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CONTROL VOLUME ANALYSIS OF MHD NANOFLUID FLOW AS A RESULT OF A STRETCHING SURFACE AND SUCTION
(THE CATHOLIC UNIVERSITY OF EASTERN AFRICA, 2020-05) Dr. VIRGINIA MWELU KITETU
Numerous heat transfer processes in engineering problems in areas such as nuclear reactors and electronics, as well as in biomedicine and food industry require the knowledge of nanofluids, consequently investigations leading to understanding of the role played by nanofluids in heat transfer enhancement in these processes is vital. Currently, numerous studies are being conducted on nanofluids for the benefits associated with low energy costs and less negative environmental impact in industry and society. In various studies, water is commonly used as a base for nanofluids in heat transfer applications due to its ability and availability for heat transport. In most of these investigations, influence of nanoparticles has been analysed to determine enhancement of energy transfer on stretched sheets. In this research, magnetohydrodynamic mixed convection flow of a nanofluid over a porous linearly stretching sheet with water equally as the base fluid and either copper or silver as nanoparticles is examined and analysed. The physical problem is modeled using systems of unsteady non-linear differential equations subject to prescribed boundary and initial conditions, which are then solved using finite volume approach. These differential equations comprise of the classical continuity, momentum, concentration and energy equations, which are subsequently non-dimensionalized and discretized in rectangular domain. The effect of nanoparticle volume fraction, Hartmann number, suction, dimensionless time parameter and stretching parameter values on characteristics of velocity, temperature and concentration profiles, and skin friction, heat transfer, and mass transfer coefficients are discussed. From the results, increase in nanoparticle volume fraction decreases velocity profiles and increases temperature profiles of nanofluid. Also increase in stretching parameter and suction enhance velocity profiles but decreases temperature profiles of the nanofluid.
AN EXPLORATION OF PARTICIPATION OF NOMADIC PASTORALISTS’ CHILDREN IN NON-FORMAL EDUCATION
(THE CATHOLIC UNIVERSITY OF EASTERN AFRICA, 2015-02) NGUGI, MARGARET NJERI
This study focused on assessment of the participation of nomadic pastoralists in Non-Formal Education: A case of Turkana County. The study addressed this in line with the conditions in which the intervention has enhanced enrolments. In addition, it will establish ways the various social groups are encouraged to enrol. Also, it will focus on ways the various enrolled social groups are supported towards completion of studies. Finally, the study will investigate the challenges that hinder them from enrolling in mobile schools. Multiple case study design was used involving three mobile schools. Maximum variation sampling was adopted for the study. Purposive sampling was used to select the participants to the study. Teachers, learners and parents were the informants. The three teachers of the three mobile schools were interviewed. Seven Focus group Discussions (FGD) were conducted by this study. Three of them involved learners while four involved parents. Teachers were interviewed and focus group discussions were used to gather data from the learners and the parents. In addition, focus group discussion guide, interview guide, document analysis guide and Observation checklist were the instruments employed in this study. The study found out that despite the mobile school intervention, the level of particapation of nomadic pastoralists’ children in education is still minimal. Obstacles that need to be addressed at policy and grass root levels include teaching capacity, food security and insecurity related issues in general.This study suggests the need to use multifaceted approach in education provision and a monitoring and evaluation system to support the programme on the ground. The study concludes that futher research is needed in policy implementation in context of culturally hostile environment.
INFLUENCE OF PRINCIPALS’ INSTRUCTIONAL QUALITY ASSURANCE ROLE ON STUDENTS’ ACADEMIC PERFORMANCE IN KITUI WEST DISTRICT, KENYA
(THE CATHOLIC UNIVERSITY OF EASTERN AFRICA, 2015-02) NDAITA, JUSTINA SYONZI
The main purpose of this study was to examine the influence of the principals’ instructional quality assurance role on students’ academic performance in Kitui West District, Kenya. The key parameters of the study included principals’ pedagogical role, curriculum implementation role, teaching and learning supervisory role and teacher development role. The study also examined the challenges facing the principals in their role of instructional quality assurance and provided measures that can be taken to improve the principals’ instructional quality assurance role. This study employed a mixed research design, which included survey and naturalistic designs. The sample included nine (9) schools, one hundred and seventy six (n=176) students, fifty four (n=54) class teachers, nine (n=9) principals and three (n=3) District Quality Assurance and Standards Officers (DQASO). In total, they were two hundred and forty two (N=242) respondents out of whom two hundred and three (N=203) participated in the study. Data collection instruments included questionnaires for students and teachers and interview guides for the principals and DQASOs. The collected data was analyzed using both quantitative and qualitative data analysis approaches. Statistical Package for Social Science (SPSS, Version 17) aided the process of data analysis. The quantitative data was computed to produce frequencies and percentages. On the other hand, qualitative data analysis was conducted on the data which was collected using interview method and reported in narrative form along quantitative data. From the analysis, the study observed the following: the major pedagogical skills applied by principals to enhance teaching and learning and overall academic performance of students in public secondary schools in Kitui West District included constant monitoring of teachers and performing formative teacher pedagogical evaluation. The principals’ curriculum implementation role that influenced students’ academic performance included ensuring that the schools followed the prescribed syllabus, teachers prepared schemes of work and lesson plans, assessed textbooks and involved the members of school community in curriculum shaping. The study further found that there were no well equipped libraries, computer resource labs for e-learning and well equipped laboratory in schools. The role that principals played in relation to educational resources included evaluating the adequacy of instructional materials, advising teachers on the most current instructional resources and encouraging teachers to develop innovative teaching aids. The role of principals in meeting teacher training and development needs included giving induction program and orientation of new teachers, arranging regular workshops for teachers and refresher courses, encouraging and supporting teachers to undertake in-service training. The challenges that the principals faced in the execution of their role included lack of finances, inadequacy instructional resources, inadequate teaching staff, overloaded curriculum, vandalizing of resources lack of adequate government support and cooperation from school community. The study recommended an all inclusive collaboration with all stakeholders in education for creation of quality schools through sound instructional quality assurance leadership.
