Sub-county Schools Research Articles

Learners’ Perception of Physical Geography as a Barrier to Choice of Geography in Secondary Schools in Kiminini Sub-County, Kenya

The number of students studying Geography in secondary schools in Kenya has significantly declined in recent years. It was against this background that the study sought to determine how learners’ perception of physical geography hindered them from selecting the subject in secondary schools in Kiminini Sub-county in Kenya. The study was based on Lev Vygotsky’s social constructivist theory which explains how a learner’s cognitive development and learning ability guides and mediates their learning hence their choices. The study was carried out among selected secondary schools in Kiminini Sub- County, which is one of the sub counties in Trans-Nzoia County. Three main groups were selected as participants of the study. These were the form III learners who had dropped geography after Form II, the geography teachers and Heads of Departments for geography. The research used stratification to categorize secondary schools into National, Extra County, County and Sub- County, selecting 2 national schools, 2 extra county schools and 2 county and two sub-county schools for the study. This yielded a total of eight schools, 2 in every category. Furthermore, random purposive sampling technique was used to select ten students from each of the selected schools. There was therefore a total of 80 students who participated in the study. These were Form III students who were not taking geography. Geography teachers who had taught a Form II class were selected from each of the sampled schools whereas the heads of department were purposively sampled. The study adopted a qualitative approach in which data was collected using unstructured questionnaire, face to face interview and focus group discussion. A thematic analysis was adopted for the study which saw the study findings represented through thematic narratives. The study revealed that most learners who had dropped geography had negative attitude towards physical geography which they considered abstract and uninteresting. Geography teachers on the other hand were well trained and experienced but strictly ensured learners took part in all learning activities which often led to learners leaving the subject and dropping out. The syllabus content for physical geography was considered wide with complex concepts that made the field difficult for learners. This paper should be able to provide useful information to players involved in teaching geography and aid in expanding knowledge on geography instruction.

Effectiveness Of Teacher Performance Appraisal And Development On Students’ Academic Achievements In Public Secondary Schools In Elgeyo Marakwet County, Kenya

The quality of education has been declining in Kenya national examinations which made the Teachers Service Commission to come up with an accountability tool for the teachers which led to introduction of teacher performance appraisal and development (TPAD).This study was aimed at examining the effectiveness of TPAD on students’ academic achievement in public secondary schools in Elgeyo Marakwet County. The study specifically intended to analyze the effectiveness of teacher lesson observation planning on student academic achievements students’ academic achievements. The study was informed by goal-setting theory by Okumbe, (2000). The study adopted mixed methods research design and used a mixed method approach in collecting and analyzing data. The study utilized a sample of 40 principals, 153 teachers, and 384 students drawn from four constituencies in Elgeyo Marakwet County. Stratified sampling was used to categorize schools into National, Extra County, County and Sub-County schools. Simple random sampling was used to select teachers and students from sampled schools while purposive sampling was used to select the national schools and principals from the selected schools. A structured questionnaire was used on teachers and students on a likert scale and an unstructured interview guide was administered to the principals. The two instruments were validated by expert researchers in the department of educational management and policy studies at the University of Eldoret. Descriptive statistics were made up of frequencies, percentages; means and standard deviation which were calculated and presented in tables and figures, and inferential statistics involving Pearson Correlation and Regression coefficients were calculated to test the research hypotheses. The study findings on lesson observation and students’ academic achievements indicated that there is a positive weak correlation between lesson observation frequency/intensity and student academic achievements. A coefficient of 0.243 indicates that when lesson observation increases, there is a tendency for student academic achievement to improve, albeit not very strongly. The research findings will benefit the TSC in seeking for the best way of aligning TPAD practices to students’ academic achievements. MOE, policy makers and teachers will be able to get the best out of the TPAD and assist in making future decisions pertaining to the education sector. The research study recommended regular awareness of TPAD practices in order to get the best out of these exercises

The Mathematics-Language Proficiency: The Learners’ Perspecctive

Mathematics is considered a difficult school subject by majority of learners. For many learners, mathematics is a series of hurdles and challenges-a task made with continued failure and seeming irrelevance in spite of the value that mathematics plays in society. The effect of this has been unwilling class participation, disinterestedness, haphazard solving of mathematical tasks, plus low achievements and failure to communicate mathematics. The latter effect is important in application of mathematics in occupations such as building, construction, engineering and accounting. This state of affairs propagated the topic of the paper: “The Mathematics-Language Proficiency: The Learners’ Perspective”. The objective was to find out the nature of the relationship between proficiency in mathematics vocabulary and conceptual understanding of mathematics. The study drew on Vygotskian Socio-Cultural Theory (SCT) and used a multiple-case study design. The sample size of the study was 1353 participants comprising of 1339 form three learners and 14 mathematics teachers drawn from Sub-County Schools (SCS), County Schools (CS) and Extra-County Schools (ECS) in Bungoma South Sub- County. Data were collected by questionnaires, classroom observations and interviews. Analysis was done using Pearson correlation with two tailed tests for all the tests with a level of significance of 0.01. The study found out that there exists a strong positive relationship between mathematics vocabulary and conceptual understanding across all cases, that is, 0.798, 0.778 and 0.709 in SCS, CS and ECS respectively. Further learners were unable to interpret the meaning of some mathematics solutions after solving the question correctly. The study concluded that proficiency in mathematics vocabulary is necessary but not sufficient for conceptual understanding of mathematics. The study recommends learners to be supported in communicating mathematics ideas both verbally and in writing during mathematics lessons to broaden their conceptual understanding of mathematics.

Trends in Selection of Agriculture Subject among Students in Secondary Schools in Bungoma and Kakamega Counties, Kenya

While agriculture is a major source of employment, it is notable that youths in developing countries are unemployed, yet the countries’ economies are dependent on it. Though there are immense prospects in the agricultural sector in Kenya, agriculture is taught in schools as an optional subject under the 8-4-4 syllabus so that it may stimulate youths’ participation in agriculture and improve productivity. In the current competency-based curriculum, agriculture is taught in upper primary and junior secondary to enhance competence through practical and experiential activities, thereby nurturing learners' potential. Despite the above facts, there is a limited selection of agriculture courses for career development among students in tertiary institutions. This is a cause for concern since Kenya requires human resources to drive the agricultural sector. The purpose of this study was to establish the existing trends in the selection of agriculture subjects among secondary students in different categories of schools. The specific objective was to establish the selection trends in agriculture subjects among students in secondary schools in Kakamega and Bungoma counties, Kenya, from 2016 to 2021. The study critically reviewed theories and literature to determine their gaps and sought to address the same, thereby making contributions both to the body of knowledge and practice. A descriptive design was employed. The sample size was determined from the Yamane tables of sample size (1967). One hundred and sixty-two (162) secondary schools were selected, out of 839 proportionately. A total of 249 secondary school students were sampled proportionately out of 7379 respondents. Key informants were selected purposefully. Both qualitative and quantitative data was collected using document content guides, questionnaires, and interview guides. Both descriptive and inferential techniques were employed to analyze the data, which was presented using frequency tables and graphs. Multiple comparison table results revealed the years that differed in agriculture selection for the 5 different categories of schools. A significant factor contributing to the variance in selection was the change in type of school. In general, analysis shows that private schools have the lowest mean of selection of agriculture students, causing a low combined mean in all the years of study. The combined mean of agriculture subject selection in the five categories of schools has shown a consistent increase from the year 2016 to 2021. It is necessary for the ministry of education to increase extra-county schools, county schools, and sub-county schools in order to realize significant selection means in agriculture, which ensures a basis for agriculture career development in Kenya.

Exploration of Teachers’ Perceptions on Female Leadership in Female-led Public Secondary Schools, in Nandi County, Kenya

The study focused on the exploration of teachers’ perceptions on female leadership in female-led public secondary schools, in Nandi County, Kenya. The objectives of the study were to find out teachers’ perceptions of female leadership in Nandi County and whether there is a significant difference in teachers’ perceptions on female leadership in Nandi County. The study employed a descriptive cross-sectional research design. The respondents of this study included teachers and a government representative. The researcher used questionnaires and an interview schedule. The data analysis was done using descriptive statistics. The findings of this study indicated that 86.18% of the teachers agreed that females’ leadership in secondary schools in Nandi County positively influences the academic performance of the learners. 88.95% agreed that female leadership enhances discipline in secondary schools. 87.90% agreed that female leadership improves school infrastructural development while 73.93% that year of experience is an important consideration for appointment into leadership positions. There was a significant difference in the perception of teachers on female leadership between County and Sub-County schools in academic performance (p=0.05=0.05). There was a significant difference in the perception of teachers on infrastructural development between Extra-County and Sub-County (p<0.05) and Extra-County and County (p<0.05). There was no significant difference in the perception of teachers on discipline across the four categories of schools. There was a significant difference in teachers’ perception on female leadership in years of experience between National and Sub County (p<0.05) The conclusions drawn from the findings of this study were that Female leaders in National and Extra- County schools are perceived to perform better than their counterparts in County and Sub-County schools. The study recommended that school administration should empower female teachers into leadership positions either as subject heads, class teachers, or department heads to prepare them for higher leadership positions. The study further recommended that the Ministry of Education and Teachers Service Commission should sensitize female leaders on matters of school infrastructural development and general discipline of the school.

THE EFFECT OF MEDIA USE ON THE QUALITY OF LEARNING OUTCOMES IN ENGLISH LANGUAGE IN PUBLIC SECONDARY SCHOOLS IN MBOONI EAST SUB-COUNTY, KENYA

The study sought to accentuate instructional media use and the quality of learning outcomes in English language in public secondary schools. Its purpose was to determine the effect of instructional media use on the quality of learning outcomes in English language in public secondary schools in Mbooni East Sub-County, Makueni County. The study employed a mixed approach with a descriptive survey design. Data was collected from Extra County, County and Sub-county public secondary schools using questionnaires, interview schedules and tests for the students where a 97.33% response rate was achieved. The dependent variable was learning outcomes in English language among students in public secondary schools in Mbooni East Sub-county, Kenya while the independent variable was instructional media use. The target population was teachers of English, heads of languages department and form their students in the Sub-county. Simple random sampling was used to select the students while purposive sampling was used to select the teachers of English and the Heads of Department languages. A sample of 12 teachers, 12 heads of the languages department and 313 students were involved. The instruments’ validity was determined through expert opinion from the school of Education of Machakos University. The reliability of the instruments was ascertained during piloting a sample that was not part of the study. Two approaches were used in analyzing the data, that is, descriptive and thematic approaches for quantitative and qualitative respectively. Quantitative data was analyzed through descriptive statistics and presented in frequencies, means and percentages with the aid of Statistical Package for Social Sciences (SPSS). Content analysis was used to analyze qualitative data which was thematically presented in prose. The study reveals that the quality of learning outcomes in English language in the sub-county is slightly below average, sub-county schools perform poorer and female students outshine their male counterparts. It was concluded that instructional media use enhances learning outcomes in English language. The study recommends that the Ministry of Education should equip public schools with instructional resources. In addition, the Quality Assurance and Standards officers and school principals should emphasize to teachers to use instructional media in teaching English language. Parents and other stakeholders in schools through the Board of Management should also come up with strategies on how to provide instructional media for use by teachers to enhance learners’ quality of learning outcomes.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0023/a.php" alt="Hit counter" /></p>

Impact of SMASSE Programme on Secondary School Students’ Achievement in Physics in Bomet County, Kenya

Science subjects are the backbone of the scientific and technological advancements in the world. Achievement in science subjects in secondary schools in Kenya has been below average. The low achievement in the national examinations has been attributed mainly to teacher centered teaching approaches used by teachers. In an attempt to address the low achievement in Physics, the Strengthening of Mathematics and Science in Secondary Education (SMASSE) teaching program was introduced through In-service Education and Training INSET) in the whole of Kenya in 2004.Therefore, this study was an attempt to fill this gap. The objectives of the study were; to find out whether SMASSE approach had impacted the achievement in physics and whether there was a gender difference in the achievement in Physics among secondary school students in Konoin sub-county. The study used expost-facto research design as well as a survey research design. Stratified and systematic sampling was employed to select schools for this study. The population was the KCSE candidates in Konoin Sub- County and the accessible populations were the 2000-2003 candidates before SMASSE was introduced and 2012-2015 KCSE candidates immediately after. There was a total of 5017 candidates in this target class in 24 secondary schools in Konoin Sub-County in period 2000-03 and 5204 in the period 2012-15. The schools were in 3 categories, these were extra-County, county, and sub-county schools and both stratified, systematic sampling and purposive sampling were used to select 12 schools with a total of 826 students for the period 2000-2003 and 1390 in the same 12 schools for the period 2012-2015 took part in this study. The research instruments used for the study were a Document analysis tools. Descriptive and inferential statistics were used in the analysis of data t-test and ANOVA were used as inferential statistic to test the null hypothesis. All statistical tests were subjected to a test of significance at coefficient alpha (α) of 0.05. The study found out that there was no statistically significant difference between those students who were exposed to SMASSE and those who were not. The findings may inform decisions and action towards improving teaching and learning of Physics in Kenya. The study also may help to sensitize teachers, curriculum planners, policy makers and other education stake holders as far as SMASSE program is concerned on the areas that require improvement. Keywords: SMASSE, Kenya, teaching and learning of Physics DOI: 10.7176/JEP/14-3-07 Publication date: January 31 st 2023

Effect of Cooperative Mastery Learning Approach on Secondary School Students Achievement based on Gender in Kirinyaga County, Kenya

Through the study of Physics, technological advancement promoting standard of living, creation of wealth, health and industrialization has been realized. The Kenyan government has put much effort to reduce gender disparity in achievement in physics in secondary schools. However, and despite these efforts, the desired outputs have not been realized. Though a number of factors may be responsible for this prevailing situation in secondary schools in Kenya, it is envisaged that inappropriate teaching approaches used in teaching physics contribute to gender disparity in achievement in physics. While cooperative mastery learning approach has been shown to reduce gender disparity in other science subjects’ studies addressing the effect of cooperative mastery learning approach towards student’s achievement in Physics based on gender are inadequate. Hence this study investigated the effects of Cooperative Mastery Learning Approach on secondary school students’ achievement in Physics based on gender in Kirinyaga County. Solomon’s four quasi experimental group design was used. The target population was 5850 form two Physics students in the secondary schools in Kirinyaga County, Kenya. A sample of 180 respondents was obtained from the population. Simple random sampling was used to draw the participating four schools from the purposively selected Sub-county schools. The assignment of selected schools to either experimental or control group was done by simple random sampling. The research instrument that was used was physics Achievement Test (PAT). The Reliability was tested by subjecting the instrument to a pilot study in a school in Embu County. Reliability coefficient for Physics Achievement Test was 0.798. Statistical Package for Social Sciences (SPSS) version 25.0 was used for data analysis. The raw data obtained was analyzed descriptively using Mean, Standard deviation, percentages and inferentially using parametric tests (one-way ANOVA, t-test and Posthoc Analysis). The level of significance for acceptance or rejection of null hypotheses was at α = 0.05. The study established that cooperative mastery learning approach enhances students’ academic achievement in Physics for both genders. Further the study findings show that there was no statistical significance difference in student achievement in physics based on gender. From the findings of the study cooperative mastery learning approach is effective in improving student achievement in Physics for both boys and girls. Therefore, Physics teachers should incorporate cooperative mastery learning approach in teaching in order to reduce gender disparity in students’ achievement in Physics.

School-Type as a Correlate to Secondary School Boys’ and Girls’ Self-Esteem in Nairobi County, Kenya

The study purposed to investigate how school-type was related to students’ self-esteem by gender. The main question was, ‘Does self-esteem of boys and girls significantly vary according to the school-type attended?’’ Students’ admission into different school-types is based on the criteria of their KCPE marks. National schools get the best KCPE grades, followed by Extra County schools, and at the bottom are Sub-County schools (Day schools) getting very low grades. Over time, ‘‘school labels’’ and prestige has developed among school categories. This may affect students’ self-realization, consequently influencing their self-esteem. It is proposed that, a reciprocal influence exist between self-esteem and academic achievement. However, studies have not delved into finding out, if self-esteem of both boys and girls is influenced the same way across school types. This is with a view of addressing any psychological gap(s) that may influence one’s academic performance. The study used correlational research design, guided by social cognitive and self-concept theories. A sample of 480 form 4 students from 12 public secondary schools in Nairobi County was used. Cluster and purposive sampling were used. 40 students from each school’s stream were obtained through simple random sampling. Standardized questionnaires were administered to the 480 students to provide quantitative data. ANOVA tested differences in self-esteem for both boys and girls by school type. Null hypothesis was rejected at P< 0.05. The study found a significant difference in gender self-esteem by school type. Therefore, school type influences self-esteem for both males and females the same way. There was need to develop self-esteem enhancement programmes especially in day schools to boost academic performance. Moreover, expansion on day school’s infrastructures was critical in improving on the school’s environmental image for prestige and academic performance.

EFFECTS OF MANAGEMENT OF ICT INFRASTRUCTURAL RESOURCES ON THE IMPLEMENTATION OF TPAD POLICY IN PUBLIC SECONDARY SCHOOLS IN TRANS NZOIA COUNTY, KENYA

This study sought to find out the effect of management of ICT infrastructural resources on the implementation of TPAD Policy in Public Secondary Schools in Trans Nzoia County, Kenya. The study was guided by ‘goal-setting theory. Concurrent triangulation design was used to sample 342 Principals and teachers from a target population of 2340 respondents comprising of 242 principals and 2098 teachers from 242 public secondary schools. Stratified and random sampling methods were used to select respondents. Questionnaires were used to collect information and opinions from Principals and teachers. Expert judgments from supervisors were used to improve content validity. Data was analyzed using descriptive and inferential statistics. The results of the study were presented using frequency tables and percentages. From the linear regression model, the study revealed a positive significant effect of teachers’ perception on implthe ementation of TPAD policy. From linear regression model, (R2 = .206) showed that ICT infrastructure resources account for 20.6% variation in the implementation of TPAD policy. There was a positive significant effect of ICT infrastructure resource (β3=0.700 and p value<0.05) on implementation of TPAD policy. Therefore, an increase in ICT infrastructure resources leads to an increase in the implementation of the TPAD policy. The null hypothesis (Ho1) was rejected. ICT infrastructure resoresources a significant influence on the implementation of TPAD policy. This implies that for each increase in the ICT infrastructure resource, there was more implementation of the TPAD policy. The study concluded that the management of teaching staff affects the implementation of TPAD in public secondary schools in Trans Nzoia County. Head teachers with better staff management skills helped teachers to shift to the new paradigm of an appraisal system which has openness, reliability, and accountability as its hallmarks. The Ministry of Education and TSC should improve ICT infrastructure especially in sub-county schools and continuously capacity build teachers and school administrators on emerging trends in education management information systems. There is a need for the ministry of education to provide ICT infrastructural resources in every public secondary school in Trans Nzoia County in order to enhance the implementation of TPAD policy.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0994/a.php" alt="Hit counter" /></p>

Effects of Drug Abuse in Schools and Homes in Kenya.

The intensity of drug abuse has been a major concern in recent years. It has invaded homes, schools, and workplaces, affecting individuals of all ages and classes (UNDCP, 1992). According to the World Drug Report 2007, approximately 200 million people, about 5% of the world’s population aged between 15 and 64 years, have used drugs at least once in the previous months. According to surveys of adolescent students in Nova Scotia in Canada, carried out in 1991 and 1996, over one-fifth (21.9%) of the students reported having used alcohol, tobacco, and cannabis. The researcher used a survey study. The respondents were drawn from stratified regions. The selected regions were Coast, Nyanza, and Nairobi. The schools sampled were registered with the ministry of education science and technology. They were categorized into national, county, and sub-county schools, boys and girls, mixed boarding, and mixed schools. Questionnaire and in-depth interviews were used to collect quantitative and qualitative data from students and teachers.

SECONDARY SCHOOL PRINCIPALS’ LEVEL OF PREPAREDNESS AND ADOPTION OF NATIONAL EDUCATION MANAGEMENT INFORMATION SYSTEM IN KEIYO NORTH SUB-COUNTY, KENYA

Purpose: The study investigated the level of preparedness of secondary school Principals to adopt the National Education Management Information System (NEMIS) in Keiyo North Sub-County, Elgeiyo-Marakwet County in Kenya.
 Methodology: It was an explanatory research based on the Unified Theory of Acceptance and Use of Technology (UTAUT) and the public choice theory. A target population of 30 secondary schools Principals and 30 HODs in charge of ICT in Keiyo North Sub-County schools consisting of Boarding and Day secondary schools was used. This formed a population of 60. The schools were classified as National, Extra-County, County and Sub-County secondary schools. This ensured that all the sub-groups were proportionately represented. Quantitative data was collected using close-ended questionnaires and analyzed using descriptive and inferential statistics. A model was developed through regression analysis.
 Findings: Results indicate that the sub-variable of Principal’s level of preparedness (acceptance, training and skills, and ICT infrastructure) had a statistically significant positive effect on adoption of NEMIS in secondary schools. The finding of this study is useful to the Ministry of Education (MOE) in planning purposes. The constructs of Principal’s level of preparedness (acceptance, training and skills and ICT infrastructure) positively and significantly correlated with adoption of NEMIS and as these constructs are enhanced, adoption of NEMIS receives a positive boost.
 Unique Contribution to Theory Practice and Policy: The study points out that use of technology is a function of acceptance by the user and is in line with the postulates of UTAUT theory that drove this study. It is therefore recommended that managers in the education circles should pay greater attention to the postulates of UTAUT theory for effective implantation of ICT driven programs like NEMIS. The study further points out that for any government policy to succeed, those in authority should allocate resources for public interest to support such policy rather than follow their own self-interest as pointed out by the public choice theory.

Sexuality Communication between the Clergy and Adolescents in Nakuru County, Kenya.

The study examines the sexuality communication between the clergy and adolescents in Nakuru County, Kenya. The study uses Systems theory anchored by Ludwing Von Bertalanffy (1969). Eighty students were sampled from ten secondary schools in Nakuru East and Njoro sub-counties representing both urban and rural teacher population. The schools included six same-sex secondary (three only boys and three only girls) schools and four mixed-sex secondary schools. The categories of the schools included two national schools, three extra-county schools, three county schools and two sub-county schools. The study used a self-administered questionnaire as a method of data collection, which was appropriate for collecting sensitive information such as sexual communication yet provide quantifiable data that can be used for statistical analysis. The schools were categorized from letter A to J. The results of this study showed that although the clergy engage the adolescents in some sexuality communication, the sexuality information communicated by the clergy was insufficient to help them manage the sexuality challenges they encounter. This is partly because adolescents did not consider their interests as fully taken into account since the clergy used strategies that were convenient for them, but failed to address the adolescents’ needs. The study suggested that clergy should be more accommodative of the views of the adolescents by considering the feedback regarding their interests and concerns. A good system will seek balance through interchanging with its environment and this comes through those feedback loops that enlighten the system on how or what to modify in order to maintain the system balance.

Sexuality Communication between Teachers and Adolescents in Nakuru County, Kenya.

This study investigated sexuality communication between teachers and adolescents in Nakuru County, Kenya. Thirty teachers were sampled from ten secondary schools in Nakuru East and Njoro sub-counties representing urban and rural teacher populations. These schools included six same-sex secondary (three only boys and three only girls) schools and four mixed-sex secondary schools. The schools' categories included two national schools, three extra-county schools, three county schools, and two sub-county schools. Three teachers were sampled from each school, including the guidance and counselling teacher who was purposively sampled. Two other teachers were randomly sampled, leading to thirty teachers. Data were collected using a self-administered questionnaire. The schools were categorized from letter A to J, and the teachers were coded as Teacher 1, Teacher 2, and Teacher 3. The results showed that teachers did offer some sexuality information, especially on HIV /AIDS and STIs, values and interpersonal skills, contraceptives, and unintended pregnancies, but were uncomfortable handling sexual variations and self-gratification topics. Time constraints due to high workload in teaching subjects, inadequate training, and societal taboos restricted sexuality communication. The findings show that efforts should be fostered to increase teacher training, especially in-service training in sexuality communication, to enhance teachers' capacity in delivering sexual health information to adolescents in secondary schools.

Combined Influence of Qualification, Experience and Gender Distribution on Quality of Teaching Mathematics

Teachers of Mathematics in Kenya have attended in-service program called Strengthening of Mathematics and Science in Secondary Education (SMASSE) INSET for the purpose of enhancing their skills and improving quality of teaching. However, this has not been translated into improved performance as expected. However there has been persistent poor performance in Mathematics in secondary schools in Kisumu County as revealed by the Kenya Certificate of secondary Examination results for the period 2012-2019 during which the mean score dropped from 34.00 to 20.45.This may deny students admission to scientific and technological professions at university due to low performance in the subject.. The purpose of this study was to establish combine influence of teacher qualification, experience and gender distribution on quality of teaching mathematics. The study was conducted in public secondary schools in Kisumu County and employed descriptive and correlational designs in which the dependent variable was quality of teaching mathematics and independent variables were teachers' qualification, experience and gender distribution. The study sample was 70 teachers representing 30% of the population of teachers found in the category of sub-county schools. Data collection instruments was Lesson Observation Guide (LOG). Quantitative data was analyzed using descriptive and inferential statistics. Pearson Product Moment Correlation Coefficient was used to determine the strength and direction of the relationship after which regression analysis was run to show the combined influence of teacher qualification and experience on quality of teaching mathematics. The findings established that 56 teachers have a qualification of B.Ed. /PGDE,48 teachers have experience of over 6 years, majority of teachers (47) are male, quality of teaching mathematics was rated as average. Teacher experience was the most significant variable with a correlation coefficient of .261 at the .05 level (2-tailed) while gender was insignificant at a p-value of .452. When regression analysis was run to show relationship between qualification, experience with quality of teaching mathematics, ANOVA produced a p-value of .039 which implies that the two variables are significant. Based on the results it is advisable that teachers with Master's degree to work hand in hand with the other teachers and those with experience of over 10 years to be assigned to be head of mathematics in their department to advise those with difficulties.

Effect of Public Secondary Schools Categorisation on Students’ Commitment to Democratic Values

Nurturing students who cherish commitment to democratic values remains to be one of fundamental desires on the perpetuation of democracy in Kenya since independence. In pursuit for this desire, the categorisation of public secondary schools have remained to be a cardinal instrument toward realisation of this democratic goal. This study was designed to explore the potential of various categories of public secondary schools in influencing students’ commitment to democratic values in Kiambu County, Kenya. In so doing the study sort to find whether there were significant differences in commitment to democratic values between students attending; National schools, Extra-County schools, County schools and Sub-County schools. The study was carried out among public secondary schools in Kiambu County, Kenya. A total of 384 students were involved drawn from target population of 28,213 Form IV students using stratified proportionate random sampling procedure. The study results revealed that, there were statistical significant differences in commitments to democratic values among students attending; National schools, Extra-County schools, County schools and Sub-County schools at F (3, 339) = 16.73, p =0.001, p < 0.05 with Tukey’s test indicating National schools were significantly different from other three categories of public secondary schools (which did not have significant difference among them).Multiple regression on categorisation of schools yielded a significant regression equation (F (4, 338) = 12.790 p<0.001) with R 2 of 0.131 . Thus, confirming that, there were variations in influence of different categories of public secondary schools on students’ commitment to democratic values.

Relationship between Selected School Determinants and Examination Cheating tendencies among Kenyan Secondary School Students

Abstract The present study investigated the relationship between selected school determinants and examination cheating among Kenyan secondary school students. This study used a Sequential Explanatory design in Mixed Methods approach. The target population was 51,900 students in Kisumu County within 153 public secondary schools categorized as 2 National secondary schools, 21 extra county schools, and 130 county and sub-county schools with a total student population of 51,900 in Kisumu County. A simple random sampling technique was used to determine sample size which comprised of 380 respondents since the study was confined within specific ecological boundary which was public secondary schools. Data collection instruments included questionnaires, for general data collection from the respondents and in-depth interview schedules for one to one interview of respondents. The finding of the study shows that there was statistically significant, though weak, positive correlation (r=.211, n=360, p<.05) between school determinants and overall perceived level of exams cheating. The model shows that school determinants accounted for 4.5% (Coefficient R2= .045) of the variation in exams cheating among the students in secondary schools. The Ministry of Education should create ethical academy that would enhance a systems approach to understand misconduct and to empower change in higher education through ethical examinations. This is because the study reported that examination cheating is mainly determined by teachers with low ethical standards.

Relationship between Selected Personal Determinants and Examination Cheating among Kenyan Secondary School Students

AbstractThe present study investigated the relationship between selected personal determinants and examination cheating among Kenyan secondary school students. This study used a Sequential Explanatory design. The target population was 51,900 students in Kisumu County within 153 public secondary schools categorized as 2 National secondary schools, 21 extra county schools, and 130 county and sub-county schools. A simple random sampling technique was used to determine sample size which comprised of 380 respondents since the study was confined within specific ecological boundary which was public secondary schools. Data collection instruments included questionnaires, for general data collection from the respondents and in-depth interview schedules for one to one interview of respondents. The finding of the study shows that there was statistically significant positive correlation (r=.592, n=360, p<.05) between Personal determinants and overall perceived level of exams cheating. It is evident from the model that student personal characteristics accounted for 35.1%, as signified by coefficient R2= .351, of the variation in perceived level of examinations cheating among students in secondary schools. it is evident that gender made the highest (Beta=.467) contribution as personal determinant on explaining the dependent variable, when the variance explained by all other variables in the model was controlled for. Student self-esteem had the least effect (Beta=.048) on examinations cheating. However, all the personal determinants had statistically significant influence on examinations cheating among the secondary schools students. The calculated effect size (eta squared=.3514) indicate that there was quite a substantial amount of variance in level of examinations cheating caused by variability in the personal determinants of the students. This suggests that 35.1% of the variance in the perceived exams cheating was accounted for by the personal determinants of the secondary school students, when other variables were controlled. Teacher counselors to assess and identify those students at risk and change their perception on examination cheating due to low self-efficacy.

Various Conflicts Emerging in the Process of Quality Improvement in Secondary Schools in Western Kenya: Decisions by Schools and Students

Schooling has been rapidly expanding even in sub-Saharan African countries, with many studies now paying more attention to the issue of the quality of education. In Kenya, the demand for secondary education has been increasing along with the expansion of primary education. The net enrollment rate in secondary education increased by more than 20% within ten years and the gross enrollment rate reached 68% in 2012. Public secondary schools are not equal and can be divided mainly into three categories: national, county and sub-county schools, based on their administrative levels and merits. Sub-county schools, which are at the bottom level, have been recently mushrooming and have significantly contributed to increasing access to secondary education. Although the school fees of those sub-county schools are generally lower than that of other middle- or top-level schools, the quality of education, which is understood in many ways, provided in sub-county schools is generally regarded as low. Therefore, leavers from these schools often confront difficulties in proceeding to higher education, taking up decent jobs and escaping poverty.

Enhanced Performance in High School Electricity Practical: The Micro Electricity Kit Use Versus Conventional Apparatus

This study investigated students’ performance in electricity practical through the usage of micro electricity kits and conventional laboratory apparatus in Kakamega North sub-county as an intervention mechanism. Specifically the study compared the learners’ performance in an electricity practical test by students who used the micro electricity kit and those taught using conventional experimental apparatus. The research design adopted for the study was a two group quasi-experimental randomized pretest-posttest experimental design. A sample size of 537 form two students from fourteen schools were selected by stratified random sampling technique. The experimental group was exposed to the use of micro electricity kits while the control group was conventionally subjected to the same instructional technique. Two performance tests (EPT1 and EPT2) which acted as pre-test (bulbs in series and parallel) and post-test (ohms law) respectively of reliability index 0.74 and 0.87 were administered to both groups at an interval of one month between them. Validity of the instruments was determined with the help of three experienced secondary school teachers at values between 6 and 9 out of 10 for each of them. The obtained data were analyzed according to the hypothesis using both descriptive (means, percentages frequencies tables) and inferential (t-test chi square and anova) statistics. The findings indicated that students who used micro kits performed better than those who used conventional apparatus in electricity practical. Students from county schools performed better than those from sub-county schools. Male students who used the kits performed better than female students. Therefore the kits should be incorporated in the Kenyan school curriculum. These kits can be mainstreamed in physics practical work so as to provide practical experience and conceptual understanding of physics concepts. The government should provide adequate finances, laboratories, apparatus and teachers to sub-county schools so as to compete with the county schools. Physics teachers should also give attention and encourage female physics students during practical sessions such that both male and female students can perform better in the study of physics.