MASTERS THESES

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THE POLITICS OF EXCELLENCE: AN INVESTIGATION OF THE MORAL GROUND OF POLITICS IN ARISTOTLE.
(The Catholic University of Eastern Africa., 2024-05-06) THEOPHILUS CHANDO
This thesis analyses Aristotle’s Political Theory. According to Aristotle, political leadership must be based on a strong moral foundation. A political leader’s role is to dispense justice in all its aspects, and this includes distributive, commutative, and restorative justice. A political leader without a good moral character is a bad leader. The State, is primarily a moral institution, whose main role is to train citizens in moral virtue, and to ensure that each person’s character accords with the demands of virtue. For this reason, leaders must educate citizens to desist from pursuing the base pleasures, and should themselves lead by example. State power is for the service to all citizens, and only a person of virtue has the disposition to make this happen, as well as to ensure that wealth is used for what it is really meant for, that is for the physical wellbeing of citizens, and to dispose them for virtuous life. A person who is not trained in virtue cannot, therefore, be a good political leader. For Aristotle, therefore, politics is not for people with questionable moral character, but is for those whose moral aptitude has been tested and proven. Without this, any leader is bound to destroy the state he is supposed to protect and nurture.
TEACHERS’ CONTRIBUTION TO PROGRAMMED ADMINISTRATIVE DECISIONMAKING IN RELATION TO STUDENTS’ ACADEMIC PERFORMANCE IN PUBLIC DAY SECONDARY SCHOOLS IN MAKINDU SUB-COUNTY, MAKUENI COUNTY, KENYA.
(THE CATHOLIC UNIVERSITY OF EASTERN AFRICA, 2022-07) Ndambuki, Felix Muthusi
This study focuses on teachers’ contribution to Programmed administrative decisions in relation to students’ academic performance in day secondary schools in Makindu Sub-county, Makueni County, Kenya. The study was guided by the following research questions: What is the relationship between the areas teachers’ contribute to in programmed administrative decision–making and students’ academic performance in day secondary schools in Makindu sub-county, Makueni County, Kenya? How does the methods used by principals to enhance teachers’ contribution to programmed administrative decision making relate to students’ academic performance in public day secondary schools in Makindu sub-County? Which challenges do principals face when dealing with programmed administrative school decision making in day secondary schools in Makindu subcounty? What measures can be put in place to improve the way principals deal with programmed administrative school decision making in day secondary schools in Makindu sub-county? The study was anchored on shared decision making theory, specifically Bridges model. The study adopted mixed methods design, specifically convergent parallel mixed method design, qualitatively; phenomenology design and quantitatively: correlational and cross-sectional survey design. The target population comprised of 16 public day secondary schools 16 Principals and 168 teachers. A sample of 8 schools, 8 principals and 58 teachers were used in this study. Sampled schools were stratified; simple random sampling with proportional allocation was used to select the teachers and purposive sampling was used to sample principals’ participants. A sample of 8 schools, 8 principals and 58 teachers were used in this study. Probability (stratified) and non-probability (purposive) sampling procedures were used in the study. Data collection instruments were questionnaires and interview guides. Cronbach Alpha technique was used to determine the reliability of research instruments. Quantitative data was analyzed using descriptive statistics which involved generating frequencies, percentages, bar graphs, mean and standard deviation. Independent t-test was used to compare means, chi-square and correlation analysis were used to determine the relationships between variables. Qualitative data was analyzed using content analysis and was in form of; narratives and direct quotes .The entire research process remained confidential and anonymous. The finding revealed that, teacher contributions in the four programmed administrative decision making areas was moderately practised and had a small insignificant relationship between teacher contributions and students’ performance in kcse (chi-square value =1.778, p = 0.6320). The dominant common decision-making area that teachers were involved to contribute in was student‘s affair and school discipline (M = 3.855, S.D = 0.901, p = 0.006) and the least was school finance and income generating activities (M = 2.105, S.D = 0.743, p = - 0.006). Principals’ methods of enhancing teachers’ contribution had a small insignificant relationship with students’ performance in kcse (r = 0.293, p = 0.482). The study recommended that: TSC and MOE should facilitate virtual in-service training aimed at developing and equipping both teachers and principals with knowledge and skills on shared decision making.
Benefits of Continuous Professional Development on Teaching Effectiveness
(THE CATHOLIC UNIVERSITY OF EASTERN AFRICA, 2015-03) MWITA, KENNEDY MARWA
This study sought to examine teachers’ perception on the benefits of continuous professional development (CPD) on their teaching effectiveness in private secondary schools in Mombasa County. The research employed descriptive survey design. The target population consisted of all private secondary schools, all the head teachers and all the teachers of all private secondary schools in Mombasa. The study used both probability and non-probability sampling procedures as per the category of population components. The sample consisted of eleven (11) high cost private secondary schools chosen from an accessible population of fifteen (15) private secondary schools in Mombasa with each school providing ten teachers and the head teachers of the schools. The schools were proportionately stratified on the basis of their category and then they were randomly selected to ensure that all categories were represented. The instruments that were used for this study were questionnaires for teachers and interview schedules for head teachers. The data were analyzed by use of descriptive statistics such as frequencies and percentages. Inferential statistics was also used for hypotheses testing and making appropriate inferences. Information from the Likert items on perceptions was used to test the hypotheses for independent samples. The study was guided by five research questions that investigated the following aspects: main CDP programmes, teachers’ perception on the benefits of CPD programmes on their teaching effectiveness, challenges to CPD programmes and improvement of CPD programmes to teachers. Three hypotheses were tested by use of Analysis of Variance (ANOVA) and Independent Sample T-test. From the data analysis, the study revealed that a majority of the private secondary schools in Mombasa often participated in various CPD activities and found them beneficial. Teachers became more effective; the students became more interested and enthusiastic about learning; teaching became a more fulfilling profession; teachers were able to relate and collaborate better with their colleagues and students were able to achieve better grades in final examinations. The results of the three tests of the hypotheses showed that there was a relationship between teachers’ perception about the benefits of CPD programmes on their teaching effectiveness and their professional qualification on one hand and on their attendance to CPD programmes on the other but none on the teachers’ gender.The study also revealed that the main challenges facing CPD programmes in private secondary schools in Mombasa in trying to ensure teaching effectiveness. Therefore, the study recommended an adoption of more radical approaches in handling CPD programmes among teachers as an integral element in teaching effectiveness in secondary schools in order to tap high student achievement.
