Kenya Certificate Of Secondary Education Research Articles

Influence of Principals’ Promotion of Professional Development of Teachers on Learners’ Academic Performance in Kenya Certificate of Secondary Education in Kisii County, Kenya

Effective professional development should take cognisance of the needs of teachers, learners and school context. It has been established by research studies that divergent and overlapping policies as well as dysfunctional schooling cultures have frustrated impact of professional development of teachers on good quality learning outcomes. The purpose of this study was to investigate the Influence of Principals’ promotion of teachers’ professional development on learners’ academic performance in Kenya Certificate of Secondary Education (K.C.S.E.) in Public Schools in Kisii County, Kenya The objective of this study was to: explore the influence of Principals’ promotion of professional development of teachers on learners’ academic performance in K.C.S.E.in Kisii County. This study was anchored on Karl Ludwig von Bertalanffy General Systems Theory. Mixed method research design of explanatory sequential type with a prioritized quantitative approach in phase one followed by qualitative approach in phase two was applied in the study. The target population was 4,691 participants which included: 340 Principals, 1360 Heads of Departments (H.O.Ds) and 2,991 teachers. A sample of 451 respondents participated in the study. The researcher used proportionate stratified random sampling technique to select 85 schools, 114 H.O.Ds and 252 teachers. Census sampling to select national and special schools while 85 Principals of the selected schools were purposefully sampled. Questionnaires and interview guides were used to collect quantitative and qualitative data respectively. Content validity, Criterion validity, Construct validity and Face validity, of the research instruments were ensured through evaluation by the University supervisors and other experts while internal consistency reliability was estimated by using Cronbach’s alpha coefficient formula which yielded alpha coefficient of over 0.7 which was considered adequate. Quantitative data were analysed using Statistical Package of Social Sciences (SPSS) Version 29 while qualitative data were analysed thematically and presented using word verbatim from the respondents and integrated with the findings of phase one. Descriptive statistics were presented in tables and graphs while inferential statistics were presented in terms of Pearson’s correlation coefficients, Anova and Regression coefficients. The study found out a weak positive insignificant influence between promotion of professional development of teachers (r=.011, p≤.05; 2 tailed) and learners’ academic performance in K.C.S.E. Therefore, the null hypothesis were upheld. These results were supported by Principals’ interviews which indicated that professional development programmes are not context specific. It is hoped that the findings of this study would provide information that would form a base for corrective measures towards the unexpected low academic performance in the study locale. The study recommended that further research should be done on influence of principals’ leadership skills development on academic performance in K.C.S.E.

EFFECTS OF THE AVAILABILITY OF TRAINED TEACHERS ON STUDENTS’ ACADEMIC PERFORMANCE IN SELECTED PUBLIC SCHOOLS IN MANDERA NORTH SUB COUNTY; A CROSS-SECTIONAL STUDY.

Background: This study aims to explore the effects of the availability of trained teachers on students’ academic performance in selected public schools in Mandera North Sub County, Mandera County.  Methodology: The study will adopt a cross-sectional research design because it entails observing two study variables to define a corresponding statistical relationship between the variables. The study area will be public secondary schools in Mandera North Sub County; where the target population will be 9 schools with 2239 students, 104 teachers, and 9 principals. Yamane’s formula will be used to determine students’ sample size totaling 339, simple random sampling determine teachers’ sample size totaling 10, while purposive sampling will be used to identify 3 principals giving a total of 352 respondents. Questionnaires, interviews, and document analysis will be used to collect primary data.  Results: Regarding the students enrolled in this study, 115 (38.3%) were females while 185 (61.7%) were males. All the teachers (100%) agreed that professional qualification can affect their output in class. There were all indications that the schools did not have enough trained teachers, and most schools had stayed for one year (11.1%), 2-3 years (33.4%), or more than 4 years (44.5%) without enough trained teachers. It was interesting that the principals agreed that qualified teachers are more effective in teaching, lack of trained teachers creates teaching overloads, teacher qualifications affect students’ academic output, and lack of trained teachers leads to delays in syllabus coverage  Conclusion: There were only five to eight trained teachers in the schools surveyed. Out of the 9 teachers interviewed, only 5 attested to have received formal training in teaching.  Recommendation: More trained teachers should be recruited to improve student’s performance in the Kenya Certificate of Secondary Education.

