Schools In Kenya Research Articles

Mental Health Effects of COVID-19 Pandemic on Learners in Primary and Secondary Schools in Kenya

Aims: To assess the effect of COVID -19 on mental health of the learners in primary and secondary schools of Kenya.
 Study Design: The study adopted a cross-sectional research design where 96.5% of the respondents of the study were between the age of 6- 18 years.
 Place and Duration of the Study: The study was conducted in Kenya and it involved five counties namely Nairobi, Mombasa, Kajiado, Migori and Elgeyo Marakwet primary, secondary and special schools. The study was conducted between October 2021 and July, 2022.
 Methodology: In the five selected counties 12 schools were selected in each county where different sub-counties were considered. A 31 item paper questionnaire for learners on mental health was administered to assess levels for anxiety with ten(10) items, depression had eleven(11) items and and post-traumatic stress disorder had ten (10) items. The learners responded to a 3 point Likert scale of; “Not at all”(1) “Sometimes”(2) and “All the Time”(3) The scores were tabulated as follows: Anxiety; Normal 10 – 15, Mild 16 -20, Moderate 21- 25 and Severe 25 and above, Depression; Normal 11 – 18, Mild 19 -26, Moderate 27- 31 Severe 32 and above and finally Scores for PTSD; Normal 9 – 14, Mild 15 -19, Moderate 20- 24, Severe 25 and aboveNormal (1), Mild (2), Moderate (3) and Severe (4) though some items were reverse scored if the statement was negatively phrased. All the learners who scored an average of moderate to severe in this tool were identified as vulnerable and predisposed to risks of mental illness and therefore recommended for mental health interventions.
 Results: The study established that 25.7% of the learners reported moderate to severe levels of anxiety, 27.9% of the learners reported moderate to severe levels of depression and 44.4% of the learners reported moderate to severe levels of PTSD.
 Conclusion: The study established that there were heightened level of anxiety was a reality among school learners. There is need to implement efforts that address depressive symptoms before they escalate to unmanageable levels. Learners are experiencing post-traumatic stress disorder whose effects will continue to be felt for long period of time unless intervention takes place. Therefore Kenyan schools not only need to prevent but also manage learners exhibiting the mental health symptoms to promote holistic growth with fully functional citizenry.

Effects of Application of Technology on Student Discipline in Public Secondary Schools in Nakuru County, Kenya

High standard of discipline amongst students is not only important in ensuring excellent academic performance, but it also guarantees success in the achievement of other school activities and ensuring sustainable development and instilling of good moral standards amongst students. It is worrying to note that the challenges of managing student discipline in secondary schools in Kenya are pervasive and constant. Different discipline management techniques have been used in schools, but the majority of them fail. This study was designed to investigate the effects of using technology to manage student behaviour in public secondary schools in Nakuru County, Kenya. The study’s goal was to determine how the use of closed-circuit television (CCTV) affected student behaviour in public secondary schools in Nakuru County. The theory of Reasoned Action provided the study’s direction (TRA). Explanatory sequential design, specifically mixed method research design, was employed. The target populations for the study included 579 teachers and 11,412 students, respectively. The sample population for the current study was composed of ten public secondary schools. Five of the schools have installed all of either of the four technologies, while the other five schools do not use technology in discipline management. The study compared the scores of the two categories of schools in regard to several disciplinary parameters. The sample size was 270 participants. Both questionnaires and interviews were used to gather data. Experts from the Department of Educational Management at Kenyatta University determined the validity of the study tools. Reliability was established using the test-retest methodology. Thematic analysis was used to analyse qualitative data, which was then presented narratively. Through descriptive analysis, specifically using percentages and averages, quantitative data was examined. Inferential statistics included regression analysis and analysis of variance (ANOVA). Quantitative data was presented in tables and charts. Results indicated a positive correlation between the independent and dependent variables. It implies that the more schools implement CCTV technologies, the more discipline can be managed effectively

Towards Attainment of Kenya Certificate for Secondary Education: Role of School Culture in Kenya By