PSYCHOSOCIAL CHALLENGES AND ADJUSTMENT OF WIDOWS OF HIV AND AIDS PARTNERS: A CASE STUDY OF MUGUNDA LOCATION, NYERI COUNTY, KENYA
(THE CATHOLIC UNIVERSITY OF EASTERN AFRICA, 2015-03) Mwangi, Rose Njoki (Sr)
The study explored the psychosocial challenges and adjustment of widows of HIV and AIDS partners in Mugunda Location, Nyeri County, Kenya. Four research questions guided the study: What are the psychosocial challenges faced by widows bereaved by AIDS partners in Mugunda Location, Nyeri County? In what ways do widows in Mugunda location, Nyeri County adjust to widowhood? Which alternative support systems could be used to assist widows in their experiences? The study employed a qualitative research paradigm and a case study research design. Worden’s grief task model theory informed the study. Targeted populations were the widows bereaved of AIDS partners in Mugunda Location, Nyeri County and professional staffs of MUFOA. Purposive sampling was used to select the 15 respondents that comprised of 9 widows who lost partners due to AIDS and 6 professionals. Interview guides instruments for both widows and professionals were used for data collection. Qualitatively data was analyzed using the thematic framework. The major study findings were that: the death of the spouse due to HIV virus is a painful and a difficult reality for the bereaved, since many widows were faced with numerous psychosocial challenges as they struggled to survive with HIV and AIDS diagnosis; many lived in poverty due to lack of resources, skills and education and with no access to the justice. Others had few support systems that assisted them in their efforts to cope with grief and loss. Also the bereaved experienced similar grief emotions, but the grieving process was unique to each individual. However, the lives of many widows were gradually improving depending on different factors. The study recommended that, widows bereaved of AIDS partners should be reinforced in their sense of self-worth, resilience, spiritual growth and ability to handle adolescent behavior problems of their children. Family members, friends and professionals should provide support systems to widows to help in coping with loss. The community should be educated on HIV and AIDS and the plight of widows as a way of helping them change the negative attitude towards people living with AIDS. Governments, NGOs, churches should empower widows by enacting laws and policies that would assist them in accessing services and resources as preparation for widowhood challenges.
COMPARATIVE EVALUATION OF THE IMPLEMENTATION OF THE SCHOOLBASED TEACHER EDUCATION PROGRAMME IN AFRICA NAZARENE UNIVERSITY AND EGERTON UNIVERSITY, KENYA.
(THE CATHOLIC UNIVERSITY OF EASTERN AFRICA, 2015-02) MWALW’A, SHEM NGAAMBA
In order to meet the need for teacher development and achieve professional enhancement among teachers, many universities worldwide, the ones in Kenya included, have adopted Bachelor of Education school-based programmes. The programmes are a mode of delivery that conveniently fits into the teachers’ professional calendar because they are conducted during the school holidays when teachers are not required in their posting stations. Africa Nazarene University (ANU) and Egerton University (private and public universities respectively) are examples of universities in Kenya that have embraced the Bachelor of Education school-based programmes. Even though the implementation of these programmes has been in progress for some time, no evaluation had been conducted to determine the progress of the process. This evaluation was conducted in order to determine whether the implementation process of the school-based programmes at Africa Nazarene and Egerton Universities was being carried out appropriately, establish any challenges encountered in the implementation process as well as suggest ways of overcoming those difficulties. The evaluation employeda combination of both qualitative and quantitative research paradigms. The quantitative paradigm involved descriptive statistics as well as ex post facto designs while the qualitative (naturalistic) paradigm comprised of comparisons and discussion of data especially collected through interviews and checklists. This evaluation adopted the Context Input, Process and Product (CIPP) model whose key proponent is Daniel Stufflebeam (1971) but did not deal with the product stage because it was a formative evaluation dealing with the evaluation of the implementation process. The target population were university school-based students, lecturers, co-ordinators and HOD’s of those programmes in ANU and Egerton Universtiy.All the respondents targeted were from the faculties/schools of education in the respective universities.Proportionate sampling techniques devised by Yamane were used to obtain the student sample for study. Data was collected using questionnaires, interview guides, checklist and document analysis guide. In order to ensure reliability of the instruments, the researcher used split half for pilot testing, then the scores obtained from the likert scale items were subjected to Cronbach alpha coefficient. Scores obtained from the items that were not in the likert scale were subjected to Spearman- Brown coefficient. A reliability coefficient index of 0.83 was obtained in both cases respectively. Both qualitative and quantitative data analysis procedures were used to analyse data. Quantitative data was analysed using the Statistical Package for Social Scientists (SPSS). Quantitative data analysis largely involved inferential statistics (particularly t-test) and descriptive statistics, specifically; distribution tables, frequencies and percentages. In order to be able to effectively analyse qualitative data, the researcher adopted the thematic analysis to identify expected and unexpected theme categories reflected in the data which he then constructed into narratives. The findings of the study revealed that the teaching methods and techniques used in the school-based programme were appropriate but a variety of teaching approaches needed to be employed in teaching, students and lecturers needed to be better prepared variously for the sessions, resources were available but not adequate and that there were administrative and other challenges harbouring proper implementation of the programme. Even though differences were noted between ANU and Egerton University in their implementation process, they were not significant. The evaluator recommended that improvements needed to be done in the areas that had been highlighted with challenges.
