Schools In Kenya Research Articles

Setting the Basis for Success in the Competency-Based Curriculum: Experiential Instruction Process Issues in Emergent Reading in Kenya

Study after study has shown that reading is the single most important skill necessary for success in school and life. Emergent reading is the first stage in the developmental continuum in learning to read and consists of the skills, knowledge, and attitudes that are presumed to be developmental precursors to conventional reading. In other words, students who are unable to grasp early print concepts as emergent readers may experience difficulty with reading later. In this regard, multiple assessments of reading have reported poor reading achievement in Kenyan primary school children. The Uwezo studies since 2010, for instance, have highlighted a reading crisis. The reports indicate that there has been no improvement in reading from the inception of the study despite the government launching intervention programs among them ‘Tayari’ and ‘Tusome’ which were meant to improve reading skills. This study investigated the instructional process issues in emergent reading in a bid to unravel this predicament. The study was carried out in Bureti Sub-County in Kericho County. It involved a sample of 95 pre-primary 1 teachers randomly selected from public and private schools. Data was collected using an observation checklist, a questionnaire a focused group discussion and was analysed descriptively. Instructional process factors found to impede experiential emergent reading strategies included unclear goals for reading lessons, pressure from parents for quicker learning outcomes, time allocated for the experiences was insufficient, that the teachers were overloaded with other responsibilities, large pupil numbers, among others. The results of the study will inform evidence-based policy on the implementation of the Competency-based Curriculum in Kenya and any other part of the world.

Teachers’ Perception of Transition Preparedness by Learners with Physical Disabilities Towards Employment: Joytown, Joyland and Mombsasa Special Secondary Schools, Kenya

The study sought to find out teachers’ competency of transition preparedness by learners with physical disabilities (PD) towards employment: Joytown, Joyland and Mombasa Special Secondary Schools in Kenya. The descriptive survey research design was used to find out teachers competency of learners preparedness towards employment. The study adopted both qualitative and quantitative research approaches where mixed method design was used to collect and analyze the data. The study was carried out in Joytown in Thika West, Kiambu County, Mombasa Secondary in Mombasa County and Joyland in Kisumu County. Purposive sampling was used to select the three physically handicapped Special Secondary Schools, which were the earliest to be established by missionaries in Kenya. The piloting of the instruments was conducted in Joytown special school to form three learners and all teachers teaching form one and form three who were not included in the main study. Interview schedule was administered to administrators while the teachers and learners with physical disabilities filled the questionnaires. Self-efficacy theory was used to interpret dynamics specifically for teachers and learners with physical disabilities in the classroom. Statistical Package for Social Sciences (SPSS) was used to analyze quantitative data while Computer Assisted Qualitative Data Analysis System (CAQDAS) was used to analyze interview schedules. The importance of this study was to create awareness of preparedness by teachers to enable learners with physical disabilities to transit to employment enhanced by teachers’ teaching strategies, availability of resources and knowledge of pre-vocational activities that enhanced their perception towards learners with physical disabilities. After the findings, the researcher recommended that Kenya Institute of Curriculum Development (KICD) should develop curriculum contents, which will suit the needs of learners with special needs including those with physical disabilities. The findings may enhance appropriate pre-vocational skills for learners with physical disabilities because it has a futuristic relevance, widens the scope of individual economic activities, and reduces the burden of dependency on others. Further, it hopes to provide educational planners and policy-makers with a framework on which policies can improve the quality of teaching special needs education hence facilitate transition preparedness to employment for learners with physical Keywords : Academic Qualification, Competency, Physical disabilities, Transition preparedness, Teachers professional Knowledge DOI: 10.7176/JEP/11-18-24 Publication date: June 30th 2020

Unlocking the Legal Deadlock over Dreadlocks in Kenyan Schools: Constitutional Law, Rastafarians, and Religious Freedom

Abstract Legal recognition of Rastafari as a religion is a crucial step in enabling its adherents to enjoy the full scope of their religious freedom. This article considers and critiques the legal implications of the High Court of Kenya’s decision in JWM (alias P) v Board of Management O High School. In JWM, the headteacher of a secondary school decided that a Rastafarian girl who wore dreadlocks for religious reasons should be excluded from the school and only be readmitted once she had cut them as her hairstyle breached school rules. The High Court concluded that this was a violation of the student’s right to education and religious freedom. Though welcoming the JWM verdict as legally correct, this article reflects critically on how the Court arrived at its conclusion. It reviews the High Court’s reasoning in JWM and offers a constructive analysis of the likely effect of JWM on Kenyan education institutions and their uniform policies. The article advocates the need for principled, context-sensitive and methodical approaches to adjudicating freedom of religion claims so as to protect the rights of religious believers and secularists alike.