Relationship Between Proficiency in Kenyan Sign Language and Signed Exact English and Performance in English by Learners with Hearing Impairment

Students with Hearing Impairment (HI) encounter various challenges in learning due to their hearing loss, significantly impacting their academic performance, particularly in exams such as the Kenya Certificate of Secondary Education (KCSE). This study aims to explore the correlation between proficiency in Kenyan Sign Language (KSL) and Signed Exact English (SEE) with English performance among HI learners. Conducted in four special secondary schools for the deaf in Kenya's Nyanza region, the study involved 48 participants, including 33 Form 3 students, 7 English teachers, 4 Curriculum Support Officers, and 4 School Principals. Utilizing a qualitative multiple case study design, the research employed purposive sampling to select schools, saturated sampling for English teachers, and stratified sampling for Form 3 students. Data collection methods included in-depth interviews, focus group discussions, classroom observations, and document analysis. Thematic analysis was used to analyze the data, revealing that pre-lingual HI students, deaf before speech development, exhibit greater proficiency in KSL than SEE and Standard English (SE). Conversely, post-lingual HI students, deafened after speech acquisition, may struggle with KSL initially but tend to excel in SEE due to their prior speech development. Over time, post-lingual students may achieve proficiency in KSL after integrating into the Deaf community.

Effect of non-teacher unit costs on students’ performance in KCSE examinations in public secondary schools in Kenya

In Kenya, non–teacher unit cost has a bearing on academic performance. Although there are conflicting views on studies on non- teacher unit costs and its effect on academic performance, recent studies show that increases in resources have a modest positive effect on academic performance. However, it is noted that schools in Vihiga Sub-County charge twice Ministry of Education recommended fee guidelines yet the Sub-county still has the lowest KCSE (Kenya Certificate of Secondary Education) Mean Score of 5.361 (grade C-) which is below the minimum tertiary entrance. The purpose of this study was therefore to find out why students in public secondary schools in Vihiga Sub-County perform poorly in KCSE examination despite the high non- teacher unit costs. The study used ex post facto and descriptive survey design. The study population consisted of 21 head teachers and 350 teachers in 21 public secondary schools and one Sub-County Director of Education in the Sub-County. A sample of 18 head teachers and 307 teachers in 18 public secondary schools and one Sub-County Director of Education in the Sub-County were selected for the study using a saturated sampling method. Data was collected using questionnaires, document analysis and interview schedules. The findings of this research show that there is significant effect of non-teacher unit cost and on KCSE examinations in Vihiga Sub County. Hence there is need for the government to increase funding of the non-teacher aspect of education.

Teachers’ appraisal of classroom physical environment on students’ academic performance in Kenya certificate of secondary education in Laikipia county

The Universal Declaration of Human Rights has declared that education is fundamental human rights to the well-being of any society. Therefore, the study was motivated by the need to improve students’ academic performance in Kenya Certificate of Secondary Education examination, a case in Laikipia County, Kenya. The study was guided by one objective. To determine the extent to which appraisal of teachers on classroom physical environment influences students’ performance in Kenya Certificate of Secondary Education in Laikipia County. The study targeted 94 public secondary schools which comprises of 94 principals and 1100 teachers in Laikipia County. Purposive sampling was used to select 45 principals while simple random sampling was used to select 300 teachers. Questionnaires were used to collect data from principals and teachers. The findings of the null hypothesis there is no significant relationship between teacher appraisal on classroom physical environment and students’ performance using Chi square test was (df=16, Pearson X2=233.083, p=0.005 at 0.05 significance level). The null hypothesis was rejected hence there is a significant relationship between teacher appraisal on classroom physical environment and students’ performance to both principals and teachers to enhance establishment of effective appraisal process and Teachers Service Commission to have a well-placed sound policy and include all stakeholders, well-defined criterion on how to appraise, promote and appoint competent and experienced principals because a number of them lack competency in appraisal process.

