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INFLUENCE OF TEACHER PROFESSIONAL DEVELOPMENT PROGRAMS ON TEACHER JOB PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN RONGAI SUBCOUNTY, NAKURU COUNTY, KENYA
(THE CATHOLIC UNIVERSITY OF EASTERN AFRICA, 2025) KORIR MERCY CHELANGAT
The study investigated the influence of teacher professional development programmes on teacher job performance in public secondary schools in Rongai Sub-County, Nakuru County, Kenya. The study was guided by the following research questions: What is the level of teachers’ participation in professional development programs? How does the school administration promote teacher professional development? To what extent does participation in professional development programs influence teachers' job performance? What challenges hinder the effectiveness of teachers’ professional development programs in enhancing teacher job performance? The study was anchored in Malcolm Knowles’ Adult Learning Theory and employed a mixed-method research design. The target population included one sub-county director of education, 48 administrators, 285 teachers, and 300 students from 48 public secondary schools. Stratified random sampling produced a sample of 15 schools, 85 teachers, and 90 students; systematic sampling yielded 15 administrators, while purposive sampling was used for the sub-county director. Data collection involved questionnaires and interview guides, validated through expert review. Reliability was established using Cronbach’s Alpha (α = .796) for quantitative tools, while credibility and member checking were applied to qualitative data. Quantitative data were analyzed using descriptive statistics and correlation tests with SPSS, while qualitative data were thematically analyzed. Findings showed low teacher participation in PD (28%). However, student responses indicated improved classroom performance (81%) among participating teachers due to better preparedness. Correlation results revealed significant positive relationships: PD participation and lesson preparation (r = 0.45, p = 0.002), PD relevance and clarity of explanations (r = 0.50, p = 0.001), and PD support with teacher motivation (r = 0.40, p = 0.005). Despite these benefits, 68% of teachers considered PD irrelevant, while 81% cited inadequate leadership support and 72% mentioned funding challenges. The study recommended localized and mentorship-driven PD models, enhanced peer coaching, and collaboration with Non-Governmental Organizations to address resource constraints and improve teaching outcomes.
Influence of Support Staff Strategies in Enhancing Learners Safety in Public Catholic Sponsored Secondary Schools in Kiambu County
(THE CATHOLIC UNIVERSITY OF EASTERN AFRICA, 2025-09) REGINA MUENI MUTISO
The pertinent issues of the safety of learners in institutions of learning have become a global concern in educational platforms. Governments, schools and even churches have explored guidelines and policies that offer solutions. This study examined the influence of support staff on learner safety in Public sponsored Catholic secondary schools in Kiambu County, Kenya. The study was guided by the following research questions: To what extent does the duties of a support staff influence the safety of learners? How does the relationships between Support Staff and Students influence the safety of learners? What influence does training and capacity building support staff have on safety of learners? What influence does job satisfaction of a support staff has on the safety of learners? How does administrative strategies influence safety of learners? The study was anchored on the Invitational Theory. A mixed methods research design was employed, targeting 86 Public sponsored Catholic secondary schools in Kiambu County. Through proportionate and purposive methods of sampling, 26 schools were selected. Data was collected through questionnaires, interviews and document analysis. Content validity was ensured through university supervisor reviews and reliability was tested using the Cronbach’s alpha coefficient of 0.7. Data analysis utilized SPSS version 26 for descriptive and inferential statistics. Ethical standards were maintained throughout the study. The findings affirm that support staff are crucial in the safety of learners, they are effective when school cultures uphold the importance of each staff in facilitation of safe and supportive environments, well laid support systems, clear policies and continuous training. The study recommends national policies that define clear positions and roles of support staff that ensure safety of learners. While schools exhibit excellent endeavours in enhancing the safety of learners, there is need to make systematic investment to train, involve and assist support staff.
EFFECTIVENESS OF SELECTED PRINCIPALS’ INITIATED PROGRAMS IN ENHANCING TEENAGE MOTHERS' RETENTION IN PUBLIC SECONDARY SCHOOLS IN NYALI SUB-COUNTY, MOMBASA COUNTY, KENYA
(THE CATHOLIC UNIVERSITY OF EASTERN AFRICA, 2025-01) STEPHEN ANJERU
The study examined the effectiveness of selected principal- initiated programs in enhancing teenage mothers’ retention in public secondary schools in Nyali sub-county, Mombasa county, Kenya. It was guided by four research questions: What programs have principals initiated to support the retention of teenage mothers? How do these programs enhance retention? To what extent do principals engage parents in these programs? What additional interventions can principals implement to involve stakeholders in retention efforts? The study was grounded on Emile Durkheim's Social Integration Theory. It employed a mixed methods research approach using a convergent parallel design. Both descriptive crosssectional and phenomenological research approaches were integrated. Sampling techniques included stratified random, simple random, systematic random, and purposive sampling. The target population comprised 1,750 Form Three and Four students, principals, SCDE and 265 teachers across seven public secondary schools. The sample included 165 students, 131 teachers, four principals, and one sub-county director of education. Data collection instruments included questionnaires, in-depth interview guides, and focus group discussion guides. Instrument reliability was assessed using Cronbach's alpha for quantitative tools, and member checking, triangulation, and peer review for qualitative tools. Quantitative data were analyzed using descriptive statistics, while qualitative data were analyzed using thematic methods. Findings revealed that principals have implemented initiatives such as healthcare assistance, counselling, reintegration policies, and flexible timetables to support teenage mothers. However, parent engagement varied, and stakeholder involvement needed strengthening. The study concluded that while principal-initiated programs are essential for retaining teenage mothers in school, sustained parental involvement and broader community collaboration are vital for achieving long-term success. Strengthening stakeholder engagement and addressing systemic challenges will ensure the effectiveness of these initiatives. Recommendations included standardizing retention programs across schools, enhancing parent engagement through workshops, improving teacher preparation, and forming partnerships with local stakeholders.