Stressors and work-family conflict among female teachers in urban public schools in Kenya

In the study reported on here we sought to identify teaching and general stressors, and how they contributed to work-family-conflict among female teachers in urban public schools in Kenya. A total of 375 female teachers with at least their youngest child not yet in primary school completed a survey of closed and open-ended questions. Role theory, stressors, and work-family conflict literature informed the study. The data were analysed using hierarchical regression and content analysis. Findings yielded some contradictory results suggesting that, while the work-family conflict is a universal construct, culture and socioeconomic factors likely influence the nature and the impact of stressors. That is, these teachers identified stressors not mentioned in previous Western literature and not captured by quantitative measures. For instance, the greatest stressor cited was domestic workers not being reliable. The study also indicated that disruptions in the normal flow of work was regarded as a stressor. In addition, a sick child, rather than its age, was regarded as a stressor. Theoretical and practical contributions of the study are provided. Keywords: childcare; female teachers; gender and development; stressors; sub-Saharan Africa; work-family conflict

Gender Differences among Principals in Corruption Prevention Strategies in Public Secondary Schools in Kenya: The Case of Schools in Nyandarua and Nakuru Counties

Gender Differences among Principals in Corruption Prevention Strategies in Public Secondary Schools in Kenya: The Case of Schools in Nyandarua and Nakuru Counties

A Garden-Based Intervention to Improve Dietary Diversity in Kenyan School Children: Results from a Natural Experiment

Abstract Objectives School gardens may improve child diet, but little is known about their effectiveness in rural areas in low-income countries. We evaluated the ability of school gardens to improve child diet in rural Kenya. We hypothesized that children in intervention schools would improve their dietary diversity and specifically their produce intake. Methods An non-government organization installed gardens in 2 primary schools. We selected 2 geographically proximal additional schools as comparisons. We conducted baseline assessments in 2013, prior to garden installation, and follow-up assessments a year later in 2014 in all 4 schools. We measured child dietary intake via a single 24-hour recall. We calculated dietary diversity using the women's dietary diversity score (WDDS) (continuous) and also examined each of the 10 food group components defined as adequate ≥15 g (binary). We conducted marginal linear or logistic regression models using a generalized estimating equation and included an exposure x time interaction to assess differences in outcomes between intervention and comparison schools from baseline to follow up. We controlled for child age, gender, and orphan status. Results We assessed 855 children (n = 438 intervention; n = 417 comparison) at baseline and 688 children (n = 383 intervention; n = 305 comparison) at follow up. Children in intervention schools were 51.8% male, compared to 56.5% in comparison schools. Mean (standard deviation) age was 11.6 (2.1) years in intervention and 11.8 (2.3) years in comparison schools. All children's WDDS worsened post-intervention. In adjusted difference in difference analyses, WDDS did not differ in intervention vs. comparison schools pre- to post-intervention (β 0.04, CI −0.19, 0.27). However, we observed less of a decrease in meeting adequate intake for pulses (OR 2.18, CI 1.18, 4.01) and other fruits (OR 1.55, CI 1.00, 2.40) in intervention versus comparison schools. Conversely, children in comparison schools had less of a decrease in meat, poultry, and fish compared to children in intervention schools (OR 0.67, CI 0.45, 0.99). Conclusions Children's WDDS worsened in all 4 schools, likely due to a severe drought that affected the region in 2014. We observed some differences in intervention vs. comparison children, but cannot attribute these improvements to school gardens. Funding Sources Duke Global Health Institute.

Status of ICT Infrastructure Used in Teaching and Learning in Secondary Schools in Meru County, Kenya

ICT increases access, enhances efficiency and improves quality in education. Kenya recommended the use of the ICT infrastructure in teaching and learning in secondary schools. However, studies show that adoption rate has been very low in comparison to global demands... The study sought to investigate the state of ICT infrastructure in teaching and learning in Kenyan secondary schools. The study adopted a descriptive survey research design. Questionnaires, interviews and observation schedules were used to collect data from the respondents. Descriptive statistics in form of frequencies and percentages were used to analyze data. The study established that most schools have low investment in ICT infrastructure due to high costs of computer hardware, software and related accessories. The use of ICT infrastructure has necessitated the need for development of new skills and competencies among teachers, school heads and learners. Therefore, there is need for all stakeholders to address all the challenges that hinder use of ICT in teaching and learning so as the schools cannot lag behind since the process is in its initial stages.