Influence of Cultural Socio-Economic Factors on K.C.S.E Examination Performance in Public Secondary Schools: A Case If Lamu West Sub County, Lamu County, Kenya

The measure of success in many countries is measured by the Academic performance in national examinations like Kenya Certificate Secondary Education (K.C.S.E.) which is a national examination in Kenya. This study endeavoured to establish the influence of selected cultural factors  on the academic performance of students in Lamu West Sub-County in Lamu County in Kenya. The study was carried out in Lamu West Sub-County which has persistently registered low academic performance in national examinations. The cultural  factors leading to this poor performance in Lamu Sub-County had not been adequately addressed. The study was guided by the following objectives; to establish the types of cultural factors that influence academic performance in Lamu West Sub-County and  the influence of cultural factors on K.C.S.E. academic performance in Lamu West Sub-County. The study adopted a descriptive survey design. The target population comprised of teachers, and Board of Management (B.O.M.) parents. The sample size was 144 teachers and 48 B.O.M parents. The collection of data was by use of questionnaires and interviews. Descriptive statistics were used to analyse the quantitative data while qualitative was analysed through content analysis. The findings were presented by use of frequency distribution tables and percentages. The results showed that cultural factors  influenced the Kenya Certificate of Secondary Education (KCSE) national examination in Lamu Sub-County. Interviews from B.O.M parents also provided data to show how these cultural factors influenced KCSE academic performance. Based on the findings, the study established that early pregnancies, gender stereotypes, early marriages as well as the frequent religious cultural practices influenced KCSE academic performance in Lamu West Sub-County. Among the recommendations was that parents should take an active role in  advising their children about the importance of education, and also the government should take stern measures against out-dated cultures like early marriages which should be banned.

Effects of Virtual Laboratory-Based Instruction on the Frequency of Use of Experiment as a Pedagogical Approach in Teaching and Learning of Physics in Secondary Schools in Kenya

Information and communications technology (ICT) incorporation in teaching physics in Kenyan secondary schools cannot be overlooked, given the key roles and benefits that ICT offers in the process of teaching and learning. Consistently poor average scores in the subject currently witnessed at the Kenya Certificate of Secondary Education (KCSE) level in Physics can be attributed to low student motivation and traditional teaching strategies. For instance, in the years 2016, 2017, 2018, and 2019, Kisumu County registered low mean scores of 4.23, 4.98, 4.67, and 4.10, respectively, in physics in KCSE. Therefore, there is a need for the incorporation of more effective teaching strategies to improve performance in physics and for students’ interest and attitude in learning the subject to change. Technology-based or enhanced learning leverages all learners, irrespective of their traits or socio-economic status. This study aimed at establishing the effects of virtual laboratory-based instruction (VLBI) on the use of experiments as a pedagogical approach. The study objectives were to establish the effect of virtual laboratories on the frequency of use of experimental teaching approaches in learning physics in secondary schools and to determine the extent of the relationship between physics teachers knowledge of the selected ICT frameworks and the use of virtual experiments in teaching and learning physics in secondary schools in Kenya. The study was supported by behaviourism learning theory and adopted quasi-experimental research designs. The physics teachers were purposefully sampled from each selected school. The sample size was 44 teachers and 358 students, summing up to 402 respondents. The data was analyzed using both descriptive and inferential statistics. The study concluded that virtual laboratories advance the use of experimental teaching approaches and that there was no statistical significance between the knowledge of the teacher about the selected ICT framework and the use of virtual experiments. The findings of this study would help educational planners successfully design and implement various classroom-based innovations that would enable seamless integration of virtual laboratories into classroom instruction.

Leveraging on Virtual Laboratory-Based Instruction to Achieve Active Classroom Interaction in Teaching and Learning of Physics in Secondary Schools in Kenya