INFLUENCE OF PRINCIPALS’ INSTRUCTIONAL SUPERVISION ON STUDENTS’ PERFORMANCE IN MATHEMATICS IN SECONDARY SCHOOLS, LANG’ATA SUB-COUNTY, NAIROBI, KENYA
(THE CATHOLIC UNIVERSITY OF EASTERN AFRICA, 2015-08) CALLISTA E. AHACHI (SR.)
The study examined the influence of the principals’ instructional supervision on students’ performance in Mathematics in secondary schools in Lang’ata Sub-County, Nairobi, Kenya. It was prompted by continued poor performance in Mathematics by most students in Lang’ata Sub-County. This study was guided by six research questions and two hypotheses. It was also based on the Total Quality Management theory. The convergent parallel mixed method research design was used in the study. The target population included principals, heads of departments of Mathematics, and Mathematics teachers in secondary schools in Lang’ata Sub-County. Stratified random sampling and purposive sampling techniques were used to select 11 secondary schools from Lang’ata Sub-County. All the 11 principals, 11 Heads of Departments of Mathematics and 45 Mathematics teachers from the 11 selected secondary schools participated in the study. Data was collected using questionnaire, interview guide and document analysis guide. Both the quantitative and qualitative data were analysed separately and results converged during interpretation. The quantitative data was analysed using Statistical Package for Social Science version 17.0. Pearson’s Correlation Coefficient was used to establish the significance of relationships. The qualitative data was subjected to content analysis involving the examination of emerging themes in accordance with research questions. The findings show that there is no significant relationship between teachers’ perceptions of principals’ instructional supervision and students’ performance in Mathematics; and there is a fairly strong and positive relationship between teachers’ experience of principals’ instructional supervision and students’ performance in Mathematics. The study concluded that teachers’ perception of principals’ instructional supervision has no influence on students’ performance in Mathematics. However, teachers’ experience of principals’ instructional supervision has a fairly strong and positive statistically influence on students’ performance in Mathematics. To enhance students’ performance in Mathematics, the study recommends that principals and their deputies and heads of departments be given constant In-Service Education and Training on instructional supervision. In addition, the government needs to adequately remunerate Mathematics teachers to reduce turnover and to provide adequate instructional resources for high performance in Mathematics.
ASSESSMENT OF FACTORS INFLUENCING ACHIEVEMENT OF BASIC READING LITERACY IN PUBLIC PRIMARY SCHOOLS IN NYERI COUNTY, KENYA
(THE CATHOLIC UNIVERSITY OF EASTERN AFRICA, 2015-01) FELISTAH W. NYAMU
This study was aimed at assessing the factors influencing achievement of basic reading literacy outcomes in public primary schools in Nyeri County, Kenya. The study was guided by five research questions generated from literature review. These questions were; to what extent is implementation of teaching and learning of literacy influencing achievement of basic reading literacy in public primary schools in Nyeri County? Which factors in the home environment of the pupils are influencing achievement of basic reading literacy in public primary schools in Nyeri County? To what extent are students’ characteristics influencing achievement of basic reading literacy in public primary schools in Nyeri County? What challenges are influencing achievement of basic reading literacy in public primary schools in Nyeri County? How can reading literacy levels in public primary schools in Nyeri County be improved? The study adopted Cross-sectional survey design. Head teachers, teachers and class six pupils comprised the target population. Multi stage probability sampling technique was used to select the participants. The first stage involved random selection of 39 public primary schools from each of the six constituencies in Nyeri County and the second stage involved random selection of participants within the selected schools. From a representative sample of 39 public primary schools in Nyeri County, a sample of 156 pupils, 78 teachers and 39 head teachers was selected. Questionnaires, checklist, and a reading test were used to collect data. Data collected was analyzed using descriptive and inferential statistics with the help of Statistical Package for Social Science version 20. Among the study findings was that implementation of teaching and learning of literacy influence achievement of basic reading literacy to a moderate extent. Factors in the pupils’ home environment that influence achievement of basic reading literacy include social economic status, parental educational level, educational resources at home and adequate reading literacy activities at home. Students’ characteristics influence achievement of basic reading literacy to a small extent. Challenges influencing achievement of basic reading literacy include inadequate teaching and learning resources, lack of parental guidance and support and pupils’ lack of motivation. Ways of improving basic reading literacy levels in public primary schools in Nyeri County include increasing the number and variety of teaching and learning resources, establishment and equipment of school libraries and motivating pupils to learn.