TEACHERS AND HEAD TEACHERS’ PREPAREDNESS FOR IMPLEMENTING INCLUSIVE EDUCATION IN PUBLIC PRIMARY SCHOOLS OF MURANG’A COUNTY, KENYA
(THE CATHOLIC UNIVERSITY OF EASTERN AFRICA, 2016-07) MWARARI, CATHERINE N.
Although inclusive education has been acknowledged as the means through which learners with special needs can access quality education, the practice is yet to be fully introduced and implemented in public primary schools in Kenya. Inclusive education is grounded on the principle that learners with special needs should be accommodated in neighbourhood age- appropriate regular classes; this being the first placement option. Based on Everett Rogers‟ theory of innovation diffusion, this study aimed at assessing teachers and head teachers‟ preparedness for implementing inclusive education in public primary schools in Murang‟a County. Employing the embedded model of mixed research design, both quantitative and qualitative data were collected. The participants were 462 teachers, 66 head teachers, 4 Quality Assurance and Standards officers, and 4 Education Assessment and Resources Centres officers. Using questionnaires, interviews, observations and document analysis, knowledge, skills and attitudes of teachers and head teachers were assessed to establish their level of preparedness for inclusive education. Descriptive and inferential statistics were used to analyse quantitative data while content analysis was used for qualitative data. The study findings revealed that preparedness of teachers and head teachers for implementing inclusive education in Murang‟a County was inadequate and the level of inclusive education implementation in the county was low. Further, results showed that teachers‟ attitudes towards inclusive education were negative and only the demographic variables of age and marital status had significant influence on teachers‟ attitudes towards inclusive education. Findings also indicated that preparedness predicted effective implementation of inclusive education and head teachers attitudes was the most significant predictor of effective implementation of inclusive education. Lack of training on inclusive education impeded teachers and head teachers‟ preparedness for inclusive practices. The implications of the findings are discussed in reference to promoting teachers and head teachers preparedness with the intention of advancing effective adoption, implementation and institutionalization of inclusive education in Kenya.
PERFORMANCE APPRAISAL AND ITS INFLUENCE ON THE MOTIVATION OF LECTURERS IN PROMOTING STUDENTS’ LEARNING OUTCOMES IN THE PUBLIC TECHNICAL TRAINING INSTITUTIONS IN NAIROBI REGION, KENYA
(THE CATHOLIC UNIVERSITY OF EASTERN AFRICA, 2019-08) MUGURE MUTHURI, ANDELINA
The purpose of the study was to establish how Performance Appraisal influenced the motivation of lecturers in promoting students‟ learning outcomes in the public Technical Training Institutions in Nairobi region, Kenya. The study was guided by five research questions: How is lecturers‟ performance appraisal conducted in public Technical Training Institutions within Nairobi region?, how does performance appraisal influence lecturers‟ motivation in public Technical Training Institutions in Nairobi region?, in what ways do performance appraisal influence the students‟ learning outcomes in Public TTIs within Nairobi region? What are the challenges facing the lecturers‟ performance appraisal in public Technical Training Institutions in Nairobi region? What strategies can be used to solve challenges encountered during lecturers‟ performance appraisal in public Technical Training Institutions in Nairobi region? The study was guided by performance Management by Objectives Theory supported by McGregor‟s theory X and Y. A convergent parallel mixed-method research design guided the study whereby Cross-sectional survey and phenomenology in quantitative and qualitative approaches were employed respectfully. The target population was all lecturers, principals, Teachers Service Commission County Directors, Technical, Vocational Education and Training County Directors in Technical Training Institutions in Nairobi Region, Kenya. Cluster, stratified simple random and purposive sampling techniques were used to select 190 lecturers, 4 principals, 4 Teachers Service Commission County Directors and 2 Technical, Vocational Education and Training County Directors. Questionnaires, interview and observation guides were used to collect data. Cronbach‟s Alpha technique was used to determine reliability of the questionnaire items. Reliability of qualitative items was determined in terms of their credibility and dependability. Quantitative data was analyzed using SPSS version 23 to generate frequencies and percentages that summarized data. Qualitative items were analyzed using content analysis and presented in narratives and direct quotes. The findings showed that performance appraisal was done both internally and externally. Poor target setting, inadequate financial resources, insufficient time, and shortage of teaching and learning resources hindered Performance Appraisal. Hypothesis Testing indicated a significant relationship between Performance Appraisals and lecturers‟ motivation and students‟ learning outcomes. The study concluded that Performance Appraisal processes determined lecturers‟ motivation and students‟ learning outcomes. The study recommended establishment of a Ministry of Education and Teachers Service Commission unit/directorate to handle lecturers‟ Performance Appraisal matters, development of Performance Appraisal policies/ guidelines at ministry level and cascading the same to the Board of Governors and use of multiple methods of appraisal to improve performance.
