Schools In Kenya Research Articles

Influence of school category on teachers’ self-efficacy and its domains in selected secondary schools

Teachers’ self-efficacy remains one of the most important constructs that determine their delivery and competence in schools. In Kenya, it has been reported, that there is low teachers’ self-efficacy, however, no analytic attention had been paid to the influence of school category. The study examined the influence of school category on teachers’ self-efficacy in Kenyan secondary schools. The study used Concurrent Embedded Design. The sample size comprised 327 teachers, obtained using stratified sampling technique. The Teacher Self-Efficacy Scale and an interview schedule were used to collect data. The reliability of teachers’ self-efficacy was ascertained by using Cronbach’s alpha and a reliability coefficient of 0.992 was obtained. Quantitative data was analyzed using Multivariate Analysis of Variance, while qualitative data was analyzed thematically. The results indicated that the influence of school category on teachers’ self-efficacy was significant, Wilk’s λ (2, 324)=0.893, p=0.000. Furthermore, the results show that the influences of school category on teachers’ self-efficacy in student engagement, F (2, 324)=11.498, p=.000, instructional strategy, F (2, 324)=8.432, p=.000, and classroom management, F (2, 324)=10.173, p=.000, were all statistically significant. The study recommends that Teachers’ Service Commission should organize mentorship programs for teachers to boost their self-efficacies.

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.

The Supervision of English Language Teachers in Public Secondary Schools in Kenya: A Critical Role of Heads of English Department

Purpose: The study assessed the role of heads of English department in the supervision of English language teachers in public secondary schools in Kakamega county, Kenya among other objectives. Supervision is key in enhancing learning-teaching experiences. In order to ensure better supervision of English language teachers, the heads of English department should play a key role in supervision. When their roles are not carried out efficiently, the teachers may not reach their full potential and learners may underperform. In Kenya, there is no official supervision approach that is exclusively used for supervising teachers of English in secondary schools, which means that teachers of English are not being effectively supervised, and this leads to negative impact on curriculum delivery.
 Methodology: This article is based on the research study done in Kakamega County, which explored English Language Teachers` opinions about the usefulness of Collaborative Peer Supervision (CPS) approach in enhancing Teacher Effectiveness in the teaching of English Language in public secondary schools in Kenya. The study adapted the Convergent Mixed Methods Research Design, where, 25 heads of English department were purposively sampled from the 417 public secondary schools in Kakamega county, and were interviewed using a researcher-developed in-depth interview schedule. Data collected was thematically analyzed using NVIVO12 Software. 
 Findings: The results revealed that, the major supervisory roles of HODs currently, is administrative i.e., supervision of curriculum implementation at the departmental level, conducting teacher appraisals, and general management of departmental issues. This is formal supervision through the Teacher Performance Appraisal and Development (TPAD) tool, which is the current supervisory approach, recognized by the Teachers` Service Commission (TSC), the teachers` employer in Kenya. The study also revealed that HODs are not fully sensitized about other key supervisory roles that they should play, in accordance with the literature. The results were presented thematically, by way of verbatim quotes as expressed by the participants` responses, and researcher commentaries.
 Unique Contribution to theory, practice and policy: The study concluded that teachers of English in public secondary schools in Kenya, are not being effectively supervised because the HODs are not fully sensitized about their full supervisory roles. The study recommends the development of capacity building programs on supervisory roles for HODs through workshops and seminars, and the introduction of CPS as a complementary supervision approach for supervising teachers of English in secondary schools, in which HODs will take the centrality of guiding supervision in their departments. This should guarantee the delivery of high-quality instruction.

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.

