School of Education
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Item Personality Traits and Stress Resilience Among Teacher Counsellors In Public Secondary Schools In Kakamega County, Kenya(Laikipia University, 2024-10) Okubo, MonicaTeacher counsellors with their disparate personality traits encounter stress as they dispatch their noble service of counselling in secondary schools. Managing stress can partially be correlated to their personality traits analogous with their external environment. There is paucity of information on the relationship between personality traits and stress resilience among teacher counsellors in secondary schools. Thus, the purpose of this study was to determine the relationship between personality traits and stress resilience among teacher counsellors in public secondary schools in Kakamega County, Kenya. The study was guided by the General Adaptation Syndrome theory of stress management (GAS) and Seligman’s 3P’s theory of resilience. A Correlational research design was used. The target population was 327 teacher counsellors from the 327 public secondary schools in Kakamega County. Simple random, stratified and purposive sampling methods were used to determine the sample size. The study sample comprised of 181 teacher counsellors. Data was collected by use of questionnaires. A pilot study was carried out in Bungoma County, Kenya. The instruments’ reliability through Cronbach’s coefficient index was found to be α=0.80 and was accepted. The instruments were validated by seeking the opinion of the experts from the Department of Psychology, Laikipia University, where construct and content validity was affirmed. Data was analyzed through Pearson’s correlation. All the Big Five Personality Traits (except conscientiousness) negatively correlated to resilience. The extroversion personality trait was negatively correlated to resilience (r =-0.505, p <.05) and the null hypothesis was rejected. Neuroticism personality traits was negatively correlated to resilience (r= -0.368. p< .05) and the hypothesis was also rejected. Openness personality trait was negatively correlated to resilience (r=-0.176, p <.05) and the null hypothesis was rejected. Agreeableness personality traits was negatively correlated to resilience (r -0.374, p <.05) and the null hypothesis was rejected. Conscientiousness personality trait had no linear relation to resilient(r= 0.000, p >.05) and the hypothesis was not rejected. The study concluded that personality traits are correlated to stress resilience and impact on counselling service delivery. The study recommends more training and empowerment of teacher counsellors to enable them purposefully use their personality traits to enhance their stress resilience in counselling service provision. The findings details intend to assist in the making of policies frame work that would guide properly in the selection, recruitment and motivation of school counsellors. The findings could also contribute to research knowledge about the relationship between personality traits and stress resilience and how this would improve worker morale toward better service provision.Item Effects of Teaching Using A Dance Analogy on Physics Students’ Motivation, Self-Concept And Conceptualization of Heat Concepts In Secondary Schools In Nyandarua County, Kenya(Laikipia University, 2014-10) Kaboro, Githae PeterAn important component of science learning is mastery of scientific concepts. The topic of heat forms an important part of the science curriculum at all levels in the Kenyan education system. Explanation of heat concepts requires understanding of kinetic theory of matter. The theory deals with the behaviour of sub-microscopic particles of matter. This abstractness of the theory presents difficulties in its teaching and learning in secondary schools. As a result, students have developed misconceptions on physical heat concepts and an unfavourable attitude towards learning of the concepts. Teaching using analogies has been found useful in concept learning in science. However the factor of students’ socio-cultural knowledge as the basis for selecting and designing the analogies has not received adequate attention. There is also paucity of literature on the effect of analogy teaching on students’ self-concept of scientific concepts. This study set out to investigate the effect of teaching kinetic theory of matter using a ‘dance’ analogy on students’ motivation, self-concept and conceptualization of physical phenomena associated with heat. Data were collected from Form 1 students in 4 coeducational public secondary schools in Nyandarua County. A Heat Concepts Test (HCT) and a Students’ Motivation Questionnaire (SMQ) were used to collect the data. Purposive sampling technique was used to identify the Form 1 classes to participate in the study which were randomly assigned to the four design groups of the Solomon Four Non-equivalent Control Group design adopted by the study. The instruments were pilot-tested to assess their reliability and construct validity in 2 co-educational public schools in Nyandarua County. Reliability of the HCT was estimated using the alternate forms technique while that of the SMQ was estimated using the split-half technique. The reliability coefficients were computed using Pearson’s product-moment correlation. The reliability coefficients obtained were above the 0.7 level required for social science