INFLUENCE OF HEADTEACHERS’ LEADERSHIP STYLES ON STUDENTS’ DISCIPLINE IN PUBLIC SECONDARY SCHOOLS IN MULANJE DISTRICT, MALAWI
(THE CATHOLIC UNIVERSITY OF EASTERN AFRICA, 2022-10) MUSAIWA, CECILIA DONANSIANO JOSEN
The purpose of the study was to investigate the influence of head teachers’ leadership styles on students’ discipline in public secondary schools in Mulanje District, Malawi. The study was guided by six research questions as follows: What is the status of students’ discipline in public secondary schools in Mulanje District, Malawi? To what extent does head teachers’ autocratic leadership style influences students’ discipline in public secondary schools? To what extent does the head teachers’ democratic leadership style influences students’ discipline in public secondary schools? To what extent does head teachers’ transformational leadership style influences students’ discipline in public secondary schools? What are the challenges encountered by head teachers’ leadership styles in influencing students’ discipline in public secondary schools in Mulanje District, Malawi? What strategies should be used to mitigate challenges encountered by head teachers’ leadership styles in influencing students’ discipline in public secondary schools? The study was anchored on Contingency Theory of Leadership developed by Fiedler in 2007. Further, the study was guided by Convergent Parallel Mixed Methods Design. The target population consisted of all 28 public secondary schools, 28 head teachers, 28 deputy head teachers, 9,950 students and 450 teachers from public secondary schools and one (1) Education Division Manager of the District. Under probability sampling, proportionate stratified sampling technique was used to sample 340 students and 204 teachers to participate in the study. Under Purposive sampling, extreme case sampling technique was used to select 17 public secondary schools. Questionnaires, a semi-structured interviews guide, documents analysis guide, and observation guide were instruments used to collect data. Validity was ensured through discussion with the experts and using questions framed less ambiguously of questionnaires, and reliability was ensured for both quantitative and qualitative instruments. Piloting was done and the Cronbach Alpha Technique was used to determine the reliability of quantitative data on a 5 Likert Scale items. While that of qualitative data items were determined in terms of their trustworthiness. The Cronbach’s alpha reliability coefficient of students’ questionnaire, teachers’ questionnaire, and deputy head teachers’ questionnaire ranged from 0.74 to 0.77; 0.78 to 0.85, and 0.78 to 0.85 respectively. To test for reliability of the study, one public secondary school was piloted but was not included in the main study. Quantitative data were analyzed by using descriptive statistics by the use of Statistical Package of Social Sciences (SPSS) computer software version 25.0. The generated frequencies and percentages summarized quantitative data that were presented in frequency distribution tables. Qualitative data was analyzed thematically and presented in form of narratives and direct quotes. Research ethics were observed throughout the entire research process. Key findings showed that autocratic and democratic styles had positive and negative influence on students’ discipline, while transformational leadership style had less positive and negative influences on students’ discipline due to lack of head teachers’ skills of application. In some schools, the status of students had deteriorated, while in other schools had increased. The study also revealed that lack of involvement of students in decision making, poor communication, nonobservance of school rules, lack of cooperation among students, teachers and parents in schools and negative peer influence were among challenges encountered by head teachers. Stiff punishment or suspensions, strengthening guidance and counselling, parents’ attendance of Parents Teachers Association were proposed as mitigation measures. The study recommended that Ministry of Education needs to suspend students involved in indiscipline cases of vandalism as a way of curbing the vice. Need to provide teaching and learning materials to some schools who are in need and send science teachers in some schools.
STAKEHOLDERS’ ROLES IN IMPLEMENTING THE READMISSION POLICY ON ADOLESCENT MOTHERS IN PUBLIC SECONDARY SCHOOLS IN KIKUYU DISTRICT, KIAMBU COUNTY, KENYA
(THE CATHOLIC UNIVERSITY OF EASTERN AFRICA, 2015-02) MBUGUA, NAOMI WAIRIMU
Although the Government Readmission Policy on girls who get pregnant while in schools was launched officially in 1999 and clear implementation guidelines formulated by March 2011, there are still challenges in regard to effective and active participation by adolescent mothers in schools. Explored literature shows that previous studies on the policy have not considered adolescent mothers already in schools, their aspirations and challenges involved, but focussed on whether readmission was taken seriously. Therefore, there was a need to fill this gap with a study on stakeholders’ roles in implementing the Government Readmission Policy on adolescent mothers in public secondary schools in Kenya. In order to carry out an in-depth study, the researcher focussed on one district, Kikuyu, in Kiambu County. The key questions that guided the study sought information on: the extent to which the key stakeholders in public secondary schools in Kikuyu District are aware of the Readmission Policy Guidelines; the extent to which the stakeholders are prepared to implement the policy effectively; ways in which stakeholders use the policy to raise aspirations of the adolescent mothers in their studies; the key stakeholders’ response to the Readmission Policy Guidelines; challenges faced in the process of promoting effective implementation of the Readmission Policy Guidelines and lastly, how best the policy could be implemented. Qualitative approach emanating from phenomenological perspective provided the dominant paradigm. A limited use of descriptive research survey design was used as a supplementary component of the study. The study targeted the girls’ and mixed secondary schools in Kikuyu District, their principals, deputy principals, school counsellors, teachers, adolescent mothers and their parents/guardians, the District Education Office (DEO) and Kenya Education Management Institute (KEMI). All the 22 public girls’ and mixed secondary schools’ principals and their deputies in the district were involved in the study. Purposive sampling was used to select 8 counsellors, 10 teachers, 11 adolescent mothers, 5 parents and 1 guardian, 2 DEOs and 2 KEMI officials. Data collection involved use of interview guides, Focus Group Discussion (FGD) guide, and a questionnaire. Data collected were analysed using mainly qualitative, and to some extent, quantitative methods. The study found that although many girls who became pregnant in public secondary schools in Kikuyu District continued with their studies, to a large extent the Readmission Policy Guidelines were not used by the key stakeholders. The factors that hindered effective implementation of the policy included: lack of preparedness of the key stakeholders; lack of qualified counsellors; poor co-operation by parents; shortage of medical facilities near the schools; poor monitoring by the MOE; understaffing in schools; poor facilities for counselling services and ridicule of adolescent mothers by other students. Additionally, lack of healthy relationships in most schools contributed to rampant sexual activity among students. The main recommendations arising from the study include: equipping schools with relevant materials like Policy Guidelines; strengthening Guidance and Counselling Departments; training the key stakeholders in order to implement the policy effectively; monitoring the implementation to identify challenges faced and empowering boys and girls in order to help them become more resilient in making informed decisions/choices.