The ‘School Bell’ as a Tool to Instill Discipline and Foster Overall Performance in Curricular and Non-curricular Assessments among Students in Primary and Secondary Schools in Kenya

This article outlines the significance of the 'school bell' as a medium to instill time management discipline and shape personality traits among adolescent students in Kenya. The 'school bell' remains a critical tool found in all primary and secondary schools that aids in sustaining daily school routines. In the present study, a total of 110 student respondents at two institutions of higher learning were randomly identified and interviewed using an on-spot questionnaire. The findings reveal that the respondents had a positive view of the role of the 'school bell' in 'conditioning', 'drilling' and 'coaching' excellent time management skills and subsequent excellence in academic and extra-curricular assessments as follows: [(prioritize, 36%, 40 students); (delegate, 9%, 10 students); (set study-time, 27%, 30 students); (manage distractions, 15%, 17 students); (schedule breaks, 13%, 14 students)]. 62 (56%) students reported using the handbell in their schools. The electronic bell with synchronized clocks was reported to have been used by 21 (29%) students. Notably, female students were more likely to have been ringers/timekeepers. In this study, 16 out of 25 (64%) bell ringers were female. The handbell, owing to its simplicity and portability, was the most widely used. These findings indicate the central role of the school bell in developing time management discipline and promoting the overall performance in curricular/extra-curricular assessments in Kenyan educational institutions.

INFLUENCE OF STAKEHOLDERS’ CONTRIBUTION ON SECURITY MANAGEMENT OUTCOMES IN PUBLIC SECONDARY SCHOOLS IN MANDERA COUNTY, KENYA

Purpose: There is a current anxiety on the increasing occurrences of tragedies in secondary schools in Kenya. This makes it essential to explore the stakeholders’ contribution in terms of security management outcomes. The aim of this research was to explore the influence of stakeholders’ contribution on security management outcomes in public secondary schools in Mandera County, Kenya.
 Methodology: Theories guiding the study were the Stakeholders’ and the Securitization. The study used mixed methodology and the concurrent triangulation design. The targeted population was 381 participants and involved principals and teachers. Questionnaires were used for teachers while interviews were used for principals. Quantitative data were analyzed in descriptive statistics and presented in tables, frequencies and percentages. Qualitative data were analyzed by thematically in narrative forms and verbatim citations. Two levels of analysis were employed namely: descriptive and thematic.
 Findings: From the research findings, it was concluded that there was good participation of every stakeholder following the indicators that were put in place. It was seen that there was need for the boards of management to go deeper into their involvement and make sure that the school communities were seeing them in action.
 Unique Contribution to Theory, Policy and Practice:
 The stakeholders’ and the securitization theories were utilized to prepare and alert schools for disasters consecutively hence contributing to the issues in the study. The study established that there was meaningful contribution from the stakeholders which was commendable. It was concluded that more efforts from the boards of management be put on stakeholders’ contribution. The theories were validated in that there was sensitization to stakeholders and the need to prepare in advance for disasters in schools.

A Pilot Study of an Evidence-Based Prevention Intervention (keepin' it REAL) for Early Adolescents in Kenyan Schools.

Although larger trials with a more representative sample of schools are needed, the study suggests the potential for kiR as an effective approach for substance use prevention in Kenya. A convenience sample of primary schools in metropolitan Nairobi was randomized into an intervention or control group. Teachers in intervention schools were trained to deliver the kiR curriculum with fidelity. Students in seventh and eighth grades in the intervention and control schools (N = 533) completed pretest and posttest questionnaires assessing substance use behaviors, attitudes, and drug resistance strategies. Although many primary school students in Kenya report use of alcohol and other drugs, evidence-based prevention interventions for schools are generally unavailable. Globally, there are growing opportunities to conduct research that assesses whether efficacious interventions from elsewhere can be adopted for new settings and populations. This small pilot study implemented and evaluated a linguistically adapted version of the school-based keepin' it REAL (kiR) universal substance use prevention program from the United States in Kenyan primary schools to assess its effectiveness and estimate potential effect sizes. Relative to the control group, kiR students reported several desired changes in behaviors and attitudes: less recent alcohol use and heavy (binge) alcohol drinking, and continuing or increased adherence to certain anti-drug norms. There was partial evidence that kiR helped students rely less on conflictual drug resistance strategies, such as reacting to substance offers angrily or with violence. Effect sizes for these outcomes compare favorably to those obtained in other school-based prevention interventions.