Empirical research revealed that Kenya is experiencing poor performance in the Kenya Certificate for Secondary Education (KCSE) within the context of subsidized secondary education adopted in 2008. School culture has been considered a central concept that changes how schools operate, improve educational results and is heavily influenced by its institutional norms and history which could be an obstacle to over all performances. The purpose of the study therefore was to determine school culture and its influence on KCSE attainment in Nandi Central Sub County Kenya. The study was guided by the following objectives: To establish form(s) of culture(s) that is/are practiced. To determine the relationship between school motto, vision, mission statement, to determine the relationship between school rules, regulations and the attainment of KCSE in public secondary schools in Kenya and to establish the relationship between Internal assessment exams and attainment of KCSE in public secondary schools in Kenya. This study adopted convergent triangulation mixed method research design; Pragmatic philosophical paradigm was employed. This study was guided by dual factor theory by Fredrick Herzberg 1957. The study was conducted in Nandi Central Sub-County, Nandi County involving 20 secondary schools. There were 352 respondents comprising of 20 principals, 81 form four class teachers and 251 form four students selected using simple random, stratified sampling and purposive technique.. The data from the study was collected using questionnaires, interview, document analysis and direct observation. Data generated from this study was both quantitative and qualitative. Analysis of quantitative data involved, use of inferential statistical analysis where data was coded and entered into a Statistical Package for Social Sciences (SPSS) version 26. In qualitative approach, data was analyzed thematically by organizing themes corresponding to the study objectives. The study revealed that, there was a statistically significant relationship between forms of cultures practiced and attainment of KCSE in Kenya (p=0.019<0.05). School motto, vision and mission statement is statistically significantly associated with attainment of KCSE in Kenya (X2=93.572, p=0.000<0.05). School rules, regulations, policies are statistically significantly associated with attainment of KCSE in Kenya (X2=16.083, p=0.003<0.05). Regular internal assessment exams are statistically significantly associated with attainment of KCSE in Kenya (X2=14.821, p=0.005<0.05). The study concluded that forms of culture practiced in schools include; equal distribution of educational resources and learning opportunities, made students and staff feel emotionally and physically safe, high concern for staff/students combined with strong performance expectations and being centered on performance with little regard for staff and students. School motto, vision, mission statement should spell out the purpose of the school, create a new and deeper relationship among students and staff and consist of a new-defined ideology of the school, for example fundamental values and beliefs. Set rules and regulations direct student’s social and academic discipline that translates into performance by guiding student’s behaviors. The study recommends that schools should ensure that their school motto, vision, mission statement spell out the purpose of the school and this would create a new and deeper relationship among students and staff.

Investment in Sports Talent Management Resources and Pupils’ Participation in Sports in Public Primary Schools in Kenya

Schools which are expected to provide the necessary institutional framework that can support talent development to its highest potential through a holistic learning framework. Sporting talents have, however, for the most part remained poorly managed at the school level where there is evidence that sports subjects are usually less emphasized compared to academic subjects. With the introduction of the competence based curriculum in Kenya in 2017, investments in talent management have demonstrably increased in terms of physical education in public primary schools across the country budget allocation per child per year from Kshs. 11.60 in 2016 for to Kshs. 38.68 in 2019. Therefore, the central question this study sought to answer was whether this investment was adequate to improve pupils participation in sports activities in primary schools in the country. School Wide Enrichment Model guided the investigations. Concurrent triangulation design was used targeting 271 school heads and teachers in charge of games from 68 public primary schools within Nairobi County, Kenya selected through systematic random sampling and purposive sampling techniques. Data was collected using questionnaires and analyzed using both descriptive and inferential statistics with the aid of Statistical Package for Social Scientists (SPSS) software. The results revealed that most schools in Kenya were still under resourced in terms of sports facilities and the existing ones were poorly maintained. The study, therefore, recommends that there is need for the schools managements to increase investment in sports resources specifically outdoor and indoor facilities and their maintenance.

