Theses and Dessertations

UTILIZATION OF SELECTED INFRASTRUCTURE AND ITS INFLUENCE ON ACADEMIC PERFORMANCE IN SUB COUNTY SCHOOLS IN UASIN GISHU COUNTY, KENYA.

Wed, 01 Jan 2025 00:00:00 GMT

UTILIZATION OF SELECTED INFRASTRUCTURE AND ITS INFLUENCE ON ACADEMIC PERFORMANCE IN SUB COUNTY SCHOOLS IN UASIN GISHU COUNTY, KENYA. CHEMWENO, PERIS School infrastructure is a key pillar for the effective learning process in any educational institution. School infrastructure plays a crucial role in academic achievements by providing good learning environment that supports student engagement, focus and overall well-being, directly impacting their ability to learn and retain information. School infrastructure includes classrooms, laboratories, dining hall, playground, games/sports equipment, dormitories, and sanitation facilities among others. Academic performance is measured by examination and is used as the main basis for judging a student’s ability and as a means of selection for educational advancement and employment. The purpose of this study was to investigate the utilization of selected infrastructure and its influence on academic performance in Sub-County schools in Uasin Gishu County, Kenya. The study was guided by four objectives; to investigate the utilization of classroom facilities and academic performance, to investigate the utilization of library facilities and academic performance, to investigate the utilization of ICT and academic performance and to investigate the utilization of co-curricular facilities on academic performance in public secondary schools in Uasin Gishu County. This study was guided by Systems Theory. Mixed methods research design was adopted. The target population of the study was 162 Principals, 972 Teachers, 17820 form four and form three students from the 162 subcounty secondary schools and 6 Quality Assurance and Standards Officers. The sample size comprised of 48 principals, 972 teachers and 1 County Quality Assurance and Standard Officer (CQASO) while the sample size of students was 384 from the 48 selected public secondary schools. Data collection instruments were questionnaires, interview schedules and observation checklists. A pilot study was carried out in five public schools in the neighboring Trans Nzoia County to check on the consistency of the instruments. Cronbach’s Alpha coefficient was used to assess the internal consistency of the questionnaire and a value of 0.7 was obtained for all the variables which were within the recommended range. Descriptive statistics, including frequencies, percentages, mean, standard deviations and graphical charts were used to summarize the numerical and categorical data. Inferential analysis adopted correlational and regression analysis technique to explore the relationship between the dependent and independent variables. Qualitative data was analyzed thematically. Based on the multiple regression models, the coefficient of determination (R squared) of 0.441 showed that 44.1% of the variation in student performance was explained by the utilization of the selected school infrastructure. The classroom, library, ICT infrastructure and co-curricular infrastructural facilities significantly influenced academic performance. The study concluded that overall investment in quality school infrastructure is a vital component of ensuring effective education delivery and maximizing student academic potential. The research recommended that the County Government should develop infrastructural development initiatives to solve the inadequacy of these facilities and enhance their utilization in the schools; policymakers should ensure that all public schools receive enhanced financial resources for infrastructural development for learners and teachers to effectively utilize them to achieve good academic performance

AN ANALYSIS OF THE RELATIONSHIP BETWEEN SCHOOLS PREPAREDNESS AND IMPLEMENTATION OF COMPETENCY-BASED CURRICULUM IN PUBLIC PRIMARY SCHOOLS IN BARINGO COUNTY, KENYA