Options to the Use of Suspension and Expulsion in Kenyan Institutions: A Literature Review

This article compared the effectiveness of punitive strategies such as suspension and expulsion to mitigate behaviour disorders in Kenyan schools. Behaviour disorders witnessed in Kenyan schools include externalising and internalising behaviour disorders. Externalising behaviour disorders include bullying, aggression, disruption, acting out, fighting, violence, destruction of property, cheating, and stealing among others. Internalising behaviour disorders include depression, anxiety, social withdrawal, immaturity, negative talk, substance abuse, loneliness or guilt, sadness, suicidal feelings, nervousness, and irritability among others. Suspension and expulsion are the zero tolerance (ZT) strategies used in our institutions to curb behaviour disorders. Zero tolerance measures are guidelines for providing the harshest retribution possible to every student who goes against the laid down regulations. Corporal punishment is also used as a punitive measure in our institutions despite its prohibition in the Children’s Act 2001. Corporal punishment was recognised to offer minor data on appropriate action to take but only educate the person on the inappropriate behaviours to avoid. This article found that solitary disciplinary practices like suspension and expulsion may further prohibit poor academic performance and dropout. The article further found out the importance of training the heads of learning institutions on how to manage inappropriate behaviour disorders and the incorporation of other strategies such as guidance and counselling and the involvement of parents. Thus, it encourages Kenyan institutions to adopt School-Wide Positive Behavioural Interventions and Supports (SWPBIS), which is a non-condoning approach used in controlling school violence and misbehaviour of students that have shown positive results in an unsystematically controlled trial research to control school violence and misbehaviour of students. This article also found out the need for a Functional Behavioural Assessment (FBA) before intervening for a behaviour disorder. The aim of an FBA is to collect wide and particular data so as to comprehend the exact purpose of the student’s inappropriate behaviours.

Assessment of Challenges Faced by Principals in the Implementation of the Competency-Based Curriculum in Public Primary Schools in Kenya: A Case of Kiambu County

Primary education is the foundation of further education. It is the core mandate of the government to provide quality free education to learners in public primary schools in Kenya. The envisaged goal of education is quality, equity, and access, in line with the vision 2030 policy document. Headteachers play a crucial role in ensuring quality education is achieved, especially at the foundation level in public primary schools. This study assessed the challenges faced by principals in the implementation of the competency-based curriculum in Kenyan public primary schools: a study of Kiambu county. The study adopted the inductive thematic content design. Purposive sampling was used to pick 15 principals and 15 deputies. The bulk of challenges that head teachers faced in implementing the curriculum changes were related to staff development, training, and availability of financial resources. It was established that there was a shortage of staff and the few who were left were strained in teaching the many learners. The quality of training for teachers was not to the required standards in line with CBC policy guidelines. Insufficient funds received from the government to support CBC hampered the implementation because it is costly and requires more financial investment to actualize. The study recommended that all different stakeholders, namely parents, government, and head teachers, should collaborate to devise a strategy for sourcing these resources to address school resource needs. The school administration could perhaps orchestrate financial support drives to gather support from all interested parties to come together and help raise money to facilitate the construction of laboratories and libraries in the school, as well as collect more funds to purchase and equip the libraries with not only adequate educational resources but also current ones.

Peer Teacher Utilization in Secondary Schools: Varying Trends in Selected Counties 0f the Western Region, Kenya.

There has been an upsurge in the utilization of peer teachers in secondary schools in Kenya in the recent past. This is despite the Ministry of Education and the Teachers Service Commission having insisted on only registered teachers being allowed to teach in Secondary schools. This study aimed at investigating, analyzing and documenting the varied trends in peer teaching in Kenyan secondary schools and their implications for adherence to teacher competence standards in selected Counties of the Western region of Kenya. The study was descriptive in nature and the data collection method was an intra-national case study. This study was guided by Pierre Bourdieu’s Theory of Practice (1990) and was heavily influenced by the Scientific Method Approach as propounded by Noah and Eckstein (1969). Three research instruments were utilized, namely; questionnaires, interviews and document analysis. The questionnaires were used to collect data from students, regular teachers, peer teachers and Head of Department. The interviews were conducted with the Principals, County Director of Teacher Service Commission, Board of Management members, parents, students, peer teachers, regular teachers and Head of Departments in the selected schools. Document Analysis was done on past Kenya Certificate of Secondary Education results records and the teachers who taught the classes. The data collected was analyzed using a mixed method with a bias on qualitative data analysis approaches. Qualitative data was analyzed through thematic analysis: that is, coding and categorization of emerging themes from the data according to the objectives. While quantitative data was analyzed using both Descriptive statistics such as percentages and means and inferential statistics that utilized t-test. The data indicated that there was a drastic increase in thenumber of peer teachers in secondary schools in the years 2010 to 2016. Majority of these were found in sub county schools. The schools assigned them all the duties of a teacher although in varied proportions depending on the school’s needs. In light of these findings, the study recommended that the government should design and adopt a law to legalize the utilization of peer teachers.

The comparative effectiveness of the homeopathic medicine Bacillinum for ringworm (tinea): A pilot feasibility study

Tinea (ringworm) is a highly infectious and commonly presenting pediatric condition. Standard care in rural Kenya is costly, associated with side effects, becoming less effective, and not always available. The aim of this study was to explore the feasibility of testing and using the homeopathic medicine Bacillinum for tinea. Children were recruited from two rural schools in Kenya. Inclusion criteria were: a clinical diagnosis of tinea and a positive Potassium Hydroxide (KOH) smear test. Children were alternately allocated to receive 28-day courses of standard treatment, or Bacillinum 12C. Outcomes measured were KOH smear test status, and tinea status according to Clinician Assessment Questionnaire (CAQ) completed by the child and the clinician. Tests were performed at baseline, 1, 2, and 6 months. 110 children received clinical diagnoses of tinea, of whom 50 had negative KOH tests, one no show, and 10 were outside the age range. 49 were allocated alternately to standard treatment or Bacillinum. At 56 days, 64% receiving standard treatment and 56% receiving Bacillinum had negative KOH tests. At 6 months, 36% receiving standard treatment and 63% receiving Bacillinum had negative KOH tests. Flexibility was required to accommodate school timetable changes and carers living far away. The KOH smear test and clinical diagnosis frequently disagreed. Bacillinum is a low cost, easily administered intervention which may potentially improve long-term tinea status and reduce relapse incidence. Given tinea prevalence and problems with standard treatment, a randomised controlled trial is warranted. Long-term effects and tinea re-occurrence should be measured. National Commission for Science, Technology and Innovation (NACOSTI) registration number NACOSTI/P/19/78,810/26,078.

Teachers Speech Acts and Discourse Strategies in English Classroom Teaching to Improve Students’ Learning Effect: A Case Study from Bungoma County Secondary Schools in Kenya

Teachers Speech Acts and Discourse Strategies in English Classroom Teaching to Improve Students’ Learning Effect: A Case Study from Bungoma County Secondary Schools in Kenya

Mathematics textbooks and self-regulated learning: responses from students in three Kenyan secondary schools

ABSTRACT The current moves by many African countries including Kenya to reform their mathematics education to adopt learner-centred pedagogies presents a need to fill the knowledge gap on learner-textbook relationships there. The mathematics textbook remains a key resource for teaching and learning and is increasingly being expected to play a pedagogical role in addition to making the national curriculums manifest to both teachers and students. In Kenya, the textbooks published by the state-owned company are regarded as core and occupy a central role in mathematics teaching. We present findings on the perceptions of students at three Kenyan public secondary schools on what they value in textbooks and what they find lacking in their core text in their efforts towards engagement with mathematics through self-regulated learning. Implications for practice are presented.

Medical information seeking practices among medical students in Kenya: A descriptive cross-sectional study

Purpose: Many medical schools in low- and middle-income countries (LMICs) have adopted a problem-based learning (PBL) approach. PBL requires medical students to independently access and correctly interpret medical information. There is paucity of information on how students in LMICs retrieve medical information and apply Evidence Based Medicine (EBM) principles. Methods: A cross-sectional survey was carried out among medical students in their clinical years at Moi University School of Medicine (MUSOM), a large medical school in Kenya between August and November 2016.Results: Authors analyzed results of 206 clinical year medical students at MUSOM (response rate of 84%). Standard textbooks (47.8%) and lecture slides (20.9%) were the most preferred sources of general medical information. Medscape®, a free mobile medical information application, was the most utilized drug information source. Sources which directly link to primary biomedical literature such as PUBMED and HINARI were used by 14.1% and 7.8% of students respectively. A quiz testing key clinical epidemiology concepts was also performed with a mean score of 49% (SD, 23.8).Conclusion: There is preference for standard textbooks. Low scores on the clinical epidemiology quiz, coupled with most students endorsing limited understanding of key EBM concepts emphasizes the need for broader EBM training.

Challenges that the teenage mothers experience in Nyatike Sub-county, Kenya

Teenage pregnancy is a problem in both developed and developing countries with developing countries registering higher prevalence. Girls drop out of school in Kenya due to teen pregnancy with Migori County being the sixth most affected. This study sought to examine the education related challenges faced by teenage mothers in Nyatike Sub-County, Migori County – Kenya. Descriptive survey design was used and a mixed methods approach utilized in data collection and analysis. The target population consisted of 145 primary schools and 27 secondary schools in Nyatike Sub-County. Both probability and non-probability sampling techniques were used. The instruments were peer reviewed and the questionnaire pilot-tested. Quantitative data analysis was done using the Statistical Package for Social Sciences. Qualitative data was analysed using NVivo software using thematic approach. This study found that teen mothers (both the school going and out of school going) face a challenge of low academic performance and negative behaviour change as a result of teenage pregnancies. Most teenage mothers also face stigma/discrimination. Most out of school and school going teen mothers do not receive social and psychological support when pregnant. There is little or no education and learning support for teenage mothers. Likewise, there was little or no peer support for teenage mothers. The government should aim to reduce (or eliminate) the many challenges that teen mothers (both the school going and out of school going) face in their life both socially and academically. Measures to support teenage mothers in their academic progress and positive behaviour change is timely. There should be sensitization and campaigns to reverse stigma/discrimination that teenage mothers face. Out of school and school going teen mothers should be accorded with social, psychological, education/learning and peer support.

PRINCIPALS PERCEPTION OF FACTORS CONTRIBUTION TO STUDENTS POOR PERFORMANCE IN CHEMISTRY IN PUBLIC SECONDARY SCHOOLS IN WAJIR COUNTY, KENYA

Purpose: Chemistry has been identified as a key science subject and its importance in the logical and innovative development of any country has been widely detailed. The performance of students in chemistry among secondary schools in Kenya has remained poor for many years. The purpose of our study is to establish principal's perception of factors contribution to student's poor performance in chemistry in public secondary schools in Wajir County, Kenya. Methodology: The paper used a desk study review methodology where relevant empirical literature was reviewed to identify main themes and to extract knowledge gaps. Findings: Poor performance in Chemistry in Wajir County can be attributed to: The teaching methods used in most lessons were mainly teacher-centered; hence do not provide opportunities for students' participation to enhance learning, lack of motivation of teacher also contributes, to poor performance in chemistry and negative attitude of the students towards the subject especially towards the practical paper hence lack of interest in performing well in the subject especially in practicals. Unique Contribution to Theory and Practice: The study recommends that the principal must foster processes that are in support of the empowering teachers in order for them to influence the students positively. Therefore, the principal can influence the students positively by motivating the teachers' efforts

Implementation of Teacher Performance Appraisal and Development in Secondary Schools in Nandi North Sub-County, Kenya

The teacher performance appraisal and development tool was introduced by the Teachers Service Commission to promote teacher accountability, enhance instructional quality, identify areas where teachers need additional development and promote the overall academic outcomes of schools in Kenya. The response of teachers and school administrators to TPAD has been mixed, with some schools embracing it wholly while others rejected the idea. The purpose of the study was to investigate the state of implementation of teacher performance appraisal and development in public secondary schools in Nandi North Sub-County, Kenya. The study used ex-post facto research design. The target population was 417 teachers and 55 principals of the 55 public secondary schools in the Sub-County. Stratified random sampling was used to select 11 schools to take part in the study. Further, stratified random sampling was then deployed to select 125 teachers and 11 principals to take part in the study. Data was collected using a questionnaire for teachers and interview guide for school principals. Quantitative data was coded into SPSS version 20 and analyzed descriptively using frequencies and percentages. It was then presented using frequency distribution tables with explanations. Qualitative data was analyzed thematically. The findings of the study showed that teachers were subjected to the filling of the TPAD and that appraisal has improved their instructional performance. It was concluded that teacher evaluation is a critical and regular routine in most school calendars. It is a very valuable period for administrators to improve instruction and learning. Therefore, it was recommended that before setting foot in the classroom for a lesson observation, principals need to sit with the teacher to discuss the upcoming lesson that is to be observed and the expectations of the appraisal process.

Textbook Evaluation and Quality of Business Studies Textbook in Secondary Schools in Kenya

Business studies textbook when appropriately revised encourages understanding of facts as required by the curriculum upholding independent learning among learners leading to increased academic achievement. Business studies textbook provides ways through which curriculum instruction can be realized fast-tracking actualization of learning objectives among learners across school system in Kenya. However, textbooks that are rarely reviewed may interrupt realization of specific objectives limiting acquisition of requisite skills degrading learner’s mean score in business studies. The study adopted exploratory research design through qualitative approach to data collection and analysis. Content analysis was used for data analysis. Summary of content analysis showed that textbook revision was necessary in ensuring quality textbook. Further analysis showed that Process of appraisal, Scope of curriculum, Complexity of syllabus influence quality of instruction content in textbook encouraging learning and acquisition of skills. Therefore, it was recommended that content of business studies textbook to be relevant to learner’s cognition to accelerate learning.

Strategic planning in secondary schools in Rangwe sub-county, Kenya: Influence on student learning outcomes

This paper reports on the extent of policy implementation on strategic planning in secondary schools in Kenya. To achieve the aim of the study, all the 41 sary schools in Rangwe sub-county were included. The targeted respondents were school principals and deputy principals. A purposive sampling method was used to select the respondents from each school. A principal questionnaire (PQ) and a document analysis checklist were used for data collection. The data collected was analysed using descriptive and inferential statistics. The study affirms that strategic planning has not been fully embraced in Kenya. This study, therefore, amplifies the need for policies implementation as stipulated and within a time frame to realize their effectiveness in different cultural backgrounds.

Influence of Infrastructural Facilities and Staffing on Students’ Academic Performance in National Secondary Schools in Kenya

In 2011, the Kenya government made efforts to improve access to quality secondary education by increasing the number of national schools from 17 to 114. This was done by elevating two provincial schools in each county to national schools. This study sought to establish influence of infrastructural facilities and staffing on academic performance in national examinations in young national schools in Samburu, Marsabit, and Isiolo counties, Kenya. Correlation research design was used. The study population was 5 principals, 150 teachers, 3 examinations officers, and 3 staffing officers. The sample size was composed of 5 principals, 60 teachers, 3 examinations officers, and 3 staffing officers. The study established that infrastructural facilities and staffing had a positive and statistically significant relationship with academic performance in all the schools in the three counties as follows: Infrastructural facilities (r=0.495, p-value =0.000), Staffing (r=0.372, p-value =0.05), all at alpha 0.05 level of statistical significance. Further, multiple regression analysis revealed that infrastructural facilities had a positive significant impact on performance (2.008), while staffing also had a positive significant impact on performance (0.331) both at 5% level of significance. The schools were understaffed, lacked enough infrastructural facilities, and had congested classes. The government should post more teachers in those schools and improve infrastructural facilities in those schools to address the challenges