Schools In Kenya Research Articles

Examining Teachers’ Role in the Development and Implementation of Curriculum Support Materials in Secondary School Curricula in Kenya

This study's purpose was to establish teachers’ views towards their involvement in the choice and development of curriculum support materials and implementation of the secondary school curriculum in Kenya. The study involved 342 secondary school teachers and employed a descriptive survey research design. Data from principals and teachers was collected using an interview schedule and questionnaires, respectively. Analysis of the collected data was carried out using inferential and descriptive statistics. The study's findings showed that there existed a statically significant relationship between teachers’ views on their involvement in the choice and development of curriculum support materials for secondary school curriculum. However, teachers’ voice in the process of developing curriculum support materials was at the minimum: to a small extent (M=1.97). The study recommends that teachers who are key curriculum implementers should be engaged in planning and developing the curriculum in all stages for effective curriculum delivery in schools. KICD (Kenya Institute of Curriculum Development) should lay better strategies to involve teachers in the curriculum development process. The findings of this study will, hopefully, supplement government efforts directed towards the improvement of curriculum delivery in Kenyan secondary schools.

Analysis of Correlation between In-service Training and Academic Achievement of Pupils in Public Primary Schools in Kenya

In-service teacher education has been used as a tool for capacity building world over and in Kenya. Despite the perceived importance of continuing in-service training for teachers in updating their professional knowledge, its provision was inadequate in Kenya. It is within this context that this study examined the extent to which the in-service training was being provided and how it predicted the academic achievement of pupils in Kenya with specific reference to Teso North sub-county. This research adopted a descriptive survey research design of ex-post-facto type. Stratified random sampling technique was used to select 272 respondents (55 deputy headteachers and 217 teachers). Two research questions and one hypothesis guided the study. Structured questionnaire and document analysis were instruments of data collection. The data were analyzed using descriptive statistics of mean and standard deviations and inferential statistics of Chi-Square, independent T-Test and linear regression. The hypothesis was tested at 0.05 level of significance. The findings revealed that the extent of the provision of in-service training in the sub-county was low. The hypothesis testing through the Chi-Square indicated that there was a significant relationship between the provision of in-service training and academic achievement of pupils (x2=200.14, p = 0.0000). Linear regression analysis revealed that the influence of in-service training on academic achievement was significant (R = 0.898, p < 0.05). Therefore, the study recommends that the Ministry of Education should formulate in-service training policy for the teachers and the training should be structured and closely aligned with the acquisition of skills and knowledge gaps.

Pedagogical Techniques Teachers Use to Bolster Extensive Reading Habits in Secondary Schools in Kenya

This study addresses the issue of pedagogical techniques for extensive reading in secondary schools in Kenya at a time when concern is being expressed about declining reading habits in the institutions of learning. Learners nowadays have taken to social and mass media and rarely read anything extra outside the prescribed texts. Even the wide spread national examination malpractice witnessed recently could be traced to the decline in reading interest and poor reading habits among secondary school learners. Effective use of pedagogical extensive reading techniques can greatly improve learners’ achievement in English and also enhance their reading habits. This study was prompted by the observed poor reading in English by secondary schools learners in Laikipia County in Kenya. Among some of the possible explanations for this scenario are that students in the County did not adequately read books extensively coupled with other determinants that influence their performance in English. The study investigated the pedagogical techniques used by teachers to bolster extensive and pleasure reading habits. The study was guided by The Schema Theory. The descriptive survey research design was used for this study. Fifteen secondary schools in Laikipia County were sampled by proportional stratified sampling technique in five sub-counties across the county. Purposive sampling was used to sample 30 out of 80 (37.5%) English language teachers. Simple random sampling was used to sample 327 students out of about 2670 students (12.24%) in form 2 and 3 in the County. The research instruments used for data collection included: questionnaire for students, interview guides for teachers and documents analysis guide. The instruments were pilot tested to ensure validity and reliability in a co-educational secondary school in the neighbouring county that was not included in the study. The reliability of the questionnaire and interview guide was estimated using Cronbach’s alpha coefficient which was 0.871 which met the recommended threshold of 0.7 and above. Analysis of data was done using descriptive statistics such as frequency, tables and percentages. Qualitative data were organized according to the study themes and presented descriptively on the basis of the study objectives. The analyzed data revealed various reading pedagogical techniques which included analysis of the title and the blurb before reading, formation of mental images while reading and writing book reviews after reading. Acute shortage of reading resources was a major hindrance to engagement in extensive reading in schools. The study recommended that schools should ground learners on reading techniques and also come up with strong extensive reading policy to promote independent reading. Keywords: Pedagogical techniques, Bolster, Extensive reading, Reading habits DOI: 10.7176/JEP/11-6-23 Publication date: February 29 th 2020