MANAGING THE USE OF ENGLISH AS A MEDIUM OF INSTRUCTION IN ENHANCING ACADEMIC PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN JUBA, SOUTH SUDAN
(THE CATHOLIC UNIVERSITY OF EASTERN AFRICA, 2015-01) SARAH JUSTIN WANI LUPHAI (SR)
The purpose of this study was to find out managing the use of English as a medium of instruction in enhancing academic performance in public secondary schools in Juba South Sudan. The study was guided by the following research questions: To what extend do teachers and students manage the use of English in teaching and learning process? What are the resources use in the teaching and learning of English in Juba South Sudan? What methods do teachers use in managing the use of English as a medium of instruction in secondary schools in Juba South Sudan? What challenges do teachers and students encounter in adaptation of English as a medium of instruction in secondary schools in Juba South Sudan? How can the use of English as a medium of instruction be improved to enhance Students’ academic performance in South Sudan examinations? The study reviewed related literature of language from different countries. The study utilized the mixed methods research design. In quantitative paradigm, a cross sectional designs was used while in qualitative, the naturalistic design was used focusing on phenomenology of the use English in natural setting of the study. A sample of four schools, one hundred and forty students, forty teachers, four head teachers, four subject heads and three directors were selected through stratified simple random sampling and purposive sampling techniques. The study used questionnaires, interview guides and observation guides for collecting data. The quantitative data was analyzed using descriptive statistics, with the help of SPSS programme version 20. Qualitatively, data was analyzed using thematic content analysis presented in narrative description and direct quotes from the participants. The study findings reveal that South Sudan language policy and curriculum guides is unclear. Study also revealed lack of teaching resources and materials such as textbooks, library, and language laboratory, delayed in completion of syllabus. The findings also show that most of teachers are from Arabic background and they are not trained on how to use English as medium of instruction therefore, they use Arabic throughout the teaching and learning process and these resulting in students’ poor performance in schools and ultimately discouraging them from participating in the learning process. Based on the findings, the study recommends that the Ministry of Education should organize in service programme for Arabic teachers, improvement of teaching and learning resources and introduction of modern technology in the teaching and learning of English and also introduce English as a subject of study in teaching Education program.
THE EFFECT OF UTILIZING SIGN LANGUAGE AS A STRATEGY FOR IMPROVING RECALL OF SEQUENCE OF NUMBERS AND COUNTING FOR PRE-SCHOOLCHILDREN: A TRIBUTE TO MARIA MONTESSORI
(THE CATHOLIC UNIVERSITY OF EASTERN AFRICA, 2016-09) DIMPLE KERAI
Sign language is a system of communication using visual gestures and signs, originally created for deaf people. A lot of studies on sign language are done on letters and words, but not much has been documented on numbers. This study focuses on improving the child‟s recall of numbers, and their counting abilities from one-ten, using signing as a tool. A lot of the children are not able to recall and count very well due to delayed speech ability, their mother tongue, lack of confidence, delayed fine motor skills, agitation, and low attention span. Memory is dependent on the ability of the child to internalize the object to the brain, these aforementioned factors hinder the child‟s learning ability, and therefore, this study was designed to explore the child‟s ability to develop tactile, visual, vocal, kinesthetic, procedural and conceptual understanding using sign language as a tool. The study follows the cognitive model of Bandura‟s theory. It is designed to use sign language as the stimulus, so as to receive required responses from the children. The instruments used in this study are pre-assessments post assessments, and the Likert survey. The instruments are validated by the test-retest technique; pilot study was done before the actual study. The population used was nine children of age 2-3 years, the class teacher and a student teacher. To achieve the desired objectives of the study, mixed research paradigm was used. For analysis of data, descriptive statistics such as tables, percentages, charts, and frequency were used. For the presentation of data, SPSS windows package version 21 was used. The findings were discussed and analyzed according to the research questions. The results of the study revealed that sign language does improve the children‟s recall of numbers and their counting skills. Signing numbers improved the children‟s performance greatly and boosted their confidence and social performance. This study highly recommends preschools to employ signing as additional teaching to teach the children how to count, read and speak. The teachers may need to be taught this as an extra training or as part of their education program. This technique would benefit both the children and their parents if adopted in communication.
INFLUENCE OF SELECTED PARENTAL FACTORS ON STUDENTS’ BEHAVIOUR IN PUBLIC SECONDARY SCHOOLS IN NJIRU SUB COUNTY, NAIROBI COUNTY, KENYA
(THE CATHOLIC UNIVERSITY OF EASTERN AFRICA, 2024-09) DOMTILLER JELAGAT RUTTO
This research looked at how selected parental factors affected students’ behaviour in public secondary schools in Nairobi County, Kenya's Njiru Sub County. The research questions that led the study were as follows: Extent of parental educational background influence on students’ behaviour, how socioeconomic status of parents affect students’ behavioural patterns, to what extent do parenting styles influence students’ behaviour, and interventions schools can implement to enhance parental involvement in students’ behavioural development in public secondary Njiru sub-county? The study was grounded on the Ajzen’s Theory of Planned Behavior. The study was conducted using a convergent parallel paradigm under mixed method research, specifically using cross sectional design and phenomenology design. The study's target population included of 1650 form three students, 15 public secondary schools, 350 instructors, 15 principals, and one sub-county director of education. The researcher selected participants using criteria purposive selection, simple random, stratified random, and systematic sampling techniques. The sample size included one sub-county director of education, ten public secondary schools, ten principals, eighty-five instructors, and one hundred and sixty-five students. The research tools utilised to gather data included a questionnaire, in-depth interview guides and focus group discussion. Validation and reliability tests were performed on the instruments using content validity and internal consistency measured using Cronbach’s alpha. Quantitative data was summarized using descriptive statistics, such as percentages and frequencies. In order to assess qualitative data, codes and categories was created. The researcher took ethical considerations into account. According to the study, parenting practices, parental educational background, and socioeconomic level all have a big influence on how students behave in public secondary schools. Better conduct is associated with more education and consistent parenting. To improve their influence on students'; behavior, it advises schools to implement focused interventions such frequent parent-teacher conferences, practical parenting classes, and proactive parental participation initiatives. In conclusion, parents influence in determining how students behave is encouraged to achieve excellent behavioral outcomes.
