School of Education

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The Influence of Selected School Characteristics on Principals’ Perceptions on The Effectiveness of School Based Teacher Recruitment Policy in Public Secondary Schools in Nyandarua County, Kenya
(Laikipia University, 2014-09) Karanja, Njoroge Michael.
The adoption of school based teacher recruitment (SBTR) policy in education in Kenya has empowered school boards to employ teachers in public secondary schools. The demand-driven teacher recruitment program which was initiated in 2001 brought to an end the supply-driven approach which had been in place since 1967. However, The SBTR policy has faced many challenges. Some of the often cited challenges include, the tendency to favour some schools thereby understaffing others and turnover of SBTR policy teacher beneficiaries. Therefore there is a need to investigate the effectiveness of the school based teacher recruitment policy as perceived by principals because they (principals) are the key implementers of the policy in their respective schools. The study adopted expostfacto research design. Using stratified random sampling the researcher sampled 80 principals out of the target population of 103 principals. The validity of the instrument was assessed by experts in the Department of Curriculum and Education management at Laikipia University to evaluate the relevance of each item in the instrument to the objectives targeted by the study. Reliability was tested by subjecting the instrument to a pilot study involving 3 schools purposively selected in Laikipia County from each of schools. The instruments’ reliability coefficient as established using cronbach’s alpha was .89. Using a selfdelivered questionnaire, data were collected from 80 principals in public secondary schools in Nyandarua County, Kenya. Nominal data was analysed through percentages and frequencies while hypotheses were tested using t-test and one-way analysis of variance (ANOVA) at .05 alpha level. Qualitative data was analysed for content as themes and sub-themes emerged.The study found that SBTR policy is not generating the expected impact in high STR schools, rural schools, smaller and large schools. The policy was generating the expected impact in schools that had high levels of community support.The study revealed that the recruitment practice was fairly efficient. The study recommended thatthepolicy be reviewed from time to time to enable it to address the emerging issues. The findings of this study generated information that may improve school based
The Effect of Implementation of Selected Government Education Policies on Girls’ Participation In Primary School Education In Samburu Central Sub-County, Kenya
(Laikipia University, 2014-09) Kanjogu, Magdalene Wanjiru
Despite the fact that primary education in Kenya is free, Samburu Central Sub-County experiences low enrolment and high rate of dropout among girls. This renders the status of girls‟ participation, especially in primary schools, very low. Children in Samburu Central Sub-County and especially girls do not fully participate in primary school education. This has occurred in the face of numerous past and present initiatives in terms of implementation of Government education policies to ensure that all children in Kenya access primary school education. This study, therefore sought to investigate the extent to which selected implemented government education policies have impacted on girls‟ participation in primary school education in Samburu Central Sub-County. The study used survey research design. This study was based on the muted group, the social learning and perennialism theories. The study targeted 70 primary school headteachers and 515 assistant teachers in Samburu Central Sub-County. Data were collected from a sample of 21 head teachers and 155 teachers using a self-delivered questionnaire. Data were analysed using frequency counts, means and percentages. This was accomplished through Statistical Package of Social Science (SPSS) computer programme version 11.5 for windows. The study revealed that girls drop out rate was higher than that of boys between 2003 and 2011. The same scenario was observed with regard to completion rates by pupils‟ gender. It also emerged that policy initiatives that had the higher impact on girls participation rate were the free primary education programme and school feeding programme. Additionally, the major risk factors in regard to girls‟ participation and completion rates were teenage pregnancy, forced marriages, female genital mutilation (FGM) and household poverty. The study recommends that to enhance girls participation rate in primary schools in the study area, there is a need to increase the number of low-cost primary schools in addition to stamping out negative cultural practices specifically FGM and early marriages. The study further recommends a replication of the current investigation in other arid and semi-arid regions with a view to determining whether similar findings will be generated. The study may assist the government and stakeholders in Samburu Central Sub-County to identify ways in which girls‟ participation in primary education can be enhanced in the county.
Influence of Personal And School Characteristics on Principals’ Inclusiveness in Planning School Activities as Perceived by Teachers in Public Secondary Schools, Lari Subcounty, Kenya.
(Laikipia University, 2014-10) Gitiche,Wamucii Dorcas
Participation of teachers in the day to day running of a school is a very important aspect. However it has been observed that in many Kenyan schools, administrators have isolated teachers in making decisions that relate to daily school activities.The purpose of this study was to determine the influence of selected personal and school factors on principals’ inclusiveness in planning school activities as perceived by teachers in public secondary schools in Lari Sub-county. The study employed ex post factoresearch design. Data was collected by use of questionnaires that were administered to 169 teachers and 30 principals. Stratified, simple and proportionate random sampling designs were used to select respondents. The research instruments were pilot tested for validity and reliability before being used in the study. The instruments reliability index was computed using Pearson correlation. A reliability coefficient of 0.92 which was computed was acceptable. Statistical techniques specificallyt-test and the one way Analysis of Anova(ANOVA) were used to test the four hypothesis which were germane to the study at .05 level of significance. This was accomplished with the aid of Statistical Package for Social Sciences (SPSS) computer programme version 19.0. Experienced principals, the study revealed were more inclusive than their less experienced counterparts and that the difference in inclusiveness level was significant (P < .05). However, no significant difference in inclusiveness level was revealed with regard to principals gender (P> .05) and school category a principal was heading (P > .05). Findings from this study will go a long way in making principals appreciate the need to bring teachers on board when planning school activities. Furthermore, findings emanating from this study may benefit Kenya Education Management Institute (KEMI) and the Teachers Service Commission with regard to the salient training needs to be addressed during principals’ workshop/seminars.