EVALUATION OF THE EFFECTIVENESS OF INTEGRATED STEM PROGRAMME IN IMPROVING ACADEMIC ACHIEVEMENT IN PHYSICS IN PUBLIC SECONDARY SCHOOLS IN NAIROBI METROPOLITAN REGION, KENYA
(THE CATHOLIC UNIVERSITY OF EASTERN AFRICA, 2022-08) MBAKA, NELISA KAGENDO
This “study sought to establish the effectiveness of Science, Technology, Engineering and Mathematics (STEM) programme in improving students’ academic achievements in public secondary schools in Nairobi metropolitan region. It evaluated: effectiveness of STEM program on students’ academic achievement, effectiveness of STEM based learning approaches, teacher characteristics and school climate characteristics as an influence in the students’ academic achievement and student characteristic influenced by STEM programme on student’s academic achievement. Academic achievement was measured by Kenya national examination done at the end of form four and the enrollment changes in physics shortly before (2015-2016) and after STEM integration in schools (2018-2020). The evaluation was anchored on Bruner theory and Kirkpatrick’s four level evaluation models. Convergent parallel mixed methods, particularly cross-section survey and phenomenological designs guided the study. The target population had a total of 1448 participants that included principals, teachers and students from 11 STEM model schools. Proportionate stratified sampling and simple random sampling were used to select 549 students while purposive sampling was used to select 60 teachers of physics and 11 principals. Questionnaires, document analysis guide and interview guide were used to collect data. Quantitative data were analyzed using descriptive statistics such as frequencies, percentages, with the help of Statistical Package for Social Sciences version 24.0 and inferential statistics. Karl Pearson correlation analysis was used to test hypothesis. Qualitative data was analyzed thematically and presented in narrative form and direct quotes. Study results revealed STEM programme is effective in improving students’ academic achievements because it offers chances for teachers to be trained on new and emerging teaching and learning approaches and it showed significant increase in student’s enrollment in physics each year. The results showed integrated STEM programme is effective in improving student’s interest in learning physics and motivates students to own the subject. Studies too revealed that STEM learning approaches are very effective in improving student’s practical skills, creativity, innovativeness and students’ academic achievements. Study findings revealed that teacher characteristics, school climate characteristics and student’s characteristics had a positive and significant influence on students’ academic achievement in physics. Findings revealed that in majority of schools, teachers were friendly and they guided students in learning physics content. In adequacy of learning resources and teacher work overload were seen as the glaring challenges to effective implementation of STEM programme. The study recommends the Ministry of Education to ensure that rigorous pre-service and in-service programs are undertaken so as to have high qualified physics teachers who have the capacity and competence to teach and enable the learners get high and quality grades that will enable them to pursue science related careers. Moreover, Teachers Service Commission should hire more physics teachers to address teacher shortage as well as check on distribution of teachers in schools across all counties in order to improve the teacher-pupil ratio thus enhancing student teacher relations and effective curriculum delivery.
THE IMPLEMENTATION OF INCLUSIVE EDUCATION SCHOOL ASSESSMENTS AND LEARNING OUTCOMES AMONG LEARNERS WITH DISABILITIES IN PUBLIC PRIMARY SCHOOLS IN NAIROBI COUNTY, KENYA
(THE CATHOLIC UNIVERSITY OF EASTERN AFRICA, 2023-09) MATASIO MUNALA, CHRISTINE MWENDO
Concerns about the educational results in primary schools have been expressed repeatedly by education stakeholders. In public primary schools in Nairobi, Kenya, this research intended to highlight the implementation of inclusive education school assessments and learning results among students with disabilities. The purpose of this study was to examining the present evaluation procedures for kids with disabilities in inclusive public elementary schools in Nairobi County. This study also provided insight into the effectiveness of the present evaluation methods and suggested improvements to their implementation. The research study was guided by Vygotsky's two theories of cognitive intelligence. The investigation was carried out using a mixed-methods approach specifically a convergent parallel design was adopted. A survey design to collect quantitative data and a phenomenological research design to gather qualitative data The fifty-two public primary schools in the study's target population, as well as Headteachers, Special Needs Education Teachers, and Education Officials, were sampled through stratified sampling method simple sampling and purposive sampling. Questionnaires, institutional questionnaires, and interviewing guidelines were used as data-gathering tools. The validity and reliability of the instrument were examined using expert judgment for qualitative data, while split half using odd and even number method was used for quantitative data. Quantitative data was analysed using descriptive statistics to measure frequency and central tendency to get percentile ranks. Version 24 of the Statistical Software for Social Sciences was used to analyse the quantitative The qualitative was analysed verbatively and thematically. The findings showed that there is substantial evidence that techniques for assessing students with impairments are present in public primary schools, and both good and bad school evaluation techniques exist. The results also showed that a lack of adjustments, adaptations, and changes for tests was one of the problems with school assessments. This current study also discovered that by offering assessment modification, adaptations, and adjustments, school assessment methods may be adopted successfully. This current study's findings show that public elementary schools in Nairobi County have implemented school evaluation techniques. educational examinations for students with disabilities should be made suitable for them through making changes that meet individual needs of these category of students. Accommodations such as additional time, magnified or enlarged print, sign language, the employment of scribes, the use of assistive technology, the availability of alternative process of examine, and the timing of assessments should be made.
SUPERVISORY ROLES OF PRINCIPALS AND EFFECTIVE IMPLEMENTATION OF LIFE SKILLS EDUCATION IN PUBLIC SECONDARY SCHOOLS IN NAIROBI COUNTY
(THE CATHOLIC UNIVERSITY OF EASTERN AFRICA, 2019-06) MAKINDI, FLORENCE
This study sought to establish the influence of supervisory roles of principals on effective implementation of Life Skills Education in public secondary schools in Nairobi County. The study investigated the following: supervisory activities undertaken by principals during the teaching and learning of Life Skills Education; types of instructional materials principals provide to teachers; how principals facilitated teachers with Life Skills Education professional development; challenges faced by principals and possible solutions to the challenges in the implementation of Life Skills Education. The study applied transformational leadership theory which is grounded on moral foundations and role modeling to inspire followers to change their perception and attitude towards achieving the set goals for greater productivity. The study adopted convergent mixed research design, specifically descriptive survey and phenomenology. The target population comprised of 77 principals, 2,451 teachers and 37,258 students from 77 secondary schools in Nairobi County. Stratified random sampling was used to select, 101 teachers of Life Skills Education and 311 students, while 27 principals were selected using purposive sampling. A total of 439 participants were involved in the study. Data were collected through questionnaires, interview guide and document analysis guide. Quantitative data were analyzed using descriptive statistics such as frequencies, percentages, tables and charts with the help of Statistical Package for Social Sciences version 24, while Qualitative data were summarized into themes and presented in narrative form and direct quotes. The results of the study revealed that Life Skill Education in public secondary schools of Nairobi County was not implemented fully as expected. In the majority of schools, Life Skill Education was not being taught and principals rarely supervised or observed classroom teaching and learning. It was also found out that the principals rarely organized staff development programmes on Life Skill Education. In addition Life Skill Education materials were either inadequate or completely lacking. Challenges faced in the implementation of Life Skill Education included the non-examinable status of the subject. The study recommended that the Ministry of Education should ensure; full implementation of Life Skills Education through: inspection by Quality Assurance Officers to ensure principals carry out classroom supervision; organize for sensitization, training workshops for principals and teachers to enhance their supervisory skills and teaching competencies respectively; Kenya Institute of Curriculum Development should review Life Skill Education curriculum and support materials to incorporate desired psychosocial emerging issues such as radicalization, drug and substance abuse among others and that the Ministry of Education should make Life Skill Education examinable to address the challenges of non-examinable status for effective implementation.