INFLUENCE OF TEACHER-RELATED FACTORS ON THE IMPLEMENTATION OF COMPETENCY-BASED CURRICULUM IN PUBLIC JUNIOR SCHOOLS IN KAJIADO NORTH SUB-COUNTY, KAJIADO COUNTY, KENYA
(THE CATHOLIC UNIVERSITY OF EASTERN AFRICA, 2024-08) LEONARD OTIENO ADHIAMBO
This study investigated how certain teacher-related factors affected the competency-based curriculum being implemented in public junior schools in Kajiado North Sub-County, Kajiado County, Kenya. The research questions that guided the study were: How do teacher competencies affect the competency-based curriculum being implemented in public junior schools? How much do teachers' attitudes toward teaching affect the competency-based curriculum being implemented in public junior schools? How do teachers' choices of teaching methodologies affect the competency-based curriculum being implemented in junior schools? How do teachers' choices of assessment methods affect the competency-based curriculum being implemented in public junior schools? What are the obstacles that public school teachers face in implementing the competency-based curriculum in the curriculum? The Multiple Intelligence Theory by Howard Gardner formed the study's foundation. By combining phenomenology for qualitative methods and a cross-sectional survey for a quantitative approach, the study used a convergent parallel mixed methods research design. Techniques for both non-random and random sampling were employed to choose the respondents. 531 grade eight learners, 1 CSO, 7 headteachers, 26 teachers, and 1 SCDE-MoE made up the sample. Questionnaires, interview guidelines, and document analysis guides were used to gather data. Research supervisors conducted peer reviews and critiques to verify the construct validity and content validity of the instruments. Revisions following piloting were necessary to establish the criterion validity. Using Cronbach's Alpha, the survey's reliability was determined at a reliability coefficient threshold of 0.7. The instruments' mean Alpha reliability coefficient was 0.911. An appropriateness check was performed on the reliability of qualitative instruments. Tables were used to show the quantitative data analysis using SPSS version 23 statistical tools, while narratives and direct quotes were used to code and evaluate the qualitative data according to the study topics. Testing of hypotheses was done using the Paired T-test. The research showed that the CBC is implemented in public junior schools without being considerably impacted by teachers' skill level, work ethic, preferred teaching strategies, or choice of evaluation techniques. In addition to continued teacher development in CBC methodology and evaluation, the study suggests replication in other regions of the nation and enhanced staffing in public junior schools. All ethical guidelines were followed in the study.
TEACHERS’ PREPAREDNESS FOR EFFECTIVE IMPLEMENTATION OF COMPETENCY-BASED CURRICULUM IN PUBLIC PRIMARY SCHOOLS IN HOMA- BAY TOWN SUB-COUNTY, HOMA-BAY COUNTY, KENYA
(THE CATHOLIC UNIVERSITY OF EASTERN AFRICA, 2024-09) BEATRICE AKINYI ORIGA
This study examined teachers' preparedness for effective implementation of competency-based curriculum (CBC) in public primary schools in Homa-bay town sub-County, Homa-bay County, Kenya. The research was directed by the following questions: what influence does teachers’ level of education have on the implementation of Competency-Based Curriculum in public primary schools in the Homa-bay Town sub-county, Homa-Bay County, Kenya? What are the teachers’ attitudes towards implementing competency-based curriculum in public primary schools in Homa-bay Town sub-County, Homa-bay County, Kenya? How does teachers’ professional development affect the implementation of competency-based curriculum in Homa-bay Town Sub-County, Homa-Bay county, Kenya? What challenges do teachers encounter while implementing competency-based curriculum in public primary schools in Homa Bay Town Sub-county, Homa-bay Count, Kenya? What strategies should be put in place to address challenges encountered by the teachers during the implementation of Competency- based Curriculum in public primary schools in Homa-bay Town sub-County, Homa-bay, Kenya? The study was grounded on Gross Theory of Curriculum Implementation. The study used a mixed-method approach with a convergent parallel design. The target population included 71 public primary schools, 71 head teachers, 639 teachers, and one sub-county director; out of which 15 head teachers, 130 teachers and 1 sub-county director were sampled giving a total of 146 participants. Sampling techniques included simple random sampling for schools, stratified random sampling for teachers, and purposive sampling for head teachers and the sub-county director. Data collection tools involved questionnaires, interview guides, and Observation checklists. Reliability of tools was confirmed through member checking and internal consistency, while validity was ensured through pilot testing and triangulation. The Cronbach alpha coefficient was 0.713, indicating reliability. Qualitative data was analyzed thematically, and quantitative data were analyzed using descriptive statistics with the help of SPSS version 23. Findings revealed that teachers had received CBC training, but its short duration raised concerns about the effectiveness. Teachers generally had a positive attitude towards CBC, appreciating its focus on practical skills and talent discovery. However, challenges such as insufficient instructional materials, large class sizes, and inadequate training were significant obstacles. The study highlighted the need for continuous professional development, sufficient resources, and improved training programs to teachers for successful CBC implementation. Future research should examine the long-term impact of professional development on teachers' effectiveness and the role of community and parental involvement in supporting CBC adoption in Homa-Bay Town Sub-County, Kenya.