The philosophy that advances the study of physics as one of the learning areas in secondary schools cannot be overlooked due to the realization of the contributions of physics towards the industrial and vocational development of the country. The major concern of this particular study is the consistent poor average scores in the subject currently witnessed at the Kenya Certificate of Secondary Education (KCSE) level in Physics, which can be attributed to low student motivation and traditional teaching strategies. For instance, in the years 2016, 2017, 2018, and 2019, Kisumu County registered low mean scores of 4.23, 4.98, 4.67, and 4.10, respectively, in physics in KCSE. The use of Information and Communications Technology (ICT) in the teaching and learning of physics can be used to promote learners’ centered teaching and learning of physics and eventually improve physics scores. This study therefore underscores the need for virtual laboratory-based instruction (VLBI) to realize active classroom interaction during the teaching and learning of physics. Technology-based enhanced learning leverages all learners, irrespective of their economic and demographic background. The study therefore aimed at establishing the effect of VLBI on students’ level of interaction in the classroom in learning physics in secondary schools in Kenya. The study is supported by behaviorism learning theory and adopted quasi-experimental research designs. The physics teachers were purposefully sampled from each selected school. Physics teachers were purposefully sampled from each of the schools selected. There were 358 students and 72 teachers in the sample. The data was analyzed using both descriptive and inferential statistics. The study concluded that virtual laboratories enhanced the use of experimental teaching approaches and that there was no statistical significance between the knowledge of the teacher about the selected ICT framework and the use of virtual experiments. There is a need to develop a prototype for a technology-enriched ICT framework for active learning of physics that will provide teachers and students with an interactive platform to promote active physics learning.

Trends in Progression in Agriculture Career Among Students in Tertiary Institutions of Kakamega and Bungoma Counties, Kenya

While agriculture is a major source of employment, it is notable that youths in developing countries are unemployed. In Kenya, agriculture is taught in the 8-4-4 syllabus and in the current competency-based curriculum. Despite the above facts, Kenya still requires human resources to drive the agricultural sector. The purpose of this study was to examine trends in progression in agriculture careers among students in tertiary institutions in Kakamega and Bungoma counties, Kenya, from 2016 to 2021. Correlational and cross-sectional research designs were used. Stratified random sampling was used to select agriculture students; purposive sampling was used to select universities, the Kenya Universities and Colleges Central Placement Service (KUCCPS), and technical and vocational education and training (TVET) institutions. Purposive sampling was used to select key informants, while quota sampling was employed to select focus group discussions. Using a pragmatic philosophical standing point as a lens, the study applied a mixed research strategy for data collection, coupled with mixed methods for triangulation. The sampling size was determined from Yamane (1967) formulae based on the study population. A sample size of (249) secondary school students, (24) university students, and (131) TVET institution students gives a sample size of 404 from a target population of 11928 students. A pilot study was done in Vihiga County. The data was collected using document content guides, questionnaires, focus group discussions, and interview guides. Due diligence was taken into consideration while collecting and processing the data to ensure both the reliability and validity of the study. Both descriptive and inferential techniques (trend analysis) were employed to analyze the data, which was presented using frequency tables and line graphs. The total KCSE agriculture enrolment in Kenya and total agriculture enrolment in TVET were strongly and positively correlated (r = 0.889, p = 0.018), and the average difference between the two was significant (t (5) = 18.978, p < 0.05). The total Kenya Certificate of Secondary Education (KCSE) agriculture enrolment in Bungoma and Bungoma agriculture progression to the universities in Kenya scores were weakly and positively correlated (r = 0.384, p = 0.453). while the average difference between the two is significant (t (5) = 14.095, p < 0.05). A weak but positive relationship existed between the total KCSE agriculture enrolment in Kakamega and the Kakamega agriculture progression to universities in Kenya scores (r = 0.154, p = 0.771). There is a significant difference between the two (t (5) = 17.825, p < 0.05). The results should inform policymakers and guide efforts toward the career progression of students in agriculture education.

Academic Achievement of Students in Kenya's Public Secondary Schools: The Effects of Teacher Time Management and Class Attendance