Influence Of Counselling Services On Emotional Stability Of Adolescent Orphans In Public Secondary Schools Of Upper Nyakach Division, Kisumu County, Kenya.
(Laikipia University, 2014-10) Were, Tom C. M.
Following the ban of corporal punishment in Kenyan schools and the enactment of the Children’s Act Cap 586, the Ministry of Education has been emphasizing the use of guidance and counselling as a way of addressing the needs of children in schools. Even though some progress has been made towards this end, many adolescent orphans learning in public secondary schools in Upper Nyakach Division continue to exhibit behavioural problems that manifest emotional difficulties. It is therefore imperative that lot more needs to be done in the public secondary schools in order to tackle the emotional challenges of adolescent orphans. During this crucial developmental stage, orphans may find it difficult to cope with the life stresses, loss of their parents as well as their studies, thus exhibiting emotional problems. The research was carried out to determine the influence of counselling services on emotional stability of adolescent orphans in public secondary schools of Upper Nyakach Division in Kisumu County, Kenya. Moreover, the study also investigated the effects of co-variates such as age and gender of the adolescent orphans on their emotional stability. To achieve this aim, the study adopted ex-post facto research design since the schools already had established guidance and counselling departments which carried out the service. A total population of 2875 adolescent orphans from 22 public secondary schools whose data was available at the Divisional Education Office in Upper Nyakach division was targeted. A sample of 338 orphans worked out using the sampling formula given by Kathuri and Pals was studied. Data was collected using questionnaires from the sample population. Descriptive and inferential statistics was used to analyze the data collected using R-Script and SPSS version 22.0 computer programmes. Report findings were based on respective p-values. The study revealed that there was a positive correlation between counselling services and emotional stability among adolescent orphans in public secondary schools in Upper Nyakach Division. It also revealed that there was no statistically significant gender and age difference in emotional stability among the adolescent orphans. The study concluded that adolescent orphans benefited from counselling services offered in public secondary schools with most of them indicating that they were more emotionally stable after going through counselling. The study therefore recommended that the Teachers Service Commission should appoint teachers with expertise in guidance and counselling to provide the services in public secondary schools and that the adolescent orphans should be encouraged to seek the counselling services.
Influence of Selected Social Factors on Students’ Attitude Towards Chemistry In Nyamaiya Division, Nyamira County, Kenya
(Laikipia University, 2014-10) Mokoro, Jonah Mokoro
Chemistry has been identified as one of the important subjects needed for the sustenance and transformation of the national economy, and hence should be accorded adequate attention. Advancement in science and technology has created a greater demand for more people to study chemistry and this is particularly important in the realisation of Kenya‘s vision to become industrialised. The purpose of this study was, therefore, to investigate the effects of selected social factors influencing the students‘ attitude towards Chemistry at the secondary school level of education, and propose recommendations to remedy the situation. Guided by specific research objectives, the study targeted the effects of the teacher‘s characteristics, parental influence, student‘s career interest and peer influence on the students‘ attitude towards Chemistry in Nyamaiya Division, Nyamira County, Kenya. The study adopted an ex-post facto research design and the target population was all secondary school students in Nyamaiya Division. The sample size was determined from Krejcie and Morgan (1970) table for determining sample size from a given population, where the target population of 2890 students gave a sample size of 341 students. Simple random sampling was used to select 341 respondents from the secondary school students in Nyamaiya Division. Student questionnaires were used to collect data from the respondents. Data was analysed using descriptive and inferential statistical techniques. Descriptive statistics involved the use of percentages and means. The main inferential technique used was the Pearson Product Moment Correlation Coefficient. The hypotheses were tested at α = 0.05 significance level. Quantitative data was analysed using the Statistical Package for Social Sciences (SPSS) version 20.0. The study revealed that the students‘ attitude towards Chemistry was significantly influenced by the teacher‘s characteristics and parental influence. The Ministry of Education should therefore develop in-service programmes and refresher courses for teachers that emphasize the need to adopt creative and motivating methods of teaching and the importance of being available to the students. There is also need for the Ministry of Education to create forums for parental education on the importance of providing an enabling home environment to the students so as to boost students‘ attitudes towards chemistry.