Mon, 01 Jan 2024 00:00:00 GMT

AN ANALYSIS OF THE RELATIONSHIP BETWEEN SCHOOLS PREPAREDNESS AND IMPLEMENTATION OF COMPETENCY-BASED CURRICULUM IN PUBLIC PRIMARY SCHOOLS IN BARINGO COUNTY, KENYA CHEPKILOT, TOO BETHUEL K Despite the implementation of competency based curriculum by the government of Kenya, there was no clarity on proper planning processes and the level of teacher and resource preparedness in its implementation. The purpose of this study was to assess school’s preparedness in implementation of competency-based curriculum in public primary schools in Baringo County in Kenya. The objectives of the study were; to examine the extent of teacher training in competency-based teaching approaches for the implementation of competency based curriculum, to determine the level of teacher’s ICT competence on the implementation of competency-based curriculum, to determine the level of involvement of stakeholders in the implementation of competency-based curriculum, to establish the level of infrastructure and resources preparedness for the implementation of competency-based curriculum and to find out the effectiveness of assessment and evaluation mechanisms in the implementation of competency-based curriculum. The study employed the curriculum implementation theory developed by Gross (1971) and Rogers' Diffusion of Innovations Theory (1962). The study adopted descriptive survey research design. The target population included all the 748 head teachers and 6039 teachers in the 748 primary schools in Baringo County. The schools were selected through stratified and random sampling methods. A total of 306 teachers, 21 head teachers and 7 sub county directors of education were selected to participate in the study. Questionnaires, interview schedules and an observation schedule were used to collect data. The findings from the study revealed that there was inadequate training on content and pedagogical skills for teachers to implement the competency based curriculum. It was also found out that many teachers had low level of ICT competency. Furthermore, there was inadequate public participation; teachers and other stakeholders were not involved before the implementation of competency-based curriculum. It was also noted that there was inadequate infrastructure and resources such as computers, classrooms, labs and field spaces to accommodate the implementation of the new education system. Finally, it emerged that there were inadequate assessment and evaluation mechanisms as the new curriculum was being implemented. The correlation results revealed significant positive relationships between various factors and the implementation of the Competency-Based Curriculum (CBC) in Baringo County. Notably, there was a strong correlation between resource and infrastructure preparedness and CBC implementation (r = .843; p = .000), followed by the level of assessment and evaluation (r = .827; p = .000). Additionally, teacher training (r = .581; p = .000), ICT competency (r = .507; p = .000), and stakeholder involvement (r = .524; p = .000) also showed significant positive correlations with CBC implementation. The findings from this study will be significant to all the education sector stake holders on measures to be employed to enable informed decision-making on the successful curriculum and its implementation.

EFFECTIVENESS OF TEACHER PERFORMANCE APPRAISAL AND DEVELOPMENT ON STUDENTS’ ACADEMIC ACHIEVEMENT IN PUBLIC SECONDARY SCHOOLS IN ELGEYO MARAKWET COUNTY, KENYA

Mon, 01 Jan 2024 00:00:00 GMT

EFFECTIVENESS OF TEACHER PERFORMANCE APPRAISAL AND DEVELOPMENT ON STUDENTS’ ACADEMIC ACHIEVEMENT IN PUBLIC SECONDARY SCHOOLS IN ELGEYO MARAKWET COUNTY, KENYA KIPROP, EMMILY JEMUTAI This study was compelled by the fact that performance in national examinations in Elgeyo Marakwet County has been poor despite the implementation of Teacher Performance Appraisal and Development (TPAD). This study was aimed at examining the effectiveness of TPAD on students’ academic achievement in public secondary schools in Elgeyo Marakwet County. The study addressed the following objectives: to analyze the effectiveness of teacher lesson observation planning on student academic achievement, investigate the effectiveness of teachers adhering to deadlines plan on students’ academic achievement, explore the effectiveness of planned comprehensive learning environment on students’ academic achievement and evaluate the effectiveness of teacher professional development planning on students’ academic achievement. The study was informed by goal-setting theory by Locke 1968. The study adopted mixed methods research design and used a mixed method approach in collecting and analyzing data. The study utilized a sample of 40 principals, 153 teachers, and 384 students drawn from four constituencies in Elgeyo Marakwet County. Stratified sampling was used to categorize schools into National, Extra County, County and Sub-County schools. Simple random sampling was used to select teachers and students from sampled schools while purposive sampling was used to select the national schools and principals from the selected schools. The study was guided by a pragmatic paradigm which applies the use of a mixed method approach in collection and analysis of data. A structured questionnaire was used on teachers and students on a likert scale and an unstructured interview guide was administered to the principals. The research instruments were piloted in Uasin Gishu County. This was used to establish the reliability of research instruments which gave Cronbach's Coefficient Alpha Index of 0.8500. The two instruments were validated by expert researchers in the department of educational management and policy studies at the University of Eldoret. Descriptive statistics were made up of frequencies, percentages; means and standard deviation which were calculated and presented in tables and figures, and inferential statistics involving Pearson Correlation and Regression coefficients were calculated to test the research hypotheses. The study findings on lesson observation and students academic achievement indicated that there is a positive but weak correlation. The studies further showed that there is a moderate positive correlation (r=0.051) between the punctuality of teachers in meeting educational deadlines and student academic achievement. Research findings revealed a correlation coefficient (r) of 0.176, indicating a weak positive relationship between the quality of the learning environment and student’s academic achievement. The correlation of professional development (r=0.016) on student performance, was minimal within the scope of this study. The research findings will benefit the TSC in seeking for the best way of aligning TPAD practices to students’ academic achievement. MOE, policy makers and teachers will be able to get the best out of the TPAD and assist in making future decisions pertaining to the education sector. The research study recommended regular awareness of TPAD practices in order to get the best out of these exercises.