Stress levels, coping strategies, and mental health literacy among secondary school students in Kenya

IntroductionMental health literacy could be a protector from stress and other mental health problems. Statistics in sub-Saharan Africa estimate that up to 20% of children and adolescents experience mental health problems due to stress. Research has also shown that there is a bidirectional association between positive coping and mental health literacy. Nonetheless, little is known about stress levels, coping strategies, and mental health literacy of secondary school students in Kenya. This study sought to answer the following questions: What is the stress level of students in secondary schools in Kenya? What is the association between stress levels and coping strategies of learners? What is the mental health literacy level of learners in secondary schools in Kenya?MethodsThe study employed a sequential explanatory mixed methods research design by carrying out a quantitative study to ascertain stress levels and coping strategies and a qualitative study to explore the mental health literacy of the students. A total of 400 secondary school students aged 16–22 years participated in the study. Quantitative data were analyzed using descriptive and inferential statistics whereas qualitative data was analyzed thematically.ResultsBased on these results, the majority of students were moderately 244 (66%) and highly 112 (31%) stressed. Only 11 students (3%) reported low stress levels. The study also indicated a positive significant association between stress and avoidance coping strategy (r = 0.11, p < 0.05). Qualitative data revealed varied conceptualizations of mental health. The following themes emerged: the students conceptualized mental health as help offered to people who are stressed to help them reduce stressors, others felt that it was a state of being at peace with one’s self and being able to think and act soundly, whereas others felt that mental health is severe mental disorder or illness. Students further attributed stress to school, peer, and home pressure.DiscussionLastly, although the students believed that seeking emotional, social, and psychological support was the best way to cope with stress, they feared seeking this support from teachers and peers. There was no evidence of students seeking support from parents. This study contributes to the Group Socialization Theory that suggests that peers become the primary social agents of adolescents outside the confinement of their homes. It provides essential information for developing awareness programs on mental health issues in Kenyan secondary schools. It also highlights a need to equip students with skills so that they can offer peer-to-peer support in times of distress.

The Relationship between Teacher Training and Implementation of a Competency-Based Curriculum in Public Primary Schools

A competency-based curriculum is a curriculum that allows students to develop prescribed competencies. In Kenya, the Competence-Based Curriculum implementation of 2-6-6-3 was adopted in January 2017. This education system replaced the 8-4-4 system of education and it aimed to nurture the learners’ talents. School preparedness for the new curriculum change in Kenyan public primary schools is very important in the education policy framework. When curriculum change takes place in education, teachers as instructors and implementers should be prepared to be competent in their work. Educators have a responsibility to ensure that today’s learning content meets tomorrow’s global demands for every learner. However, in Kenya, various stakeholders have expressed concerns regarding school and teachers’ preparedness for the Competence-Based Curriculum. This aim of this study was to find out whether there is a relationship between teacher training and the implementation of a competency-based curriculum in public primary schools. Dewey’s Social Constructivism theory guided the study. A descriptive survey design was used in this study. The target population of the study included 24 Curriculum Support Officers (CSOs’), 524 head teachers, and 610 Grade 1 teachers. The sample size was 6 CSOs, 52 Headteachers, and 61 Grade 1 teachers. A saturated sampling technique was used to select all the 52 head teachers from 52 schools. Simple random sampling was used to select the schools and CSOs. A purposive sampling technique was used to select Grade 1 teachers in Kericho County. Data was collected using interview schedules, questionnaires and observation technique. Quantitative data were analysed using descriptive statistics in form of percentages, means, and standard deviation, while inferential statistics were correlated using Pearson product-moment correlation. Qualitative data was analysed using themes and sub-themes. The findings established the teachers had a correlation of 0.369 with a calculated value of 0.005 and were significant to the study. For teachers, it was 0.500 with a calculated value of 0.00. The calculated p-values of 0.00 and 0.004 were significant. The study recommended that the government should fast-track more teachers’ training and employ upgraded teachers who were already CBC compliant to meet the gap of insufficient teachers due to high population of learners. The results of this study were important for the successful adoption of the CBC and for educational stakeholders.