Mshikamano Na Muwala Katika Diskosi Za Wanawingi-Lugha: Hali Katika Vyuo Vikuu Nchini Kenya
(Laikipia University, 2015) Salim-Sawe, K.
Cohesion and coherence are linguistic elements which are relevant in discourse unity and in the interpretation of meaning. However, some researchers have labelled codeswitched conversations as disjointed and incoherent pieces, which do not follow rules of grammar. As a result of their claims, it was not clear whether multilinguals use some strategies to bring about cohesion and coherence in their codeswitched discourses. Founded on this background, this research sought: to study the cohesion and coherence strategies used by multilinguals in generating unified codeswitched utterances, to establish the cohesion and coherence rules which govern generation of codeswitched discourse and to analyze the linguistic and non-linguistic features which determine coherence in multilingual discourses. This study was guided by two theories: Tanskanen’s Cohesion theory which is based on repetion and collocation was applied in the study of cohesion strategies. Tabaoda and Mann’s Rhetoric Structure Theory which relies on the rhetorical relations existing between text spans as coherence strategies was used in the study of multilingual discourse coherence. Data was collected from a sample of two universities, namely: Moi University and University of Kabianga. One campus was purposively selected from each of these two universities and these were Kericho Campus of Moi University and the Main Campus of University of Kabianga. The two campuses were purposively sampled out because most of the students, from Bomet and Kericho counties where most of the native speakers of Kipsigis live, had joined them through the Privately Sponsored Students Pragramme, thus it was easier to access the target population. Snow balling technique was applied in choosing nine discourses from university students and six from university staff in each of the sampled university campuses. This means that, from the two campuses, a total of thirty discourses were studied. Data analysis was guided by the two research theories as per the research objectives. This study found that multilinguals apply distinct strategies in building discourse coherence and cohesion in their codeswitched conversations. The findings of this study are valueable to those who are interested in understanding coherence, cohesion and structural analysis of discourse. The study findings of this research have also been used as the basis for advancing a new multifaceted theory which is relevant in the description of cohesion, coherence and other linguistic elements.
Influence of Fees Subsidy And Supplementary Services on Access, Retention And Completion Rates of Secondary Education Among Students In Marigat Sub-County, Kenya
(Laikipia University, 2015-04) Chepsat, Samuel T.
The Influence of Selected School Characteristics on Principals' Perception on The Role of Non Governmental Organisations In Enhancing Access To Secondary Education In Laikipia County, Kenya
(Laikipia University, 2015-10) Waiganjo, P. Gikonyo
Kenya’s 2010 constitution provides that every child has a right to free and compulsory basic education. In view of the fact that secondary education is a critical sector of basic education in Kenya, the Government introduced Free Secondary Education (FSE) in January 2008. While access to state schooling improved with the introduction of FSE, some disadvantaged children, especially girls, street children, children from pastoralist communities, those with disabilities, orphans and other vulnerable children, continue to be excluded from this learning opportunity. This has resulted in large regional and gender disparities and low Gross Enrolment Ratios (GERs) in the provision of secondary education in the country. To arrest this situation, the government has continuously encouraged non-governmental organizations to come on board in regard to provision of secondary education in the country. However the extent to which NGOs are playing their role expectation in enhancing secondary education in Laikipia County has not been documented. This is what informed the study. The purpose of this study, therefore was to explore principals’ perception on the role of NGOs in enhancing access to secondary education in Laikipia county Kenya and the extent to which these perceptions could be influenced by selected school characteristics. Using ex-post facto research design, data was collected from a sample of 63 principals in the county. The principals were selected through simple random sampling technique from a total population of 75 public secondary schools principals in the county. Data was collected through a selfdelivered questionnaire whose validation was done by two experts (supervisors) in the department of Curriculum and Educational Management, Laikipia University. Using Cronbach’s alpha, the instruments reliability stood at .940. Collected data was analysed through frequency counts and percentages with respect to nominal scale data while hypotheses were tested using ANOVA and the t - test statistics at .05 level of significance with the aid of Statistical Package for Social Sciences (SPSS) programme version 20.0. The study established that NGOs in Laikipia County were concentrating their efforts towards students’ empowerment and lowering of financial burden of secondary education to parents. NGOs also appeared to be paying more attention to boarding schools, county schools and schools located in urban areas. The study recommends that NGOs should pay more attention to capacity building in schools. The study further recommends that NGOs should pay increased attention to day schools and district schools to benefit the local community