A COMPARATIVE STUDY ON THE INFLUENCE OF FREE TUITION ON LEARNING ENVIRONMENT BETWEEN DAY AND BOARDING SECONDARY SCHOOLS IN LIKUYANI SUB-COUNTY, KENYA

Mon, 01 Jan 2024 00:00:00 GMT

A COMPARATIVE STUDY ON THE INFLUENCE OF FREE TUITION ON LEARNING ENVIRONMENT BETWEEN DAY AND BOARDING SECONDARY SCHOOLS IN LIKUYANI SUB-COUNTY, KENYA KARIUKI, EMMANUEL NJENGA In 2003, the introduction of Free Primary Education in Kenya led to a significant increase in the number of students enrolling in primary schools. However, many of these students faced challenges in accessing and completing secondary education because of the high costs associated with school fees. To tackle this problem, the Kenyan government introduced the Free Secondary Education program in 2008. The purpose of this study was to carry out a comparative analysis of the influence of free tuition on the learning environment in day and boarding schools in Likuyani Sub-County. The specific objectives of the study were to: compare the influence of the availability of educational resources on the learning environment in day and boarding schools; compare the influence of quality of learning materials on the learning environment in day and boarding schools; compare the influence of student-teacher ratio on the learning environment in day and boarding schools; and compare the influence of learning outcomes on the learning environment in day and boarding schools. The social learning theory provided a theoretical foundation for the study. A comparative research design was used. The target population consisted of 246 respondents: 1 Sub-County Quality Assurance Officer, 35 school Principals, 35 accounts clerks, and 175 heads of departments. The sample size was determined using the Krejcie and Morgan table, and respondents were chosen using purposive sampling for the Sub County Quality Assurance Officer and simple random sampling for school Principals, Accounts Clerks, and heads of departments. Data collection instruments included interview guides for Sub-County Quality Assurance Officers, and questionnaires for principals and heads of departments and document analysis to be filled by accounts clerks. Validity was established through expert review and piloting, while reliability was tested using a pilot study and the split-half technique, with a reliability coefficient calculated. Quantitative data was analyzed using frequencies, means, and t-tests, while qualitative data was analyzed thematically. The study found that the availability of educational resources was significantly higher in boarding schools compared to day schools, enhancing the learning environment. The quality of learning materials was better in boarding schools, contributing to improved educational outcomes. The student-teacher ratio was more favorable in boarding schools, resulting in more individualized attention for students. Learning outcomes, including academic performance and co-curricular activities, were generally better in boarding schools than in day schools. The Free Secondary Education policy has positively impacted the learning environment in both day and boarding schools, though boarding schools tend to benefit more due to better availability of resources, higher quality of learning materials, and more favorable student-teacher ratios. These factors contribute to superior learning outcomes in boarding schools. To bridge the gap between day and boarding schools, it was recommended that the government and stakeholders invest in improving the availability of educational resources and the quality of learning materials in day schools. Additionally, efforts should be made to reduce the student-teacher ratio in day schools to enhance individualized student support. Regular monitoring and evaluation of the FSE policy should be conducted to ensure that both day and boarding schools equally benefit from the initiative.