Analysis of Challenges facing ICT integration in managing Public Secondary Schools: A Comparative Study of Day and Boarding Secondary Schools in the South Rift Region, Kenya

The uptake of information communication technology (ICT) by secondary schools is beset by a complex of challenges that are not clearly understood and documented. In order to facilitate effective and efficient implementation of digitalization in schools in Kenya, there is need to map out the diversity of challenges that bedevil its adoption. The purpose of this study was to analyze the challenges facing integration of information communication technology (ICT) in the operations of public day and boarding secondary schools from the south rift region of Kenya. The objectives of the study were to; assess the challenges facing ICT integration and compare the levels of ICT integration in boys, girls and co-educational secondary schools from the south rift region of Kenya. The study adopted the descriptive survey research design. The target population for the study comprised of all the 141 teachers from the public secondary schools in the south rift region of Kenya enrolled in the Strengthening of Mathematics and Science in Secondary Education (SMASSE) program. The study employed census sampling technique since the target population was small, easily accessible and manageable. Data was collected by means of a questionnaire. Data analysis was conducted using the descriptive and inferential statistics with the aid of Statistical Package for Social Sciences (SPSS) version 21.0. The study tested the hypothesis that there was no statistically significant difference in challenges facing integration of ICT in boys, girls and co-educational secondary schools from the south rift region of Kenya. To test this hypothesis the One way Analysis of Variance (ANOVA) statistics was computed which yielded p-value = .000 which was less than the alpha value α > 0.05 indicating that the differences in challenges facing ICT integration in boys, girls and co-educational schools were statistically significant. Therefore the null hypothesis was rejected. This led to the conclusion that challenges facing ICT integration from the three categories of schools were significantly different. From the findings of the study, it is recommended that there is need strengthen in service training of teachers in ICT and perform widespread upgrade of ICT software since these were the most serious challenges that faced integration of ICT in schools.

Factors Affecting Radio Broadcasts to Schools in Kenya: A Case Study of Public Primary Schools in Rangwe Division, Homa Bay County

Factors Affecting Radio Broadcasts to Schools in Kenya: A Case Study of Public Primary Schools in Rangwe Division, Homa Bay County

Teacher Quality and Mathematics Performance in Primary Schools in Kenya

This study examines the relationship between teacher quality and student achievement in Mathematics among Grade 4 pupils located in 91 urban primary schools and 181 rural primary schools in Kenya. We hypothesise that teacher quality indicators including teacher characteristics, teacher qualification comprising initial teacher education and teacher professional development and teacher classroom practices are significantly associated with student achievement. Our analysis is based on data from the 2012 World Bank and African Economic Research Consortium Service Delivery Indicators. We test our hypotheses by means of a multilevel regression. We find that teacher quality indicators have significant effects on Mathematics achievement in Kenya. Different effects between urban and rural primary schools are observed. The findings of this study underscore the need for policy makers to focus on improving teacher quality by strengthening initial teacher preparation and in-service programmes.