Tambach, Economic Change and Keiyo Struggle for the School, 1902-1939

The establishment of African Government School, Tambach in 1927, epitomised Keiyo and Marakwet struggle for what they considered a valuable asset to their society. Missionary enterprise had neither converted the two communities to Christianity nor created a school for them, as was the case in other parts of Kenya. Responsibility fell on the Local Native Council (LNC), which had become operational in 1925. The LNC wanted a secular education geared towards literacy for the Keiyo and Marakwet as opposed to the government and missionary type of education which was technical oriented and evangelical. While missionaries viewed western education as a vehicle for spreading the gospel, the colonial state demanded that African education meet the needs of the Uasin Gishu settler labour market. Both, however, were desperately handicapped by lack of resources and each Keiyo adult and Marakwet had to contribute two shillings each in the form of taxes to construct Tambach School. The colonial government reluctantly facilitated the infrastructural and curriculum development as part of their control and domination strategy. This essay builds on „the struggle for school‟ paradigm elaborated by John Anderson that Africans in Kenya played a major role in the early development and control of schools in Kenya. But for a start, such a history cannot be complete without a brief narrative of colonial economic change and of Tambach enclave as a hill station that was scenic and exotic, situated at mountain range of the picturesque Elgeyo escarpment.

Subordinate Support Staff as Primary ‘Internal Custodians’ of Academic Performance, Social and Emotional Development among Students in Primary and Secondary Schools in Uasin-Gishu and Trans-Nzoia Counties, Kenya

The current study examined the integral role of subordinate support staff in primary and secondary schools in Kenya on the overall academic performance and social and emotional well-being of students. A total of 80 student respondents currently attending tertiary institutions in Uasin-Gishu and Trans-Nzoia Counties in Kenya were interviewed using an on-spot questionnaire. The findings indicate a near 'fanatical,' 'nostalgic,' and 'emotional' attachment of the student respondents to almost all the various subordinate support staff they interacted with in their formative educational years. Respondents enrolled in boarding schools at an early age reported strong 'emotional' and 'social support' from especially matrons, cooks, and drivers who acted primarily as caregivers. The relationship between students and subordinate staff developed to the extent of students assigning 'nicknames' to some of them. In one of the primary and secondary schools, the school bus was assigned the names 'monkey cage' and 'Lucy.' The student respondents ranked the following subordinate staff as follows: 
 
 Bursar (3%), 
 Secretary/messenger (2%), 
 Laundry attendant (8%), 
 Telephone operator (1%), 
 Swimming pool attendant (4%),
 Bus driver (14%), 
 Health staff (10%), 
 Matron (25%), 
 Cooks/caterers (21%), 
 Cleaner/groundsman (3%),
 Security (9%) 
 
 The results show that 97% of student respondents acknowledged the significant role of subordinate support staff in promoting the overall academic performance and social and emotional development of students in primary and secondary schools in Kenya. The study concludes that the presence of subordinate support staff in the various educational institutions attended by the student respondents had a beneficial effect allowing them to have a more active role in interactions with adults.

Physical Fitness, Growth and Appetite of Kenyan School Boys with Hookworm, Trichuris trichiura and Ascaris lumbricoides Infections are Improved Four Months after a Single Dose of Albendazole

We studied physical fitness with the Harvard Step Test, growth, and appetite in primary school boys infected with hookworm (96% baseline prevalence), Trichuris trichiura (98% prevalence) and Ascaris lumbricoides (41% prevalence) who received a single 600-mg dose of albendazole or an identical placebo. Boys were examined, allocated at random within pairs by descending hookworm egg count to placebo (n = 26) or albendazole (n = 27) groups, treated, and re-examined 4 mo later. Four months after treatment, the albendazole group showed highly significant improvements in fitness score, resting heart rate, and heart rates at 1, 2, 3 and 4 min after the Harvard Step Test, whereas the placebo group had not changed significantly. The albendazole group also exhibited significantly more rapid growth judged by weight gain (1.0 kg greater than the placebo group, P < 0.0002), height increment (0.6 cm more, P < 0.003), arm circumference (0.3 cm more, P < 0.0002), and triceps and subscapular skinfolds (1.0 mm more, P < 0.0002), and showed improved appetite with objective and subjective measures. We conclude that single-dose treatment with albendazole can allow improved physical fitness, growth, and appetite in school-age children in areas where these helminths and poor growth are highly prevalent.