MEDIATING EEFECT OF RESOURCE UTILIZATION ON THE RELATIONSHIP BETWEEN IMPLEMENTATION LEARNING STRATEGIES AND STUDENTS ACADEMIC PERFORMANCE IN KENYAN PUBLIC UNIVERSITIES

Sun, 01 Oct 2023 00:00:00 GMT

MEDIATING EEFECT OF RESOURCE UTILIZATION ON THE RELATIONSHIP BETWEEN IMPLEMENTATION LEARNING STRATEGIES AND STUDENTS ACADEMIC PERFORMANCE IN KENYAN PUBLIC UNIVERSITIES CHERUS, ANN Students’ academic performance is a major concern in every institution of higher learning be it in the west or in the developing countries and it is the concern of higher education institutions to see that their students perform according to the required standard and a competitive advantage. The study focused on determining the mediating role of resource utilization on the association between implementation of learning strategies and academic performance of students in Kenyan public universities. The objectives of this study were to; determine the effect of student-centred learning, social support, technology innovation and teacher-centred learning on academic performance of students and determine the mediating effects of resource utilization on the relationship between implementation of learning strategies and students’ academic performance. The study was guided by three theories; Systems theory, Warlberg’s theory and implementation theory. The study adopted an explanatory research design with a target population of 4343 teaching staff from 9 public universities in Kenya. The sample size was 366 lecturers obtained using Taro and Yamane formula. Structured questionnaires were administered to the teaching staff. Cronbach’s α>0.7 was used to test reliability of data and validity determined using expert judgement. Data was analyzed using descriptive and inferential statistics using statistical package for social science. The mediation effect of resource utilization on the relationship between implementation of learning strategies and academic performance of students was tested using a special PROCESS Macro tool developed by Hayes (2013). The mediation model results showed R2=0.4116 and was significant (p<0.000) an indication that implementation of learning strategies predict 41.16% of student performance. The regression of implementation of learning strategies on student performance, ignoring the mediator, was significant, β = .637, t (292) = 14.30, p <.000. The implementation of learning strategies predicts 24.4% of resource utilization. The implementation of learning strategies on the mediator, resource utilization, was significant, β = .798, t (292) = 9.71, p < .000. In the mediation model, resource utilization controlling for implementation of learning strategies was significant having predicted 52.22% of student academic performance. The mediation process showed that the mediator (resource utilization), controlling for implementation of learning strategies, was significant, β = .235, t (291) = 8.21, p < .000. Finally, controlling for the mediator (resource utilization), implementation of learning strategies scores was a significant predictor of student academic performance, β = .449, t (291) = 9.71, p <.000. From the Sobel test there was partial mediation in the model (z = 6.2497, p < .000). The resource utilization partially mediated the relationship between implementation of learning strategies and academic performance of students in Kenyan public universities. Implementation of learning strategies had significant positive relationship with student performance. Resource utilization partially mediated the relationship between implementation of learning strategies and academic performance of students in Kenyan public universities. Since the implementation of learning strategies predict 41.16% of the student performance, there is need for university management to enhance its implementation of learning strategies approaches in order to improve student performance more. The university management should introduce more strategies geared towards enhancing student performance with respect to the available resources.

INSTITUTIONAL PRACTICES IMPEDING COMMERCIALISATION OF INNOVATIVE TECHNOLOGY SOLUTIONS: A CASE OF SELECTED TVET INSTITUTIONS IN KENYA

Fri, 01 Sep 2023 00:00:00 GMT

INSTITUTIONAL PRACTICES IMPEDING COMMERCIALISATION OF INNOVATIVE TECHNOLOGY SOLUTIONS: A CASE OF SELECTED TVET INSTITUTIONS IN KENYA KIBERENGE, CORNELIUS JOHN For over a decade, the Technical and Vocational Education and Training (TVET) system in Kenya has witnessed increasing demands to undertake technology innovations with commercial intent. Although this goal is not to be achieved at the expense of skills training, the drive has attracted funds and grants purposed to stimulate catalytic activities in innovations. In response, TVET institutions have endeavoured to develop programmes geared to promoting technology innovations. This study was envisaged from observations that although there existed innovative products, there commercialisation rate remains insignificant. A challenge exists in converting innovations to commercial products. This study assessed the institutional practices of selected innovative TVET institutions that impede commercialisation of their innovative technology solutions. A conceptual framework of open innovation model was used. The study assessed the use of external technology, value creation and collaboration in promoting commercialisation of innovative technology solutions. A descriptive survey research design was used. TVET institutions in Kenya, which were actively involved in technology innovations and whose innovations were ranked highly were selected by a simple random method. Heads of these TVET institutions and Lead officers in government agencies concerned with innovation commercialisation were interviewed. TVET innovators responded to a questionnaire. Data collection employed interview schedule, questionnaire, document analysis and an observation guide. A pilot study was conducted to assess the validity and reliability of research instruments. Research data was analysed by descriptive, correlation and exploratory factor analyses. The study revealed that innovators and TVET institutions were inadequately equipped to undertake competitive commercial innovations. Most innovators had little or no training related to innovation commercialisation. More so, technology innovations were not treated with the seriousness deserved to commercialise them. It emerged that TVET institutions were under-utilising their internal infrastructure, external partnership, human resource and thus hampering their efforts to commercialise. A model of commercialisation of innovative technology solutions was developed. It emphasised on a strong interlinkage in development of audacious internal policies and processes that spark innovations with commercial intent, utilisation of collaborations and institution’s resources for production of market competitive products. The study recommended formulation of enabling policies, training of innovators in innovation commercialisation skills, promoting collaborative practices, adaption of robust market strategies among others. This study will be significant to government agencies, TVET Authority, TVET institutions, industry players and other stakeholders who are involved in funding innovations and developing policies aimed at promoting innovation commercialisation.