Almost all firms use performance appraisal as one of the strategic tools in human resource management to get a competitive edge. Every employee's performance is identified, measured, and evaluated during this procedure. One of the fundamental instruments that encourages employees to be highly productive and engaged at work is the Teacher Performance Appraisal Development (TPAD). The system of teacher performance appraisal is intended to increase student learning outcomes by positively influencing teachers' professional growth if it is properly developed and put into practice. In general, many schools, particularly those in West Pokot Sub County's rural areas, have performed poorly. The study was designed to investigate teachers’time management and lesson attendance on students’ academic achievement in public secondary schools. A descriptive survey research design was used in the study. The target population was 43 public secondary schools, which had 12900 pupils, 86 Quality Assurance and Standard Officers, 43 principals, 43 deputy Principals, and 860 teachers. The Yamane formula was used to determine the sample size of 388. Sample size is the number of participants included in a study. Interviews, interview schedules, and questionnaires were all used as data gathering tools. A pilot study was conducted to evaluate the validity and reliability of the research instruments used to measure accuracy, consistency, and the degree to which differences in measurement results accurately represented differences between respondents. Additionally, important was the Cronbach alpha. Data analysis benefited from the use of the statistical package for social sciences version 27. The significant levels of one variable were transferred to the other with the use of the multiple regression analysis. Each variable's correlation coefficient was calculated after an Analysis of Variance (ANOVA) test. The study found that student performance on the Kenya Certificate of Secondary Education (KCSE) is favourably and significantly influenced by teacher time management and lesson attendance.

Relationship between Learners’ Reading Comprehension, Arithmetic Skills and Ability to Solve Word-Problems: A Case of Secondary School in Nakuru County, Kenya

This study was about the relationship between Learners’ Reading Comprehension, Arithmetic Skills and Ability to Solve Word-Problem in Nakuru County, Kenya. It used the descriptive and correlational designs. The population was 5183 secondary school learners in Naivasha sub-County. Through stratified sampling, a sample of 318 learners in Form II and 10 teachers of Mathematics was selected. Data was collected through a questionnaires, the Text Comprehension Skills Test (TCST) and the Arithmetic Skills Test (AST) and it was treated using descriptive statistics. Learners’ arithmetic and reading proficiency were correlated using the Pearson product moment correlation coefficient. After the analysis and interpretation of data, the study concluded that learners and teachers faced some challenges in solving reading problems. The challenges were observed in the performance of the Text Comprehension Skills Test wherein the learners performed better in the arithmetic skills test than in the text comprehension skills test, which affects the arithmetic skills and ability to solve word-problems. Based on the conclusions, the study recommends that reading comprehension should be included in the Mathematics syllabus as an area of study in secondary schools. This will enable learners to perform better in word-problems at the Kenya Certificate of Secondary Education (KCSE). Similar study could be conducted in other counties in Kenya.

Library Resources as Predictor of Students’ Learning Outcomes in Physics at Secondary Schools in Trans Nzoia County, Kenya

Science, Technology, Engineering and Mathematics (STEM) subjects play a critical role in a country’s socio-economic development. Low learning outcomes in Physics mean that students cannot participate positively towards the economic development of the country. Teaching and learning resources including library resources, can help improve students’ learning outcomes. The purpose of this study was to investigate the relationship between the management of library resources and students’ academic achievement in Physics at the Kenya Certificate of Secondary Education (KCSE) examination in Trans Nzoia County, Kenya. The study utilised quantitative methods, specifically descriptive research design, where questionnaires and documentary analysis served as instruments of data collection. The respondents of the study were 268 students, 24 teachers and 24 library assistants. Data was analysed with the help of the Statistical Package for Social Sciences (SPSS). The findings were presented using tables, figures, and thematic discussions. The findings of the study indicated that the management of library resources had a statically significant effect on student’s academic achievement in Physics. The number of students who sat in the library at once had a statistically significant effect on students’ academic performance at KCSE examinations (β=0.616, p<0.05), and the number of reference books a student was able to access in the school library also had a positive effect on students’ academic performance (β=0.203, p<0.05). The number of times a student went to the school library in the past week to study Physics without the assistance of the librarian had a significant effect on students’ academic performance. (β=0.0.029, p<0.05) while the number of different Physics textbooks that a student was able to access in the library revealed a positive effect on students’ academic achievement (β=0.203, p=0.05). Based on the findings of the study, it was concluded that library resources were a significant predictor of student’s academic achievement in Physics at the KCSE examination. From the foregoing conclusion, the study recommended that school boards of management and other stakeholders should focus on improving the management of library resources for enhanced students’ academic achievement in Physics at the KCSE examination.