Effect of Nutrition and Physical Education on Adolescents’ Physical Activity Levels, Nutrition Knowledge, Attitudes and Dietary Practices

Physical activity, nutrition knowledge, attitude and dietary practices are key factors associated with overweight and obesity. This study aimed to determine the effect of a school-focused nutrition and physical education intervention on the physical activity levels, knowledge, attitudes and dietary practices in relation to body weight among adolescents attending day schools in Kenya. Adolescent students, 15-18 years of age were randomly assigned to either control or intervention group. The intervention group received 8 weeks of nutrition and physical education sessions on healthy eating and physical activity. Data was collected using self-administered questionnaires. The study groups were comparable in baseline characteristics. Metabolic Equivalent for Task (MET) scores were significantly higher in the intervention group (T-test: -3.6998; p=0.002) at 6 months post intervention as compared to the control group, whose MET scores significantly decreased (T-test: 2.816; p=0.005) in the same period.At 8 weeks and 6 months post intervention, mean knowledge scores were higher in the intervention group as compared to the control group (3.798 ± 1.289 and 3.778 ± 1.246) for intervention and control groups respectively. At 6 months post-intervention, the mean knowledge scores were significantly higher in the intervention group compared to the control group (T-test: 2.269; p=0.024). At 6 months post intervention, mean attitude scores were significantly higher in the intervention group compared to the control group (T-test: -6.471; p<0.001). Those in intervention group were more likely to consume less unhealthy foods and more healthy foods at 8 weeks and at 6 months post intervention. This study improved Physical activity levels, Knowledge, Attitudes and Dietary practices of the adolescents.

Teachers’ Perception of Factors Affecting Integration of Information and Communication Technology for Instructional Purposes in Secondary Schools in Kenya

This research determined the perception of secondary school teachers on the effect of teacher-related factors on the integration of information and communication technology (ICT) for instructional purposes. The study was conducted in 40 secondary schools of the North Rift Valley region of Kenya that had computers. Likert-type scale for each technology acceptance variable (Computer self-efficacy, teacher efficacy, attitude towards computer, Social influence, and Constructivist beliefs) was developed/ adopted for the study. These scales were established to have adequate reliability through a pilot study. Usable data from 400 respondents was collected and used to test the hypotheses. T-test, ANOVA and Fisher’s LSD post hoc analyses were conducted on the data collected using SPSS version 20.0. The results show that voluntariness and computer experience were the two main variables that determined teachers’ perception of factors affecting the integration of Information and Communication Technology for instructional purposes. On the other hand, subject specialization, gender and teaching experience had marginal or no significant influence on teachers’ perception of factors affecting the integration of Information and Communication Technology for instructional purposes. Therefore, it should be understood that a number of factors interact to produce a significant effect on ICT integration in pedagogy.

Correlation of Clinical Depression, Anxiety and Academic Performance of Adolescents in Selected Secondary Schools in Kenya

Depression and anxiety are associated with lower academic performance among adolescents. In Kenya, up to 26.4% of school going adolescents have been reported to present with symptoms of depression and anxiety. This study aimed at testing the correlation between academic performance, clinical depression and anxiety among adolescents in selected secondary schools in Homabay County, Kenya. In a quasi-experimental study, nonequivalent pretest-posttest design was adopted to test correlation between clinical depression, anxiety and academic performance among the adolescents. Two schools were selected with one being the experimental group and the other being the control group. Data was collected from 126 adolescents who were screened for depression and anxiety symptoms using Beck Depression Inventory (BDI-II), Beck Anxiety Inventory (BAI) and researcher generated questionnaire. Respondents aged 14-16 were 54% (68) while those aged 17-19 were 46% (58). In order to examine the relationship between depression and anxiety, and academic performance, bivariate analysis was employed. Spearman Correlation Coefficient was used to show correlation between depression, anxiety and academic performance. The study found that the correlation test between Y1 (depression) and µX (academic performance) using Distance Correlation Coefficient indicated a significant correlation (p=0.010). However, the correlation test between Y2 (anxiety) and µX (academic performance) was not significant (p=0.651). Moreover, µX (academic performance) was also used as predictor to test the dependence of Y1 (depression) and Y2 (Anxiety) in correlation. Depression and anxiety were found to correlate with academic performance which should be treated as a clinical concern for mental health service providers and secondary school heads.