Improving Employee Performance and Public Service Delivery through Training and Development: Case of Civil Service of Federal Government of Somalia

The study examined the relationship between training and development and employee performance and public service delivery. The main aim of the study was to determine the contribution of training and development to employee performance as well as the improvement of public service delivery. The study employed a Cross-sectional research design using a questionnaire to collect the data from a Sample of 97 respondents from trainees of Civil Servants of the federal government of Somalia who benefited from the training provided by the School of Management and Public Administration (SMPA) and Kenya School of Government (KSG). The study applied Structural equation modeling (PLS-SEM) to test the hypothesis through Smart-PLS (v.3.3.9). The study found training and development have a significant positive relationship with employee performance. The study examined the relationship between training and development and public service delivery and found the relationship between training and development and public service delivery is mediated by employee performance. The study recommended that the Federal Government of Somalia should allocate an adequate budget for training and development programs to improve employees&amp;rsquo; knowledge and skills required to achieve institutional goals and to enhance better performance of the employees as well as the public service delivery.

Teachers Experiences on Remote Learning During the Covid-19 Period

The World Health Organization (WHO) declared Covid-19 a global pandemic in March 2020, and warned about its highly contagious nature. Throughout the first quarter of 2020 many governments closed their schools temporarily in response to COVID-19 spread where more than 1.5 billion enrolled students of all ages from all around the globe experienced interruption of education. This aimed at reducing the chances of humans infecting each other with Covid-19, especially in places humans interact closely including educational institutions. This paper explores the experiences of the teachers on remote learning during the covid-19 period in four counties in Kenya gathered through a survey conducted in February 2021, collecting data by administering both open and closed ended questionnaire. The objectives of this study were to establish: availability of digital infrastructure for remote learning; the digital teaching and learning resources used by teachers in remote learning and teachers digital pedagogical skills necessary for remote learning. Distance education and online collaborative learning theories are discussed. A total of 116 teachers in both primary and secondary schools in Kenya responded to a questionnaire consisting of both quantitative and qualitative questions, with qualitative data analysed thematically and quantitative data with descriptive statistics. The result indicates that the teachers faced technological and pedagogical challenges teaching through remote learning. This study is intended to provide an early contribution to the understanding of teachers experiences in remote learning during the pandemic, an historical documentation, a point of reference for similar studies in the future and, hopefully, a first step towards collective reflection on possible avenues of development for our educational system build on informed policy decision making.

Social Cognitive Skills and Delinquent Behavior Modification among Students in Secondary Schools in Kenya

The study investigated the relationship between social cognitive skills and delinquent behavior modification among students in secondary schools in Kenya. The Correlational Research design within the Positivist paradigm was adopted. The accessible population comprised of 3,740 students who had undergone counselling in 26 secondary schools in Rongo sub-county of Kenya. A sample size of 374 counselled students was obtained using both stratified and simple random sampling techniques. The Brief Self-Control Scale, Behavioral Inhibition Scale, Vicarious Experience Scale, Challenging Behaviour Attributions Scale and Behavior Modification Scale were used to collect data. Cronbach’s alpha coefficient was used to investigate the internal consistency of the questionnaires all the sub-scales had internal consistency of 0.701 and 0.759. Pearson Product Moment Correlation Coefficient and regression analysis were used to analyze data. The model was statistically significant [F (4, 339) =16.928, Adjusted R2=.157, sig. &lt;.05], implying it was adequate enough to predict the dependent variable. However, this finding indicates that only 15.7% of the variability in behaviour modification among the secondary school students is explained by social cognitive skills. The school counsellors should use person centered counselling techniques to enhance social cognitive skills among students.

Social Cognitive Skills and Delinquent Behavior Modification among Students in Secondary Schools in Kenya

Social Cognitive Skills and Delinquent Behavior Modification among Students in Secondary Schools in Kenya

Impact of a gamified application on reading comprehension and attitude of Swahili among young learners in Kenya

ABSTRACT The on-going implementation of the new curriculum of the new education system in Kenya includes the administration of technology in the classroom. In this study, this was achieved through the use of a gamified app in a local private school in Kenya, a gamified Swahili app. As Swahili is the language that is Kenya's national and one of two official languages, it is an important language to master in school. The inclusion of a gamified app in addition to the traditional material used in the classroom is to increase their motivation, and engagement of the language learning process of the students. The participants expressed the enjoyment that they felt as they used the gamified app to supplement the material that they had been given to practice. This pilot study used both qualitative (using a questionnaire) and quantitative methods to gather the results of the control group (CG) and experimental group (EG) to ascertain the impact of their understanding through the pre- and posttest that the students did. The EG showed substantial improvement in the posttest after using the gamified app t(21) = −2.783, p = 0.011. Additionally, the students reported that they enjoyed using the gamified app to practice their Swahili reading comprehension materials.