INFLUENCE OF SELECTED ADMINISTRATIVE GUIDANCE AND COUNSELLING STRATEGIES ON PUBLIC DAY SECONDARY SCHOOLS STUDENTS’ ACADEMIC PERFORMANCE IN KESSES SUB- COUNTY, UASIN GISHU COUNTY- KENYA
(THE CATHOLIC UNIVERSITY OF EASTERN AFRICA, 2024-09) NAOMI MUREI
The study examined Strategies in Guidance and Counselling employed by administrators in influencing academic performance among students attending public day secondary schools in Kesses Sub County, Kenya. The study questions included: What is the influence of peer counselling on students’ academic performance in Kesses Sub County? How does parental involvement in guidance and counselling influence students’ academic performance in Kesses Sub County? What is the attitude of students towards guidance and counselling strategies on academic performance in public secondary schools in Kesses Sub County? What are the challenges facing administration in implementation of Guidance and Counselling Strategies to improve academic Performance in public secondary schools in Kesses sub county? What are the measures that can be put in place to mitigate the challenges facing administrative guidance and counselling strategies in public secondary schools in Kesses sub-County? The Social Learning Theory developed by Albert Bandura (1977) served as the study's direction. Explanatory Sequential mixed method design was employed, specifically descriptive survey and phenomenology research designs. The target population was form three students, teachers, and principals. Automatic inclusion was used to select 33 principals. Systematic sampling was used to select 208 teachers and 343 form three students. Utilizing interview guides and questionnaires, data were gathered. Quantitative data were analyzed using descriptive and inferential statistics. Validity and reliability of research instruments was done. Reliability analysis was tested using Cronchbac Alpha which yielded 0.772 and 0.848 for students and teachers respectively. In descriptive statistics, SPSS version 25 was used to analyze data and presented by use of frequencies and percentages. The applications of Karl Pearson's Correlation Coefficient and regression for hypothesis testing formed part of inferential statistics. Qualitative data were analyzed using narrative analysis. All ethical considerations strictly adhered throughout the research. There was an overwhelming agreement (more than 76.0%) on engagement of parents in GC and its influence on academic performance except inadequate invitation of parents to discuss discipline issues (58.6%) academic performance (53.6%) as alluded to by students. There was an overall agreement (65.0%) of all the aspects of peer counselling by both teachers and students, except the issue of regular trainings (56.3%) and provision of GC materials (51.0%) which were overwhelmingly refuted by the students. Pertaining to attitude towards GC both teachers (85.6%) and students (73.8%) were in disagreement that GC is designed for academically poor students. There was insufficient evidence to rejects all the three hypotheses tested (p-value>0.05). Approximately 0.92% of the variation in academic performance is attributable to peer counseling as parental involvement and attitude explained 2.12% and 2.4% respectively. The study concluded that while peer counseling, parental involvement, and students' ; attitudes are all factors that influence academic performance, their influence varies. The study recommended that there is need for schools to prioritize formal training for teachers in guidance and counseling besides enhancing peer counselling, promoting positive attitude, more engagement of parents and monitoring and evaluation.
ETHNOMATHEMATICS STUDY APPROACH IN DEMYSTIFYINGTEACHING AND LEARNING OF MATHEMATICS IN PUBLIC SECONDARY SCHOOL OF KATHONZWENI SUB-COUNTY IN MAKUENI COUNTY KENYA
(THE CATHOLIC UNIVERSITY OF EASTERN AFRICA, 2024-08) BENSON SOMBA MANOO
This study investigated on the implementation of the Ethnomathematics study approach in the teaching and learning of mathematics in the public secondary schools of Kathonzweni Sub County of Makueni County in Kenya. The purpose of the study was to examine and determine whether this concept of Ethnomathematics is being implemented by school management and teachers for the benefit of the learning of students. The study was guided by five research questions: What is the level of understanding and awareness of the concept of Ethnomathematics study approach in secondary schools of Kathonzweni Sub-County in Kenya? What are the strategies put in place by school management to enhance implementation of Ethnomathematics study approach in secondary schools? How adequate is the teacher involvement in the use of Ethnomathematics study approach in the teaching and learning in secondary schools of Kathonzweni Sub-County? What are the challenges facing the implementation of Ethnomathematics study approach in secondary schools? What measures can be put in place to enhance the implementation of Ethnomathematics study approach in secondary schools of the Sub-County? A Convergent parallel mixed methods research design was used to conduct the study. It targeted public secondary schools, principals, teachers, students and education Officials. Probability and non-probability sampling techniques were used to select the sample participants to participate in the study. Data was collected using questionnaires for different respondents, interview guides and a document analysis guide were used. Data was analyzed using both quantitative and qualitative techniques. Descriptive and inferential statistics were used to analyze quantitative data while content analysis was used to analyze qualitative data. The study findings show that; there was a moderate level of understanding and awareness of the concept of Ethnomathematics study approach in secondary schools. There are strategies put in place by school management to enhance implementation of Ethnomathematics study approach in the secondary schools and the teacher involvement in the use of Ethnomathematics study approach in the teaching and learning in secondary schools is inadequate and various challenges facing the implementation of Ethnomathematics study approach in secondary schools of the Sub-County. Various measures that can be put in place to enhance the implementation of Ethnomathematics study approach. In terms of hypothesis testing there was a positive relationship between the teacher qualification and the teaching using Ethnomathematics approach. There is also a positive relationship between the teachers work experience and the use of Ethnomathematics teaching approach in secondary schools. The study concludes that the level of knowledge and awareness, strategies put in place to implement the study approach. The study recommends that, the level of knowledge and awareness should be enhanced, strategies put in place to implement the study approach should also be enhanced and strengthened, teacher involvement should be redesigned, the challenges and the measures to be put in place to improve on the implementation of the approach should be addressed through the various ways.