VALUE ADDITION TO THE HOLISTIC DEVELOPMENT OF STUDENTS IN PUBLIC SECONDARY SCHOOLS IN KENYA: A CASE OF NANDI COUNTY

Sun, 01 Oct 2023 00:00:00 GMT

VALUE ADDITION TO THE HOLISTIC DEVELOPMENT OF STUDENTS IN PUBLIC SECONDARY SCHOOLS IN KENYA: A CASE OF NANDI COUNTY BARNO, GRACE CHELIMO Education processes should lead to the cumulative acquisition of knowledge, skills, and values needed for holistic development. However, the current assessment practices in the Kenyan education system focus on the cognitive part of learning at the expense of the affective and psychomotor domains. Schools should, therefore, implement methods for assessing learners' potential and the crucial elements of holistic development. This study examined the value-addition of learners' holistic development in different public secondary schools in Kenya. The study's objectives were to determine value addition on student academic performance, talents, and life skills by different categories of public secondary schools in Nandi County. Holistic learning and Multiple Intelligence Theories guided the study. The study adopted a post-positivist research paradigm and a mixed research design that used questionnaires and document analysis to collect information from School principals and Form four students. The study's target population was 192 secondary schools, 192 Principals, and 10,499 students. The respondents were stratified into National, Extra- County, County, and Sub- County Schools. The study used stratified, proportionate, and purposive sampling to select respondents who included 144 principals from 2 National schools, 4 Extra County schools, 26 county schools, and 112 sub-county schools. Multiple regression analysis determined the value-added to academic performance, the Wilcoxon signed-rank test determined the value-added on talents, and one-way ANOVA was used to determine the value-added of life skills. The residual values of multiple regression analysis were National, Extra- County, County, and sub-county were –2.541, -3.152, -2.690, and -4.094, respectively. These residuals show that in all the categories, there was no value addition to the learners' academic performance in the selected schools. However, all school categories improved in talent (P.000), including volleyball, basketball, athletics, music, and drama. Netball improved in county schools but not in extra-county or sub-county schools. In terms of life skills, all school types added value to critical thinking. This study has suggested that schools adopt a robust assessment method to show how they have holistically added value to the learner. The process should examine the cognitive, affective, and psychomotor domains and the physical and social domains of the student's development. Furthermore, the Ministry of Education should cascade the competency-based curriculum introduced recently at the lower primary level to all levels of the education system.

INFLUENCE OF TEACHERS’ INTERACTIVE STRATEGIES ON STUDENTS’ DISCIPLINE IN SECONDARY SCHOOLS IN URBAN AREAS IN UASIN GISHU COUNTY, KENYA