Assessment of the Perceptions of Students, Tutors, Primary School Teachers and Headteachers about the Primary Teacher Education Curriculum in Kenya
(THE CATHOLIC UNIVERSITY OF EASTERN AFRICA, 2015-02) MAINA, EUNICE NDUTA
The study assessed the perceptions of primary teacher training college students, tutors, primary school teachers as well as headteachers of primary schools about the primary teacher education curriculum in Kenya. Among the research questions addressed included the following :( 1) What are the perceptions of students, tutors, teachers and headteachers about the objectives and content of the PTE curriculum? (2) Which perceptions do tutors, students, teachers and headteachers hold about the methods of teaching used? (3) What are the perceptions of students, tutors, teachers and headteachers about the various assessments? (4) What perceptions do headteachers have about how the PTE curriculum is improving the competence of teachers in teaching? (5) Is there a relationship between the various demographic variables and the respondents’ perceptions about the PTE curriculum? (6) Which factors are responsible for these perceptions? The study employed the survey design. The sampling procedures included simple random, stratified and purposive. The sample included 148 college tutors, 425 continuing second year students, 26 primary school teachers and 12 headteachers. The study found out that Education is a very relevant subject in PTTCs because it is a foundation course in teacher training. English is also very relevant because it is the medium of communication. Kiswahili is also viewed as a relevant subject because it brings about social cohesion and integration. Lecture and discussion methods are mainly used to teach in these colleges. The final session of teaching practice and the PTE examination are viewed as very relevant by all the respondents because the students have mastered both the content and the methodology in this course. According to the headteachers, teachers are not competent in teaching all subjects. This is because of specialization in second year which limits them in teaching. As ways of improving the PTE curriculum, the respondents gave suggestions such as increasing the duration of training, removing from the PTE syllabus subjects which are not examminable in primary schools and allowing students to take all subjects with no specialization. The study concluded that the PTE curriculum was effective in training primary school teachers. However, there is need to restructure the whole programme in order to improve it. Thus the Ministry of Education (MOE) needs to formulate a policy of training primary school teachers which is in harmony with the teaching and learning in primary schools.
INFLUENCE OF TEACHER ATTRITION ON STUDENTS’ ACADEMIC PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN UASIN-GISHU COUNTY, KENYA
(THE CATHOLIC UNIVERSITY OF EASTERN AFRICA, 2019-09) MABEYA, SR. THEODORAH M.
The education sector has experienced occasional confrontations on teacher retention in schools. In an effort to address the aspects, the present study sought to establish the effects of attrition of secondary school teachers on students’ academic performance in selected public secondary schools of Uasin- Gishu County, Kenya. The study was guided by the following research questions: What are the trends of teacher attrition in public secondary schools in Uasin-Gishu County? Which factors contribute to attrition of teachers in the County? How does teacher attrition influence students’ academic performance in the area under study? What challenges face public secondary schools in retention of teachers in Uasin-Gishu County? What could be implemented in public secondary schools to retain teachers in the profession? The study was anchored on the Equity Theory by Adam Smith. The study employed the convergent mixed methods design that employed the use of qualitative and quantitative approaches. A total of 656 respondents that included head teachers, teachers, students and Education officials were sampled using both purposive and simple random sampling techniques. The teachers and students were selected using stratified random sampling methods while principals and education officials were selected through purposive sampling methods. The study also used snowball sampling technique to sample teachers who had left the profession. Data collection instruments included teachers and students’ questionnaires, principals and education officials’ interview schedule and document analysis data were analysed both thematically and by use of inferential statistics. Independent t-test and Karl Pearson correlation was used to test hypothesis. There was a negative correlation between teacher attrition and students’ academic performance. Qualitative data were analysed and reported in narrative form. Findings showed the trend of teacher attrition in the county was on an upward movement in the past five years. The study revealed that most of the teachers affected had master’s degree and above and were mainly of male gender. The study further found out that attrition rate was higher in boys’ schools followed by girls and the least was in mixed day secondary schools. Secondly the study found out that the need for career progression, poor remuneration, and unfriendly working conditions were the major factors that caused attrition in public secondary schools. The results indicated that ethnicity and mismanagement of teachers were the major challenges that faced secondary schools. The study recommended the aligning of teachers’ salary with that of other civil servants, school administration need to be impartial in teacher management and the Teachers’ Service Commission should be considerate when posting teachers where there is a lot of hostility for aliens. These findings can be used by The Teachers’ Service Commission, Researchers on teacher attrition and the Ministry of Education, to develop appropriate policies on teacher retention and develop more in-service packages for teachers’ academic development in order to retain them in the profession.