INFLUENCE OF PUBLIC JUNIOR SECONDARY SCHOOL TEACHERS’ ATTITUDES TOWARDS IMPLEMENTATION OF COMPETENCY BASED CURRICULUM IN KAMUKUNJI SUB-COUNTY, NAIROBI COUNTY, KENYA
(THE CATHOLIC UNIVERSITY OF EASTERN AFRICA, 2024-09) SR. CAROLINE WAMBUI GACHOKI
The study investigates the attitude of public junior secondary school teachers towards the implementation of the Competency-Based Curriculum in Kamukunji Sub-County, Nairobi County, Kenya. In this view, the research questions informing the study are: What attitude do teachers portray regarding the implementation of CBC? What knowledge and understanding do teachers possess about the competency-based curriculum? How far are the teaching practices accommodative to the requirements of CBC? What strategies can best enhance teachers' attitudes toward the effective implementation of CBC? This study used the mixed-methods approach, specifically a convergent parallel design. It was framed by John Dewey's Constructivism theory. The target population included one QASO, 17 principals, and 99 teachers, while the sample size consisted of five schools, five principals, 46 teachers, and one QASO. The stratified random, simple random, systematic, and purposive methods were adopted for sampling. Data collection instruments included questionnaires, interview guides, document analysis, and observation schedules. Cronbach's Alpha, member checking, and triangulation were used to ensure reliability and validity. Ethical guidelines were fully adhered to, and it was found that the attitude of the teachers was very fundamental to the successful implementation of the Competence-Based Curriculum in Kamukunji Sub-County. The majority of the teachers expressed confidence in understanding the curriculum and how it should be applied, as evidenced by 80.4%, while 86.3% believed in efforts being made to improve how the curriculum was administered. However, there were challenges, especially in training, resources, and added responsibilities. Thus, it emerged from the study that a supportive attitude by teachers is quite necessary for the actual implementation of CBC. It is recommended that the study proposes the building of a PLC, proper resourcing, and active players in the stakeholder position to mitigate the challenges that already exist in implementation. These included recommendations as to a) the conduct of targeted and relevant training programs; b) facilitating the provision of resources; c) ensuring there is greater engagement of key active stakeholders; and d) ensuring there is provisions of ongoing evaluation and feedback of the implementation of CBC in Kamukunji Sub-County.
Principals’ Administration Skills Adopted in Handmaid of the Blessed Virgin Mary in Grant-Aided and Private Secondary Schools in Enhancing Pupil Academic Performance in Lusaka, Zambia
(THE CATHOLIC UNIVERSITY OF EASTERN AFRICA, 2019-07) REGINA A. PHIRI
The study was conducted to examine administration skills adopted by Handmaid of the Blessed Virgin Mary Principals in Grant-Aided and private secondary schools which, enhance high student academic performance in Lusaka District, Zambia. The study was guided by the following research questions: What are the administration skills used in Handmaid of the Blessed Virgin Mary Grant-aided and private schools in enhancing student academic performance in Lusaka District? Why is there a higher student academic performance in Handmaid grant-aided and private schools compared to government managed schools in Lusaka District? How effective are the administration skills in achieving high student academic performance in Lusaka District? What challenges are encountered by principals in executing the administration skills in handmaid schools in Lusaka District? What strategies can be put in place by the school administrators in enhancing better student academic performance? The study employed Symbolic Interactionism theory by Max Weber, (1864-1920) which deals with individuals and how these individuals relate to society. The population of the study comprised of 5 (five) principals, 180 teachers, and 2500 students. Mixed methods designs was used which is a combination of quantitative and qualitative designs. In qualitative design, survey design was used while in qualitative design phenomenology design was used. The study used both probability and non-probability sampling techniques. The questionnaires and interview guide were used to collect data from Principals, teachers, and students. Quantitative data were analysed using descriptive statistical Package for Social Science (SPSS) version 21 to make a descriptive analysis to give percentages and frequency distribution which displayed data systematically for reporting. Inferential statistics were used to check the relationships between the study variables and presented by using tables and graphs. Qualitative data that was generated in the study was organised in themes and patterns, grouped through content analysis and then tabulated. All ethical considerations were observed. The findings show that principals who use administration skills acquired through frequent in-service training and workshops prepared by their schools, attain high student academic performance. These principals achieve high results by motivating their teachers to work hard through different incentives and this promotes effective teaching. The perception of the teachers about their principals in Handmaid schools is that, through acquired administration skills, they promote team work and time management which helps in accomplishing school syllabuses and all other activities in time. Usage of technology in Handmaid schools proved to be a contributing factor to achieving better results. When evaluating/considering learner participation in attaining better results, students‟ perception is that, they take school work seriously and that through motivation by their principals and teachers, turn to enjoy doing their homework and other school activities. The study makes several recommendations such as: The government, through relevant ministries and departments need to invest in and embrace the introduction of compulsory in-service training and workshops for managers and teachers. This will serve as an alternative to administration and teaching education, for them to achieve better academic performance in their schools. Further, more emphasis should be put on learner centred activities. This can be achieved students through their homework and full participation in school activities that in turn contribute to their learning effectiveness.
