants, including 5,204 engineering students, 418 engineering tutors, and 11 principals from 11 Technical Education and Vocational Training institutions in Nairobi County that implemented modular syllabi. The sample size included 359 individuals: 11 principals, 26 tutors, and 322 students. The data was analyzed using SPSS version 28.0, where quantitative data underwent descriptive and inferential statistical analysis, and results were presented in tables. Qualitative data was analyzed for themes and sub-themes, and findings were illustrated with quotations. The study found significant positive effects of modular partnership, digitalization, and assessment on the performance of technical courses in Technical Education and Vocational Training. Moreover, modular digitalization strategy had the greatest effect on the performance of technical courses in Technical Education and Vocational Training, followed by modular partnership strategy, and lastly modular assessment strategy. The results suggest that enhancing digital tools, building strong partnerships, and improving assessment methods significantly boost the performance of technical courses, with digitalization having the most substantial impact in practical settings. The study concludes that modular partnership, digitalization, and assessment strategies all significantly affect the performance of technical courses in Technical Education and Vocational Training in Nairobi County, Kenya, with modular digitalization having the strongest impact.

nfluence of Monetary Remuneration on Workplace Performance among Technical and Vocational Education and Training (TVET) Graduates in Uganda Mineral Water Production Industry

Sat, 01 Nov 2025 00:00:00 GMT

nfluence of Monetary Remuneration on Workplace Performance among Technical and Vocational Education and Training (TVET) Graduates in Uganda Mineral Water Production Industry Mwebaza, Ivan; Simiyu, John; Mutheu, Paul-Mutei Virginia Skilled TVET graduates are essential to sustaining Uganda’s rapidly expanding industrial base. However, despite the surging demand for technical expertise, companies often fail to implement effective compensation strategies. The pay structures do not adequately value TVET skills or match job contribution, leading to widespread employee dissatisfaction and low motivation. Inconsistent compensation, poor performance reward systems and internal pay disparities are key factors driving down staff commitment and overall workplace efficiency. Therefore, this study sought to investigate the relationship between monetary remuneration and workplace performance to determine how financial incentives, salaries, and other forms of compensation influence the performance outcomes of TVET graduates in Uganda’s mineral water production sector. The study was guided by principles of Human Capital Theory and adopted positivist paradigm. Descriptive research design was employed targeting 90 TVET graduates working in three selected mineral water production firms. A stratified random sampling technique was used to sample 73 respondents. Data were collected through a structured, self-administered questionnaire comprising closed-ended questions rated on a five-point Likert scale. Validity was assessed using the Content Validity Index (CVI), while reliability was confirmed through a pilot test analyzed using Cronbach’s Alpha, where a coefficient of 0.7 or higher indicated acceptable internal consistency. Analysis utilized descriptive statistics, Pearson correlation, and simple linear regression via using the Statistical Package for the Social Sciences (SPSS version 20). Descriptive analysis showed moderate satisfaction with pay (xˉ= 3.2), with timely salary payments and recognition of qualifications receiving the highest ratings (xˉ= 3.8), while allowances and gratuity benefits were rated low (xˉ= 2.2). Workplace performance was rated high (xˉ= 4.15), particularly in skill utilization and minimizing resource waste (xˉ= 4.2). Correlation analysis indicated a strong positive relationship between monetary remuneration and workplace performance (r = 0.844, p < 0.001). Regression results further confirmed monetary remuneration as a strong predictor of performance (β = 0.844, p < 0.001), accounting for 70.6% of the variance in workplace performance. These findings demonstrate that timely and structured pay, salary differentiation by qualification and performance-linked incentives substantially enhance productivity among TVET graduates in the mineral water sector. It is recommended that company management prioritize the immediate review and standardization of auxiliary benefits (e.g., gratuity and allowances) to enhance employee morale, secure long-term talent retention, and close the identified satisfaction gap.

Competence Based Training and Skill Acquisition of Automotive Students in Technical Training Institutes in the Eastern Region of Uganda