Problem-focused Coping Controls Burnout in Medical Students: The Case of a Selected Medical School in Kenya

Problem-focused Coping Controls Burnout in Medical Students: The Case of a Selected Medical School in Kenya

Politeness in Teacher-Student Interactions in a Kenyan Secondary School Context and Implications for Pedagogy in Communication Skills

It is commonly agreed that politeness is reflected in the pragmatic use of language (Brown & Levinson, 1987). Although the politeness phenomenon is universal, with many expressional similarities, each language possesses norms and ways of expressing politeness within a given cultural context. The Kenyan school syllabus caters for the teaching of these politeness expressions across all levels of the curriculum and learners are expected to observe the same. This study sought to investigate the impact of the teaching of politeness strategies on their pragmatic use by secondary school students. Through a case study, the study looked at what strategies are used by documenting interactions in varied forums outside the classroom. The study therefore considered the verbal expressions of politeness strategies. The study finds Kenyan secondary school students limited in the use of politeness strategies and that the English language politeness strategies are at variance with the students’ cultural orientation. The study makes recommendations on how learners can be better equipped in the use of politeness strategies for improved communication.

Transformative Pedagogy as a Way of Mitigating School Violence in Public Secondary Schools in Nairobi, Kenya

The prevalence of school violence (SV) in public secondary schools in Kenya has resulted into injuries, loss of property and sometimes death. Penalties meted out on students ranging from fines on students, suspension or expulsion of students from school has been introduced in vain. Several commissions of inquiry have also been put in place to address this issue but not much has been achieved. Violence negatively affects students hence the need to identify ways of mitigating school violence. This study argues that to a large extent, school violence in public secondary schools is due to either the absence or limited use of transformative pedagogy (TP) which provides the learners with an opportunity for critical thinking, enables behavioural change and the inculcation of values hence the attainment of peaceful coexistence amongst students. Using Mezirow’s Transformative learning theory, the study adopted a Mixed Method Research methodology in which data was drawn from 426 respondents comprising 341 students and 85 teachers in 22 public secondary schools in Nairobi County, 28 Key informants and 7 Focus Group Discussions (FGDs). Data analysis was done using SPSS and N-vivo analysis techniques. The study found out that discussion groups and role play were the major learner centred teaching approaches used in the schools. The paper concluded that effective use of transformative pedagogical approaches positively influences behaviour change in students hence the attainment of a non-violent school community. The study recommended a review of the secondary school curriculum to adopt transformative teaching approaches as opposed to teacher centred learning.

Effect of Change Effort in Raising Organizational Climate at the Kenya School of Government, Matuga Campus

Effect of Change Effort in Raising Organizational Climate at the Kenya School of Government, Matuga Campus

Capital deployment and exchange in volunteer tourism

This paper draws upon Bourdieusian literature to examine how capitals are exchanged between stakeholders in volunteer tourism settings. Through exploratory interviews at schools in Cambodia and Kenya, we identify how volunteers and hosts cognise objectified cultural value for volunteer schools. However, due to the financial hardship associated with volunteer projects, the findings illustrate how a negotiated understanding is reached for Western volunteers' economic value. This study applies an interactionist perspective to examine how social interaction and cognition precede Bourdieu's structural capital exchanges. We argue that meaning development significantly influences capital exchange and, thus, by applying the theoretical framework of Bourdieu's practice theory with Blumer's symbolic interactionism we consolidate two previously un-synthesised concepts and contribute a new avenue for sociological research.

Influence of School Managers’ Training on Disaster Risk Management in Public Secondary Schools within Nairobi City County Kenya