Changamoto Za Vijana Katika Riwaya Teule Za Ken Walibora
(Laikipia University, 2015-10) Ogutu, Onyango Harrison
The question of challenges encountered by the youths in any society is very critical. It is estimated that the youths represent a big percentage of the population in the society and therefore they cannot be ignored, Kenyan Constitution (2010). Nevertheless, the youths are faced with numerous challenges in their daily lives. Although many scholars have written much on Walibora‟s literary works, not much has been done on the challenges facing the youths as characters in his novels. This research therefore dealt with how the author exposed the challenges facing the youth characters as well as the impact of those challenges on the lives of the youth and the society. The researcher critically analysed how various language devices were used by the writer to expose those challenges as depicted in Kufa Kuzikana, Ndoto ya Almasi and Kidagaa Kimemwozea.This research was guided by the theory of realism whose function is to portray the truth as it is. Realism theory deals with real and true presentation of issues in literary works. A realist believes that any literary work should place the members of the society in their ordinary environment. Two pillars of realism theory were applied in this research, that is; the pillar that emphasizes on direct imitation of the reality in the surrounding environment and secondly, the pillar that examines how language devices are used to portray realism in character and theme exposition. Research design in this research was purely descriptive. Youth characters and the challenges encountered by this group in Walibora‟s novels was the target population. The main place of research was the selected novels which were read intensively and extensively and data collected in written form. The methodology used in data collection was perusal and content analysis. A descriptive qualitative analysis was used in analyzing data based on research objectives. The selection of the study novels was done purposively on the basis of the fact that they were likely to be embedded with current themes on challenges facing the youth since majority of the characters were youths.. It was hoped that the outcome of this research will be a reference point by the critiques, scholars and researchers of literary works, language and linguistics and also help create awareness in the society on the challenges faced by the youths. The challenges exposed included tribalism, oppression, poverty, corruption and drug abuse. Those challenges had effects such as: school drop-out, early-unwanted pregnancies, death and injuries. The researcher recommended inclusivity of real challenges faced by the youths and the subsequent solutions to such challenges in the education system so as to enlighten both the adults and the young on this challenges.
Tathmini Ya Uyakinifu Wa Sifa Tabia Za Wahusika Katika Riwaya Teule Za Ken Walibora
(Laikipia University, 2015-10) Nyachoi Ombeng’i Evans
Ken Walibora amewaumba wahusika wa kiutopia katika riwaya zake. Utafiti huu ulikusudia kubainisha ikiwa wahusika katika riwaya za Walibora wanawakilisha uhalisia wa jamii. Lengo kuu katika utafiti lilikuwa kubainisha upekee wa baadhi ya wahusika katika riwaya teule za Ken Walibora. Utafiti uliongozwa na madhumuni matatu. Kwanza utafiti ulidhamiria kudadavua uhalisia wa baadhi ya wahusika katika riwaya teule za Ken Walibora. Maudhui ya pili yalikuwa kupambanua mbinu za utunzi zilizohusika katika kuwajenga wahusika wa kipekee, na ya mwisho kufafanua jinsi maudhui anuwai yalivyojenga sifa tabia za wahusika. Sababu kuu ya kuchagua mada hii ni kuwa, baadhi ya watunzi wa riwaya za Kiswahili huumba wahusika kwa njia ya kipekee na kuwafanya waonekane viumbe wasio wa kawaida. Utafiti huu ulitathmini ikiwa wahusika hao huakisi hali halisi katika jamii. Utafiti huu ulikuwa wa maktabani. Nilifanya uteuzi wa sampuli kimaksudi na kusoma riwaya teule za Walibora kwa upekuzi na kunakili data iliyokusudiwa. Data iliyohusiana na utafiti huu kutoka makala mbalimbali ilikusanywa kutoka maktaba ya vyuo na intaneti na kutumika katika uchanganuzi wa data kwa mbinu ya kimaelezo. Utafiti huu uliongozwa na nadharia za mwitikio wa msomaji iliyoasisiwa na Stanley Fish, James Tompkins, Robert Jauss, Rosenblatt na Wolfgang. Matokeo ya utafiti huu yalibainisha kuwa Walibora amewasawiri wahusika wakiwa viumbe wasio wa kawaida na kwa njia ya kipekee kuakisi hali halisi ya jamii. Matokea ya utafiti huu yatakuwa ya muhimu katika kuwaelewesha wasomaji namna wahusika huumbwa na kutumiwa na waandishi kupitishia ujumbe, kwa njia ya kipekee. Matokea ya utafiti huu yatakuwa ya manufaa kwa wasomi wa fasihi ya Kiswahili hasa utanzu wa riwaya. Pia yatakuwa daraja kwa wale watakaofanya utafiti kama huu baadaye.
Effect of Selected Textbook Management Challenges on Attainment of Recommended Textbook - Pupil Ratio in Public Primary Schools In Rumuruti Division, Laikipia County, Kenya.
(Laikipia University, 2015-10) Murage, James Gate.