Mon, 01 Sep 2025 00:00:00 GMT

Competence Based Training and Skill Acquisition of Automotive Students in Technical Training Institutes in the Eastern Region of Uganda Okung, Samson; Okemwa, Peter; Orawo, Doreen A. The aim of this study was to examine the effectiveness of Competence-Based Training (CBT) in enhancing skill acquisition among automotive students in technical training institutes in eastern Uganda. Specifically, it investigated the influence of instructional resources, infrastructure relevance, human resource capacity, and financial adequacy on students’ practical skill development. A mixed-methods research design was employed, integrating both quantitative and qualitative approaches to provide a comprehensive understanding of the factors affecting CBT implementation and outcomes. The study was conducted in Technical Training Institutes located inEastern Uganda. Data collection and analysis spanned a defined period aligned with the academic calendar and institutional availability, though the exact duration was not specified. A total of three hundred forty-one (341) individuals participated, including 288 students, 40 instructors, and 13 administrators, selected through stratified sampling. Questionnaires, interviews, focus group discussions (FGDs), and document analysis were used for data collection. Quantitative data was analyzed using descriptive and inferential statistics with the aid of Mini-Tab 2022 software while qualitative data was thematically analyzed. Validity and reliability was ensured through pilot testing. On the influence of instructional resources towards CBT, results showed moderately effective (mean = 2.89, SD = 1.28); 75.7% of students used them weekly, but 80.9% faced access challenges. FGDs and interviews confirmed shortages (47% of students, 80% of instructors). For infrastructure, it was observed that; slightly adequate (mean = 3.24, SD = 1.24); 90.6% of students found it conducive, yet 80% of instructors cited outdated equipment, supported by maintenance logs (60%). It was also observed that of human resource capacity generally offer support to CBT with (mean = 3.56, SD = 1.10); 77.8% of students noting methodological alignment, but 70% of instructors reported staffing shortages, confirmed by training records. Finally, financial adequacy was found to be inadequate with mean = 2.84 and SD = 1.32 and 87.5% of students acknowledged its impact on practical training, while 38.5% of administrators lacked funding mechanisms, as revealed through interviews and budget reviews. The study identified critical gaps in instructional resources, infrastructure, staffing, and financial support that hinder effective skill acquisition under the CBT framework. These findings offer valuable insights for policymakers and educators aiming to strengthen technical education and vocational training in Uganda.

Relationship between Early Grade Reading Programme Monitoring Systems and Pupils' Acquisition of Reading Skills in Public Primary Schools in Bungoma North Sub-County, Kenya

Wed, 01 Oct 2025 00:00:00 GMT

Relationship between Early Grade Reading Programme Monitoring Systems and Pupils' Acquisition of Reading Skills in Public Primary Schools in Bungoma North Sub-County, Kenya Wanyama, Florence Nafula; Murunga, Felicity; Kabesa, Stella Early grade reading skills are essential skills that shape the academic journey of children from primary schools to higher levels of education and later in life. This paper examines the effect of monitoring systems on the implementation of the early grade reading programme in public primary schools in Bungoma North SubCounty, Bungoma County, Kenya. A total of 108 public primary schools in Bungoma North Sub-County were targeted, with the population involving head teachers, Grade 1 – 3 pupils and teachers. The paper was anchored on a descriptive survey research design. A sample size of 12 schools (Grade 1 – 3 classes), 104 teachers were selected using a stratified random sampling approach. The questionnaire schedule and Early Grade Reading Assessment [EGRA] reading task were used as instruments of data collection. Quantitative data analysis involved the use of descriptive and inferential statistics. The study found that there existed a significant positive effect of the monitoring system (r=0.221, p<0.05) of the Early Grade Reading programme and learners’ acquisition of reading skills in public primary schools in Bungoma North Sub-County, Kenya. Some of the challenges that affected the undertaking of regular monitoring and supervision of EGRA reading programmes were inadequate curriculum support officers, a lack of feedback systems and low involvement of parents in following up and supporting their children's homework assignments. The paper has identified areas for improving EGRA implementation by suggesting the need to have a stronger engagement from parents and guardians in reading programmes, curriculum supervisors to regularly oversee the implementation of the programme in schools, adequate teacher training and head teachers to act as mentors in ensuring that teachers are well coached and supported in the implementation of EGRA in schools.

Association Of Quality Leadership With Educational Outcomes In Technical And Vocational Education And Training Colleges In Uganda