MATHEMATICS TEACHERS' CONCEPTIONS ABOUT PROBLEM SOLVING AND ITS INFLUENCE ON THEIR CLASSROOM PRACTICES IN SECONDARY SCHOOLS IN KENYA

The study investigated secondary school mathematics teachers’ conceptions of problem solving and their classroom practices. The study was based on theoretical frameworks represented by Anderson (1996), Ernest (1991) and Bernardo (2002). The study was conducted in selected secondary schools in Uasin Gishu County, Kenya. Simple random and stratified sampling techniques were used to select 20 teachers from twenty schools. Data was collected using questionnaires, interview schedule and classroom observation checklist. Both descriptive and inferential statistics were used to analyze the data. In general, the results of this study indicated that there was no significant correlation between teachers’ conceptions about problem solving and their classroom practice. The results of this study also showed that teachers tend to hold strong conceptions about problem solving that are consistent with the instrumental view. In view of the findings, it was recommended that in-order to gradually challenge the teachers’ negative conceptions about mathematical problem-solving, adequate educational interventions should be planned and implemented in teacher education programmes and that teacher educators should assist and support teachers in concretizing these conceptions by undertaking reforms at both the pre-service and in-service training levels. Article visualizations:

ACADEMIC PERFORMANCE IN SCIENCES: IMPLICATIONS FOR GENDER PARITY IN KENYAN SECONDARY SCHOOLS

This paper sought to investigate the factors that contribute to gender disparity in science subjects' performance in Kenya Certificate of Secondary Education (KCSE) examinations in Kenya. The study was conducted in Kakamega East Sub-County, Kenya. Kenya has domesticated international legal instruments on equal and quality education for both boys and girls. However, data obtained from the Kenya National Examination Council (KNEC) on KCSE results depicts that boys perform better than girls in science subjects. Based on this context, the study examined factors that contribute to gender disparity in academic performance in sciences. The study further assessed the assumptions underlying gender parity as well as the negative influence of gender parity on students in Kenyan secondary schools. The study identified three research objectives that guided data collection and data analysis. The paper examined the impact of learners' attitudes towards science subjects. Parental influence was also analyzed. The study further examined the role played by culture. The study targeted target boys boarding secondary schools and girls boarding secondary schools. The entire study population was 2200, out of which 400 students, 30 teachers, and10 headteachers were sampled. The total sample size was 440. This conformed to a confidence interval of 0.05, the confidence level of 95 percent, which is a Z-score of 1.96standard deviation of 0.5. The reliability was estimated through the use of Cronbach’s Alpha Coefficient using Statistical Package for Social Sciences (SPSS) version 19.0. Data was collected through questionnaires and interview schedules. Frequency analysis and findings revealed that the socio-economic status of the family, pupils' attitudes, and culture contributed to gender disparity in science performance. Regression analysis revealed that attitudes, socio-economic status and culture influence gender parity by 6.2 percent. The study recommended that the Ministry of Education should provide proper career guidelines, which would motivate both boys and girls to pursue science subjects. Article visualizations:

MATHEMATICS TEACHERS' CONCEPTIONS ABOUT PROBLEM SOLVING AND ITS INFLUENCE ON THEIR CLASSROOM PRACTICES IN SECONDARY SCHOOLS IN KENYA

MATHEMATICS TEACHERS' CONCEPTIONS ABOUT PROBLEM SOLVING AND ITS INFLUENCE ON THEIR CLASSROOM PRACTICES IN SECONDARY SCHOOLS IN KENYA

The role of vocabulary and decoding language skills in reading comprehension: a cross-linguistic perspective

ABSTRACT The present study explored the role of vocabulary and decoding skills in predicting reading comprehension, utilizing data from 322 first- grade children from four elementary schools in Kenya. The children were administered a comprehensive battery of tests to assess pseudo-word reading skills, oral reading fluency, reading comprehension, and receptive vocabulary in English and Kiswahili. The results showed that receptive vocabulary and pseudo-word reading in English played a significant role in English reading comprehension. Kiswahili decoding explained a statistically significant unique variance of Kiswahili reading comprehension. An examination of the cross-linguistic variability showed that pseudo-word decoding in English and Kiswahili explained unique variance in reading comprehension cross-linguistically, while receptive vocabulary did not explain additional variance in reading comprehension across languages. These results add to the important evidence of receptive language skills and decoding skills in reading comprehension among multilingual children from low-middle income countries.