Principal’s Teacher Social Support Strategies on Teacher Performance in Public Secondary Schools in Mumias East Sub-County, Kenya

Purpose: The research focused on establishing the influence of principals' social support strategies on various aspects of teacher performance in public secondary schools in Mumias East Sub-County, Kenya.
 Methodology: It utilized both qualitative and quantitative data in a mixed research methodology. Also, the data was obtained from various population parameters comprising 1 sub-county director of education (SCDE), 1 quality assurance sub-county officer (QASO), 27 principals, 237 teachers, and 3730 students. The data regarding each variable was obtained from each population parameter, hence a cross-sectional descriptive study design. The independent variables comprised the frequency of in-service training and guiding and counseling programs. On the other hand, the dependent variables comprised lesson attendance and recovery, mean grades achieved, and score on teacher appraisal. To gather data about the variables, there were interviews with principals, QASO, and SCDE, questionnaires for students and teachers, and secondary data about performance in Kenya certificate of Secondary education (KCSE). The data was analyzed thematically based on the study objectives. Only means, percentages, and standard deviations were utilized to organize data. Also, the linear regression model was used on the data to find out the relation between independent and dependent variables.
 Findings: It was discovered from the data analysis that in-service training impacted teacher performance, while guidance and counseling did not impact the teacher's performance. However, from the general perspective of the principal's teacher social support strategies, the data revealed little correlation with teacher performance.
 Recommendations: The study recommend that there should be consistent in-service training in schools and selective guidance and counseling especially to teachers who show extreme social maladjustments. However, it is necessary that similar research be conducted especially on the influence of principal’s strategies to guiding and counseling teachers and the impacts on teacher performance.
  

Utilization of Inquiry-Based Approach and its Influence on Students’ Attitudes towards Biology in Secondary Schools in Kiambu County, Kenya

Attitude incorporates beliefs and ideas, feelings and tendency of like or dislike about a subject or an object. Attitude towards Biology is related to motivation and influences performance (Diaz et al., 2021). One of the ways students are motivated to learn is when they are taught Biology through inquiry-based approach (IBA). They become interested, and develop positive attitudes towards Biology (Annan et al., 2019). The purpose of this study was to determine students’ attitudes towards Biology when using IBA in Githunguri sub-County, Kiambu County, Kenya. The research question was, what are students’ attitudes towards Biology when learning through IBA? The study targeted 37 public secondary schools, 1,194 Form 3 students and 14 teachers. Purposive sampling was employed to select 11 secondary schools with laboratories and 14 experienced teachers while simple random sampling was used to select 344 students. Questionnaires and interview were employed for data collection. Quantitative data was analysed using descriptive analysis and Statistical Package of Social Sciences. Qualitative data was analysed using narratives. The findings show that most students have positive attitudes towards Biology when taught using IBA. They found Biology as requirement for careers such as medicine. Although most students have positive attitudes towards Biology, some have inadequate understanding of basic concepts due to difficult Biology terminologies. It is concluded that a range of factors including, availability of resources which include computers and internet facilities, are key to helping students understand difficult concepts and do research in Biology. Ensuring the validity of test questions in the Biology papers set for the Kenya Certificate of Secondary Education (KCSE), will facilitate the development of positive attitudes and interest in Biology. It is recommended that Teachers should be provided with more resources to simplify Biology concepts and terminologies in order to alleviate fears, thereby encouraging students’ positive attitudes towards Biology.

Critical Thinking Skills: The Extent to which they are Taught in Physics Lessons in Secondary Schools of Transnzoia County, Kenya.

The study sought to establish the extent to which critical thinking skills were taught in physics lessons, in secondary schools of Transnzoia County, Kenya. It was occasioned by the inadequate critical thinking skills exhibited by candidates as observed by the Kenya National Examination Councill’s (KNEC), Kenya Certificate of Secondary Education (KCSE) analysis reports in physics of the years 2018 and 2019. The research employed descriptive survey design, with both descriptive and inferential statistical tools used for data analysis. The target population was secondary school teachers of physics in the County. From the study, it was established that, the teaching of critical thinking skills in physics lessons did not adequately enhance learner’s critical thinking skills, as such put them at a disadvantaged position in problem solving, including solving higher-order-level questions in examinations.