research. Data were analysed using student’s t-test and Analysis of Variance (ANOVA). Hypotheses were tested at α = 0.05 level of significance. Results obtained indicated that teaching kinetic theory of matter using the dance analogy produced significantly better conceptualization, motivation and self-concept and reduced more students’ misconceptions of physical phenomena associated with heat compared to teaching using conventional instructional techniques. Based on the findings, the study recommends that teachers should often use analogies to teach abstract scientific concepts and in so doing consider students’ socio-cultural knowledge as the basis for selecting and designing the analogies. The study recommends further research to establish ways in which analogy teaching could be integrated within other pedagogical models of teaching science.Item A Comparative Study of Jigsaw Cooperative Learning Strategy And Conventional Teaching Method on Students’ Mathematics Self-Concept And Achievement In Secondary Schools In Laikipia County, Kenya(Laikipia University, 2017-11) Mbacho, Watetu Naomi.The knowledge of mathematics as a tool for use in everyday life is important for every individual and society. However, Secondary school students in Kenya have continued to perform poorly in mathematics in the Kenya Certificate of Secondary Education (KCSE) national examinations. This raises concern among all stakeholders in education due to the importance they attach to mathematics. The factors that are attributed to the students’ poor performance in the subject include; gender stereotyping, lack of role models, the ineffective instructional methods used by teachers and the low mathematics self-concept. There is inadequate documented information in research conducted in Kenya on the effect of the use of Jigsaw cooperative learning strategy on students’ self-concept and achievement in mathematics. This study sought to address the problem of ineffective instruction by teachers and low mathematics self-concept by finding out if the use of Jigsaw cooperative learning strategy during instruction of surds and further logarithms in mathematics to Form Three students has an effect on their mathematics self-concept and examination performance. Surds and further logarithms are topics performed poorly in the KCSE examination. The study was guided by the General Systems Theory and the Constructivist Theory. The study used a quasi-experimental research design. Solomon four non-equivalent control group design was used in the study. Two experimental groups received the Jigsaw cooperative learning strategy as treatment, while two control groups were taught using the conventional learning/teaching methods. A simple random sample of four co-educational secondary schools was selected from Laikipia County. The sample size was 4 schools out of the 67 schools with a population of about 20,800 students in Laikipia County. A Mathematics Achievement Test (MAT) and a Mathematics Self-Concept scale (MSC) for students were used to collect the required data. A total of 188 Form three secondary school students comprising 84 girls and 104 boys sat for the MAT and 183 Form three secondary school students comprising 85 girls and 98 boys filled the MSC questionnaires. Piloting of the instruments was done in a school which was not used for study in Laikipia County. The reliability coefficient of the MAT was computed to be 0.95 using KR-21 formula while that of the MSC was computed to be 0.96 using Cronbach alpha. MAT was validated by the researcher and also by education experts from the Department of Curriculum and Education Management, Laikipia University. Data were analyzed usingT-test, ANOVA and Scheffe post hoc to test the hypotheses at alpha (α) level of .05. The study revealed that students who were taught mathematics using Jigsaw Cooperative Learning Strategy had a higher mathematics self-concept than those taught using conventional teaching methods ( F (3,179) = 12.620, p = .000). Moreover, gender did not affect students’ mathematics self-concept when students were taught using Jigsaw Cooperative Learning Strategy (t (81) = -1.345, p =.155). In addition, students who were taught mathematics using Jigsaw Cooperative Learning Strategy performed better than those taught using conventional teaching methods (F (3,184) = 31.367, p = .000) and gender did not affect students’ achievement in mathematics when students were taught using Jigsaw Cooperative Learning Strategy (t(92) = -.835, p=.423). The findings are expected to be useful to teachers in secondary schools because they will be able to identify learning strategies which will improve learners’ mathematics self-concept and their achievement in the subject. Curriculum developers and education officers are likely to benefit from this study in deciding on the appropriate learning strategies for learners to improve the quality of mathematics instruction in the country and beyond. The research recommends use of Jigsaw Cooperative Learning Strategy in mathematics instruction in secondary schools in Kenya to improve and also reduce gender disparities in the mathematics achievement.Item School Based And Parental Factors Influencing Career Decision Making Self-Efficacy Among Students In Public Secondary Schools In Kiambu County, Kenya(Laikipia University, 2024-11) Nderitu, Francis Kinyua.Education is widely valued across the world as a