THE CONTRIBUTION OF IGNATIAN PEDAGOGICAL PARADIGM TO HOLISTIC EDUCATION IN PRIVATE SECONDARY SCHOOLS IN KIGALI CITY, RWANDA
(THE CATHOLIC UNIVERSITY OF EASTERN AFRICA, 2018-05) CHARLES NIYIGENA
This study examined the contribution of Ignatian Pedagogical Paradigm (IPP) to the holistic education in Private Secondary School in Kigali City, Rwanda. The main thrust of this study was to reinvigorate the role of private partnership in education in ensuring quality living by the provision of holistic education. The research sought to find out (a) ways in which teachers‘ consideration of students‘ context influence holistic education; (b) how teaching and learning experiences influence holistic education; (c) how students‘ reflection on experiences stimulate holistic education; (d) the extent to which students‘ actions motivate holistic education; (e) the effect of students‘ evaluation on holistic education; (f) challenges encountered in implementing IPP in schools for holistic education; and (g) possible strategies that can be put in place to enhance the implementation of IPP for holistic development. The study was guided by holistic theory of knowledge and learning. It used a mixed method approach combing quantitative and qualitative approaches. It combined cross-sectional survey for quantitative approach and a collective case study for qualitative approach. Purposive, stratified and simple random sampling techniques were used to select schools, head teachers, teachers, and students as participants. Data was collected using document analysis guide, questionnaire, interview guide, and observation checklist. The instruments were validated through triangulation and pilot study and a strong Cronbach‘s alpha reliability index was found. Quantitative data were coded, entered into Statistical Package for Social Sciences (SPSS) analysed statistically and presented in tables and figures. Independent samples t-test was used to compare a school that has adopted IPP and that which has not adopted it with regard to holistic education. Qualitative data were summarized, analysed descriptively and presented in narrative form. The findings revealed there was a significant difference in respondents‘ ratings between a school run on IPP and a school that has not adopted IPP with regard to the level of holistic education and various ways used to provide holistic education. Thus, the study concluded, a school that has adopted IPP offered more opportunities for holistic growth of students than a school which has not. A cycle of context, experience, reflection, action, and evaluation plays an important role in holistic education enterprise. The IPP provides more opportunities for holistic growth by emphasizing on collaboration and partnership, personalized learning, academic and human excellence. It was recommended that the government, schools, teachers, and parents adopt IPP and its principles in the interest of holistic growth of students.
STUDENTS' TIME MANAGEMENT SKILLS ON KCSE ACADEMIC PERFORMANCE IN PUBLIC SECONDARY SCHOOLS, KIAMBU SUB-COUNTY, KENYA
(THE CATHOLIC UNIVERSITY OF EASTERN AFRICA, 2019-09) SR. MIRIAM STELLA OBIEKWE
This study investigated on the students’ time management skills on academic performance in KCSE in public secondary schools in Kiambu sub-county, Kenya. Research questions used were; extent to which students are observing time management skills, how students’ attitude towards time management skills affects academic performance, challenges students face towards time management skills in achieving academic performance, suggestions on how to improve students’ time management skills for academic performance. Convergent mixed methods design was used in this study. The target population included 13 public secondary schools, 13 principals, 1,759 form 2 students, 52 class teachers. The study used questionnaires and interviews guide for data collection. For the purposes of validity of the instrument of this study the researcher used content validity and to conclude on the reliability of the instrument, the researcher used Cronbach alpha technique, which requires only a single test to determine the internal consistency of the instruments. The study was guided by Pickle Jar Theory. Quantitative data was analyzed using descriptive statistics such as frequencies and percentages while qualitative data was categorized into respective themes and reported in narrative forms. The researcher maintained honesty and accuracy in data collection and analysis. The researcher also guaranteed privacy and confidentiality of information rendered by the participants. The study found that students do not effectively observe and implement time management skills towards their academic performance. The study also found that students encounter some challenges in observing time management skills, however, some suggestions were made for improvement. The study concluded that time management skills knowledge need to be enhanced so as to benefit all the students. The study recommended that time management skills improvement is a collaborative action between the students, teachers, principals, parents and the government. The role of principals and teachers on students observing time management skills shall be for future study.