Effect of Metacognitive Awareness on Students’ Achievement in Mathematics in Public Secondary Schools in Kitui County, Kenya

Deep conceptual understanding enables learners to transfer new knowledge into new situations and apply it in new contexts. Individuals’ understandings of their thought processes as well as monitoring their progress is fundamental for deepening learners’ understanding and that may lead to improved performance. The overall students’ performance in mathematics at the Kenya Certificate of Secondary Education (KCSE) has been low compared to other subjects. Students’ knowledge of facts and skills need to occur in the context of a meaningful and conceptual framework of subject matter that deepens learners’ understanding. The purpose of the study was to investigate effect of Metacognitive awareness on secondary school students’ achievement in mathematics. The Research employed a Quasi-experimental design and in particular Solomon, Four Design. A stratified random sampling technique was used to draw four boys’ and four girls’ extra county participating secondary schools. Assignment of the four schools in each category to either experimental or control group was done through simple random sampling. A sample size of 360 Form three students was used. Students in the experimental groups were taught Formulae and Variations using Metacognitive IMPROVE programme while control groups were taught the same topic using Conventional Teaching Approach (CTA). The instrument for data collection used was metacognitive Awareness Inventory Questionnaire (MAIQ). The overall reliability coefficient of MAIQ using Cronbach alpha obtained was 0.754. Data were analyzed using descriptive statistics (mean, percentages and Standard Deviation) and inferential statistics (test, one-way ANOVA and Post hoc Analysis). The hypotheses was tested at 0.05 level of significance. Data analysis was undertaken with the help of Statistical Package for Social Sciences (SPSS) version 25.0 software. The results showed that students’ Metacognitive awareness resulted to students’ development of the skills of planning, monitoring and evaluating about their own cognitive activities and monitoring the approach they expected to be important for problem solving. The study recommends that teachers should organize the course contents to increase cognitive awareness of the students. Higher cognitive awareness demonstrates high levels of mathematics achievement therefore teacher proficiency need to be adjusted for better teaching and learning.

Socio-cultural factors on girls’ performance in Mathematics in the Kenya certificate of secondary education in Kathiani sub-county, Machakos county, Kenya

Introduction: In Kenya, Mathematics is a vital subject that is taught as a compulsory subject in basic education and as an optional subject at the tertiary education level. However, its performance by female students in Kenya has been lacking and especially at the Kenya Certificate of Secondary Education (K.C.S.E) examination. Purpose: The purpose of this study was to examine the influence of socio-cultural factors on girls’ performance in Mathematics in K.C.S.E examination in Kathiani Sub- County. In particular, the study examined the location of the school and the teachers’ competence in Mathematics as the main variables. Methodology: This study used descriptive survey design that answers the questions how, what, when, and where about the phenomenon under investigation. The target population included all secondary schools for girls in Kathiani sub-County. The total enrolment of the girls constituted of the target population of the study. The target population of the study comprised of 1804 girls, 87 Mathematics teachers, and 32 principals of secondary schools. Results: The researchers established that students’ who moved least distance daily performed well compared to those who moved long distances. The study also established that teachers who are trained with high grades have been observed to produce students with good grades when compared to teachers who train to be teachers with lower grades. Recommendations: The study recommended that adequate measures should be put in place to have day schools at close proximity of the students. In addition, instructors should develop their own pedagogical methods that would meet the students’ needs for them to excel in the subject.

Stakeholders’ Perceptions of ICT Integration on KCSE Chemistry Performance in Public Secondary Schools in Kisumu County, Kenya

Information Communication Technology (ICT) integration is embraced in education to improve the quality of learning and performance globally. In 1996, the Ministry of Education in Kenya directed secondary schools to introduce computer studies into their curriculum. In 2006 (with studies having demonstrated a positive correlation between ICT integration and performance), under its national ICT policy, the ministry encouraged ICT integration in education using even basic infrastructure, including mobile phones and the Internet. It jumpstarted the program with grants for ICT equipment to 5 schools in every constituency in the republic. Chemistry is expected to benefit more because the versatile ICT tools concretize concepts and enhance the learning of its abstract content. This study aimed to assess stakeholders' perceptions of ICT integration on Kenya Certificate of Secondary Education (KCSE) Chemistry performance. The study was anchored on the 'stimulus and response' theory involving Teacher Quality, Instructional Quality, and Student Outcome. A descriptive survey and a sequential exploratory design were used. Quantitative analysis of data was done using descriptive statistics that included frequency counts, percentages, means, and standard deviations, while qualitative data was analyzed thematically. Findings indicated that stakeholders had positive perceptions that ICT integration improves performance, but teachers seldom used it in instruction. The study concluded that all schools should have instructional websites and go digital with all their pedagogical activities.

