Parental Influence on Teenage Pregnancy among Secondary School Students in Tharaka Nithi County, Kenya

The purpose of this study was to examining the influence of self-esteem on students’ academic performance in secondary schools in Tharaka-Nithi County, Kenya. The study adopted the descriptive survey research design. A sample size of 340 respondents was selected. Stratified random sampling and purposive sampling technique were used to select the 301 form three student, 13 heads of curriculum, 13 deputy head-teachers and 13 heads of guidance and counseling. Data was collected using questionnaires and interview schedules. Descriptive statistics (such as frequencies, mean and standard deviation) and inferential statistics (such as Chi-square test) techniques were used to analyze data. The study found that self-esteem has no significant influence on students’ academic performance in secondary schools (Chi-square=13.92, df=8, sig(p-value)=0.084).This implies that low or high self-esteem does not influence student’s academic performance. The study recommends the need to build self-esteem among students. This will guarantee good academic performance in secondary schools. Moreover, the study recommends the need for school administration to focus on academic activities that are geared towards improving academic performance in secondary schools. It is anticipated that the findings of the current study will provide necessary information useful to the policy makers, academician, students, teachers, school administration and other stakeholders to enhance academic performance of students in secondary schools in Kenya. KEY WORDS: Academic performance; Low grades; Quality grades; Self-esteem; Students DOI : 10.7176/JEP/10-2-18

The study aimed at determining the influence of gender on students’ academic achievement in biology when taught using experiential learning approach. Quasi experimental research design was employed and in particular Solomon four group design. The target population was 22,640 biology students in secondary schools in Maara sub-County, Tharaka Nithi County. The accessible population consisted of 1,557 form two students in Sub-County mixed secondary schools. The purposive sampling was used to draw four sub-County mixed secondary schools from a list of mixed secondary schools in Maara Sub-County. Simple random sampling was used to select and assign participating schools in experimental and control groups. The sample size comprised of 118 students in four schools. The research instruments used were Biology Pre-Test (BPT) and Biology Achievement Test (BAT). The instruments were piloted to determine their reliability in a Sub-County mixed secondary school in Meru-South Sub-County. Reliability coefficient for instruments was 0.741. The validity of the research instrument was ascertained by experts in the department of education of Chuka University. Experimental groups (E1 and E2) were taught using experiential learning approach while control groups (C1 and C2) were taught using conventional teaching approach. Statistical Package for Social Science (SPSS) version 26 aided in data analysis. The raw data obtained was analyzed using descriptive statistics (mean, standard deviation, percentages) and inferential statistics (two-way ANOVA, Turkey post hoc analysis). The null hypothesis was tested at = 0.05 significant level. The findings revealed no statistically gender difference in academic achievement in biology when taught using experiential learning and conventional approaches. The study therefore recommended that experiential learning approach is an accommodative teaching approach that may be used with both male and female students. This means that, regardless of students gender, the experiential learning approach is appropriate in teaching and learning to promote academic achievement. Additionally, Experiential learning approach affords all students an equal access to the curriculum while maintaining their high expectations. The findings of the study may be help curriculum planners and learning institutions to incorporate innovative techniques in classroom teaching to improve learning of biology subject for both boys and girls in Kenya. The findings also form a ground upon which likely further research could be built for innovative teaching techniques in secondary schools.