central factor in economic, political and social development of any nation. Career decision making is crucial among people all over the world and choosing a career is challenging to those who do not have a wide life experience. Students who make irrational career choices run the risk of experiencing severe consequences, such as low job performance, stress and anxiety relating to the job, and a lack of job satisfaction and happiness. The purpose of this study was to determine the school based and parental factors influencing students’ career decision making self-efficacy among public secondary schools in Kiambu County, Kenya. The objectives of the study were to establish the school based and parental factors influencing students’ career decision making self-efficacy among public secondary schools in Kiambu County, Kenya. The study was guided by the Social Cognitive Career theory and Systems theory. The study used cross sectional survey research design. The data were collected using self-administered questionnaires. The target population consisted of 29,682 form three students in Kiambu County. The sample size consisted of 380 form three students who were selected using stratified sampling techniques from the 285 secondary schools in Kiambu County, Kenya. Questionnaires were used for data collection. The questionnaires were pilot tested with 30 students from three secondary schools (a boys’ school, girls’ school and a mixed school), comprising 10 students from each category in Nairobi County, Kenya. Reliability was enhanced by test- retest method where a Cronbach co-efficient alpha of 0.79 was established. Content validity of the instruments was guided by the objectives and the experts in the Department of Psychology, Counselling and Educational Foundations of Laikipia University. Data analysis was aided by SPSS (Version 26). The data were analyzed using descriptive statistics which include percentages, means, and frequencies. Hypotheses were tested using t-test, Simple Regression and Analysis of Variance at .05 level of significance. The research found out that Gender (t=60.295,p=0000), Career teacher perception (F=34.45,p=000), Peer pressure (F=2.116,p=0.001), Parents level of education (F=11.663,p=000), parents occupation (F=44.227 p=.000), The school type (F=61.788,p=000), House hold income (F=3995,p=.000) and parents child relationship (F=4025.17,p=.000 has statistically significant influence on students’ career decision making self-efficacy of students in public secondary schools in Kiambu County, Kenya. Findings from the study might inform the Ministry of Education, policy makers, guidance and counseling teachers and also parents on school-based and parental factors that could be limiting students’ capacity to make the right career decisions. Based on the findings of the study, it was concluded that school-based factors had statistically significant influence on career decision making self-efficacy among students in public secondary schools in Kiambu County, Kenya. The study recommends that the Government of Kenya could carefully consider gender factor when deploying career teachers to various secondary schools in Kenya because the gender of the career teachers’ does statistically influence career decision making self-efficacy. Career teachers should take precaution while undertaking career guidance and counseling to students since their perception has influence on career decision making self-efficacy.Item Investor Sentiments, Property Diversification, Investor Awareness And Their Influence on Performance of Real Estate Investment Trusts In Kenya(Laikipia University, 2022-11) Ndung’u, Daniel Thuo.The introduction of REITs in the securities market was intended to broaden capital markets, allowing them to be used to raise funds for affordable housing while also serving as an alternative investment choice. However, since its introduction, Kenya’s REITs market has experienced slow development. The performance of the listed REITs has not been as expected since listing in the year 2015. Additionally, efforts by REIT managers to issue more real estate securities have been slow. There is a lack of information as to why this current situation exists. In addition, information is scant on how investor sentiments, property diversification, and investor awareness may influence the performance of REITs. Moreover, it is not clear how the market regulatory framework may moderate the relationship between investor sentiments, property diversification, investor awareness, and the performance of REITs in Kenya. Thus, the main objective of this study was to examine how investor sentiments, property diversification, and investor awareness influence the performance of REITs in Kenya. Specifically, the study sought; to assess the influence of investor sentiments on the performance of REITs, examine the influence of property diversification on the performance of REITs, evaluate the influence of investor awareness on the performance of REITs, and analyse the moderating effect of market regulatory framework on the influence of predictor variables on the performance of REITs in Kenya. A predictive correlational research design was employed. The target population comprised 202 respondents consisting of Fund Managers, Stock Brokers, Investment Banks and Property Developers. A structured questionnaire was used to collect primary data, while audited financial records