Analysis of Factors Influencing Academic Performance in Kenya Certificate of Primary Education (K.C.P.E) in Public Primary Schools in Masii Division, Machakos county, Kenya
(THE CATHOLIC UNIVERSITY OF EASTERN AFRICA, 2015-02) Mutuku, Mary Kavindu
The study examined factors influencing academic performance in Kenya Certificate of Primary Education (K.C.P.E) in Public Primary Schools in Masii Division, Machakos County. The study adopted a causal-comparative descriptive design (ex-post facto and Targeted 60 public primary schools; 36 of which are high performing while 24 are low performing schools out of which a sample of five 12 headteachers, 36 teachers, 104 pupils, 2 QASO and 1 AEO was selected. Data were collected using questionnaires, interview guides, observation guides and document analysis guides. Quantitative data were coded and analyzed using descriptive statistics such as means, percentages, and frequencies with the help of SPSS 11.5 program. The data were presented in form ofgraphs, charts, and tables. Generalizations were formulated. Qualitative data were organized in relation to the themes or research questions and from this information, the researcher then wrote a narrative and interpretive report in order to explain and reflect the situation as it is occurring in the school. The study also revealed that teachers in higher performing schools observe punctuality and rarely absent from school. The findings further revealed that parental support is average although high performing schools are receiving better support as compared to low performing schools. It was revealed that on average, parents of pupils in high performing schools have attained higher levels of education and are playing a significant role in their children’s academic work and therefore leading better performance. The perceptions of headteachers, teachers and pupils towards academic performance were also more positive in high performing schools. The study made the following recommendations: All stakeholders should provide adequate funds to finance the provision of school resources in order to ensure that learning takes place in a conducive environment. Parents and school administration should check on lateness and absenteeism. Teachers and parents should ensure that pupils do their homework. The school administration should introduce a school language policy and enforce it. The school administration should ensure that teachers give homework to pupils on regular basis and mark it. School administrations should devise ways of fully involving parents and members of the community in school activities in order to ensure adequate support for educational activities in the schools.
INFLUENCE OF PARENTAL CONFLICT ON LEARNERS’ ACADEMIC PERFORMANCE IN PUBLIC PRIMARY SCHOOLS IN KATHIANI SUB-COUNTY, MACHAKOS COUNTY, KENYA
(THE CATHOLIC UNIVERSITY OF EASTERN AFRICA, 2019-09) MUTISYA, PAULINE NDANU
The purpose of the study was to find out the influence of parental conflicts on the academic performance of pupils in public primary schools in Kathiani Sub-County, Machakos County, Kenya. The study was guided by four research questions: What influence does parental conflict have on learner‘s performance and behavior in public primary schools in Kathiani Sub-county? How do learners whose parents are involved in parental conflict relate with fellow learners and teachers? What challenges do parental conflicts cause on a learner‘s academic performance and behavior at school? What can be done to help improve the academic performance of learners from families faced with parental conflict? The study was grounded on the Vygotsky‘s Social Cognitive Learning Theory of Human Cultural and Bio-social Development, commonly referred to as cultural historical psychology or Vygotsky Circles. The researcher used a mixed method approach, specifically a convergent parallel design. In this, the researcher used descriptive survey design for quantitative data and phenomenology for qualitative data. The targeted population in the study was 288 learners, 144 teachers and 72 head teachers in 72 public primary schools in Kathiani Sub-County. Stratified random sampling techniques were used to pick the sample while questionnaires and interview guide were used to collect data. The research instruments were validated through pilot testing and their reliability through the test retest measure. The quantitative data were analyzed by SPSS version 20.0 and presented using means, frequencies and percentages. Qualitative data were coded and categorized into themes and presented using narrative form. Research findings indicated that children were severely damaged emotionally by bitter, long-lasting and ongoing conflict between parents. It was recommended that the head teachers call for meetings in their respective schools to sensitize the parents on the need to solve their differences without involving the children and every school needed to have a functioning guidance and counseling panel of teachers; plus the church to hold meetings for the parents and youth separately on families matter.
INFLUENCE OF SELECTED SOCIO-CULTURAL FACTORS ON ACADEMIC PERFORMANCE OF BOYS IN PUBLIC SECONDARY SCHOOLS IN WEST POKOT SUB-COUNTY, WEST POKOT COUNTY, KENYA
(THE CATHOLIC UNIVERSITY OF EASTERN AFRICA, 2022-09) MUSINA, EDWIN TAMBASI
This study sought to investigate the influence of selected socio-cultural factors on academic achievement of boys in public secondary schools in West Pokot Sub-County, Kenya. The research was directed by five research questions namely: What are the selected socio-cultural factors that work against boys’ academic achievement in public secondary schools in West Pokot Sub-County?; How are parents involved in the academic performance of boys in West Pokot Sub-County?; To what extent does gender disparity in education influence the academic performance of boys and girls in public secondary schools in West Pokot SubCounty?; How does child labor influence the academic performance of boys in public secondary schools in West Pokot Sub-County?; What efforts are being made towards improvement of boys’ academic performance in public secondary schools in West Pokot SubCounty? The socio-cultural theory of cognitive development was adopted. A mixed method approach was used where quantitative and qualitative research paradigms were employed. Convergent parallel design was employed. Cross-sectional survey and phenomenology methods were utilized to gather qualitative and quantitative information respectively. The targeted population for this research included principals (48), teachers (600) and students (2100). In total, the target population was 2748. The sample size was principals (14), teachers (240) and students (336) bringing the total sample size to 594 respondents. Yamane’s formula of sample size determination was utilized to get the sample size of students and teachers. To come up with the sample, stratified sampling procedure was utilized to choose the sample of schools and teachers whereas purposive sampling was used to the principals. Questionnaires were utilized to gather quantitative data from the teachers and the students whereas interview guides were utilized to collect qualitative data from the principals. The research instruments were validated through content validity where the content associated technique was utilized to scale the extent the questionnaire items reflected the unique areas considered. The reliability of the questionnaire was acquired by Cronbach Alpha Coefficient Method. Descriptive statistics like frequencies were utilized in summarizing data acquired and it was indicated in distribution tables of pie charts, percentages, and frequency. Qualitative information was classified into themes directed by study questions as well as presented in form of direct quotes and narratives. Ethical consideration was adhered to. From the analysis, cattle rustling, male circumcision, low societal attitude towards education, early marriages and pastoralism affected the academic performance of boys in public secondary schools. Parental involvement in the learning process includes provision of school fees in time, making follow-ups on performance, and provision of revision materials. There is gender disparity in education among boys and girls in public secondary schools in West Pokot Sub County in terms of motivation for learning, class attendance, and attitude. Poverty has forced many boys to engage in labour. The research suggests that there is a requirement for the guidance and counseling to be provided to the boys after circumcision by the parents as well as local leaders and authorities. There is also need for community awareness on the significance of boy child education and education in general in West Pokot Sub-County. The government via the education ministry and other educational stakeholders should strive to provide incentives and initiate new programs within the school so as to encourage attendance among the boys.