The study aimed at investigating the effect of experiential learning approach on students’ attitude towards biology in Secondary schools in Maara sub-county, Kenya. Quasi experimental research design was employed and in particular Solomon four group design. The target population was 22,640 biology students in secondary schools in Maara sub-County, Tharaka Nithi County. The accessible population consisted of 1,557 form two students in the Sub-County mixed secondary schools. The purposive sampling was used to draw four sub-County mixed secondary schools from a list of mixed secondary schools in Maara the Sub-County. The sample size comprised of 118 students. The research instruments used was Biology Attitude Questionnaire (BAQ). The instrument was piloted to determine its reliability in a Sub-County mixed secondary school in Meru-South Sub-County. Reliability coefficient for the instrument was 0.762. The validity of the research instrument was ascertained by experts in the department of education of Chuka University. Experimental groups (E1 and E2) were taught using experiential learning approach while control groups (C1 and C2) were taught using conventional teaching approach. Statistical Package for Social Science (SPSS) version 26 aided in data analysis. The raw data obtained was analyzed using descriptive statistics (mean, percentages) and inferential statistics (Mann-Whitney U Test, Kruskal Wallis Test and Turkey post hoc analysis). The null hypothesis was tested at α= 0.05 significant level. The findings indicated that there was a significant difference in students' attitude towards biology among students taught using experiential learning approach and conventional approach. It was therefore recommended that the experiential learning approach should be applied to improve students’ attitude towards biology and thus improved academic performance. The findings of the study may be help curriculum planners and learning institutions to incorporate innovative techniques in classroom teaching to improve learners’ motivation to learn biology subject in Kenya. The findings also form a ground upon which likely further research could be built for innovative teaching techniques in secondary schools.

The study aimed at determining the influence of gender on students’ attitude towards biology when taught using experiential learning approach. Quasi experimental research design was employed and in particular Solomon four group design. The target population was 22,640 biology students in secondary schools in Maara sub-County, Tharaka Nithi County. The accessible population consisted of 1,557 form two students in Sub-County mixed secondary schools. The purposive sampling was used to draw four sub-County mixed secondary schools from a list of mixed secondary schools in Maara Sub-County. Simple random sampling was used to select and assign participating schools in experimental and control groups. The sample size comprised of 118 students in four schools. The research instruments used was Biology Attitude Questionnaire (BAQ). The instrument was piloted to determine is reliability in a Sub-County mixed secondary school in Meru-South Sub-County. Reliability coefficient for instrument was 0.762. The validity of the research instrument was ascertained by experts in the department of education of Chuka University. Experimental groups (E1 and E2) were taught using experiential learning approach while control groups (C1 and C2) were taught using conventional teaching approach. Statistical Package for Social Science (SPSS) version 26 aided in data analysis. The raw data obtained was analyzed using descriptive statistics (mean, standard deviation, percentages) and inferential statistics (Mann-Whitney U Test, Kruskal Wallis Test and Turkey post hoc analysis, and t-test). The null hypothesis was tested at = 0.05 significant level. The findings revealed no statistically gender difference in students’ attitude towards biology when taught using experiential learning approach. The study therefore recommended that experiential learning approach is an accommodative teaching approach that may be used with both male and female students. This means that, regardless of students gender, the experiential learning approach is appropriate in teaching and learning to promote positive attitude and academic achievement without biasness. Additionally, Experiential learning approach affords all students an equal access to the curriculum while maintaining their high expectations. The findings of the study may be help curriculum planners and learning institutions to incorporate innovative techniques in classroom teaching to improve learning of biology subject for both boys and girls in Kenya. The findings also form a ground upon which likely further research could be built for innovative teaching techniques in secondary schools.

Background: Cancer is one of the leading causes of morbidity and mortality worldwide. In Kenya, cancer as a disease ranks third as a cause of death after infectious and cardiovascular diseases and the cancer cases are increasing at an alarming rate. Objective: The current study was aimed at determining the prevalence trends of cancer in Meru and Tharaka Nithi Counties with an aim of putting proper infrastructural and human capacity development to combat cancer. Methods: A random selection of patients aged between five to eighty-two years clinically diagnosed as cancer patients who were visiting Meru and Chuka General Hospitals for a period of one year were recruited for the study. The participants were requested to give a verbal consent and respond to a brief questionnaire concerning their gender, age and the type of cancer they are suffering from. This study used retrogressive approach where the trend of cancer incidences and death rate were determined for the last eight years (2011 to 2018) using the hospital data. Data were analysed using statistical package for social sciences (SPSS). Results: This study established that the prevalence of cancer in people visiting hospitals in Meru and Tharaka Nithi Counties was 0.32% and 0.38% respectively. Further, the prevalence trends of cancer cases in the two counties have been increasing over the last eight years. Conclusion: The study concludes that cancer is prevalent in Meru and Tharaka Nithi Counties. It is therefore recommended that proper infrastructural and human capacity development be put in place to combat cancer.