Disaster risks are very common occurrences within Kenyan secondary schools. Most disasters afflicting Nairobi City schools of the public category include fire outbreaks, student unrest, terror threats and strikes which have caused harm to humans and property in a number of incidences. Nevertheless, the concept of disaster risk management in secondary schools in Nairobi has so far not attracted much attention of researchers. The study objects were: to investigate school managers’ training mode on DRM, how the training had assisted the school managers in DRM, and the influence of school managers’ training on DRM. Emergent Norm theory and Risk Management theory were used to give guidance to the study. The study was a mixed methodology research employing concurrent triangulation design. The population comprised 282 individuals and sample size of 167 respondents determined according to Krejcie and Morgan sampling table. Data was collected through questionnaires and observation checklists for principals, HODs, BOM and interview guides for sub QASOs. Tools were pre-tested among 10% of the target sample, not part of part of the actual study. Instrument consistency was determined through Pearson product Moment correlation where a correlation coefficient of 0.75 was considered acceptable. Expert judgment by supervisors and peer reviewers was used to test the instruments for validity. Instrument dependability was established by employing overlapping procedures including telephone and face to face interviews during field work. Concurrent triangulation was employed for data credibility. Instrument reliability was calculated using Chronbach’s Alpha. Quantitative statistics was descriptively evaluated and shown in figures and tables. Significance of confidence at 95% level was tested using inferential statistics. Qualitative data was analysed thematically and results presented in tables. Conclusions are anticipated to benefit School managers, Teachers’ Service commission, Parents, Principals, the Ministry of Education, Nairobi County. All ethical issues pertaining to research were observed. The study findings are that: School managers were not trained on management of disaster risks. The school managers were trained on school safety through: Red Cross, In-service and Work-shop programs. 71.3% of school managers said that DRM was negatively influenced by the training on disaster risk management. The researcher concludes as: School managers in public schools in Nairobi City are not trained on disaster risk management. 65% have been trained on school safety. School managers are not prepared to manage disaster risk because they lack appropriate training. The recommendations are that: The Government of Kenya should develop a policy for disaster risk management, a Curriculum on management of risks caused by disaster and train school managers, teachers, students and communities on management of disaster risk.

Peer Mentoring and Its Implications in Students Support and Management in Secondary Schools in Kenya: A Case of Friends School Kamusinga (FSK), Bungoma County, Kenya

This paper reviews peer mentoring in Kenya which enables new students to be provided orientation by more senior peers. Peer mentors serve as their mentees thus make the transition to secondary schools smooth. Peer mentoring is an educational model that builds on peer support and mentoring to assist young learners to enhance social relationships, develop cognitive skills, and promote positive identity development in schools and instill discipline which this paper explores. It adopted Albert Bandura’s reciprocal determinism model. The study used qualitative research design where focused group discussion (FGD), participant observation, interview guide and document analysis was used to collect data. The class teachers, senior teachers, Dean of students and students’ counselors including the school management were key informants. Ten FGD were interviewed. Research findings revealed that there was greater sense of self awareness and adjustment of the new students due to interaction and positive guidance by mentors. The new comers were able to be guided thus easy adjustment. Study revealed that few cases of indiscipline cases and attempted strikes were reported thus improved academic performance. Peer mentoring of new students with senior students have the transformative space to articulate their worldview and thinking. They can engage in peer feedback where they are positioned as leaders in the foreseeable future. The study findings are significant to educational managers in schools, Ministry of education and researchers on students’ welfare, discipline, modeling and support. Keywords: peer mentoring; discipline; adjustment; mentee; social relationship, role model DOI : 10.7176/JEP/10-35-09 Publication date: December 31 st 2019

Use of Athletics and Debate in Developing Competencies Among Learners:Perception of Teachers

The study investigated Teachers Perception of the Use of Athletics and Debate in Developing Competencies among learners in secondary schools in Kenya. The Objectives of the study were: To determine teachers’ perception of participation in athletics in developing competencies among learners; and to examine teachers’ perception of participation in debates in developing competencies among learners. A descriptive research design was used in describing teacher’s perception of the use of debate and athletics in developing competencies among learners. The target population comprised of 80 teachers who were in charge of co-curricular activities. Census sampling technique was used hence all the 80 teachers formed the study sample. Questionnaires were used to collect data. To ensure validity, the instruments were reviewed by an expert supervisor. The researcher conducted a pilot study of the questionnaires to test their reliability. Data was analyzed and interpreted according to the objectives. It was presented using frequencies and percentages. The findings revealed that Use of Athletics and Debate in developing competencies among learners in secondary schools facilitated in building confidence, promoting citizenship, communication and collaboration, critical thinking, creativity, imagination and social skills. The researcher recommends that: learners should be allowed to choose the kind of co-curricular activity they want to participate in, schools should create time for co-curricular activities during formal school hours, the Government of Kenya should come up with a policy to ensure co-curricular activities are made compulsory in all secondary schools. The overall outcome of the study will contribute to existing knowledge and provide baseline data for further studies on the use of co-curricular activities in developing competencies among learners. Keywords: co-curricular activities, Athletics, Debate, Competencies, learners DOI : 10.7176/JEP/10-35-08 Publication date: December 31 st 2019