Many world governments, Kenya included are signatories to the United Nations declaration on the need to achieve Universal Primary Education. To achieve this goal, the Government of Kenya (GoK) embarked on provision of Free Primary Education in 2003. However, this noble undertaking has encountered numerous setbacks, most serious being lack of adequate teaching/learning resources, a factor that has undermined the achievement of the recommended textbook-pupil ratio of 1:3 in lower primary and 1:2 in upper primary in the country’s primary education cycle. Some of the factors that have been associated with the aforementioned challenges of textbook-pupil ratio include delays during textbook procurement process, lack of quality storage facilities, poor stock control, wastage, and theft. However, the extent to which these challenges could be at play in primary schools in Rumuruti Division has so far not been investigated. The purpose of this study was to find out the extent to which selected textbook management challenges were affecting the attainment of the recommended textbook-pupil ratio in Rumuruti division. These findings, it was envisaged would offer useful information to Ministry of Education (MOE), School management Committee (SMC), parents, teachers and pupils on potential intervention strategies that need to be initiated to address textbook management challenges. Using ex-post facto research design, data was collected from primary school headteachers in Rumuruti division by use of self-delivered questionnaire and subsequently analyzed using frequencies and percentages with respect to nominal scale data and chi-square with regard to hypotheses that were germane to this study. The instrument reliability level was estimated through crobach’s alpha in which the alpha obtained was .8 which implied that the instrument was reliable. Although the focused challenges had no statistically significant effect (p>.05) on textbook-pupil ratio, the headteachers indicated that the challenges were undermining their schools’ effort to enhance pupils’ learning. The study recommends the need for the MOE to release FPE funds early enough to avoid delays in procurement process by the School Instructional Materials Selection Committee (SIMSC) and that adequate storage facilities should be constructed to safeguard against loss of textbooks. Furthermore there is need to install Closed Circuit Television (CCTV) cameras as a safeguard measure against pilferage of textbooks.
The Influence of Selected School, Teacher and Student-Based Factors on The Use of Ict in Teaching and Learning in Public Secondary Schools in Nyandarua South Sub-County, Kenya.
(Laikipia University, 2015-10) Kamamia, Charles Maina.
Use of Information and Communication Technology (ICT) in teaching and learning plays an important role in providing students with relevant skills and knowledge that will enable them to easily adjust to the evolving world of technology after school life. The Government of Kenya passed ICT policy in education in 2006 whereby schools are supposed to integrate ICT in the curriculum. However, it was observed from available records of Nyandarua South Sub-county that only one public secondary school was offering ICT as an examinable subject. This implied that there may be factors undermining use of ICT in teaching and learning in public secondary schools in the Sub-county. This study aimed at examining some selected school, teacher and student-based factors (independent variables) that could be influencing the use of ICT in teaching and learning in public secondary schools in the Sub-county (dependent variable). The study used ex post facto research design whereby data was collected using a questionnaire from ICT coordinators in 30 public secondary schools in the Sub-county with a view to explore their perceptions on the influence that the selected school, teacher and student- based factors could be having on the use of ICT in teaching and learning. Nominal scale data was analyzed through frequency counts and percentages while hypotheses were tested using simple regression statistic at α= 0.05 level of significance. The study revealed that the selected school-based factors have the highest negative impact on use of ICT in teaching and learning, followed by teacher-based factors and lastly student-based factors. Limited connectivity to internet, inadequate computers in classrooms and low ICT funding due to other competing needs in schools were the school-based factors with highest negative effect on use of ICT in teaching and learning. Teacher-based factors that had the highest negative impact on the use of ICT in teaching and learning were skill gap in ICT lesson delivery and attachment to traditional pedagogical approaches. The study also indicated that student-based challenges on ICT usage in the study area were skill gap on computer usage, time wastage through engagement in computer games and infrequent attendance to computer based lessons. The findings generated by the study can enable the Ministry of Education to identify challenges relating to the implementation of ICT policy on teaching and learning in public secondary schools in Kenya. Similarly, school managers may explore ways of addressing obstacles that could be undermining integration of ICT in teaching and learning in their institutions. The study can, in addition motivate further research in this critical area of secondary education within and outside Kenya.
Influence Of Selected Factors on Teachers’ Perceptions On The Effectiveness of Smasse Programme in Enhancing Teaching of Science And Mathematics in Secondary School in Nyandarua West Sub-County, Kenya
(Laikipia University, 2015-10) Njeru, Peter Mwangi.
Science and mathematics are among the key subjects for any industrial and technological development. Strengthening of Mathematics and Science in Secondary Education (SMASSE) is a project which was started by the Ministry of Education Science and Technology in the year 1998 with the aim of improving the performance of mathematics and science in Kenya Certificate of Secondary Education (KCSE) examination. However, the extent to which SMASSE initiative has achieved its objectives has not been evaluated from the teachers‟ point of view. This is what informed the study. Thus, the core focus was to determine secondary school teachers‟ perceptions on SMASSE programme and the extent to which these perceptions were related to school type, teachers‟ gender, teaching experience and academic qualification. Ex- post facto research design was used. The instrument reliability coefficient was computed using spearman brown formula. The reliability coefficient of the instrument was 0.83 or 83%. The instrument was validated through piloting and assessment by Laikipia university experts. Data were collected through a questionnaire which was self-delivered to a sample of 30 Mathematics and Science, SMASSE trained teachers in Nyandarua West Sub-County. Data were analysed using descriptive statistics, specifically means and percentages while hypotheses were tested using t-test and ANOVA at α = 0.05 level. The key finding of the study were that the programme was rated less favourably (P>.05) by teachers in co-educational schools and male teachers. Similarly, the programme‟s rating was lower (P < .05) among the more experienced teachers (>15 years of teaching experience) and those in the low academic qualification bracket. The study recommended that there is a need for the Ministry of Education Science and Technology to identify the misgiving about the programme by teachers in co-educational schools and those in the low academic qualification bracket. Such reservations should be addressed during future SMASSE training workshops.