for the years 2016-2020 provided secondary data. The reliability and validity of the research instrument were ascertained through pre-testing, Cronbach alpha, and factor analysis. To summarize the findings, descriptive statistics were employed. Inferential statistics such as Structural Equation Modelling were used to test the hypothesized relationships at a 5% significance level. SPSS and DEA software was used for data analysis. The results are presented using tables and discussions. Results show that there exists a positive significant influence of investor sentiments on the performance of REITs. There exists a positive significant influence of property diversification on the performance of REITs. Further, the influence of investor awareness on the performance of REITs is positive but statistically insignificant. The findings also revealed that the market regulatory framework does not significantly moderate the influence of investor sentiments, property diversification investor awareness, and performance of REITs in Kenya. The study concludes risk and return sentiments have made REITs issuers shy away from issuing new such securities in the market. Further, continued property-type location diversification will enhance the uptake of REITs by investors. The study recommends that continuous engagement sessions between the securities market regulatory authority, the REITs Association of Kenya, and investors will enhance market confidence, thus lowering the risk-return sentiments. In addition, REITs issuing firms should also ensure that there is clarity over the returns of the underlying properties since this is likely to improve REITs' share returns by creating certainty among investors.Item School Based and Parental Factors Influencing Career Decision Making Self-Efficacy Among Students in Public Secondary Schools In Kiambu County, Kenya(Laikipia University, 2024-11) Nderitu, Francis KinyuaEducation is widely valued across the world as a central factor in economic, political and social development of any nation. Career decision making is crucial among people all over the world and choosing a career is challenging to those who do not have a wide life experience. Students who make irrational career choices run the risk of experiencing severe consequences, such as low job performance, stress and anxiety relating to the job, and a lack of job satisfaction and happiness. The purpose of this study was to determine the school based and parental factors influencing students’ career decision making self-efficacy among public secondary schools in Kiambu County, Kenya. The objectives of the study were to establish the school based and parental factors influencing students’ career decision making self-efficacy among public secondary schools in Kiambu County, Kenya. The study was guided by the Social Cognitive Career theory and Systems theory. The study used cross sectional survey research design. The data were collected using self-administered questionnaires. The target population consisted of 29,682 form three students in Kiambu County. The sample size consisted of 380 form three students who were selected using stratified sampling techniques from the 285 secondary schools in Kiambu County, Kenya. Questionnaires were used for data collection. The questionnaires were pilot tested with 30 students from three secondary schools (a boys’ school, girls’ school and a mixed school), comprising 10 students from each category in Nairobi County, Kenya. Reliability was enhanced by test- retest method where a Cronbach co-efficient alpha of 0.79 was established. Content validity of the instruments was guided by the objectives and the experts in the Department of Psychology, Counselling and Educational Foundations of Laikipia University. Data analysis was aided by SPSS (Version 26). The data were analyzed using descriptive statistics which include percentages, means, and frequencies. Hypotheses were tested using t-test, Simple Regression and Analysis of Variance at .05 level of significance. The research found out that Gender (t=60.295,p=0000), Career teacher perception (F=34.45,p=000), Peer pressure (F=2.116,p=0.001), Parents level of education (F=11.663,p=000), parents occupation (F=44.227 p=.000), The school type (F=61.788,p=000), House hold income (F=3995,p=.000) and parents child relationship (F=4025.17,p=.000 has statistically significant influence on students’ career decision making self-efficacy of students in public secondary schools in Kiambu County, Kenya. Findings from the study might inform the Ministry of Education, policy makers, guidance and counseling teachers and also parents on school-based and parental factors that could be limiting students’ capacity to make the right career decisions. Based on the findings of the study, it was concluded that school-based factors had statistically significant influence on career decision making self-efficacy among students in public secondary schools in Kiambu County, Kenya. The study recommends that the Government of Kenya could carefully consider gender factor when deploying career teachers to various secondary schools in Kenya because the gender of the career teachers’ does statistically influence career decision making self-efficacy. Career teachers should take precaution while undertaking career guidance and counseling to students since their perception has influence on career decision making self-efficacy.