Factors Affecting Implementation of Free Day Secondary Education in Kitui- West and Matinyani Districts, Kitui County, Kenya
(THE CATHOLIC UNIVERSITY OF EASTERN AFRICA, 2015-03) MUSEWA, ROSE MBATHE
The purpose of this study was to explore factors affecting implementation of Free Day Secondary Education in Kitui-West and Matinyani districts, Kitui County, Kenya. The study was guided by five research questions: What is the status of infrastructural facilities in day secondary schools of Kitui–West and Matinyani districts?; To what extent are the teaching and learning resources provided in day secondary schools in Kitui-West and Matinyani Districts?; What is the trend in enrolment levels in day secondary schools in the Kitui-West and Matinyani Districts?; What challenges face the implementation of free day secondary education in Kitui-West and Matinyani Districts?; What can be done to improve the implementation of Free Day Secondary Education in Kitui-West District and Matinyani?. The researcher used descriptive survey design from quantitative research paradigm as the main design, complemented by naturalistic research design from qualitative research paradigm, to study factors affecting the implementation of free day secondary education in Kitui-West and Matinyani districts of Kitui County. The study targeted all students, all teachers and all principals plus two DEOs in Kitui-West and Matinyani districts. The population of study was 31 schools in the districts where 292 participants took part. A sample of 10 schools, 10 head teachers, 40 teachers and 240 students plus 2 DEOs was included in the study. Sampling was done using stratified, systematic and simple random sampling techniques. Data was collected using questionnaires on students and teachers, interview schedules were used to get information from principals and DEOs, as well as observation checklists to collect the required information from each school and from two DEOs. Data was analyzed using SPSS version 17.0. Qualitative data was organized thematically after which the information was coded while descriptive statistics like frequencies, mean and percentages was used to present quantitative data. The findings of the study were that, there were inadequate infrastructural facilities such as electricity, classrooms, desks and chairs, toilets and playing fields for all students in day secondary schools, which seriously affected implementation of FDSE. The state of infrastructural facilities needed to be upgraded to an acceptable standard level. Free day schools were experiencing serious teacher shortage which made Boards of Governors hire BOG teachers to cushion the shortages and a big number of teachers hired in most day schools were not fully qualified which is likely to water down the quality of education given to the students. Computers are not yet in use as teaching and learning resources in most schools due to lack of electricity which has not yet reached the areas. Poverty is a major challenge threatening the implementation of the FDSE. The researcher recommended that, the government should employ more qualified teachers, schools need to be equipped with adequate facilities and state of those available urgently upgraded to an acceptable level to accommodate increasing numbers. The FDSE funds capitation per student should be doubled from the current ksh10, 625/-,be fully funded by the government and be disbursed in time before schools open every term for better running of the schools and to make it more beneficial to poor Kenyans. Parents and stakeholders should be more involved to address absenteeism and other indiscipline.
FACTORS INFLUENCING STUDENTS ENROLMENT IN AGRICULTURE SUBJECT IN PUBLIC SECONDARY SCHOOLS IN KIAMBU EAST DISTRICT, KIAMBU COUNTY, KENYA
(THE CATHOLIC UNIVERSITY OF EASTERN AFRICA, 2015-02) MUCHENA, PURITY KAGWIRIA
The purpose of the study was to establish the factors influencing students’ enrolment in agriculture in public secondary schools in Kiambu-East District, Kiambu County. The study was conducted on account of views, attitudes and experiences of 140 participants. The researcher used three research instruments: Questionnaire for students and agriculture teachers, interview guide for principals and observation guide for agriculture resources. To realize the purpose of this study a mixed method research paradigm was used. Cross-sectional survey and naturalistic designs were adopted. Sampling was done using simple random and stratified random sampling procedures. The District has 20 public secondary schools and 5 of them were selected to participate in the study. The respondents included 5 principals; 7 Agriculture teachers and 128 students. Quantitative data was analyzed using statistical package for social sciences ( SPSS) version 17.0 and was presented in frequencies, tables and percentages. Qualitative data was presented in form of discussions and explanations in a narrative form. The findings of the study revealed that there was Low student enrolment in agriculture subject. Career and parental influence were found to be the main factors contributing low enrolment in agriculture subject. Inadequacy of teaching learning resources was also a contributing factor to low enrolment where most of the schools were able to provide simple tools and equipment that they would afford. Students were found to have a negative attitude towards agriculture as many felt that agriculture related careers involve a lot of dirt. The researcher also observed that there were enough textbooks and guide books in schools as they were provided by the Ministry of Education. Also there was presence of agriculture land which was used by form fours for examination projects in all schools but none of the schools had its own agriculture laboratory except the stores where the implements are kept. The researcher also observed that agriculture teaching aids needed some improvement as few schools had charts that are used in teaching and also agriculture clubs were not active in most schools and this was also emphasized by principals during interview. On the challenges facing agriculture subject enrolment the study found out that parental influence in the subject played a key role in subject selection. Diversity in job markets as stated by some principals has shifted the focus from agriculture to business related jobs in the young generation. To overcome these challenges career guidance and counseling was suggested to be done both to the students and parents. Also modern methods of teaching agriculture subject should be provided like use of videos, slides and projectors in order to make the subject interesting and realistic. Schools were also advised to invite agriculture experts to give motivational talks to students on agriculture related career. The Ministry of Agriculture Department in the Counties was advised to emphasize more seminars and workshops to parents in order to educate them on various agricultural activities that can boost the income in so as change the parental attitude.