Discipline in schools is about positive behavior change in order to create conducive environment for learning. When discipline is achieved in secondary schools, it becomes instrumental in students academic performance. This study focused on assessment of the influence of teachers’ discipline management strategies on KCSE performance in public secondary schools in Tharaka Nithi County, Kenya. The objective of this study was to establish the influence of school rules on KCSE performance. The county has had a trend of grade wastage from KCPE to KCSE. The study adopted descriptive survey research design which used mixed method approach. The study targeted 104 public secondary schools in Tharaka Nithi County, with 10 boys schools, 17 girls schools and 77 mixed schools. Stratified random, purposive sampling method and Krejcie & Morgan population sample table was used to determine the sample size. Principals and teachers were the respondents in this study. Interview schedule for 21 principals and 346 questionnaires for teachers were used as tools for data collection. The study sampled 42 schools, which constituted 40% of the total population size. The researcher prepared the instruments with expert judgment by supervisors. Cronbach’s Alpha Coefficient (α) was employed in determining the reliability of the instruments. A pilot study of 10% of the sample schools and respondents was carried out from each of school category. Alpha index of 0.869 was obtained for the teachers’ questionnaires. The reliability of the interview schedule was ensured by the consistency of the questions and the order in which they were administered. The study used descriptive statistics which included frequencies, measures of central tendencies (mean) and measures of dispersion (standard deviation). Inferential statistics Pearson r was used to test the relationships of the hypotheses with the aid of Statistical Package for Social Sciences (SPSS) in analyzing the data. The data from the interview guide was arranged thematically, transcribed and then presented verbatim in order to triangulate the results. The results revealed that school rules did not influence KCSE performance positively. The findings of this study are expected to be of benefit to different stake holders, who are sensitized with new information on alternative disciplinary strategies to be used on students’ discipline in schools, the policy makers are assisted to come up with a new policy on use of alternative disciplinary methods in schools. KEYWORDS: Management strategies,academic performance, secondary schools, Tharaka Nithi County, Kenya DOI : 10.7176/JEP/10-11-12 Publication date : April 30 th 2019

Purpose This study explored the psychosocial determinants of teenage pregnancy among selected secondary school students in Akamkpa Local Government Area, Cross River State, Nigeria. The Specific objectives were to determine the influence of parental-child relationship on teenage pregnancy, examine influence of attitude to sex on teenage pregnancy, determine influence of self-esteem on teenage pregnancy and ascertain the influence of peer influence on teenage pregnancy among selected secondary school students in Akamkpa Local Government Area, Cross River State, Nigeria. Four research questions and a hypothesis were formulated to guide the study.
 Method: The research design employed in the study is cross-sectional descriptive design. A total of 241 female senior secondary schools one and two (SSS I & SSS II) students of five (5) public secondary schools in Akamkpa LGA, Cross River State were selected as sample of the study using simple and proportionate sampling techniques. The instrument of data collection was a structured questionnaire. Data collected were presented and analyzed using frequencies, percentages and descriptive statistics (Means []). The hypothesis was tested using Population t-test (t) analysis.
 Result The findings of the study revealed that parent-child relationship has a negative influence on teenage pregnancy among female students. Attitude to sex has positive influence on teenage pregnancy among female students. Self-esteem has positive influence on teenage pregnancy among female students. Peer pressure has negative influence on teenage pregnancy among female students. There is a significant negative influence of peer influence on teenage pregnancy among female students in selected secondary schools in Akamkpa LGA, Cross River State. Based on the results it was recommended that Parents should endeavour to strengthen relationships with their children as this will help them to discuss relevant issues relating to sexuality and reproductive health that will help prevent unwanted teenage pregnancy.
 Conclusion:
 Teenage pregnancy is a major public health and social problem worldwide. Poor parent-child relation and peer pressure have negative influence on teenage pregnancy among female students while, self-esteem and attitude to sex have positive influence on teenage pregnancy