Fri, 01 Sep 2023 00:00:00 GMT

INFLUENCE OF TEACHERS’ INTERACTIVE STRATEGIES ON STUDENTS’ DISCIPLINE IN SECONDARY SCHOOLS IN URBAN AREAS IN UASIN GISHU COUNTY, KENYA NGOSOSEI, TECLA students’ discipline in secondary schools is paramount in determining the learners’ outcomes. Many schools in Kenya experience a growing level of indiscipline. School indiscipline has been of great concern over time to parents, the government and other educational stakeholders due to many cases of tardiness, drug abuse, cultism, rioting, theft, truancy and many other antisocial vices. The purpose of the study was to investigate the influence of teachers interactive strategies on students’ discipline in secondary schools in urban areas in Uasin Gishu County, Kenya. Three objectives were formulated: to establish the influence of communication interactive strategies on students’ discipline in secondary schools in Uasin Gishu County; to establish the influence of goal setting interactive strategies on students’ discipline in secondary schools in Uasin Gishu County and to establish the influence of social skill development interactive strategies on students’ discipline in secondary schools in Uasin Gishu County. The study was guided by Operant learning theory. A conceptual framework was designed to guide this study. The study employed descriptive research design which is suitable in collecting both qualitative and quantitative data. The target population for this study was 18846 comprising of 23 principals, 38 deputy principals, 729 teachers and 18056 students. Krejcie and Morgan formula was used to calculate sample size. The sample size comprised of 252 teachers, 376 students, 23 principals and 38 deputy principals. Stratified sampling, simple random sampling and purposive sampling was used. Data was collected by use of questionnaires administered by the researcher through hand delivery and interview schedule. A pilot study was conducted in two schools which are not part of the study. Reliability of the instruments was done using internal consistency measure called Cronbach’s alpha [α] with threshold of above 0.7 which indicates the extent to which a set of test items can be treated as measuring a single latent variable. Data was analyzed using SPSS version 22 for descriptive and inferential statistics. Descriptive statistics include frequency, percentages, means and standard deviations. Inferential statistics include correlation and multiple regression. The study findings revealed that there was positive linear influence of communication interactive strategies on students discipline (β1=.324; p=0.000). There was positive linear influence of social skill development interactive strategies and students discipline (β2=.336; p=0.000). There was positive linear influence of Goal setting interactive strategies and students discipline (β3=.400; p=0.000). The study concluded that effective communication interactive strategies, social skill development interactive strategies, and goal setting interactive strategies can all play important roles in promoting and managing student discipline. Setting goals and regularly discussing them with students can help them understand what is expected of them and feel more involved in managing discipline. Consistently enforcing school policies is crucial in promoting positive student behavior. The study recommended that school administrators and teachers should prioritize effective communication interactive strategies. Teachers should focus on developing social skills among students, particularly those related to emotional management, positive communication, and conflict resolution. Goal-setting strategies should be incorporated into disciplinary practices in schools.

DYNAMICS IN EDUCATION AND THEIR EFFECT ON DIGITAL LEARNING IN PUBLIC UNIVERSITIES DURING THE POST COVID 19 ERA IN UASIN GISHU COUNTY, KENYA.

Fri, 01 Sep 2023 00:00:00 GMT

DYNAMICS IN EDUCATION AND THEIR EFFECT ON DIGITAL LEARNING IN PUBLIC UNIVERSITIES DURING THE POST COVID 19 ERA IN UASIN GISHU COUNTY, KENYA. KOSGEI, ANITA JERONO Kenya supports lifelong learning to create a globally competitive and adaptable workforce to meet the needs of a rapidly industrializing economy, even during pandemics like Coronavirus disease (COVID-19), which led to the closure of several schools and colleges. The main aim of this study was to investigate the dynamics in education and their effect on digital learning during the post-COVID-19 Era in Public universities in Uasin Gishu County, Kenya. The following specific objectives guided the study; to determine the availability of infrastructure to support digital learning, to examine the perception of learners towards digital learning in public universities, to establish the competence of facilitators on digital learning in public universities, and to evaluate the challenges on the use of digital learning in public universities during the post COVID 19 Era in Uasin Gishu County, Kenya. The Classical Liberal Theory of Equal Opportunities guided the study. The study targeted selected public universities in Uasin Gishu County, a unit of the population being head of the department, lecturers, and students. This study targeted 3586 comprising 2 deans, 23 heads of department, 151 lecturers, and 3410 students. The study adopted the use of descriptive research design. The study used questionnaires and interview schedules as the tools for data collection. The researcher obtained sample size using Yamane formulae. Descriptive statistics were used to analyse the data with the Statistical Package for Social Sciences (SPSS) version 25. Descriptive statistics include percentages, frequencies, mean, and standard deviation. Inferential statistics involves the use of correlation and regression analysis. The qualitative data were analysed using thematic analysis. The research was significant in enhancing the effectiveness of implementing digital learning after COVID-19 in Kenyan Universities. The study finding would be helpful in adapting to dynamics in education of digital learning. The study findings revealed that infrastructure positively and significantly influenced digital learning in public universities during the post-COVID-19 Era in Uasin Gishu County, Kenya (β1=0.300, p=0.000). It was also established that the perception of learners had a positive and significant influence on digital learning in public universities during the post-COVID-19 Era in Uasin Gishu County, Kenya (β2=.395, p=0.000). It was further established that the competence of facilitators was found to have a positive and significant influence on digital learning in public universities during the post-COVID-19 Era in Uasin Gishu County, Kenya (β3=.368, p=0.000). Finally, challenges negatively and significantly influenced digital learning in public universities during the post-COVID-19 Era in Uasin Gishu County, Kenya. The study concluded that public universities in Uasin Gishu County are not only still faced with challenges on poor network access in some places but pose a challenge to the learning process. Further, facilitators' and students' attitudes undermine the digital learning process. Public universities during the post-COVID-19 Era had enough computers, and students could easily access the internet. The study further concluded that most students fear online due to the nature and content of the courses. The study recommends The Universities Management should train personnel in order to ensure proper and full implementation of digital learning. Further, they should ensure proper network and internet installation to ensure proper digital learning. The study also recommends that students be trained in digital learning and encouraged to change their negative attitude towards it. Further, the study recommends that facilitators be trained in implementing and facilitating digital learning.