EFFECTIVE IMPLEMENTATION OF RE-ENTRY POLICY FOR TEENAGEMOTHERSTUDENTS AND COMPLETION OF SCHOOLING IN PUBLIC SECONDARY SCHOOLS IN GATUNDU SOUTH SUB-COUNTY, KIAMBU COUNTY, KENYA
(THE CATHOLIC UNIVERSITY OF EASTERN AFRICA, 2023-09) MULI, MARY M.
The study examined the effective implementation of re-entry policy for teenage motherstudents and completion of schooling in public secondary schools in Gatundu South SubCounty. Research questions that guided this study were; what are the government initiatives affecting the re-entry policy implementation for teenage mother-students in public secondary schools? To what extent has community support affected the implementation of the re-entry policy for teenage mother-students? How has early pregnancy affected the completion rates of girls in the implementation of the re-entry policy? To what extent have the school factors affected the implementation of the re-entry policy in public secondary schools? To what extent have the social cultural practices affected school completion for teenage mother-students in public secondary schools? Opportunity theory guided this study. Mixed research design was applied in this study. The study targeted 30 public secondary schools where 421 participants comprising of class teachers, principals, and ministry of education officials, mother-students and parents/guardians to mother-student were targeted. Questionnaires, interview guide and document analysis were used to collect data. Analysis for qualitative data was done in verbatim and thematic approach while quantitative data was done using descriptive statistics where SPSS software was used for Chi-Square test and correlation analysis and results presented in charts, tables and graphs. Researcher considered some ethics by seeking permission from the Catholic University of Eastern Africa and NACOSTI for data collection. The study findings revealed that Government support the teen mothers through allocating resources to school that encourage learning process after delivery. Community support by creating awareness about reentry policy for teenage mother-students has improved the implementation of the re-entry policy. Early pregnancy has affected the completion rates of girls since it has made motherstudents loose interest due to missing hope of community reactions when teens get pregnant. Social cultural practices such as early marriages affect the policy since teen mothers are treated like any other mother in the family. The cultural norms of the community subject the teen mothers to labeling and stereotyping hence affecting their schooling process. Recommendation was that there is need for the government to establish rules and procedures governing fair allocation of these supports in order to demonstrate goodwill and support for the readmission of the girls after delivery to institutions.
INFLUENCE OF PARENTS’ VIEWS ON THEIR PARTICIPATION IN FREE PRIMARY EDUCATION POLICY IMPLEMENTATION IN NYERI COUNTY, KENYA
(THE CATHOLIC UNIVERSITY OF EASTERN AFRICA, 2019-07) MUMBI, JANE
This study examined influence of parents‘ views on participation in FPE policy implementation in Nyeri County, Kenya. Research questions were: How did parents interpret FPE policy? How did parent‘s participation influence FPE implementation? How did parents respond to invitations by schools to participate in FPE implementation? How did parents view the effectiveness of their participation in FPE implementation in Kenya? What were parent‘s expectations of FPE policy implementation? What were parents‘ roles towards provision of teaching and learning resources since FPE implementation in Kenya? Mixed methods research design of the embedded qualitative dominant model (phenomenological and cross-sectional survey) design was adopted. Probability and nonprobability sampling techniques were used on selected samples of parents, teachers, headteachers, Parents Association and Board of Management chairpersons and County Education officers. Interviews, questionnaires, and observation methods were used to collect data. Qualitative data from interviews were organized into thematic matrices to develop narratives related to study questions. Data from survey questionnaires were quantified for analysis using the Statistical Package for Social Sciences version 22. Chi square was used to test hypotheses at significance level of α=0.05. Data were presented in frequency distribution tables as well as in narrative form. Findings were that parents were happy with FPE policy, school levies were not totally abolished, parents did not voluntarily participate in FPE implementation, were aware of their effectiveness in education provision, did not expect to pay levies or provide teaching and learning resources. The study concluded that FPE policy was well received by parents, parents financially supported education and that parents did not willingly participate in FPE policy implementation. The study recommended clarification of FPE policy and cost-sharing approach in basic education.