THE PLACE OF CORPORAL PUNISHMENT IN SECONDARY SCHOOLS IN KENYA IN THE 21ST CENTURY

In the recent past, corporal punishment administration on both primary and secondary school learners was an effective corrective measure for instilling and maintaining discipline among children. This custom was generally accepted by all stakeholders in the education system. Over the years, this practice has been disputed by most legal ministries, employers, and parents who view it as harsh and inhumane. This paper examines the relevance of corporal punishment in secondary schools in Kenya. The paper focuses on the role of corporal punishment in the process of instilling positive values and eradicating vicious personality development among learners. It also examines reasons for the sudden rise in indiscipline cases in schools and rots in society since the prohibition of corporal punishment. Most learners exhibit extreme moral decay in schools and even back home. Most parents have neglected their parental role of raising morally upright children, a burden that is then tossed to the teacher to deal with even when corporal punishment which functioned best at this obligation is out of the equation. Children are left untamed since the teacher who should be the disciplinarian is faced with challenges such as laws on the rights of children, parents’ accusations and insults, employers’ threats of dismissal, and even extreme disrespect by young learners.

Second-life battery systems for affordable energy access in Kenyan primary schools

As the world transitions to net zero, energy storage is becoming increasingly important for applications such as electric vehicles, mini-grids, and utility-scale grid stability. The growing demand for storage will constrain raw battery materials, reduce the availability of new batteries, and increase the rate of battery retirement. As retired batteries are difficult to recycle into components, to avoid huge amounts of battery waste, reuse and repurposing options are needed. In this research, we explore the feasibility of using second-life batteries (which have been retired from their first intended life) and solar photovoltaics to provide affordable energy access to primary schools in Kenya. Based on interviews with 12 East African schools, realistic system sizes were determined with varying solar photovoltaic sizes (5–10 kW in 2.5 kW increments) and lithium-ion battery capacities (5–20 kWh in 5 kWh increments). Each combination was simulated under four scenarios as a sensitivity analysis of battery transportation costs (i.e., whether they are sourced locally or imported). A techno-economic analysis is undertaken to compare new and second-life batteries in the resulting 48 system scenarios in terms of cost and performance. We find that second-life batteries decrease the levelized cost of electricity by 5.6–35.3% in 97.2% of scenarios compared to similar systems with new batteries, and by 41.9–64.5% compared to the cost of the same energy service provided by the utility grid. The systems with the smallest levelized cost of electricity (i.e., 0.11 USD/kWh) use either 7.5 kW or 10 kW of solar with 20 kWh of storage. Across all cases, the payback period is decreased by 8.2–42.9% using second-life batteries compared to new batteries; the system with the smallest payback period (i.e., 2.9 years) uses 5 kW solar and 5 kWh storage. These results show second-life batteries to be viable and cost-competitive compared to new batteries for school electrification in Kenya, providing the same benefits while reducing waste.

Using Technology for Learning: Generalizable Lessons from Educational Technology Integration in Kenya

This paper presents some initial findings from a multi-year partnership project on the integration of technology into the Kenyan education system. Specifically, qualitative evidence is presented on how results and lessons learned from the partnership project can be generalized and used by other research teams and projects using other technology platforms. Grounded in the critical theory of educational technology and using methodological strategies on the intersections of critical discourse analysis and critical ethnography, this paper examines technology integration in Kenyan public schools using the Learning Toolkit+ developed at the Centre for the Study of Learning and Performance at Concordia University in Montreal, Canada.