Choice Shifts in School Disciplinary Decision Making: Analysis of Age Differences of Panel Members

Background:Decision making is critical to each organization and it requires the ability to find a possible balance between risky and cautious decisions. The Kenyan secondary schools are mandated by the Ministry of Education to manage students’ misbehaviors by the disciplinary panels.Aim:The present study investigated the choice shifts in disciplinary decision making in Kenyan secondary schools based on age groups of the panel members.Methods:The Quasi-Experimental Pretest-Posttest Design was adopted. The study targeted 360 teachers- members of disciplinary panels in 45 secondary schools in the Rongo sub-county of Kenya. A sample size of 78 members of disciplinary panels in 10 secondary schools was involved. This was 22% of the target population of members of disciplinary panels in the Rongo district. The choice shift in decisions was ascertained using the Modified Choice Dilemma Questionnaire. The validity of the tools was ensured by the expert judgment by two Kenyan psychologists, while the reliability was determined using the internal consistency method and an alpha of 0.695 was reported.Results:The results of the Multivariate Analysis Of Variance indicated that there were differences in choice shifts from the pre to post-disciplinary hearing decisions among the members of selected school disciplinary panels on the basis of their age groups (Wilk’s Lambda (λ) test:F(12, 188) = 7.40,P =0.000,P< 0.05).Conclusion:It was concluded that the age of the members of disciplinary panels influenced the nature of choice shifts in decisions. It was recommended that principals should ensure that the membership of school disciplinary panels is broad-based.

Paucity of Nutrition Guidelines and Nutrient Quality of Meals Served to Kenyan Boarding High School Students

Adequate nutrition is vital for the optimal growth, development, and general well-being of adolescents. A lack of nutritional guidelines for school meals poses a major challenge in the provision of nutritious meals to students in Kenyan boarding high schools. The aim of the study was to investigate the nutrient quality and portion sizes of meals served to students and the adequacy of the meals in meeting students’ health requirements. A cross-sectional study was carried out among 50 catering or kitchen managers of 50 high schools in Kenya. Data were obtained through researcher-assisted questionnaires. It was established that menus were simplistic in nature, lacked variety, and were repetitive. With regard to nutrients, menus offered to students were excessively highin dietary fiber, containing three or five times more than the recommended daily intake. In most cases, students were underfed on nutrients such as carbohydrates, vitamin A, folic acid, potassium, calcium, proteins, and vitamins B1–12, resulting in low energy provision. It is concluded that a majority ofthe Kenyan high schools studied do not provide nutritionally adequate meals. The government of Kenya should have nutrition guidelines to ensure that schools provide diets with high foodand nutrient quality to students.

Teachers’ Use of Assessment Data in Secondary Schools in Kenya: Opportunities and Threats

Governments around the world are pushing educators to adopt assessment data as an objective basis for initiating changes in curriculum and instruction. Recent research findings indicate that teachers' effective and consistent use of assessment data in planning curriculum, implementation and monitoring of teaching improves the learner's overall academic achievement. This paper is a product of a desktop review of the limited cognate literature present in Kenya on the utility of assessment data for decision making in secondary schools. Although findings reveal that Kenyan teachers use assessment data to among others; identify weak learners for individual remediation programs, inform parents of their children’s academic progress and for career selection, the instructor’s intensive use of data in classrooms to drive meaningful positive change faces pervasive bottlenecks. Teachers need to exploit the available opportunities created by the government, such as in-service training on information communications technology, to enhance the use of assessment data to promote learning.