Selected Factors Affecting the Enhancement of Pastoral Program Instruction in Primary Schools in Kenya: A Link between PPI and Religious Education in Primary Schools

Pastoral Program Instruction (PPI) is a school based and coordinated intervention to help individual learners improve their social, emotional and behavioral skills. All primary schools in Kenya teach PPI weekly. Inadequate implementation in schools has raised a concern from various stakeholders. This paper unearths selected factors that hamper the enhancement of PPI in public primary schools which included specific content covered, use of teaching and instructional resources, the right teaching strategies and in-service training offered to pastoral instructors. It used descriptive survey research design. Using simple random sampling, 47 head teachers drawn from 47public primary schools out of a total 152 public primary schools in Kabartonjo Sub County in Baringo County, Kenya, participated in the study. A structured interview schedule was used to collect data for the study which determined the frequency of the responses of the four research objectives. Recommendations and conclusions were based on them. The results showed that teachers did not use specific content when administering PPI programmes, the Bible is the predominant teaching and learning resource, the existing books in use do not have proper guidelines for instruction, no specific strategies adopted for teaching, and teachers were not re-trained to teach PPI. Therefore teachers should take PPI serious and should use the initial training attained at teacher training colleges, they should also improvise instructional resources and teaching strategies to have PPI efficient. Kenya Institute of Curriculum Development to design specific content to be used in all schools and teachers be given re-training so as to implement it effectively in schools. Young people require this instruction for spiritual nourishment and for moral uprightness to cater for individual learners’ needs.

Government Financing of Public Secondary Schools in Kenya: Perceptions about Unit Cost of Education (UCE) to Students Performance in Kenya Certificate of Secondary Education (KCSE). Must the Government Strain?

Government Financing of Public Secondary Schools in Kenya: Perceptions about Unit Cost of Education (UCE) to Students Performance in Kenya Certificate of Secondary Education (KCSE). Must the Government Strain?

INFLUENCE OF TEACHERS’ INSTRUCTIONAL STRATEGIES AND STUDENTS’ LEARNING STYLES ON ACADEMIC ACHIEVEMENT IN KENYAN HIGH SCHOOL PHYSICS

This study investigated the influence of Teachers’ instructional strategies and students’ learning styles on academic achievement in physics among Kenyan high school students. A quasi–experimental pre-test post–test non-equivalent control group design was employed to investigate how three teachers' instructional strategies (guided-inquiry, cooperative learning and direct instruction) and three learning styles (visual, auditory and kinaesthetic) influence academic achievement in Physics practical work while controlling for gender. The target population was all form three Physics students in Navakholo Sub-County area of Kakamega County. A sample size of five hundred and nineteen (519) form three physics students were selected through multistage sampling procedures (purposive sampling, proportionate stratified random sampling and simple random sampling). One null hypothesis was tested at 0.05 level of significance to guide the study. Physics Achievement Tests 1 and 2 (PAT 1 & PAT 2 ) and Learning Style Questionnaire. Teachers’ Instructional Guides on Guided-Inquiry (TIGITS), Cooperative (TIGCTS) and Direct Instructional Strategy (TIGDITS) were used to collect data. Validity and reliability of the instruments were assessed. Analysis of covariance (ANCOVA), Multiple Classification Analysis (MCA) and Scheffe multiple comparison test were used to analyse the data. Findings revealed, a significant effect on the academic achievement of physics students taught with different instructional strategies considering their different learning styles. Recommendations were provided. Article visualizations: