Split-half Technique Research Articles

Psycho-Productive Skill Test Items Construction and Validation in Motor Vehicle Mechanic Work for State Wide Assessment in Technical Colleges

The technical colleges in Nigeria face challenges in assessing the psycho-productive skills of motor vehicle mechanic students due to a lack of standardized assessment tools. This study focused on the development and validation of psycho-productive multiple-choice skill tests (PMCST) for assessing the practical performances of technical college students in motor vehicle mechanic work across Ekiti and Ondo States. Adopting an instrumentation research design, instrumentation research design was considered appropriate because the study developed an instrument for assessment of practical skills of students. The study targeted a population of 350 National Technical Certificate (NTC) III students, encompassing three ability groups: 57 high, 201 average, and 92 low ability students. A draft copy of the PMCST, comprising 180 items, was generated and utilized as the instrument for assessment in five technical colleges across both states. Data analysis was performed using the split-half technique and Kudder-Richardson (K-R20), yielding a reliability coefficient of 0.84 for the test. Significant differences were found in the mean scores of the three ability groups. Among the recommendations arising from the study is the suggestion that examination bodies such as NABTEB, WAEC, and NECO integrate the PMCST into their certification processes for NTC students.

STAFF MOTIVATION IN THE PROVISION OF QUALITY EDUCATION IN PRIMARY SCHOOLS IN BUNDA DISTRICT, TANZANIA

This study dealt with staff motivation in the provision of quality education in primary schools in Bunda District, Tanzania. Despite the efforts by the government, NGOs, parents and other stakeholders in promoting quality education, the quality of education in Bunda primary schools, in particular, is still a challenge. It employed a descriptive survey research design. The target population was 109 primary schools, 1290 teachers, 2450 parents and 1 district education officer. The researcher used 30% to get a sample size of 28 out of 109 head teachers. The researcher also considered using Saunders, Philip, and Adrian's (2003) table to get a representative sample of 278 teachers from the population of 1290 and 370 parents from 24650, respectively. Data collection instruments were questionnaires and interview schedules. Validity was established by giving the instruments to the experts in the Department of Education Administration Planning and Economics of Kisii University to ascertain. The reliability was ascertained by a pilot study conducted in the same district among the head teachers who were not included in the final study population. From the schools where the five head teachers were stationed 10 teachers were randomly selected for the pilot study, and 13 parents were also randomly selected. Split-Half technique was employed for the test. Pilot questionnaires were divided into two equivalent halves, and their correlation coefficient for the two halves was computed using the Spearman-Brown prophecy formula, describing the internal consistency of the test and then showing that the instrument was reliable. A correlation coefficient of 0.70 was obtained and recommended as reliable. The findings revealed that 16 (57.1 %) of headteachers reported that pupils are motivated by the provision of certificates whenever they do anything exemplary, while 12 (49.9 %) indicated that they are motivated by providing them with special meals. The study concluded that motivation was done by rewarding performing head teachers and staff in various ways. The study recommended that motivation by rewarding performing head teachers, staff and pupils be encouraged in various ways. The researcher sought permission from the National Council for Science Technology and Innovation (NACOSTI) through Kisii University as required. The researcher equally got permission from the Bunda District Education Officer. The respondents were assured of strict confidentiality. The researcher acknowledged all sources referred to so as to avoid plagiarism.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0745/a.php" alt="Hit counter" /></p>

ATTITUDE OF AGRICULTURE STUDENTS TOWARDS AGRIPRENEURSHIP: DEVELOPMENT AND VALIDATION OF A SCALE

Agripreneurship is doing business in agriculture or taking entrepreneurship in agriculture. Attitude is defined as the degree of positive or negative affect associated with some psychological object. The main objective of the study was to develop a scale on Attitude of agricultural students towards agripreneurship. In present study 'Scale Product Method' was used which is combination of Thurston's technique of equal appearing interval scale for selection of the items and Likert's technique of summated rating for ascertaining the response on the scale as proposed by Eysenck and Crown (1949). The statements, thus selected were edited on the basis of the criteria suggested by Edward (1969) and finally, 60 statements were selected. A schedule of 60 items was sent through 'Google forms' via email and whatsapp as well as through direct personal contacts to 140 experts working in the discipline of Agricultural extension of SAUs of Gujarat and other states. The judges were requested to sort out 60 statements on 11 point continuum from 'most unfavorable' to 'most favorable'. Out of them, 75 judges were responded. Based on Thurstone and Chave (1928) criteria in addition to Q as a basis for rejecting the statements in scales constructed by equal appearing interval scale method. Accordingly, when two or more items had the same scale values, those items having lowest Q values were selected. Thus, 24 statements were finally selected to constitute the attitude scale. A split-half technique was used to measure the reliability of the scale and the reliability coefficient was 0.82. The validity of the scale was also proved as per experts' judgments.

Faculty-Student Mentorship Effects on Faith-Learning Integration: A Comparative Study of Residential and Open and Distance Learning Programs in Selected Christian Universities in Kenya

Being the organizing paradigm and the unique hallmark for the life and mission of Christian higher educational institutions, faith-learning integration (FLI) has dominated educational research for several decades, whilst, a limited body of empirical studies that focus on faculty and students’ perspectives on its implementation currently exists. What is more, most researches on FLI are skewed toward students in traditional residential studies programs (RSP). This situation exists against the backdrop of the phenomenal growth of Christian higher educational institutions offering their academic programs via open and distance learning programs (ODLP). Based on these issues, the present study was poised to investigate the extent to which faculty-student mentorship affects FLI in RSP compared to the effects of ODLP in selected Christian universities in Kenya. This comparison was analyzed based on Randall Lehmann Sorenson’s attachment theory with the view to addressing the problem of whether or not the extent of faculty-student mentorship effects on FLI in the two programs were similar. This study employed a cross-sectional survey research design. Three Christian universities in Kenya were purposely selected to participate in the study, namely: Africa Nazarene University, (ANU), Daystar University (DU), and Kenya Methodist University (KeMU). The target population was students enrolled in the Bachelor of Education Secondary Option (BEd SO) program and faculty members teaching in the program. A total of 613 residential and 113 ODL students were randomly sampled, whereas, 12 full-time faculty members were purposely selected to participate in the study. Mailed and self-administered questionnaires were used for data collection. Validation of the instruments was carried out before they were tested using the split-half technique for reliability. Data were analyzed using descriptive statistics aided by contingency tables, percentages, and a Chi-square test of independence with the view to responding to two research questions. One null hypothesis was tested using a Chi-square test of independence at 0.05 level of significance with 2 degrees of freedom. The result of this analysis revealed that faculty mentorship effects on students’ learning integration in RSP are significantly different from students’ learning integration in ODLP. Major recommendations included the need for faculty in the selected Christian universities to develop close and dynamic mentoring relationships with students both in RSP and ODLP equally. There was also a need for faculty to creatively adopt effective FLI strategies to have a positive and transformative impact on students’ learning integration in the ODLP.

The Use of Blended Learning Based Flipped Classroom towards Students’ Reading Comprehension Achievement and Perspectives

The study conducted a profound exploration on the potential impacts of a blended learning-based flipped classroom method on students' reading comprehension and their perception towards it. The methodology used a quantitative quasi-experimental approach with purposive sampling in a state senior high school in Palembang. The process of collecting data involved the utilization of questionnaires, post-tests, and pre-tests. Either experimental and control class has 25 students. The test's reliability and validity were thoroughly examined through the employment of the Split-Half technique as well as the Aiken formula. Furthermore, in an effort to establish dependability for the questionnaire, Pearson Correlation testing methods were utilized. A comprehensive data analysis covered broad statistical areas including application of Shapiro-Wilk procedure, Levene Statistics test evaluating homogeneity characteristics, deployment of independent samples t-test and incorporation of Cohen's d in hypothesis validation procedures. Post intervention results from experimental group significantly indicated marked improvements in reading comprehension following hypothesis assessment. The alternative hypothesis (Ha) was thereby substantiated, leading to the rejection of the null hypothesis (H0). Additionally, students perceive the blended learning-based flipped classroom as an enjoyable teaching approach that enhances their engagement in the learning process and aids improvement in areas that require attention. These findings imply that implementing the blended learning-based flipped classroom could be a valuable resource for English teachers, offering advantages to students such as improved accessibility and readiness for reading comprehension learning.

Planning and Its Effects on Employee’s Performance in The University of Bamenda

Planning and Its Effects on Employee’s Performance in The University of Bamenda

The Influence of Information and Communication Technology in the Teaching and Learning of Physics

This study analyses the significance of ICT apparatuses and factors influencing the utilization of ICT instruments in educating and learning physics. This investigation utilized a survey research design which involved the participation of 31,765 physics students and 103 physics instructors from selected public and private schools in northwest senatorial district of Jigawa State, Nigeria. A total of 379 participants were randomly chosen by 72 physics educators. The information gathered from the pilot study was utilized to figure the unwavering quality coefficient using the split-half technique and the Pearson product moment correlation coefficient (r) for the variables from the pilot study, which gave 0.87. Four exploration questions and four invalids hypotheses were defined to direct the investigation., A chi-square factual apparatus, at a 0.05 level of significance, was used to test the hypotheses. Our findings reveal that the ICT instruments available to impact physics education and learning were very much outfitted down to earth laboratories with ICT devices. ICT instruments ought to have attributes of perceivability, straightforwardness, fascination, and lucidity. The study also found that ICT is critical in influencing physics education and learning. However, educators' experience was the main factor influencing the utilization of ICT devices to impact instruction and learning in senior auxiliary schools. Proposals were made in light of the findings, which include physics educators attempting to use and ad lib ICT apparatuses for effective physics instruction in senior auxiliary schools. Appropriateness of utilizing ICT apparatus as teaching and learning tools in teaching physics is necessary to transmit knowledge to the learners effectively.

Effect of Dietary Patterns on Gastrointestinal Symptoms among Children with Autistic Spectrum Disorder

Objective(s): to determine the effect of dietary pattern on gastrointestinal symptoms among children with autistic spectrum disorder. Methodology: A descriptive correlational study designed to determine the effect of dietary pattern on gastrointestinal symptoms among children with autistic spectrum disorder for the period of October 20th 2021 to May 15th 2023. A nonprobability, purposive , sample of (150) parent of children with autistic spectrum disorder is selected for the purpose of the study. All parents have signed consent form for their agreement to participate in the study and to ensure confidentiality, as well as to confirm the ethical considerations. A developed questionnaire is used for the purpose of the current study. The questionnaire is comprised of (4) parts that include: parents’ socio-demographic characteristics (15) item; children’s socio-demographic characteristics (12) item; dietary patterns (16) item and gastrointestinal symptoms (14) item. Content validity of the questionnaire is determined through panel of (20) expert in the fields of Pediatric Nursing, Pediatric Medicine and Community Health Nursing. Internal consistency reliability of the questionnaire is obtained through the use of split-half technique. Cronbach alpha correlation coefficient is computed for such reliability; (r=0.81) for dietary patterns and (r=0.78) for gastrointestinal symptoms. Data are collected through the use of the study questionnaire. Data are analyzed through the use of the descriptive statistical data analysis approach of frequency, percent, mean, standard deviation, total scores and range and inferential statistical data analysis approach of multiple linear regressions. Results: The study findings indicate that children have experienced problems with their dietary patterns and such patterns have highly significant effect on gastrointestinal symptoms among children with autistic spectrum disorder evidenced by highly significant p-value of (0.001). Conclusion: The study confirms that there is highly significant effect between dietary patterns and gastrointestinal symptoms among children with autistic spectrum disorder.

Effectiveness of Structured Teaching Programme regarding Prevention of Pneumonia among mothers of under-five children in selected rural area at Bangalore

This study to assess the effectiveness of structured teaching programme regarding prevention of pneumonia among mothers of under five children in selected rural area at Bangalore to assess the existing knowledge regarding prevention of pneumonia among mothers of under five children. An evaluative research approach with one group pretest posttest design in quasi-experimental design was used to evaluate the effectiveness of the STP. This study was conducted in Jeetipalya and Thavereker at Bangalore. The population for this study consisted of mothers of under five children. Random sampling technique by lottery method was used to select 60 samples. The tool used for the data collection was structured knowledge interview questionnaire which comprised of 11 items on demographic data and 30 items on prevention of pneumonia among mothers of under five children. The reliability of the tool was established by Split Half technique, with ‘r’=0.88. Major findings of the study were: Regarding the existing knowledge of the mothers of under five children regarding prevention of pneumonia, there was a lack of knowledge in all aspects of prevention of pneumonia. The overall pretest mean knowledge was 12.75 and post test mean knowledge was 20.67, with mean percent enhancement of knowledge score as 7.91 which was statistically significant as observed between pre and post test score with paired‘t’ test 27.82 at 0.05 level. Hence H 1 is accepted. In pretest there was significant association between the knowledge of mothers of under five children with their selected demographic variables like educational status, occupational status, family history of pneumonia and relationship with the child was significant at P and lt; 0.05 level regarding prevention of pneumonia. Hence the findings revealed that a structured teaching programme was effective in enhancement of the knowledge of the mothers of under five children regarding prevention of pneumonia and to prevent occurrence of these infectious diseases.

Principals’ Managerial Skills and Teachers’ Job Performance: Evidence from Public Secondary Schools in Delta State, Nigeria

Employing correlational survey research design this study examined principals’ managerial skills and teachers’ job performance in secondary schools in Owa communities in Delta State, Nigeria. Two research questions and three hypotheses guided the investigation. The population of the study comprised all the secondary schools in Owa communities of North Senatorial District of Delta State, Nigeria. A sample of ten principals and seventy-eight teachers were selected through random sampling technique. A questionnaire which comprised of two sections was used to collect data for the study. The first part was tagged ‘Principals ’Managerial Skills Questionnaire, PMSQ’ and the second part contained 14 items tagged Teachers’ Job Performance Questionnaire, TJPQ’. The instruments were face and content validated by two professors of educational management. Through split-half technique, reliability coefficients 0f 0.78 and 0.82 were computed for PMSQ and TJPQ respectively, using the Cronbach Alpha formula. The mean and standard deviation scores were used to answer the research questions. The hypotheses were tested using Pearson Product Moment Correlation (r) statistics, and the level of significance was 0.05. The findings revealed that the managerial skills possessed by public secondary school principals for influencing teachers’ job performance are communication, human relations and technical. The level of teachers’ job performance is moderate. There was a significant relationship between principals’ communication skill, human relation skill and technical skill and teachers’ job performance in secondary schools in Owa communities in Delta State, Nigeria. The study recommends capacity building of principals, especially in technical skills on the use of modern techniques and innovative methods in school administration for better teachers’ job performance.

Effectiveness of a Self-educational Module on Preterm Labor's Causes, Symptoms, and Prevention among Pregnant women in the OPD at particular hospitals in Kashmir

Background: Preterm labour is defined as labour that starts before the baby has been pregnant for 37 weeks. Approximately 9% of all pregnancies have it. If a woman experiences uterine contractions that result in cervical effacement and dilatation, she is thought to be in premature labour. Any woman who exhibits a pattern of labour lasting more than an hour, with contractions lasting 30 seconds and happening as regularly as every 10 minutes apart, should be diagnosed as being in labour. Because a premature baby is born as a result of preterm labour, it is serious. Premature mothers may experience more painless contractions, backaches, and excessive vaginal discharge than other pregnant women. Preterm delivery is responsible for 75% of all perinatal fatalities and up to 50% of infant neurological impairments. Preterm birth rates vary among different demographics, with the socioeconomically privileged population experiencing the lowest rates and the medically underprivileged population seeing the highest rates. Finding the women who are at risk for preterm labour is the first step in managing this issue. Method: 40 volunteers total were chosen for this experimental investigation using a non-probability handy sampling strategy. Design experimentation was done. Data was gathered using a structured interviewing method. Information collected for the two portions, including socio-demographic data, a knowledge quiz, and a practice checklist. The split half technique formula was used to determine the tool's dependability. Knowledge yielded a reliability result of r=0.904. prenatal care instruction manual that you prepared yourself. Result: Pre-test knowledge for the expectant women was only average for 16(40%) and low for 24 (60%) of the mothers. When post test results were compared to pre test scores, it was clear that prenatal moms' knowledge had improved, as 12 of them (30%) had good knowledge and the remaining 28(70%) had average knowledge. The mean knowledge score increased from 16.2+2.85 to 22.45+2.13 in the post test from the pre test. Conclusion: The study demonstrated that the self-educational programme for primi para moms on the causes of preterm labor and how to prevent it was a rational, rational, and cost-effective technique.

Cultivating Peace as a Socialization Outcome in Universities: The Role of Institutional-based Religious Students’ Associations

The search for peace and harmony entails many life aspects across the globe and various institutions. While the common conflicts in Kenya are skewed on tribal, political, and family orientations, the effects spread into institutions of higher learning. It is on this background that the need for cultivating peace in universities through nurtured socialisation outcomes is attributed to students’ association. The article emanates from a study conducted in 2020-2021 with the purpose of examining the influence of students’ associations on educational socialisation outcomes among students in selected universities in Nairobi County, Kenya. Guided by Structural Functionalist Theory, the study used a mixed-methods design. The target population of students in ten chartered universities in Nairobi County. The researcher used a sample of 3 universities and achieved involved 167 students. Using stratified and simple random sampling techniques combined with purposive sampling, the study selected universities, deans of students, and individual association members. Data was gathered using an observation checklist, and questionnaire for students, and an interview schedule for deans of students. The researcher piloted the research instruments in one of the private universities that were not among the main study sites. The reliability and validity of the instruments were checked using the split-half technique and critically assessing the consistency of the responses on the pilot questionnaires. The data collected was then analysed using Statistical Package for Social Sciences (SPSS) version 24. The major finding was that participation in students’ religious association activities influenced educational socialisation outcomes. The outcomes can be harnessed into creating peaceful and harmonious co-existence in institutions of higher learning through which cultural, religious, and political diversities can be shared for the socio-wellbeing of the university community. The study recommends the embracing of students’ religious-based associations by university administrators to foster peace education.

EVALUATION OF INFLUENCE OF DISPLAY OF INSTRUCTIONAL RESOURCES ON CHILDREN’S PERFORMANCE IN EARLY LITERACY IN PUBLIC PRE-SCHOOLS IN KANDUYI SUB-COUNTY, KENYA

Availability and utilization of instructional resources play an important role in the attainment of educational goals, objectives and learners’ performance. In this study, the researcher argues that many learners are still not proficient in early literacy skills despite going through pre-school education. The factors associated with the teaching and learning of early literacy skills may have been addressed but influence of instructional resources continues to be a concern. This study focused on the influence of display of instructional resources on children’s performance in literacy. The study was framed on the constructivism theory propounded by Jean Piaget in 1896-1980. The study adopted a descriptive survey design and targeted 90 public pre-schools comprising of 5460 pre-school learners and 180 pre-school teachers. A simple random sampling technique was used in selecting the pre-schools and the sample size for teachers and learners for the study was arrived at using Krejcie and Morgan (1970) formula. Through these methods, 27 pre-schools, 359 learners and 123 pre-school teachers were selected for the study. Data was collected using questionnaires and a literacy skill test administered to the learners. Questionnaires were administered to pre-school teachers to seek information on pre-school teachers’ training skills and use of instructional resources. Content validity of the instruments was determined by employing the expertise of my supervisors and lecturers in the Department of Education while reliability was determined through split-half technique. Data was analyzed using descriptive and inferential statistics such as means, percentages, frequencies and Pearson Correlation analysis. The findings were presented in tables, pie charts and bar graphs. The study found that there was a positive correlation between display of instructional resources and learners’ achievement in writing skills (r = .646; p = .000) and reading skills (r = .780; p = .000). The study concluded that instructional resources play a significant role in imparting of reading and writing skills to the pre-school learners. The study recommended that there is need for provision of audio and audio-visual materials to pre-schools since these materials are known to positively affect the acquisition of writing and reading skills among pre-school learners. It also recommends that the government of Kenya through the Ministry of Education ensure that pre-schools acquire instructional resources equitably distributed in the various pre-schools across the country to facilitate timely implementation of the curriculum especially in reading and writing skills for good educational foundation of the learners.

INFLUENCE OF AVAILABILITY OF INSTRUCTIONAL RESOURCES ON CHILDREN’S PERFORMANCE ON EARLY LITERACY IN PUBLIC PRE-SCHOOLS IN KANDUYI SUB-COUNTY, KENYA

The factors associated with the teaching and learning of early literacy skills may have been addressed but influence of instructional resources continues to be a concern. This study focused on how availability of instructional resources influences children’s performance in early literacy in public pre-schools in Kanduyi Sub-County, Kenya. The study was framed on the constructivism theory propounded by Jean Piaget in 1896-1980. The study adopted a descriptive survey design and targeted 90 public pre-schools comprising of 5460 pre-school learners and 180 pre-school teachers. A simple random sampling technique was used in selecting the pre-schools and the sample size for teachers and learners for the study was arrived at using Krejcie and Morgan (1970) formula. Through these methods, 27 pre-schools, 359 learners and 123 pre-school teachers were selected for the study. Data was collected using questionnaires and a literacy skill test administered to the learners. Questionnaires were administered to pre-school teachers to seek information on pre-school teachers’ training skills and use of instructional resources. Content validity of the instruments was determined by employing the expertise of my supervisors and lecturers in the Department of Education while reliability was determined through split-half technique. Data was analyzed using descriptive and inferential statistics such as means, percentages, frequencies and Pearson Correlation analysis. The findings were presented in tables, pie charts and bar graphs. The study found out that concrete materials, were used by majority of the pre-school teachers in the study area. However, audio and audio-visual resources were lacking in all the schools in the study area hindering the acquisition of writing and reading skills. The study concluded that instructional resources play a significant role in imparting of reading and writing skills to the pre-school learners. The study recommended that there is need for provision of audio and audio-visual materials to pre-schools since these materials are known to positively affect the acquisition of writing and reading skills among pre-school learners. It also recommends that the government of Kenya through the Ministry of Education ensure that pre-schools acquire instructional resources equitably distributed in the various pre-schools across the country to facilitate timely implementation of the curriculum especially in reading and writing skills for good educational foundation of the learners.

A study to assess the effectiveness of structured teaching programme on knowledge of adolescence boys regarding prevention of oral cancer in selected pre university colleges at Davangere

A Study to Assess the Effectiveness of Structured Teaching Programme on Knowledge of Adolescence Boys Regarding Prevention of Oral Cancer in Selected Pre University Colleges at Davangere” was conducted in partial fulfillment of the degree of master science in nursing at Bapuji College of nursing, Davanagere.The study objectives1.To assess the preexisting knowledge regarding prevention of oral cancer among adolescence boys in terms of pretest score.2.To assess the knowledge regarding prevention of oral cancer in terms of post- test score after administering structured teaching programme.3.To compare the effectiveness of structured teaching programme in pre-test and post-test knowledge score.4.To associate the level of knowledge on selected demographic variables of adolescence boys regarding prevention of oral cancer.Method: The research approach used for the study was one group pretest posttest design. The setting was selected PU colleges at Davanagere. With a sample of 10 adolescents, pilot study was conducted, sample for the main study included 100 adolescents on the basis of convenient sampling technique. A structured questionnaire was used to evaluate the knowledge of adolescents regarding prevention of oral cancer. The reliability of the tool was established by split half technique and the reliability co-efficient were calculated to be 0.82.Result: The findings revealed that knowledge scores of adolescents were inadequate before the administration of structured teaching program (STP) on prevention of oral cancer, i.e the mean score of the pretest was 13.50. The STP helped them to update their knowledge on prevention of oral cancer. The mean post-test knowledge of sample significantly increased about 17.50 after administration of STP.Intrepretation and Conclusion: The data was analyzed by applying Descriptive and Inferential statistics. The results of the study indicated that adolescents do not have adequate knowledge regarding prevention of oral cancer. This assessment project has helped the investigator to develop an STP to improve the knowledge on prevention of oral cancer. The results have also shown that various demographic variable have significant association with respect to the knowledge of adolescents regarding prevention of oral cancer.Hypotheses•H1: There will be a significant difference between the pretest and posttest knowledge scores of adolescence.•H2: There will be significant association between the knowledge scores and selected demographical variables.

Influence of Institutional Characteristics on Learners’ Academic Achievement in Selected Public Day Secondary Schools in Kenya

Rapid growth in Education as an investment has necessitated and heightened interest in the determination of institutional influence on Learners’ Academic Achievement in Kenya. This is observed in regular Curriculum reforms in the recent past to align the curriculum to learners’ academic aspirations. This study sought to determine the extent to which teachers’ characteristics and teaching learning resources influence students’ academic achievement as measured by the Mean Kenya Certificate of Secondary Education Examination score and grade. The sample size of 109 Teachers and 384 Learners was obtained from the targeted population of 2830 people. Ex-post Facto Design and Correlational Design were adopted in the investigation. Questionnaires for teachers and learners, interviews schedule and document analysis were utilized to gather data. The Questionnaire instrument reliability co–efficient of 0.8 for Teachers and 0.75 for Learners was obtained following a pre-test based on split half technique. Inferential and Descriptive statistics using Chi square interactive facilitated data analysis. The study showed that favourable institutional factors positively correlates with learners’ academic achievement and vice versa. The study recommended that Day school learning facilities and teacher-student ratio be improved as this will facilitate attainment of a higher mean score by learners in the Kenya Certificate of Secondary Education Examinations. Keywords: Institutional Characteristics, Students’ Academic Achievement. DOI: 10.7176/JEP/14-3-06 Publication date: January 31 st 2023

Attitude of Farm Families Towards Gender Equity: Development and Validation of a Scale

Gender equity is the means to achieve gender equalities in farm families. According to their respective needs based on equivalency in terms of rights, benefits, obligations, and opportunities are considered fair in the treatment of farm women and farmers. Thus, it was very essential to measure the favorableness of farm families toward gender equity. It measures to reflect their acceptance and thought process regarding present gender dynamics in their house and farm. The present study focussed to devise an instrument and for that, a Likert’s Summated rating technique was used in the year 2022 with a true standardized methodology to construct the attitude towards gender equity. A total of 94 items were constructed by reviewing related literature. Based on the 80 responses from experts, 16 items were screened through item analysis. A split-half technique was used to measure the reliability of the scale and the reliability coefficient was 0.861. The validity of the scale was also proved as per experts’ judgments.

A scale to quantify the crisis management behaviour of sugarcane growers

During 2021–2022, an effort was made to produce a standardised scale to evaluate how sugarcane growers handle crisis circumstances while keeping in mind the current situations. Decision-making abilities, adaptability, and economic performance were recognised as the three main facets of sugarcane grower’s CMB. These dimensions were chosen to represent all behavioural, crisis, and its management components at all levels as well as the effectiveness of crisis management is evaluated using economic performance. The scale items were shaped with the best efforts to accurately reflect the behavioural traits of knowledge, attitude, skills, and confidence as well as the various crisis management activities viz., preparations, mitigations, interventions, and rehabilitation and reconstruction undertaken by sugarcane farmers to deal with crises. The summated rating method with necessary modifications recommended by Likert and Edward has been employed to construct the scale. The ultimate sugarcane grower’s CMB scale was composed of 82 statements, which were divided into three categories according to decision-making ability (11 statements), adaptability (71 statements distributed across 8 sub dimensions), and economic performance (measured using standard formulas). The scale’s reliability and validity are ascertained by administering to 32 farmers in the Mandya district who cultivate sugarcane in 2020–21. Using the split half technique of reliability, it was discovered that the generated CMB scale was extremely dependable, with a reliability score of 0.9195. With a statistical validity coefficient of 0.9589, both the content and statistical validities were extremely valid.

Influence of Institutional Characteristics on Learners’ Academic Achievement in Selected Public Day Secondary Schools in Kenya

Rapid growth in Education as an investment has necessitated and heightened interest in the determination of institutional influence on Learners’ Academic Achievement in Kenya. This is observed in regular Curriculum reforms in the recent past to align the curriculum to learners’ academic aspirations. This study sought to determine the extent to which teachers’ characteristics and teaching learning resources influence students’ academic achievement as measured by the Mean Kenya Certificate of Secondary Education Examination score and grade. The sample size of 109 Teachers and 384 Learners was obtained from the targeted population of 2830 people. Ex-post Facto Design and Correlational Design were adopted in the investigation. Questionnaires for teachers and learners, interviews schedule and document analysis were utilized to gather data. The Questionnaire instrument reliability co–efficient of 0.8 for Teachers and 0.75 for Learners was obtained following a pre-test based on split half technique. Inferential and Descriptive statistics using Chi square interactive facilitated data analysis. The study showed that favourable institutional factors positively correlates with learners’ academic achievement and vice versa. The study recommended that Day school learning facilities and teacher-student ratio be improved as this will facilitate attainment of a higher mean score by learners in the Kenya Certificate of Secondary Education Examinations. Keywords: Institutional Characteristics, Students’ Academic Achievement. DOI: 10.7176/EJBM/14-24-05 Publication date: December 31 st 2022

Relationship between Achievement Motivation Personality Indicator and Academic Achievement among Gifted and Talented Learners in Public Primary Schools in Nairobi County

Gifted and talented learners exhibit personality characteristics that make them manifest different competencies to undertake tasks that their peers cannot. However, in Nairobi County, learning competencies of talented and gifted pupils in public primary schools are below average. Thus, the purpose of this study was to determine the relationship between achievement motivation characteristics and academic achievement among gifted and talented learners in public primary schools in Nairobi County. The study adopted a field survey research design. Target population comprised 3,247 teachers and 19,863 learners in classes VI-VIII totalling 23, 110 participants from which a sample of 391 respondents was determined using Yamane’s Formula. Stratified sampling was used to create 17 strata based on number of sub-counties in Nairobi County. From each sub-county, 13 teachers and 10 gifted and talented learners in classes were randomly selected. This procedure realized a sample of 221 teachers and 170 gifted and talented learners in classes VI-VIII. Questionnaires were used to collect data from teachers and learners. A pilot study was conducted among 40 respondents from a sample of public primary schools in Nairobi County to establish validity and reliability. Validity was ascertained based on the views of experts in educational psychology and special needs. Reliability was determined using split-half technique and reliability coefficient, r = 0.725, was obtained using Cronbach’s Alpha Method which indicated high reliability. Qualitative data were analysed thematically along the objectives and presented thematically in narrative forms. Quantitative data were analysed descriptively using frequencies and percentages and inferentially using Pearson’s Product Moment Correlation Analysis with the help of Statistical Packages for Social Sciences (SPSS 23) to test the hypotheses. Quantitative findings were presented using tables and charts. Results indicated that gifted learners in Nairobi County public schools benefitted from achievement motivation. Analysis of the results addressing H0: showed that achievement motivation has a statistically significant influence on academic achievement among gifted and talented learners in public primary schools in Nairobi County. The variable is positively correlated with number work activities (r = .581, p = .001), language activities (r = .556, p = .002), and essential life skills (r = .514, p = .004). It was recommended that Teachers and parents should create an appropriate learning environment for gifted pupils in public schools to create a positive self-concept, motivation, regulated learning, and problem-solving approach to improve their academic achievement.