THE RELATIONSHIP BETWEEN PARENTING STYLES AND ACADEMIC PERFORMANCE OF SECONDARY SCHOOL STUDENTS IN PUBLIC AND PRIVATE SCHOOLS IN LAMU COUNTY, KENYA
(THE CATHOLIC UNIVERSITY OF EASTERN AFRICA, 2022-09) MUMINA, PAULINE
This study aimed at investigating the relationship between parenting styles and academic performance of secondary school students in public and private schools in Lamu County, Kenya. The study employed an embedded mixed method study design by combining correlational survey and phenomenological research designs. It was guided by four research questions namely: How does authoritarian parenting style relate to academic performance of secondary school students in Lamu County? To what extent does authoritative parenting style relate to academic performance of secondary schools students In Lamu County? What is the relationship between permissive parenting style and academic performance of secondary school students in Lamu County? What is the relationship between uninvolved parenting style and academic performance of secondary school students in Lamu County? The study was informed by Diana Baumrind’s Theory of parenting styles. This study adopted a mixed methods embedded design by combining correlational survey and phenomenological research designs. The target population was 648 Form two students and 25 Head teachers in Lamu County. Eight secondary schools were sampled for the study using both stratified and simple random sampling methods. Head teachers of the selected schools were automatically included in the study. A sample of 247 students was selected using simple random sampling. The study used questionnaires, interview schedule and document analysis to collect data. To ensure validity of the data collection instruments, the questionnaire, document analysis guide and interview guide were subjected to content and face validity. A testretest technique was used to check the reliability of the research instruments. Quantitative data obtained from questionnaires was analyzed with the help of Statistical Package for Social Sciences (SPSS) version 23 software. Descriptive statistics generated in form of frequencies, percentages and means summarized data that were presented in frequency distribution tables. Qualitative data obtained from interview schedules and document analysis was paraphrased and thematically analysed. Inferential statistics in particular Pearson’s product moment correlation tested the hypothesis. The study adhered to all research ethics during the entire process. Key findings revealed that there is a negative relationship between authoritarian parenting style and academic performance, a positive significant relationship between authoritative parenting and academic performance, a negative significant relationship between permissive parenting and academic performance and a negative significant relationship between uninvolved parenting and academic performance. The study concluded that authoritative parenting was the best method of parenting style in relation to academic performance and that the academic performance of secondary school students in Lamu County was greatly related to the type of parenting styles exercised in the family. The study recommended that schools should organize forums for parents to enlighten them on good parenting, policy makers to develop policies that encourage parents to adopt appropriate parenting styles, parents to participate in parenting education programs and the use of authoritative parenting style as the best parental practice for it yields good academic performance of students.
EFFECTS OF INSTRUCTIONAL APPROACH ON STUDENT PERCEPTIONS OF LEARNING A SPIRALLY DESIGNED ISLAMIC JURISPRUDENCE COURSE AT ALJAMEA-TUS-SAIFIYAH, NAIROBI, KENYA
(THE CATHOLIC UNIVERSITY OF EASTERN AFRICA, 2023-09) MURTAZA, PATANWALA
The current study explored the effects of teachers’ instructional approach on student perceptions of learning a spirally designed Islamic Jurisprudence course at Aljamea-tus-Saifiyah, Nairobi campus, Kenya. It was guided by the Constructive alignment theory proposed by John Biggs (1996) to address four research questions. The first question was what are teachers’ instructional approaches in teaching a spirally designed Islamic Jurisprudence course at Aljamea-tusSaifiyah, Nairobi campus? The second question was how these approaches affect student perceptions of learning a spirally designed Islamic Jurisprudence course? The third question focused on what challenges do teachers face in teaching a spirally designed Islamic Jurisprudence course at Aljamea-tus-Saifiyah? And the fourth question included what strategies can be employed to enhance the learning experience of students in a spirally designed Islamic Jurisprudence course at Aljamea-tus-Saifiyah? The study employed an explanatory-sequential design, where the data was collected in two phases. A cross-sectional survey design was used to collect quantitative data through questionnaires and phenomenological design was used to collect qualitative data using interview guides. A random sample of 266 student participants and 25 teacher respondents were included in the study. Quantitative data was analysed using descriptive statistics and qualitative data was organised into themes and presented in direct quotes and narratives. Ethical considerations were observed throughout the study. The study found that 45% of teachers frequently resort to teacher-centric approaches in teaching Islamic Jurisprudence. Similarly, 40% of students in Stage 3 adopted a surface learning approach and 80% reported having low clarity of their learning experience. The study recommended that a more student-centric approach should be employed, and an alignment between clearly defined objectives, teaching activities and assessments should be obtained to enhance students' overall learning experience.
FACTORS AFFECTING THE PROVISION OF QUALITY EDUCATION IN PUBLIC AND PRIVATE SECONDARY SCHOOLS IN CENTRAL EQUATORIA STATE, JUBA COUNTY SOUTH SUDAN
(THE CATHOLIC UNIVERSITY OF EASTERN AFRICA, 2015-02) MöDI, MARTIN LOKU
Quality has become the concern of educational policy-makers around the world as the heart of education. Lack of quality means basic educational needs go unsatisfied. This would create inability in learners‟ lives and compromise their overall experience of living socially, culturally and economically. The purpose of this study was to examine the factors affecting the provision of quality education in public and private secondary schools in Central equatorial State, Juba County South Sudan. The study was guided by six research questions which were extracted from the review of related literature. These included: what is the role of a teacher in providing quality education? How does school leadership style influence the provision of quality education? To what extent do school physical environment, facilities and resources affect the provision of quality education? What is the role of parents/guardians and community members/ leaders in the provision of quality education in schools? What are the challenges facing the provision of quality education in public and private secondary schools in Central Equatoria State? What are possible effective ways to improve the provision of quality education in Central equatorial State? The study employed both descriptive survey and naturalistic designs and the target population was all students, teachers, head teachers, parents/guardians and community members/leaders. Stratified, simple random and snow ball sampling techniques were used to select respondents for the study. Questionnaires and interviews were used to quantitative and qualitative data. Besides, direct observation checklist and document analysis guide were also used to collect qualitative data information in school settings. The collected data was analyzed using quantitative and qualitative techniques. The quantitative data was analyzed using descriptive statistics involving frequencies and percentages to summarize data and it was presented using frequency distribution tables, pie charts and bar graphs. Meanwhile qualitative data was organized into themes and analyzed using narratives and direct quotations of the respondents‟ views, experiences and information. The findings showed that there was lack of enough and professionally qualified and trained teachers, teaching and learning materials and teachers were not motivated due to low remuneration. The study concluded that the government of South Sudan should employ more professionally qualified and trained teachers to curb the problem of scarcity of teachers. It recommended that in order to solve the problem of teachers, the government should construct a Teacher Training College in the country to train teachers on various teaching subjects; it should motivate teachers by paying them reasonable salaries in order to raise their status in the country.
PERCEPTIONS OF TEACHERS AND STUDENTS TOWARDS GUIDANCEAND COUNSELLING SERVICES IN PUBLIC SECONDARY SCHOOLS IN ONGATA RONGAI AND NGONG ZONES OF KAJIADO NORTH DISTRICT, KAJIADO COUNTY-KENYA
(THE CATHOLIC UNIVERSITY OF EASTERN AFRICA, 2015-02) MOMANYI, LILIAN MANDERA
This study’s aim and focus was to establish the perceptions of students and teachers towards guidance and counselling services in secondary schools in Ngong and Ongata Rongai Zones. The study was guided by the fact that right or wrong perceptions of students and teachers towards the guidance and counselling services determine whether these services are sought for voluntarily. After reviewing related literature on guidance and counselling, it was established that there was limited research on the same. Besides, it was also found out that majority of the researchers employed the use of questionnaires only in the collection of data which do not gather in-depth information. Cross-sectional survey research design was used to carry out the study. Through simple random sampling and stratified random sampling, six schools out of the twelve public secondary schools were sampled for the study. The sample comprised of 150 respondents comprising of 120 students, 24 teachers and 6 principals. The study used questionnaires and interview schedules to assess the students’ and teachers’ perceptions towards guidance and counselling services. Data were summarized using means, frequencies, percentages, descriptions and correlations. Qualitative data were transcribed then organised into themes, after which it was reported verbatim. Independent t-test statistics were done and they revealed that teachers and students have wrong perceptions towards guidance and counselling services. There was also a relationship between the perception of students and teachers and the effectiveness of the guidance and counselling services, p-value at 0.05. The findings also showed that lack of trained teacher counsellors and facilities results to teachers not being confidential and lack the knowledge and skills required to guide and counsel students. The study recommended that teacher counsellors should embrace the use of peer counsellors, sensitize students on the importance of guidance and counselling services and be friendly to students. Also, all stakeholders of education, right from the top (Ministry of Education) to the low levels, should cooperate and work together on issues to do with the training of teacher counsellors, and availing facilities for the implementation of the guidance and counselling services in schools.
ASSESSMENT OF UTILIZATION OF INFORMATION, COMMMUNICATION AND TECHNOLOGY IN TEACHING AND LEARNING IN PUBLIC SECONDARY SCHOOLS IN KAJIADO NORTH SUB-COUNTY
(THE CATHOLIC UNIVERSITY OF EASTERN AFRICA, 2019-07) MARANGA, WALTER
This study assessed the utilization of ICT tools in teaching and learning in public secondary schools in Kajiado North Sub County. The study was prompted by the need to awaken learners and teachers to utilize the available ICT tools so as to promote more innovative, creative, independent and collaborative teaching and learning. This study was hinged on the presumption that there are at least few ICT tools in most schools which were not appropriately used by teachers and learners to promote learning. The study was guided by the following research questions; what ICT tools are available? How are these tools used in teaching and learning? What are the obstacles to learning and teaching through ICT? What are the benefits of teaching and learning through ICT? What are the recommendations on effective teaching and learning through ICT? The research designs used were phenomenology and cross-sectional. Ten public secondary schools were randomly sampled. Ten principals were sampled purposively. Simple random sampling technique was used to choose 104 teachers whereas stratified and simple random sampling was used to choose 150 students. Data was collected through questionnaires and interview guides. Each Quantitative and qualitative data was analyzed singly and results converged in interpretation. Quantitative data was analyzed and interpreted through statistical Package for Social Sciences (SPSS) software package version 20.0 and was summarized and presented by means that of percentages, means, tables and pie charts. Qualitative data was analyzed and presented using narrative description. The study found out that the most available ICT tools in most schools are computers and printers, that many teachers were trained on teaching through ICT and that there was limited utilization of ICT in teaching and learning among teachers and learners in most schools. Most teachers used computers and printers for filling in marks, printing exams and learning materials while most students used computers for research, typing and storing data. The findings revealed that lack of electricity or generators, inadequate tools and resources, in-adequate knowledge on teaching and learning through ICT and lack of internet connection were the main impediments to learning and teaching through ICT. The study recommended training of teachers and students on ICT, technical support and collaboration with other schools on ICT in education so as to facilitate effective teaching and learning through ICT. Based on the findings, the study recommended that education stakeholders, that is; the government, parents, teachers, local community and students should be involved in planning, training and appropriation of ICT tools and resources in schools.