Jigsaw Learning Strategy and Secondary Schools Students’ Mathematics Achievement by Gender in Laikipia County, Kenya

Gender differences in mathematics achievement have continued being a challenge in the society today. This difference has important implications for the under-representation of women in the field of science. In Kenya, students’ gender difference in mathematics achievement is evident in female students performing poorly in the subject in the Kenya Certificate of Secondary Education (K.C.S.E) examinations. That has raised concerns among the stakeholders in education due to the importance attached to mathematics. The factors that are attributed to the female students’ dismal performance in the subject include; poor attitude towards the subject by the students and teachers, gender stereotypes, lack of role models, low mathematics self-concept and the instructional methods used by teachers. This study sought to address the problem of ineffective instruction methods used by teachers and gender stereotypes. This is as a result of inadequate information in research conducted in Kenya on effects of the use of Jigsaw Cooperative learning Strategy on students’ achievement in mathematics by gender. Solomon Four non-equivalent control group design was used in the study. A simple random sample of four co-educational secondary schools was selected from Laikipia County. The sample size was 4 schools out of the possible 67 schools with a population of about 20,800 students in Laikipia County. A mathematics achievement test (MAT) for students was used to collect the required data. A total of 188 Form three secondary school students (i.e., 84 girls and 104 boys) wrote the MAT. The MAT was piloted in a school which was not used in the study in Laikipia County and it’s reliability estimated to be 0.95 using KR-21 formula. Data were analyzed using posttest mean and t-test at alpha (ά) level of .05. Gender did not affect students’ achievement in mathematics when students were taught using Jigsaw Cooperative Learning Strategy (t(92) = -.835, p=.423). The findings are expected to be useful to teachers in secondary schools because they will be able to identify learning strategies which will reduce gender disparities in learners’ mathematics achievement. Curriculum developers and education officers are likely to benefit from this study in deciding on the appropriate learning strategies for learners to improve the quality of mathematics in the country. The research recommends use of Jigsaw cooperative learning strategy in mathematics instruction in secondary schools in Kenya to improve and also reduce gender disparities in the mathematics achievement.
  
 Keywords: Jigsaw learning strategy, Mathematics achievement, Gender.
  

Free and Compulsory Education Policy Implementation; Determining its Relationship with Learners’ Entry Behavior in Public Day Secondary Schools in Kitui County, Kenya

Although the Government of Kenya has been boosting effort in implementing free and compulsory education policy, transition from primary schools to secondary schools, retention and completion at Kenya Certificate of Secondary Education (KCSE) have remained below 100 percent. Hence the study purposed to determine the relationship between learners’ entry behavior and implementation of free and compulsory education in public day secondary schools in Kitui County, Kenya. The study was underpinned on Liberal Educational Theory (LET) and used a descriptive study research design. The target population for the study was 655; 327 public day secondary school principals, 327 Parents Associations (PA) chairpersons of those schools and Kitui County Director of Education (CDE). Data were collected from a sample of 182 respondents; 164 principals, 17 (PA) chairpersons and the Kitui CDE. Data were collected by use of questionnaire for principals, interview schedules for CDE and PA chairpersons and document review analysis. Qualitative data were analyzed based on emerging themes, while quantitative data were analyzed using descriptive statistics. Hypothesis testing was done using the Pearson Product Moment Correlation Coefficient (Pr) method at a significance level of 0.05. The study findings showed that there was a negative and significant relationship between learners’ entry behavior and the implementation (transition, retention and completion) rates (r = -.678; p≤ .01). In view of the forestated results, the study made conclusion that the indirect relationship between the study variables negatively affected the implementation of free and compulsory education. On this basis, the study recommended, among others that secondary school principals should adhere to the policy of admitting candidates regardless of marks obtained at KCPE and promote learners to the next class regardless of performance in previous formative examinations. This, would enhance prospects of 100 % transition, retention and completion in public day secondary schools in Kitui County and Kenya in general.