ASSESSMENT OF THE IMPLEMENTATION OF INTER-UNIVERSITY COUNCIL FOR EAST AFRICA QUALITY ASSURANCE GUIDELINES IN FACULTIES OF EDUCATION OF CHARTERED UNIVERSITIES IN TANZANIA
(THE CATHOLIC UNIVERSITY OF EASTERN AFRICA, 2015-09) LYAMTANE, EUGENE COSMAS
The study examined the implementation of the Inter-University Council for East Africa quality assurance guidelines in the Faculties of Education of Chartered Universities in Tanzania. The reviewed literature indicated that there were some researches done on the quality assurance in higher education but there was no research on the implementation of IUCEA quality assurance guidelines in Faculties of Education. The study focused on five guidelines: teaching and learning process and assessment of student achievement, academic staff, students’ advice and support services, teaching and learning infrastructures and monitoring system. The study also looked at the challenges faced by Faculties of education in the implementation process and their solutions. Survey and case study designs were employed. The study targeted all third year students, Deans, Heads of Departments and lecturers in the Faculties of Education of Chartered Universities in Tanzania. Random and non-random sampling procedures were used to obtain the actual population involved in the study. The sample was chosen from 5 faculties of education. The deans were purposively chosen while the other participants were chosen using stratified and simple random sampling procedures. The sample comprised of 5 Deans, 9 Heads of Departments, 40 lecturers and 200 students. Four instruments were used in data collection: questionnaires, in-depth interview guide, observation guide and document analysis guide. Quantitative data was analysed using descriptive statistics whereby frequencies and percentages were calculated. The qualitative data was summarised, coded and analysed in accordance with the research questions. The findings of the study revealed that there was no clear policy governing the number and type of continuous tasks given to students for their course work; majority of the lecturers are junior fellows, most of them with no long experience of teaching in university level; two kinds of student advice and support services were fully given to students that is consultation services and orientation services for new students while moral and spiritual services and guidance and counselling services are given partially. There were no structures to facilitate the process of gathering information from stakeholders on the quality of the products and services. It can be concluded that Faculties of education of chartered universities in Tanzania have adopted the IUCEA quality assurance guidelines and the implementation is in different stages. The quality of teaching staff, infrastructures, monitoring and students advice and support services have been taken care of only to some extent as they are still some inadequacies. The quality of the student assessment and teaching and learning process have to great extent taken care of. From the findings of the study, the researcher recommends that: there should be clear policy governing the student advice and support services in the faculties of education; some money should be set aside for scholarship of needy students; structural systems should be established to enable the faculties of education get reliable information on the quality of their products and services and a policy should be in place to govern the type and number continuous assessment tasks.
BEYOND LANGUAGE: EFFECT OF TUSOME LITERACY INTERVENTION PROGRAMME ON LEARNER ACHIEVEMENT IN KIAMBU COUNTY, KENYA
(THE CATHOLIC UNIVERSITY OF EASTERN AFRICA, 2019-07) Kwayumba, Dunston
In many developing countries, subjects are taught and tested in children‘s second or third language. In Kenya, for example, all subjects except Kiswahili are taught and examined in English. Understanding how language skills transfer in language-complex environments such as Kenya‘s is relatively under-researched using empirical methods. This study used an explanatory mixed-methods design to examine the effects of the Tusome literacy intervention on learning achievement in English, Kiswahili, mathematics, science and social studies at grade 2. The study also investigated the perceptions of pupils, teachers, head teachers and Curriculum Support Officers on specific aspects of the intervention that could have influenced the effectiveness of the programme. The quantitative phase of the study collected data for 2015 and 2016 from approximately 6,300 pupils in 132 schools. In the qualitative phase, four focus group discussions were conducted with pupils in four schools. In addition, data were collected from four teachers, four head teachers and four Curriculum Support Officers using indepth interview guidelines. By comparing means in learning achievement in the five subjects across the two time periods, the study established that the literacy intervention was associated with improved learning achievement, with effect sizes of 0.5 standard deviations (SD) in English and Kiswahili reading and 0.4 SD in English and Kiswahili grammar. In addition, the literacy intervention was associated with improved learning achievement, with effect sizes of 0.3 SD in mathematics, 0.1 SD in science and 0.3 in social studies. Qualitative findings revealed that the provision of teaching and learning materials, management of the programme, and training and instructional support contributed in a major way to the effectiveness of the programme. The study recommends implementation of literacy intervention programmes in the second and third languages in countries where these languages are predominantly used in instruction and examination. The study also recommends the integration of intervention programmes with the education ministry‘s structures in order to foster sustainability. Similarly, the study recommends a comprehensive cost estimation before pilot projects are scaled up to national levels.
EFFECTIVENESS OF IMPLEMENTATION OF TEACHERS SERVICE COMMISSION HIV AND AIDS SUB–SECTOR POLICY FOR TEACHERS IN PUBLIC SECONDARY SCHOOLS IN NAIROBI CITY COUNTY, KENYA
(THE CATHOLIC UNIVERSITY OF EASTERN AFRICA, 2019-08) KIOKO, CAROLINE M
The objective of this study was to assess the extent to which the Teachers Service Commission (TSC) sub–sector workplace policy on HIV and AIDS has been effectively implemented in public secondary schools in Nairobi County, Kenya. The study sought to find out the level of awareness of the TSC sub–sector policy among educators and, the extent to which the policy implementation has influenced teachers‟ HIV and AIDS information, HIV–related stigma and discrimination, uptake of voluntary HIV testing and counselling, provision of treatment, care and support to infected teachers and HIV infected teacher productivity. Convergent parallel approach was adopted. The specific research designs used were cross–sectional survey and phenomenology. Instruments‟ validity was ensured by subjecting them to quantifiable measure of content validity ratio. Prolonged engagement of the respondents and narrative accounts ensured trustworthiness of qualitative data. Reliability of instruments was tested after pilot study using Cronbach‟s Alpha. Data were collected from 14 secondary school principals, 183 teachers, 2 TSC‟s Wellness staff and 3 Kenya Network for Positive Teachers (KENEPOTE) officials who were selected using probability and non–probability sampling techniques. The instruments of data collection were structured questionnaire and semi–structured interview guide. Data from the interviews were coded and categories generated whereas those from the questionnaires were analyzed using descriptive statistics, frequencies, percentages, Pearson‟s Product Moment correlation and chi square. Findings indicated that TSC HIV and AIDS sub–sector policy implementation has been minimal and fundamentally did not impact on essential problems like stigma and discrimination which contribute considerably to the reduction of HIV transmission amongst teachers. No Significant relationship was found between policy implementation and HIV positive teacher productivity. It is recommended that the policy implementation ought to be hastened by provision of adequate funds by the government, scaling up policy awareness campaigns and capacity building by TSC, and institutionalizing HIV programs in schools by principals to boost interventions and end the spread of the disease teachers.