INFLUENCE OF UNDERSTAFFING OF TEACHERS ON TEACHING AND LEARNING IN PUBLIC PRIMARY SCHOOLS IN MAKUENI SUB-COUNTY, MAKUENI COUNTY, KENYA
(THE CATHOLIC UNIVERSITY OF EASTERN AFRICA, 2019-07) MANGENDI, DAVID
There are no enough teachers in many of the public primary schools in Kenya. This means the schools are understaffed and this has influenced the process of teaching and learning in the schools. This study sought to find out how understaffing of teachers had influenced teaching and learning in public primary schools in Makueni Sub County, Makueni County, in Kenya. The study was guided by the following research questions: What is the distribution of the teaching staff in public primary schools in Makueni sub- County? How does teachers‟ work load influence teaching and learning in public primary schools in Makueni sub-county? What challenges are caused by understaffing to the teaching-learning process in Makueni sub-county? What can be done to improve staffing in the public primary schools of Makueni sub- County? The methodology employed in the study was both quantitative and qualitative research methodologies mainly through a cross-sectional survey design and narrative research design respectively. The population of the study involved teachers employed by the Teachers Service Commission who included head teachers and assistant teachers in public schools in Makueni Sub County. The study also involved an education officer and the staffing officer in the district. The Sampling methods in the study were simple random for the teachers and stratified sampling for the schools. There was purposive sampling for both the head teachers and the heads of curriculum (HOC) (or subject panel heads) in the schools. The researcher also used purposive sampling for both the education officer and the staffing officer. The sample size of the study was 20 head teachers, 20 HOCs, 151 teachers, one (1) staffing officer and one (1) education officer. Data were collected by use of interview guides and questionnaires. The validity of the instruments was ensured by involving stakeholders in the research department of the university including supervisors of this study who clarified on the authedicity of the instruments. The reliability of the quantitative instrument depended on test-retest technique of the pilot questionnaires whereas the dependability of the qualitative instruments was ensured by having a respondent checking on the final themes and concepts. The quantitative data were analyzed by use of frequencies and percentages with special regard to the SPSS version. The qualitative data were organized and coded according to the themes that emerged from the collected data. The findings of this study included the following: that there was unfair distribution of teachers and high pupil-teacher ratio in the sub county and that affected teaching and learning in the schools; that in understaffed schools where teachers have high teaching workload, effective teaching and learning are negatively affected; that there were many challenges associated with curriculum implementation and high pupil-teacher ratio encountered by teachers in understaffed schools; and that fair distribution of teachers and review of staffing policies were some the effective measures of improving staffing in the schools. The study recommended regular recruitment and deployment of teachers within a specified period of time; ensuring fair distribution of teachers with regard to the staffing need; and provision of enough social services to the teachers in hardship areas.
ASSESSMENT OF FEMALE GENITAL CUTTING AND EARLY MARRIAGE ON THE RETENTION OF PRIMARY SCHOOL GIRLS IN KURIA WEST DISTRICT, KENYA
(THE CATHOLIC UNIVERSITY OF EASTERN AFRICA, 2015-02) Magangi, Magdaline Gesare
The purpose of this study was to assess Female Genital Cutting (FGC) and early marriage on the retention of primary school girls in Kuria West District. The research was guided by four questions: to what extent is FGC prevalent amongst primary school girls in Kuria west district, to what extent does FGC affect school attendance and the retention of primary school girls, at what rate does early marriage affect the retention of primary school girls and what suggestions can be made to address educational problems occasioned by FGC and early marriage? The study used mixed method design mainly cross-sectional survey and phenomenology. The cross-sectional survey was preferred as it collects data at fixed period of time while phenomenology collects data of a lived experience. The sample consisted of 8 public primary schools (2 girls boarding primary schools and 6 mixed public primary schools), 160 pupils, thirty two teachers, eight head teachers and two Education Officers a total of 202 participants. Stratified, simple random and purposive sampling procedures were used to arrive at this sample. Instruments for data collection included questionnaires for quantitative data and interview schedule for the qualitative data. The collected data from the questionnaires were analyzed using descriptive statistics such as frequencies and percentages. Qualitative data was coded and the categories emerging developed into themes and presented in narrative form. The findings indicated that FGC was still practiced in the Kuria West District. The findings further show that girls dropped out of school to get married due to FGC, peer pressure and poverty among other factors. Among the recommendations made include the government taking measures to curb girl dropout rate in primary schools and all education stakeholders should also work together to create awareness on the adverse effects of FGC. It is also recommended that the government sponsors girls willing to return to school after dropping out.
TEACHERS’ KNOWLEDGE OF IDENTIFY SUICIDAL BEHAVIOR RISK FACTORS OF ADOLESCENTS IN PUBLIC SECONDARY SCHOOLS IN NYANDARUA SOUTH DISTRICT, NYANDARUA COUNTY, KENYA
(THE CATHOLIC UNIVERSITY OF EASTERN AFRICA, 2015-09) MACHARIA, ANN M. (SR)
The purpose of this study was to find out teachers’ knowledge of suicidal behavior risk factors of adolescents in public Secondary Schools in Nyandarua South District, Kenya. The study employed a concurrent triangulation research methodology; both descriptive cross sectional survey and naturalistic phenomenology designs were used. Probability and non probability sampling methods were used to sample 73 teachers and 11 teacher counselors respectively. The study used 50% of the total population (168) in the 22 schools. Data was collected using questionnaires for teachers and interview guide for teacher counselors. Quantitative data was analyzed using Statistical Package for Social Sciences (SPSS) version 20.0 and was presented using frequencies and percentages while qualitative data was analyzed and categorized into themes and presented in form of narratives. The findings established that teachers are aware of depression, coping skills, age, alcohol and substance abuse, previous suicidal threats, emotional instability, low self esteem irresponsible sexual behavior, information technology and accessibility of lethal means as risk factors. Teachers demonstrated knowledge that students who ‘feel at home’ in school are at less risk and intimate friendship may increase or lessen the risk. They identified lack of guidance and counseling and being pressurized by teachers to perform academically as risk factors. They know that parent-child communication, parental conflicts and depression of parents are risk factors. They identified dysfunctional families, irresponsible parenting, absence of parents and parents pressure on adolescents to perform academically as risk factors. They also know that adolescents may learn suicidal behavior from family members. Conversely, teachers are uninformed that gender, chronic illness and disability and being a bully is a risk factor but do not believe that suicidal behavior is contagious. Teachers were not sure that academic achievement, living away from one parent or both, death of a relative and single parenthood are risk factors and that poverty in a family too is a risk factor. The study recommends that based on the knowledge of the various risk factors of suicidal behavior of adolescent students, teachers should identify students at risk and offer them appropriate help. School administration, through Guidance and Counseling Department, and County Education Office should hold seminars and workshops to inform teachers on the suicidal risks they are not aware of.

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