DYNAMICS OF PASTORAL CONFLICTS ON EDUCATION MANAGEMENT IN PRIMARY SCHOOLS IN KERIO VALLEY REGION OF MARAKWET EAST SUB-COUNTY ELGEYO MARAKWET COUNTY

Sat, 01 Jul 2023 00:00:00 GMT

DYNAMICS OF PASTORAL CONFLICTS ON EDUCATION MANAGEMENT IN PRIMARY SCHOOLS IN KERIO VALLEY REGION OF MARAKWET EAST SUB-COUNTY ELGEYO MARAKWET COUNTY MAINA, EMMACULATE JEPKOSGEI Conflicts have been occurring between pastoralist communities over access to resources such as land, water, and grazing. These conflicts have been violent, causing a devastating impact on the lives of pastoralists. The social infrastructures that have previously been built in the region have been destroyed by these conflicts. Teachers and residents have been forced to leave these conflicting zones because they fear an invasion, for instance, the educational system is disrupted. In the Kerio Valley area of the Marakwet East sub-county of Elgeyo Marakwet County, the public primary schools were the subject of a research to examine how pastoral disputes influenced the management of education in those institutions. This was guided by the following objectives; to determine the prevalence of pastoral conflicts and its effect on education management, to determine the effect of socio-political and economic marginalization on education management; To investigate land tenure policies and its effect on Education Management in public primary schools as well as to investigate extent of proliferation of arms and weapons and its effect on Education Management in public primary schools in Kerio Valley region of Marakwet East sub-county, Elgeyo Marakwet County. The research was influenced by system theory by Ludwig Von Bertalanffy. A descriptive survey design was employed. The intended audience consisted of 420 respondents, including 200 families, 190 teachers, and 30 head teachers. The sample size was determined by random sampling techniques and consisted of 205 individuals. To collect quantitative data, head teachers, teachers, and houses filled out questionnaires and interview schedules for qualitative data. Theme analysis was employed for qualitative data while descriptive and inferential analysis was used in quantitative data. Tables were used to present the information. The study's findings showed a substantial positive correlation between pastoral conflict frequency (β1=0.666 and p=0.000), and socio-political and economic marginalization (β2=0.458 and p=0.000), land tenure policies (β3=0.328 and p=0.000) and proliferation of arms and weapons (β4=0.197 and p=0.000) and education management in Marakwet East sub-county. The study came to the conclusion that there was a positive correlation between the administration of education in the Marakwet East sub-county and the reduction of pastoral conflict, socio-political marginalization, economic marginalization, land tenure policies, and the proliferation of ammunition and weaponry. To reduce potential disputes, the head teachers and teachers should work together with the surrounding communities to manage the school's land. The Ministry of Education should make investments in the area's educational infrastructure and include local residents in its administration