Home, School And Personal Factors Influencing Girls’ Completion Rates In Primary Schools In Nyandarua South Sub-County, Kenya
(Laikipia University, 2015-11) Kiome, Ruth Njoroge
The government of Kenya has come up with various girl-child friendly education policies. However, despite these policies, girl-child participation rate in primary school education still lags behind that of boys in Nyandarua south sub-county. Various reasons have been given for this state of affairs. However, no scientific research has been carried out in this Sub-county to find out the factors that could be undermining girl- child education. The purpose of this study was to investigate the extent to which home, school and personal–based factors (independent variables) could be influencing girl-child completion rate (dependent variable) in primary school education in Nyandarua south Sub-county, Kenya. The study, which was based on theory of discrimination and theory of deprivation, used ex-post facto research design. The sample comprised 144 primary schools‟ head teachers randomly selected out of the total 240 primary schools in the Sub-county based on Krejcie and Morgan‟s table for determining sample sizes from given populations. Data were collected through a self-delivered questionnaire to the sampled head teachers. Validity of the instrument was estimated by consulting the supervisors. Reliability was computed using Cronbach‟s alpha co-efficient. Cronbach‟s alpha co-efficient of 0.7 was realized. The data collected was analyzed using the Statistical Package for Social Sciences (SPSS) program version 20.0. The data analysis entailed computation of percentages through frequency counts in regard to nominal scale data and also subjection of data to inferential statistics specifically Pearson‟s correlation coefficient and simple regression analysis at .05 alpha level. The latter analysis aimed at establishing the extent to which the aforementioned independent variables could be linked to low girl-child completion rates in primary school education in the study area. Findings from the study revealed that personal, school and home-based factors were significantly undermining girls‟ completion rates in primary education at 0.5 level of significance. From the study‟s findings the following recommendations were made; that the government, both at national and county levels and all educational stakeholders deal with home, school pupils‟ personal factors that act as barriers to girls‟ successful primary school completion; girls be equipped with necessary life skills and parents be actively involved in their daughters education.
Relationship between Selected School Factors and Drug Abuse among Students in Public Secondary Schools in Kahuro Sub-County, Murang’a County, Kenya
(Laikipia University, 2016-10) Kamau, Gichure James
Studies in the area of drug and substance use and abuse have concentrated on strategies of curbing drug abuse; however, there remains an overriding need to understand the root cause of drug use and abuse particularly among students; that is; school factors that facilitate drug abuse among the students (curiosity, school intervention strategies, peer pressure and availability of drugs). The study was guided by two theories; Modified Social Stress Model and the social model theory. The study adopted ex-post facto research design. The target population of the study was 11536 students, 36 teachers (Heads of Guidance and Counselling) and 36 principals. Ninety nine students, Thirty three teachers (Heads of Guidance and Counselling) and 33 principals were sampled from the population as respondents in the study. Questionnaires were used to collect data. Data was analyzed quantitatively and qualitatively. Pearson Correlation Coefficient was used to test the hypothesis. The findings of the study indicated propensity to use drugs was positively correlated to peer pressure. The study also found out that propensity to use drugs is negatively correlated to school intervention measures. Further, the study found out that propensity to use drugs is positively correlated to student curiosity. The findings of the study indicated that propensity to use drugs was positively correlated to availability of drugs. Based on the findings of the study, it is recommended that peer counseling in schools be strengthened, drug prevention policy in schools be made more participatory and involve students in formulating the policies aimed at drugs prevention. The findings of the study may be of help to teachers, students and school administrators in developing strategies that will deter students from engaging in drug abuse
Investigation of Institutional Factors Affecting Integration of Pupils With Physical Disabilities in Public Primary Schools Embu West Sub-County, Kenya
(Laikipia University, 2016-10) Wachira, Susan N.