INFLUENCE OF HEAD TEACHERS’ LEADERSHIP SKILLS ON THE IMPLEMENTATION OF HEALTH AND HYGIENE PROGRAMMES IN MURANG’A SOUTH SUB-COUNTY PUBLIC PRIMARY SCHOOLS, KENYA
(THE CATHOLIC UNIVERSITY OF EASTERN AFRICA, 2023-09) KINUTHIA, ANNPLOSA NJERI
The purpose of this study was to examine the influence of the head teachers’ leadership skills on the implementation of Health and Hygiene safety programmes in public primary schools in Muranga South Sub-county. The study was guided by the following research questions: To what extent do the Head teachers’ interpersonal skills affect the implementation of Health and Hygiene safety programmes in Muranga South Sub-county? To what extent do the Head teachers’ technical skills affect the implementation of Health and Hygiene safety programmes? To what extent do the Head teachers’ communication skills affect the implementation of Health safety programmes? What is the attitude of Head teachers towards the implementation of Health and Hygiene programmes in schools? To what extent have the Health and hygiene safety guidelines from the MOE safety standards manual been implemented in public primary schools in Muranga South sub-County? What are the underlying challenges that affect the implementation of health and hygiene programmes in schools? What strategies are the head teachers taking to overcome the challenges affecting implementation of Health and Hygiene safety programmes in their schools ? A convergent concurrent parallel mixed methods design was adopted, specifically the parallel-databases model. The target population consisted the Head teachers, teachers, pupils, District Quality Assurance Officers (DQASO) and officers in the Ministry of Water and Sanitation ( MPH&S) in Muranga South Sub-County. The study employed stratified random sampling, proportionate, simple random and purposive sampling procedures to arrive at a samples of 35 schools,35 Head teachers, 285 teachers, 380 pupils, 3 DQASO and 2 MPH&S officers. Questionnaires were used to collect data from Head teachers, teachers and pupils, while interview guides were used to gather information from Head teachers, DQASO and MPH&S officers. Observation guide was used to gather data about Water, Sanitation and Hygiene (WASH) in the sampled schools. Document analysis guide gathered data from documents such as syllabus, timetable and school strategic plan .Quantitative data were analyzed using descriptive and inferential statistics using SPSS (version 23)and then presented inform of frequency tables, bar graphs and charts. Qualitative data analysis adopted a content and thematic approach. The study findings revealed a statistical significant positive relationship between head teachers’ leadership skills and the extent to which MOE health and hygiene safety guidelines had been implemented in public primary schools in Muranga County. The study also revealed that Health and Hygiene safety programmes had been implemented only to a minimal extent in Muranga South Sub-county. A myriad of challenges had derailed the implementation process including: lack of resources, uncooperative parents and conflicting priorities among others. The study recommended that: Emphasis should be placed on building head teachers’ capacity on the leadership skills as well as mobilization of adequate funds necessary for effective implementation and sustainability of Health and Hygiene safety programmes in schools. In addition, there is need to sensitize stakeholders especially parents on the importance of supporting Health and Hygiene safety programmes in schools.
GENDER CONSTRUCTIONS AND ACADEMIC ACHIEVEMENT IN PUBLIC SECONDARY SCHOOLS IN MERU COUNTY, KENYA
(THE CATHOLIC UNIVERSITY OF EASTERN AFRICA, 2015-09) KARUTI, SUSAN LYRIA
This study was conceived to explore the influence of gender constructions on academic achievement in public secondary schools with specific reference to Meru County, Kenya. It sought to provide satisfactory responses to the following overarching research questions: First, what role do social perceptions play in constructing feminine and masculine genders among male and female students in secondary schools? Second, how does the gender socialization process influence academic achievement for male and female students in secondary schools? Third, what challenges do male and female students face in schools based on their gender constructions? Fourth, what support mechanisms should the school system adopt to address the influence of gender constructions on academic achievement of male and female students in secondary schools? Fifth, to what extent do gender constructions influence academic achievement of male and female students in secondary schools? The study employed a mixed method approach that combined elements of qualitative and quantitative aspects. This research employed a descriptive survey design to explore how gender constructions influence academic achievement in secondary schools. Naturalistic design was also used to generate in-depth information from study participants in their natural environment. Data was collected using various methods including; administering questionnaires to 500 randomly sampled male and female students in 85 schools; held focus group discussions with male and female students’ participants in 10 schools; interviewed 85 principals, 171 teachers, 92 parents and 8 education officers. Quantitative data analysis involved both descriptive and inferential analysis using SPSS version 20. Qualitative data analysis employed thematic.
TECHNICIAN ENGINEERING TRAINING AND EMPLOYABILITY IN KENYA
(THE CATHOLIC UNIVERSITY OF EASTERN AFRICA, 2015-02) KARIUKI, SAMSON IKINYA
Technician Engineering Training (TET) is a component within the Technical, Vocational, Education and Training (TVET). TVET is the provision of skills, knowledge, attitude, and values needed for the place of work. TET as a component of TVET is a necessary intervention in attempts to empower people, reduce poverty, and realize the Millennium Development Goals (MDGs). TET is a priority area in achieving Kenya’s Vision 2030 which is anchored in Science, Technology and Innovation. There has been great concern by development stakeholders in Kenya on the need of training more technicians in the field of engineering and technology. Kenya needs over 68,000 engineers and 1.5 million technician workers in the current labour market. Technician engineers’ graduates in search of job in the world of work do not have adequate employable skills. Narrowing the gap between education and the world of work is thus a priority for this study so as to engage the ever increasing population into productive livelihoods. The study conceptualized logical flow of variables as guided by human capital and job signaling theory. Mixed method was adopted in an effort to seek the solution to the problem. The study targeted 2008 and 2009 technician engineering graduates cohort who pursued mechanical engineering trades from Thika Technical Training Institute and Building Construction trade from Meru Technical Training Institute. Trainers and employers were also targeted. Both probability and non-probability sampling techniques were used to sample respondents. Data was collected by use of questionnaires, interviews guide and focus group discussion guide. The instruments were pretested to ensure their validity by subjecting the instruments to intensive scrutiny by selected experts in TET sector. To ensure reliability the instruments were subjected to statistical analysis to determine the Cronbach’s alpha. Data was analyzed as per the research questions and hypothesis. The findings show that Technician engineering graduates rate training process as poor. The use of application of ICT is perceived to be very poor. There is very minimal participation of industry in TET. Employers consider generic skills and theoretical skill as more important compared to manipulative skills. There is no relationship between skills learnt and skills required in labour market. Training is theoretical and examination oriented. Other than area of specialization, level of training, skills learnt and performance in examination there are other factors that predict employability. This study recommends promotion of ICT usage and linkages. The study further recommends curriculum review to meet the needs of labour market. These findings will inform the TVET policy and generate adequate information for the Government, TVET policy makers, Trainer, Kenya Institute of Curriculum Development and Other TET official actors to promote the development of future skills and career development in technician engineering and technology in Kenya.