Mon, 01 Sep 2025 00:00:00 GMT

Association Of Quality Leadership With Educational Outcomes In Technical And Vocational Education And Training Colleges In Uganda Muhwezi, Loy, K. Abaine; Ferej, Ahmed; Kiplagat, Hoseah The aim of quality assurance practices in educational institutions is to enhance the outcomes of any education system. This study focused on assessing the association of quality leadership with educational outcomes in public TVET colleges in Uganda. A cross sectional survey design and stratified random sampling with a lottery approach were used. A closed-ended questionnaire was used to collect data from 102 trainers, and was analysed using SPSS version 25 to generate both zero-order correlations and regression results. The findings show that quality leadership is important (Grand mean=3.7693, SD=.59219), and was reflected in the high awareness of the vision, mission, objectives and values of the college (mean=4.1528, SD=.92933) by respondents. The correlation analysis revealed a significant positive association between leadership and educational outcomes (r=0.764, P<0.01). It also revealed a significant positive leadership influence on educational outcomes (Beta=0.764, P<0.01). Regression analysis revealed that quality leadership accounted for 57.8% of the variation in educational outcomes. The study concluded that effective leadership is vital for improving educational outcomes in public TVET colleges in Uganda. The study recommends enhanced collaborative and participatory engagements with college stakeholders; adherence to established policies, strategies and regulations; establishing effective quality assurance mechanisms and frameworks such as periodical self-assessments, for continuous improvement and enhancement of quality outcomes. This study informs practical application of quality leadership to enhance educational outcomes in public TVET colleges in Uganda.

Assessing Industry Employer Involvement in Enhancing Quality of Training in Ugandan TVET Colleges

Wed, 01 Jan 2025 00:00:00 GMT

Assessing Industry Employer Involvement in Enhancing Quality of Training in Ugandan TVET Colleges Muhwezi, Loy. K. Abaine; Ferej, Ahmed; Kiplagat, Hoseah This study assessed the role of industry employer involvement in enhancing the quality of Technical and Vocational Education and Training outcomes in public colleges in Uganda. Grounded in Human Capital Theory, the study adopted a mixed methods design and stratified random sampling with a lottery and purposive approaches. A closed-ended questionnaire was used to collect data from 102 trainers, and was analysed using SPSS version 25 to generate both zero-order correlations and regression results. Interviews and focus group discussions facilitated data collection from 13 college managers, 8 industry managers, and 68 trainers respectively. The findings from quantitative data show that industry employers enhanced quality of TVET through curriculum development (mean = 3.8056, SD = 0.98780) and review (mean = 3.7222, SD = 1.06443) to align training with labour market needs. The correlation analysis revealed a significant positive association between industry employer involvement and TVET outcomes (r=0.623; P<0.01) and a significant positive influence onTVET outcomes (Beta=0.623; P<0.01). Qualitative findings analyzed in NVivo 15 revealed five themes of employer participation; industrial attachments, curriculum development and review, partnerships with practitioners and professional bodies, collaborative community-based training projects, and awareness creation. The study concludes that employer involvement in TVET activities substantially enhances quality outcomes in Ugandan TVET colleges. However, involvement remains uneven, with limited employer contributions to infrastructure, scholarships, and governance structures. The study recommends clear policy frameworks and guidelines that encourage the establishment of formal partnership agreements, addressing systemic and policy challenges and improving communication and collaboration between TVET institutions and industry.

Influence of Teacher’s Technological Competence on the Adoption of Digital Education Technology in Teaching of Home Science in Secondary Schools in Baringo County, Kenya

Wed, 01 Oct 2025 00:00:00 GMT

Influence of Teacher’s Technological Competence on the Adoption of Digital Education Technology in Teaching of Home Science in Secondary Schools in Baringo County, Kenya Jemuta, Mercy; Aming’a, Robert; Koross, Rachel Technology is a critical component of instruction in education in the 21st century. However, the integration of digital education technology in secondary schools has been hindered by varying levels of teachers’ technological competence, which affects effective teaching and learning. In Baringo County, challenges such as limited training, inadequate infrastructure, and insufficient professional support exacerbate the problem, leading to inconsistent adoption of digital tools. The purpose of this study was to establish the influence of teachers’ technological competence on the adoption of digital educational technology in teaching Home Science in secondary schools. The study was anchored on the Technology Acceptance Model (TAM), which emphasizes perceived usefulness and perceived ease of use as determinants of technology adoption. A descriptive survey research design was adopted, targeting 19 public secondary schools offering Home Science. The population comprised 63 Home Science teachers and 19 principals, sampling 63 teachers and 8 principals purposively. Data was collected using questionnaires and interview schedules, with validity ensured through expert review and reliability tested using Cronbach’s alpha (α ≥ 0.7). Quantitative data were analyzed using descriptive statistics, while qualitative data were thematically analyzed. Ethical considerations included informed consent, confidentiality, voluntary participation, and authorization from NACOSTI. The findings revealed that while most teachers expressed confidence in using digital tools, a majority lacked training, troubleshooting skills, and regular updating of knowledge, limiting effective integration. The study concluded that technological competence significantly influences adoption and recommended strengthening continuous professional development, collaborative partnerships, and peer-to-peer mentorship to enhance digital integration in Home Science teaching.