Development of education has been given great emphasis all over the world. Declaration of Education For All was meant to ensure that every child’s right to education is protected and respected. The free primary education policy in Kenya is meant to provide education to all pupils including those with disabilities. The introduction of Universal Primary Education, accompanied by establishment of Educational Assessment and Resource Centers in the county was expected that pupils with disabilities would meaningfully access quality integrated education. However, this objective has not been realized as planned due to institutional factors such as: physical facilities, support services and teacher behaviors that bar them from obtaining an adequate education and opportunity for full social life. The purpose of the study was to investigate institutional factors that affect integration of pupils with physical disabilities. This was a case of integrated schools in Embu west Sub-County, Kenya. The study adopted the Ex-post facto research design. Target population for the study was three hundred and one respondents who included: two head teachers, two S.N.E teachers, forty one pupils with physical disabilities and two hundred and fifty six non-disabled pupils. A sample of two hundred participants was drawn composed of one hundred fifty five pupils from standard five, six, seven and eight, two head teachers, two special needs teachers and forty one pupils with physical disabilities. The sample of non-disabled pupils was selected by use of stratified random sampling, while pupils with physical disabilities, teachers and head teachers were purposefully sampled. Three sets of questionnaires were used in the collection of data from the special needs teachers, pupils with physical disabilities and non-disabled pupils. An interview schedule was used to collect data from the head teachers. Pilot study was carried out at Embu urban primary school to determine reliability of the instruments. The following reliability indices were obtained; Questionnaire for pupils with disabilities obtained 0.81, questionnaire for none disabled obtained 0.74 while questionnaire for the teachers obtained 0.78. To determine validity of the instruments a pre-test was done during the pilot study they were then verified by the supervisors and other experts in the department of Psychology, Counseling and Educational Foundations from Laikipia University. Descriptive statistics which includes frequencies and percentages was used to present the study findings. The study found out that physical facilities and support services were inadequately provided and therefore pupils with physical facilities did not gain academically and socially from integrated education. The study concludes that physical facilities, support services and teacher behaviors in teaching highly affect integration of pupils with physical disabilities in public primary schools and that the inadequate facilities for pupils with physical disabilities is a barrier to integration. The study will benefit educational planners as it will be a reference to feed into their development plans of successful implementation of integrated education. The study therefore recommends that adequate physical facilities and support services should be provided to enhance integration. Regarding the training of the special needs education teachers, the ministry of Education should enhance further training of all the teachers in integrated schools in order to enhance and update their skills.
The Social And Political Portrait Of Taaitta Arap Toweett, 1925– 2007
(Laikipia University, 2024-10) Sitonik,Chepkoech Fancy
Taaitta Toweett emerges as a prominent and influential political figure in Kenya's historical landscape, attracting scholarly attention due to his noteworthy contributions and intriguing life trajectory. With a commanding presence, Toweett is characterized by his insightful and earnest demeanor, infusing his life story with a nearly mythical quality that showcases its uniqueness and intricacy. Researchers in contemporary discourse focus on Toweett's formative years, educational pursuits, political engagements, and personal attributes, examining these aspects in depth. Born in 1925 and passing away in 2007, Toweett's life spans significant historical periods, enriching his experiences with both temporal and socio-political relevance. His rise from relative anonymity to political prominence illustrates the intricate paths that leadership takes in Kenya's socio-political context. Toweett's life story presents a fascinating subject for scholarly analysis, inviting exploration of themes such as social advancement, dynamics of leadership, and the interplay between individual will and structural limitations. Through academic investigation, Toweett's legacy emerges as a part of broader socio-political dynamics, enhancing our understanding of Kenya's historical trajectory and the multifaceted nature of its leadership landscape. The study traced the life and times of Taaitta Toweett, assessed his contribution to creating a Kalenjin nation identity, and also explored Taaitta Toweett’s contribution to Kenya’s Socio-political development. The main aim of this study was to examine the social and political portrait of Taaitta Toweett from 1925–2007. To achieve this, the historical research design was used to evaluate and analyze data that was obtained from both primary, secondary, and archival sources. Preliminary data for this study was sought from the Kenya National Archives in Nairobi and the National Parliament Archives. This was complemented by data from oral interviews with informants, including his existing lifetime friends, relatives, family members, Members of Parliament whom he worked with, and local administrators. The informants were identified through purposive sampling. Secondary data was sought from the internet, Laikipia University Library, the British Institute of East Africa in Nairobi, the University of Nairobi Library, Macmillan Library in Nairobi, and Kenya National Library Services. Three analytical frames were used to analyze the collected data. They included theoretical reflection, documentary review, and content analysis. The study employed the Subaltern Theory and Great Man Theory. Subaltern theory, introduced by Gayatri Chakravorty Spivak, presents a valuable framework for analyzing biographies, particularly those centered on individuals from marginalized or oppressed communities. Taaitta Toweett's journey from humble beginnings to becoming a prominent leader in Kenya can be analyzed through the lens of the Subaltern theory, which explores the interplay between his experiences as a member of a marginalized group and the larger social, political, and historical forces at play. Being the son of a Kisii war captive, who was assimilated to the Kipsigis Community, Taaitta Toweett belongs to a marginalized group within Kenyan society. The Subaltern theory places a strong emphasis on the experiences and perspectives of marginalized groups, shedding light on how their identities and histories influence their interactions with power and authority. On the other hand, in the 19th Century, historian Thomas Carlyle popularized the concept known as the Great Man Theory. According to this theory, history is primarily molded by the actions and choices of extraordinary individuals, commonly referred to as "great men." Toweett was indeed a great leader based on his successes in his various political endeavors in the country, and the study explains in detail the role that society played in nurturing Toweett to his political peak. This analysis of Taaitta
Influence of Selected Family Conflicts on Pupils’ Emotional Behaviour in Public Primary Schools in Nakuru North Sub-County, Nakuru County, Kenya
(Laikipia University, 2024-10) Kiaritha, Wachuka Dorcas.