Factors associated with bullying victimization among adolescents joining public secondary schools in Nairobi county Kenya: A cross-sectional study

BACKGROUNDBullying victimization in adolescence exposes young people to both short- and long-term mental health problems. These include depression and suicidality, whose prevalence has been on the rise around the world. Bullying, though officially banned in Kenyan secondary schools since 2013, has remained ubiquitous to the present day. This study aimed to elucidate the factors associated with bullying victimization among adolescents joining Form one at public secondary schools in Nairobi County, Kenya.METHODOLOGYThis was an analytical cross-sectional design. Data were collected one month after the adolescents had joined secondary school. Data was collected from 539 adolescents attending 5 schools using the self-reported Adolescent Peer Relations questionnaire to assess bullying victimization as well as socio-demographic characteristics. Prevalence rates were generated using a generalized linear model (GLM) customized with a log link and a Poisson distribution for a common binary outcome.RESULTSIn the univariable analysis, 85.7% (n=462) reported experiencing any bullying victimization. Of those who had depression, 93.5% (n=220) had experienced bullying victimization. The difference in prevalence rates between those who were depressed and those who weren’t was statistically significant in the multivariable analysis (adjusted prevalence rate, aPR=1.33; 95%CI=1.05-1.68, p=0.033). Boys were more likely to experience physical victimization compared to girls (aPR=1.27; 95%CI=1.02-1.58, p=0.031).CONCLUSIONThe prevalence of bullying victimization is quite high, and the presence of depression and sex are significant factors associated with the risk of bullying victimization. Anti-bullying interventions in secondary schools should include a component of depression screening and treatment.

Integration of Information Communication Technology Instructional Resources on Students’ Motivation and Achievement in Chemistry Practical in Secondary Schools in Kenya

Purpose: The main aim of this study was to determine the types of ICT instructional resources integrated and the level of motivation and achievement in learning of chemistry practical in secondary schools.&#x0D; Methodology: The study was conducted through descriptive survey design. The target population for this study were the teachers of chemistry, form three students and the heads of the institutions who were key informants. The schools were selected using stratified random sampling to ensure that there was equal representation of the region. The teachers of chemistry and ICT assistants were selected using simple random sampling technique while purposive sampling was used to select the heads of institutions. The learners were selected using simple random sampling. In the mixed secondary schools, stratified sampling technique was used to ensure gender equality. A sample is a smaller group selected from the target population; 34 teachers of chemistry were used in this study, 14 ICT assistants were used and 282 form three students in Bungoma County. This study used questionnaires as the main tool for collecting data. Work sheet was availed to the students for the experimental research; the work sheet contained simple questions in chemistry practical. The data collected was analyzed through descriptive and inferential analysis and the results were presented in tables and figures.&#x0D; Findings: The findings showed that majority of the schools that participated in the study have integrated ICT in teaching and learning of chemistry practical. The computers were available in the sampled schools and were accessible by teachers and form three students for integration in teaching of chemistry. The smart phones were also available but only teachers accessed these smart phones. The smart phones had the appropriate content that could be integrated in teaching chemistry practical. The media platform available in the smart phones could also allow teachers to project the content by use of overhead projectors and allow learners to view simulations and virtual chemical processes. Very few schools lacked the necessary infrastructure to handle ICT integration in teaching and learning of chemistry such as electrical installation and other fittings that could enable the projection of the content. There was no school in the study area that had the smart board which could allow teachers and learners to interact and manipulate the content to suit the needs for particular specific classes.&#x0D; Unique Contribution to theory, practice and policy: It was concluded that integration of ICT instructional resources could assist learners to perform some experiments in chemistry and provide better opportunities for teachers and students to interact with the content and with each other in the course of teaching and learning chemistry.

Pathway to Participation: The Dilemma in Early Years Education Learning Environments in Kenya

Listening to what children say expand upon language, building vocabulary and background knowledge in social, political and economic world for effective communication. Article 12 of the CRC 1989 stresses the right to participation in decision-making processes, which influence choices taken by children for empowering sense of belonging and community cohesion. However, too often children are denied opportunities for participation in decision-making and to exercise responsibility resulting to under democracy situations. In addition, there is limited understanding of children’s right to participate in matters affecting them in developing countries especially in Sub-Saharan Africa. The study sought to determine children’s; perceptions, preferences, interests, views and feelings concerning participation in pre-primary school learning environments in Kenya. This was an exploratory case study, which relied on data sampled from pre-primary school children and teachers in selected schools in Kenya using probability and simple random sampling techniques. Anchored on recognition theory, the study determined that participation of children is scanty and in instances where it occurs, only at the implementation stage rather than the planning design. The study recommended the need for collaboration and sharing information among children, teachers, communities and government towards realization of children’s perception to what they say and in decision making.