ASSESSING STAKEHOLDERS’ ROLES IN IMPLEMETING EQUITY IN EDUCATIONAL RESOURCE ALLOCATIONS AND ITS INFLUENCE ON OUTPUTS IN PUBLIC SECONDARY SCHOOLS IN MARSABIT COUNTY, KENYA
(THE CATHOLIC UNIVERSITY OF EASTERN AFRICA, 2016-09) IBRAHE, GURRO YATTANI
This study was to assess the role of stakeholders‟ in equity in educational resource allocation and its influence on outputs in public secondary schools in Marsabit County. The study was guided by the following research questions; How are educational resources equitably allocated to public secondary schools in Marsabit County?; To what extent does the socio–economic status of parents influence equity in implementing secondary education in Marsabit County?; What are the challenges facing equity in educational resources allocation in public secondary schools in Marsabit County?; What structures should be put in place to facilitate the distribution of education resources and promote education equity in public secondary schools in Marsabit County?; The study adopted mixed methods research particularly triangulation design. The study covered thirteen secondary schools that presented students for Kenya Certificate of Secondary Education exams for the last five years, thirteen head teachers, Teachers Service Commission - County Director and County Director of Education, 59 teachers and 237 students. The teachers and students were selected using stratified random sampling and simple random sampling. Quantitative data were gathered using questionnaires, interviews, and observations guides and documents analysis. Descriptive statistics such as frequencies, means, standard deviations, percentages, and inferential statistics such as Pearson product moment correlation, One-Way analyses of variance and independent t-tests by the help of SPSS program version 20 were used to analysis and summarise the data. The qualitative data were analyzed and presented using narrative description and excerpts. The study found that equitable educational resource allocations to public secondary schools lead to high growth and achievement level of students, while some schools were not fairly allocated resources hence suffered low retention rates, high drop outs, low enrolment which led to closure of some classes due to lack of students. The study established that equity in educational resource allocations were hindered by high fees, political interference, poverty, insecurity and geographical location. The study recommended that the government should increase the amount of tuition funds and bursaries to cover boarding fees for the needy students from poor families and improve quality outputs.
ENTREPRENEURIAL CULTURE OF UNIVERSITY MANAGERS AND GRADUATES’ SELF EMPLOYMENT IN NORTHERN TANZANIA
(THE CATHOLIC UNIVERSITY OF EASTERN AFRICA, 2023-09) HAULE, EDGAR LEONARD
This study assessed the relationship between the entrepreneurial culture of university managers and graduate’s self-employment in Tanzania. The study was guided by four research questions including: What are the perceptions of the university managers on their roles in promoting entrepreneurial culture to prepare undergraduates for self-employment? How do university managers cultivate entrepreneurial culture to prepare undergraduates for self-employment? How has the promotion of entrepreneurship culture influenced undergraduate readiness for selfemployment? What mechanisms are effective in cultivating entrepreneurial culture to prepare undergraduates for self-employment? The theory of Planned Behavior guided this study. A convergent parallel design under a mixed-method research approach was used to collect data. Data was collected from university managers, lecturers, alumni, and undergraduates totaling 387 participants from the three universities in Northern Tanzania. Simple random and stratified sampling techniques under probability sampling were employed in selecting universities and students. Purposive and snowball sampling techniques under non-probability sampling were used in selecting university managers, lecturers, and alumni. Research instruments were piloted for validity, reliability, and trustworthiness purposes. A questionnaire, interviews guide, and document analysis guide were used to gather the data. Statistical Packages for Social Scientists (SPSS) version 22 was used to analyze quantitative data by applying frequencies, percentages, and Chi-square tests. Thematic analysis and use of narrative and verbatim citations were used for qualitative data. Ethical considerations were observed in the study. Findings show that the university managers acknowledged their responsibility to cultivate an entrepreneurship culture in preparing students for self-employment. It was also found that, a significant percentage of recognizes management efforts to promote entrepreneurship culture through the inclusion of entrepreneurship courses across university curricula. The findings also highlighted the significance of experiential and practical learning and teaching in universities. The results of the chi-square test confirmed a significant relationship between the promotion of entrepreneurial culture and undergraduates’ readiness for self-employment. Practical teaching methods and support mechanisms were also seen as crucial in preparing students for self-employment. The study concluded that the perceptions of university managers on their roles in promoting entrepreneurial culture to prepare undergraduates for self-employment were predominantly positive. Universities provide several resources to help students improve their entrepreneurial talents, to a certain extent. Promoting entrepreneurship culture and undergraduates' preparation for self-employment are positively and significantly correlated. The study recommended universities provide adequate resources to support the development of entrepreneurial activities to develop entrepreneurial skills. The undergraduates should actively engage in activities that nurture entrepreneurial skills and attitudes. The value of entrepreneurship education should be acknowledged by legislators, who should also fund programs that foster an entrepreneurial culture in institutions. Universities should collaborate with external stakeholders including industries and agencies to provide practical experiences, internships, and mentorship opportunities to undergraduates.

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