A stable family is required to nurture a child’s self-worth which enhances emotional development. This has been challenged by family conflict which has been a global and national social problem. Nakuru County in Kenya has recorded family conflicts that potentially have had implications on every segment of the population consequently affecting children’s emotional behaviour. The study therefore aimed at exploring the influence of selected family conflicts on pupils ’emotional behavior in Nakuru North sub-county in Nakuru County, Kenya. The study was guided by Client-centered theory and Social Learning theory. The study used descriptive survey design with a target population of 6793 comprising of pupils, teachers and child welfare officers. A sample size of 463 respondents was selected by use of Krejice and Morgan’s sampling table. Purposive sampling was used to select the respondents. Data was collected by use of questionnaires. The content and construct validity of the instruments were affirmed by experts in the department of psychology in Laikipia University. A pilot study confirmed the reliability of research instruments with a correlation coefficient of 0.87. Quantitative data was analyzed using descriptive statistics while quantitative data was analyzed thematically. The results showed that 79.3% of the respondents agreed that physical family conflict affected pupils’ emotional behaviour as attested by fights, quarrels and verbal abuse. In regard to financial family conflict, results showed that 73.4% of the respondents agreed that this factor affected pupils’ emotional behaviour due to unpaid fees and bills or lack of food, clothes and medical care. In regard to whether the selected family conflicts affected pupils’ emotional behaviour by gender and birth order, the results showed 65.6% and 72.1% influence respectively. Further, girls were more affected than boys, displaying negative emotional behaviour such as withdrawal, anxiety and fear, while firstborns were more affected than their siblings. The study thus concluded that physical and financial family conflicts influenced pupils’ emotional behaviour with girls and firstborns being affected the most. The study therefore recommended that schools through teachers and counsellors should strengthen counselling program for victimized pupils and put emphasis on helping girls and firstborns on how to deal with their emotional behaviour. The community through parents and Nyumba Kumi initiatives should be educated on intervention skills for handling family conflict as the government strengthens implementation of policy in regard to child protection as well as integrating family conflict education in the school curriculum.
Influence of Selected Family Conflicts on Pupils’ Emotional Behaviour in Public Primary Schools in Nakuru North Sub-County, Nakuru County, Kenya
(Laikipia University, 2024-11) Kiaritha, Wachuka Dorcas.
Influence Of Selected Family Conflicts on Pupils’ Emotional Behaviour in Public Primary Schools in Nakuru North Sub-County, Nakuru County, Kenya
(Laikipia University, 2024-11) Kiaritha, Wachuka Dorcas.
A stable family is required to nurture a child’s self-worth which enhances emotional development. This has been challenged by family conflict which has been a global and national social problem. Nakuru County in Kenya has recorded family conflicts that potentially have had implications on every segment of the population consequently affecting children’s emotional behaviour. The study therefore aimed at exploring the influence of selected family conflicts on pupils ’emotional behavior in Nakuru North sub-county in Nakuru County, Kenya. The study was guided by Client-centered theory and Social Learning theory. The study used descriptive survey design with a target population of 6793 comprising of pupils, teachers and child welfare officers. A sample size of 463 respondents was selected by use of Krejice and Morgan’s sampling table. Purposive sampling was used to select the respondents. Data was collected by use of questionnaires. The content and construct validity of the instruments were affirmed by experts in the department of psychology in Laikipia University. A pilot study confirmed the reliability of research instruments with a correlation coefficient of 0.87. Quantitative data was analyzed using descriptive statistics while quantitative data was analyzed thematically. The results showed that 79.3% of the respondents agreed that physical family conflict affected pupils’ emotional behaviour as attested by fights, quarrels and verbal abuse. In regard to financial family conflict, results showed that 73.4% of the respondents agreed that this factor affected pupils’ emotional behaviour due to unpaid fees and bills or lack of food, clothes and medical care. In regard to whether the selected family conflicts affected pupils’ emotional behaviour by gender and birth order, the results showed 65.6% and 72.1% influence respectively. Further, girls were more affected than boys, displaying negative emotional behaviour such as withdrawal, anxiety and fear, while firstborns were more affected than their siblings. The study thus concluded that physical and financial family conflicts influenced pupils’ emotional behaviour with girls and firstborns being affected the most. The study therefore recommended that schools through teachers and counsellors should strengthen counselling program for victimized pupils and put emphasis on helping girls and firstborns on how to deal with their emotional behaviour. The community through parents and Nyumba Kumi initiatives should be educated on intervention skills for handling family conflict as the government strengthens implementation of policy in regard to child protection as well as integrating family conflict education in the school curriculum