Special Needs Teachers Capacity in the Implementation of Competency Based Curriculum in Primary Schools in Kenya

Special Needs Teachers Capacity in the Implementation of Competency Based Curriculum in Primary Schools in Kenya

Addressing inclusive education for learners with disabilities in the integrated education system: the dilemma of public primary schools in Kenya

ABSTRACT This paper explores the challenges and prospects of inclusive education for learners with disabilities in the integrated education system in Kenyan primary schools. Data were collected in five and nine public schools in Nairobi and Marsabit respectively, by means of questionnaires administered to 126 teachers, semi-structured interviews with 14 head teachers or their deputies, and one focus group discussion. County education officials were also interviewed. The findings reveal that although the integrated education system is dominant in Kenya, local schools that accommodate learners with disabilities put much effort into creating an inclusive setting. This paper appreciates the challenges and potential associated with inclusive education and thus recommends deeper reflection on the operationalisation of inclusive policies in the context of Kenya.

Implementation of Kenyan comprehensive school health program: improvement and association with students' academic attainment.

There is growing evidence supporting the effectiveness of a comprehensive school health program. However, implementation in developing countries is a challenge. Furthermore, the available information on the association between a comprehensive school health program and students' academic attainment is limited. In Kenya, a project to verify the effects of a comprehensive school health program was carried out in Mbita sub-county, Homa Bay County from September 2012 to August 2017. This study aimed to clarify the improvement of school health during the project years and the association between school health and students' academic attainment. Primary schools in Mbita sub-county were selected as study sites. We assessed 44 schools' scores on a school health checklist developed from the Kenyan Comprehensive School Health Program, the students' mean score on the Kenya Certificate of Primary Education (KCPE), and absenteeism during the project years (2013-16). The mean school health checklist score (n = 44 schools) was 135.6 in 2013, 169.9 in 2014, 158.2 in 2015 and 181.3 in 2016. The difference of the mean score between 2013 and 2016 was significant. In addition, correlation analysis showed a significant association between mean KCPE score in the project years and school health checklist score (Pearson's coefficient was 0.43, p = 0.004). The results of this study suggest improvements of school health by the implementation of the Kenyan Comprehensive School Health Program and students' academic attainment.

ICT Adoption in the Educational Management of Primary Schools in Kenya

Information Communication Technology (ICT) plays an important role in enhancing the quality of education. The adoption of ICT for educational management in developed countries has significantly transformed the education sector in terms of data storage, resource management, and decision making. In African countries, initially, the use of ICT in management of schools was low compared to other fields such as business and engineering, however, in recent times, school managers have embraced ICT in the education sector. In the case of Kenya, through the ministry of education, the Kenyan government has made deliberate attempts to encourage the use of ICT to revolutionize the management of schools, which is evident through the introduction of National Education Management Information System (NEMIS), putting in place an ICT policy and creation of institutional websites. However, very few primary schools have effectively adopted ICT for management with a majority using it for teaching and learning. This is attributed to a myriad of challenges facing most schools and consequently resulting in slow and low adoption rates despite its promise and potential for improving educational management in schools. As such, this paper analyses the slowness that has surrounded the adoption of ICT in the management of Kenyan schools. The focus is on the benefits of introducing ICT in educational management, the current status of ICT adoption in educational management in Kenya and barriers to the adoption of ICT in educational management of primary schools in Kenya.

Oral Communication Challenges Encountered during the Instruction of English Language in Secondary Schools in Kenya

Oral Communication Challenges Encountered during the Instruction of English Language in Secondary Schools in Kenya

Nutrition knowledge and consumption of sugar sweetened beverages among high school students in Kenya.

Diet-related health problems are on the rise as a result of high consumption of sugar-sweetened beverages (SSBs). Nutrition knowledge enables consumers to make informed decisions on the choice of food to eat. There is a paucity of data on the relationship between nutrition knowledge of Kenyan secondary school students and their SSBs consumption behavior. Therefore, this article is based on nutritional knowledge and SSBs consumption of secondary school students. This study employed a descriptive cross-sectional study design among 249 randomly selected students in form three and four respectively. Probability proportion to size sampling technique was utilized to establish the number of respondents in the various schools. Students were randomly selected in each class till the sample size was achieved. A structured questionnaire was utilized to collect data in the selected schools. Data collected were coded and analyzed using Statistics Package for Social Sciences version 21. Chi-square analysis and binary logistic regression analysis were used to process data. Associations were considered significant at p<0.05. Regression analysis established a strong association between nutritional knowledge and SSBs consumption (p=0.02). Consumption of SSBs was found to be high despite moderate level of nutritional knowledge by majority of the students. There is need for restriction of access to SSBs within and around the school environment in order to reduce intake.