The aims of this study was to investigate attitudes toward physical education and class preferences of Turkish secondary and high school students related to gender and age. The participants were 302 female (Mage = 13.11 ± 0.79) and 332 male (Mage = 13.14 ± 0.69) students from secondary school education aged 12 to 14 and 290 female (Mage = 16.48 ± 0.86) and 316 male (Mage = 16.42 ± 0.90) student from high school aged 15 to 17. A total of 1240 students voluntarily participated in this study. The Attitudes Toward Physical Education Scale (ATPES) was applied. ANOVA was used to determine differences in attitude toward PE between students from secondary and high schools and between girls and boys. In order to test differences in PE class preferences of students with regard to school context and gender, chi square analysis was conducted. Men scores of ATPES for secondary school and high school girl and boy students were determined 3.95 point, 4.01 point, 3.40 point and 3.77 point, respectively. Generally of secondary school students (%66.6) preferred coed physical education class, while generally of high school students (%69) preferred single-sex physical education class. This research verifies that attitudes towards physical education and PE class preferences change according to gender and age. SUMMARY Purpose and significance: The aims of this study was to investigate attitudes toward physical education and class preferences in Turkish secondary and high school students related to gender and age. In spite of the growth in the studies on the effectiveness of PE, sport science literature that have investigated students' attitudes toward PE and on PE class preferences according to age and gender are limited. Methods: The study was conducted during the 2006-2007 fall semester. Participants consisted of 1240 students from seven secondary and six high general schools of Bursa/Turkey. In this study, coeducational secondary and high schools were selected. The participants were 302 girls (Mage = 13.11 ± 0.79) and 332 boys (Mage = 13.14 ± 0.69) aged 12 to 14 from secondary education schools and 290 girls (Mage = 16.48 ± 0.86) and 316 boys (Mage = 16.42 ± 0.90) aged 15 to 17 from high schools. Two data collection instruments were administered. In the first section of the first personnel information, participants provide demographic related information such as age, grade, and gender. In the second section participants were asked: Which PE class do you prefer? Coed PE or Single sex The second instrument is the Attitude Toward PE Scale for Turkish students. Results: Findings of this study indicated a significant gender difference in high school students attitudes toward PE (F = 29.361; p 0.05 . The attitude scores of secondary school boys and girls respectively was (M = 4.01) and (M = 3.95). In addition, the attitude scores of secondary school boys (M = 4.01) were significantly higher (F = 26.245; p<0.05) than those of high school boys (M = 3.77), and the attitude scores of secondary school girls (M = 3.95) were significantly higher (F = 33.752; p<0.05) than those of high school girls (M = 3.40). In order to test differences in PE class preferences of students with regard to school context and gender, chi square analysis was conducted. Significant differences in PE class preferences were found between students from secondary and high schools (E 2 = 62.634; p <0.05). Most of the students from secondary schools (66.6%) preferred single-sex PE, whereas nearly most of the students from high schools (69%) preferred coed PE. Discussion and Conclusions: This research verifies that attitudes towards physical education and PE class preferences change according to gender and age. Secondary school students show more positive attitudes towards physical education than high school students. Boys show more positive attitudes than girls. In addition secondary school students preferred single-sex PE, whereas high school students preferred coed PE. In order to improve the attitudes of girls towards physical education, Ministry of National Education have to make some changes in physical education course curriculum. This change has to be from competitive physical education course model to a model that encompasses life-time sport, health, physical fitness, and well-being. Physical education course curriculums should be re-arranged to enable students to obtain necessary knowledge, skills and attitudes for a healthy and happy daily life. Moreover, all students must have the confidence and skills to continue physical activities in their future lives.

It is estimated that 23% of the girls in secondary schools in Kenya drop out of school each year as a result of teenage pregnancy. Findings of the Kenya Aids Indicator Survey of 2007 indicate that the HIV and STI prevalence rate is 7 for Rift Valley province, that is, 7 out of every 1000 people have HIV and STI. The drop-out rate for girls in Uasin Gishu district is 2.1% while that of boys’ stands at 2.4%, according to Uasin Gishu development plan 2002 -2007. This is attributed to factors such as HIV, STIs and teenage pregnancies among others. In response to the rising number of HIV, STIs and teenage pregnancies and the resultant dropout rates in schools, the Ministry of Education intended to introduce sex education in secondary schools in Kenya to create awareness on the consequences of sex abuse in order to reduce school dropout rate on teenage pregnancies and STIs related infections. Debates on introduction of Sex Education in schools rages on and a lot of studies have been done on the pros and cons of this. But the opinion of children has not been sought. However, the intentions of the ministry were not realized because religious groups opposed it. In African indigenous culture, children are not consulted in decision making, but according to the United Nations Convention of 1989, children have a right to access information, participate and take responsibility in the society. Hence, need to seek their views. Therefore, this study sought to find out the perception of secondary school students on the need for sex education in secondary schools in Eldoret municipality, Kenya. Perceptions are vital since they shape students behaviour and attitudes towards their sexuality as well as morality. The research design for this study was a cross sectional descriptive survey aimed at collecting qualitative and quantitative primary data from students on their perceptions on the need for sex education. This was done through structured questionnaires and focus group discussions. A sample of 325 students was obtained through stratified and simple random sampling. The findings of the study showed that 53% of the students perceived the need to introduce of Sex Education in schools and so the idea is perhaps worth revisiting. The researcher therefore concludes that many students’ perceptions’ towards introduction of sex education in secondary schools is positive. Article visualizations:

This study determined the effect of gender on learners’ academic achievement in chemistry when taught using Harkness teaching method in secondary schools in Kajiado county, Kenya. Quasi experimental design was utilized (Solomon’s four group design) to determine and describe the relationship between variables. Four subcounty secondary schools from the County were involved in the study. The study targeted students undertaking chemistry subject in secondary schools within the county. The accessible population was drawn from form three class and involved 5,289 chemistry students in mixed secondary schools in the sub-county. The study employed purposive sampling technique to sample sub-county mixed secondary schools from a list of mixed secondary schools identified in the county. Simple random sampling was used to draw the participating sub-county mixed schools. Thereafter, participant schools were assigned to experimental and control groups using a simple random sampling technique. The study sample size was 124 learners from the four schools. Chemistry Pre-Test (CPT), and Chemistry Achievement Test (CAT) were used as data collection tools. Pilot study was performed to determine the reliability of the tools in a school from Tharaka Nithi County. The validity of the instrument was ensured through experts’ input and opinion from Chuka University Department. The Reliability coefficient for chemistry achievement test was 0.759. Harkness teaching method was used to teach Experimental group (E1 and E2) while conventional teaching was used with control groups (C1 and C2). Data was analyzed using Statistical Package for Social Science (SPSS) version 25.0. Descriptive statistics used were (standard deviation, mean, and percentages) while inferential statistics (one-way ANOVA, Mann-Whitney U Test, Kruskal Wallis Test and Bonferroni adjusted alpha levels post hoc analysis, and t-test). The significance level for rejection was at α = 0.05. Harkness teaching significantly enhanced the learners’ academic achievement in the subject. However, the findings revealed no statistically significant difference in boys’ and girls’ achievement in Chemistry when taught using Harkness teaching method. The findings of the study may help curriculum planners and learning institutions (teacher training colleges) to incorporate innovative techniques in classroom teaching to improve learning of chemistry subject in Kenya. The findings also form a ground upon which likely further research could be built for innovative teaching techniques in secondary schools.

Discipline in schools is about positive behavior change in order to create conducive environment for learning. When discipline is achieved in secondary schools, it becomes instrumental in students academic performance. This study focused on assessment of the influence of teachers’ discipline management strategies on KCSE performance in public secondary schools in Tharaka Nithi County, Kenya. The objective of this study was to establish the influence of school rules on KCSE performance. The county has had a trend of grade wastage from KCPE to KCSE. The study adopted descriptive survey research design. The study targeted 104 public secondary schools in Tharaka Nithi County, with 10 boys schools, 17 girls schools and 77 mixed schools. Stratified random, purposive sampling method and Krejcie&amp; Morgan population sample table was used to determine the sample size. Principals and teachers were the respondents in this study. Interview schedule for 21 principals and 346 questionnaires for teachers were used as tools for data collection. The study sampled 42 schools, which constituted 40% of the total population size. The researcher prepared the instruments with expert judgment by supervisors. Cronbach’s Alpha Coefficient (α) was employed in determining the reliability of the instruments. The study was based on Systems Theory of Peter M. A pilot study of 10% of the sample schools and respondents was carried out from each of school category. Alpha index of 0.869 was obtained for the teachers’ questionnaires. The reliability of the interview schedule was ensured by the consistency of the questions and the order in which they were administered. The study used descriptive statistics which included frequencies, measures of central tendencies (mean) and measures of dispersion (standard deviation). Inferential statistics Pearson r was used to test the relationships of the hypotheses with the aid of Statistical Package for Social Sciences (SPSS) in analyzing the data. The data from the interview guide was arranged thematically, transcribed and then presented verbatim in order to triangulate the results. The results revealed that school rules did not influence KCSE performance positively. The findings of this study are expected to be of benefit to different stake holders like teachers, parents and policy developers,who are sensitized with new information on alternative disciplinary strategies to be used on students’ discipline in schools, the policy makers are assisted to come up with a new policy on use of alternative disciplinary methods in schools.

The choice of a career is very important because it affects one’s entire life. To enable students make this crucial decision, career guidance is offered in secondary schools in Kenya to help the students realise their potential, develop their abilities and select training programmes they want to pursue after secondary school consequently leading to appropriate careers. Through career guidance, secondary school students are assisted to comprehend their academic achievements and identify training programmes and careers that they qualify for to ensure suitable selection. Yet there are many students who fail to qualify for the training programmes they had chosen. While others try to change the training programmes they had chosen immediately after admission or after a period of study in the university, indicating a dissatisfying choice. This study was carried out to establish the perceptions of students and career counsellors about the influence of academic achievement on the choice of training programmes in public secondary schools in selected counties of Kenya. The study employed a descriptive survey research design. The study areas were Mombasa, Meru and Kiambu counties of Kenya. The target population was 31,145 form four students in 394 public secondary schools. Multistage sampling procedure was used to select a sample of 395 students from 33 schools. In addition 33 career counsellors were purposively sampled. The data was collected using two questionnaires and was analysed using Statistical Package for Social Sciences (SPSS). Descriptive and inferential statistics (mean and percentages) were used in data analysis. The findings of the study were that academic achievement was perceived to influence the choice of training programmes.

A savings and credit cooperative society (SACCO) is an association of persons who have come together with an aim of pooling their resources together for economic benefit. Kenyan SACCOs play a key role in wealth creation, poverty alleviation, and employment. Kenyan SACCOs have high growth potential but are bedeviled by challenges like strong competition from commercial banks, insufficient capital, slow rate of information technology adoption, inefficient loan pricing strategies and weak governance. The SACCO sector is growing at the rate of 20% per annum but has potential for further growth. This raises a question as to which strategies SACCOs are adopting to enhance growth. Previous researches did little to investigate effect of competitive strategies on growth of SACCOs despite the challenges dogging the sector hence this is a gap that needs to be filled. It is against this backdrop that this study sought to investigate the effect of competitive strategies on growth of SACCOs in Tharaka Nithi County, Kenya. The general objective of the study was to investigate the effect of competitive strategies on growth of SACCOs in Tharaka Nithi County, Kenya. The specific objectives were to determine the effect of market development, product development and cost leadership strategies on growth of SACCOs in Tharaka Nithi County, Kenya. The study adopted descriptive survey research design. The study location was Tharaka Nithi County, Kenya. The population of the study was the 10 SACCOs in Tharaka Nithi County. The sample size was census of the 52 managerial staff of the 10 SACCOs. Data was collected using structured questionnaires. Validity was ensured through use of experts who were the supervisors. Reliability was determined by the test-re-test method. Data analysis was facilitated by use of the statistical package for social sciences (SPSS) version 21. The results obtained from the study indicated that market development, product development and cost leadership strategies significantly influenced membership, loans issued and return on equity of the SACCOs at 5% significance level. These findings implied that the competitive strategies significantly influenced growth of SACCOs in Tharaka Nithi County, Kenya.

The introduction of Comprehensive Sexuality Education (CSE) in the Zambian school curriculum has raised debate among stakeholders. Despite the Ministry of Education using Comprehensive Sexuality Education as a way of reducing various challenges faced by learners with regards to their sexuality education, the effectiveness and mode of implementing CSE is a source of concern. This study sought to explore the perceptions of learners and teachers on the role of Comprehensive Sexuality Education (CSE) in reducing child sexual abuse and teenage pregnancy. The total number of 60 participants who included 40 secondary school learners and 20 secondary school teachers from two secondary schools in Kitwe District on the Copperbelt Province of Zambia. The findings revealed that 50% of the learners were of the view the CSE had failed its goal of reducing child sexual abuse. The study further indicated that 60% of the teachers and 50% of the learners agreed that CSE helped to prevent early sex and teenage pregnancies in learners. The study concluded that both teachers and learners were of the views that CSE increased awareness on child sexual abuse to learners. The study recommended the need by the Ministry of Education to promote guidance and counselling services in schools with emphasis on peer counselling and peer-led life skills education to address issues of child sexual abuse and teenage pregnancy as well as the need by teachers to implement CSE by integrating its content in currier subjects and not teaching it as standalone subject.

The purpose of the study was to find out the influence of devolved governance system in participation management of public funds in Meru and Tharaka Nithi counties in Meru community. Devolved governance system in Kenya has taken root with the central government devolving funds, policies and programs with minimal involvement of the people on the grass root level.. Since the advent of devolution it is critical to find out whether people have taken the initiative to influence governance and be involved in fund management. The research questions guiding the study were: What is the influence of Devolved System of Governance in managing funds in County Governments in Meru Community? What is the influence of devolution and public participation in governance of County Governments in Meru Community? How does devolution and political representation in counties influence performance of governance in County Governments in Meru Community? To which extent does devolution and public participation in decision making is being institutionalized by county governments in Meru community? What is the effectiveness of control activities in the management of public funds in county governments in Meru community? The research was conducted in Meru and Tharaka Nithi Counties and through purposeful sampling had two case studies from each county in Meru community. Data was collected using guided interviews and semi structured questions. The data was collected through a focus group discussion, documents and audio-visual materials.. The study examined the literature review to understand devolved governance system and its practice globally, regionally and in Meru and Tharaka Nithi Counties. The theoretical framework was anchored on the governance theory, devolution theory, management theory and participation theory which imply that citizens are able to participate in fund management. The study findings indicated that the devolved system of governance is able to improve on financial planning, which eases the decision making process. It improves the transparency on financial matters and there is accountability on financial utilization which has influenced the financial management in Meru and Tharaka Nithi Counties. The study concluded that public participation is a pivotal factor in the budgeting process as optimal participation by the public reduces instances of fractious processes and the budgets captured the wishes of the masses. The essence of assuring public participation is requisite in the quest to have openness in budget making. Keywords: Devolved governance system, Participation, management, Public Funds.