PREPAREDNESS AND IMPLEMENTATION OF COMPULSORY SCIENCE CURRICULUM IN PUBLIC SECONDARY SCHOOLS IN BUKOBA DISTRICT COUNCIL, TANZANIA
(THE CATHOLIC UNIVERSITY OF EASTERN AFRICA, 2018-05) ADEODATUS M. RWEHUMBIZA
This study investigated the problem of preparedness and implementation of compulsory science curriculum in public secondary schools in Bukoba District Council (BDC), Tanzania. It was guided by four research question: 1. To what extent is the supply of learning/teaching materials adequate for the implementation of compulsory science curriculum in BDC? 2. What is the attitude of education stakeholders on the preparedness and the implementation of compulsory science curriculum in BDC? 3. What are the challenges affecting the preparedness and implementation of compulsory science curriculum in secondary schools in BDC? 4. What are the strategies for effective preparedness and implementation of compulsory science curriculum in secondary schools in BDC? Mixed methods design, a combination of cross sectional survey and phenomenology, was used to collect data. Stratified and purposive sampling techniques were used to sample ten schools. Data was obtained from 260 respondents. Ten heads of schools and 9 HoDs of the sampled schools were automatically involved. Nineteen science teachers were determined by simple random sampling procedures. Two hundred and eleven Form III students and 10 parents -members of BoM- were purposively sampled for the study. Research instruments included questionnaires, interview guides and observation schedule. Validity for qualitative instruments was determined by content validity, source triangulation, method triangulation and pilot testing. Cronbach‘s Alpha was used to test quantitative instruments‘ internal consistence reliability. Trustworthiness of qualitative instruments was ensured by: triangulation, rich-thick description and peer review and debriefing. Quantitative data were analysed by SPSS and summarized using descriptive statistics. Results were presented by tables and pie charts. Qualitative data were examined and analysed by breaking them into manageable units; looking for patterns among variables to establish accuracy, usefulness and completeness. Findings were discussed and presented in form of narrative and direct quotes by thematic analysis. Key results: some teaching/learning resources were adequately available in some schools. Most of the teaching/learning materials and laboratories were inadequate. Shortage of basic ICT hardware and software for management and for instruction was rampant. Most students were unhappy with the way science was taught. Majority of teachers, though overloaded with teaching lessons, were willing to teach. Parents neither followed up their children nor encouraged them to study science. Shortage of competent science teachers, lack of motivation and overcrowding in classrooms/laboratories posed strong challenges. The study recommends that the Ministry of Education, Science and Technology constantly update itself on the condition of the schools and address their problems accordingly. Preparation of school budgets should be realistic and must involve heads of schools in order to cater for the actual needs of the schools. School Managements must ensure good conditions for the teachers‘ basic welfare.
ADMINISTRATIVE INTERVENTIONS ON RETENTION OF ECONOMICALLY CHALLENGED LEARNERS IN PRIVATE AND GOVERNMENT SECONDARY SCHOOLS IN KABALE DISTRICT, UGANDA
(THE CATHOLIC UNIVERSITY OF EASTERN AFRICA, 2019-07) TUMUHIMBISE KASYA SARAH
This study was to assess the administrative interventions for retention of economically challenged learners in Private and Government Secondary Schools in Kabale District, Uganda. The study was guided by six research questions: How does School Administration influence parental involvement on retention of economically challenged learners in Secondary Schools? What role does school administrators play in sensitisation of community to the retention of economically challenged learners in secondary schools? To what extent do school administrators play a role in facilitating guidance and counselling for the retention of economically challenged learners in secondary schools? How does school administration distribute school bursaries from the government to economically challenged learners? What challenges do school administrators in Kabale district face in retaining economically challenged learners in the system? What measures can be taken to improve for retention of economically challenged learners in Secondary Schools in Kabale District, Uganda. The theory of students’ retention, developed by Beatty-Guenter in 1994, guided this study. The study adopted a convergent parallel mixed methods design. The target population was 23 secondary schools and 1430 people, that is, 292 teachers, 980 students, 150 parents, 23 Head Teachers, 1 District Education Officer, and 2 District Inspectors of Schools in secondary schools in Kabale District. The sample size was 238 participants. Purposive, snowball, stratified and simple random sampling were used to select one DEO, two DIS, 5 Head teachers, 70 teachers, 30 parents and 130 students. Data was collected using questionnaires and in-depth interview guides. The instruments were subjected to content validity. Cronbach Alpha determined the reliability of Quantitative data. Quantitative data analysis was done by use of Statistical Package for Social Sciences version 21 that generated frequencies and percentages that summarized data and presented in distribution tables. Qualitative data was organized into themes and presented using narratives and direct quotes. Key findings show that school administrators involved parents in students’ retention, and community sensitization was weakly performed. Facilitating guidance and counselling was rare in most schools. There were no government programmes that gave bursaries to the poor students. There is only USE, which is education for all, and there was high level of challenges encountered by school administrators in retaining economically challenged learners. The study concluded that effective measures are vital for the retention of learners in their respective schools and there is need to put more effort to provide more occasions for community sensitization. The study recommended that there should be a specific national strategy for increasing retention; a national policy for the facilitation of guidance and counselling, should be put in place and focus on administrative monitoring and evaluation components to improve retention of economically challenged learners in Kabale District.
INFLUENCE OF PARENTAL CONFLICT ON LEARNERS’ ACADEMIC PERFORMANCE IN PUBLIC PRIMARY SCHOOLS IN KATHIANI SUB-COUNTY, MACHAKOS COUNTY, KENYA
(THE CATHOLIC UNIVERSITY OF EASTERN AFRICA, 2019-11) MUTISYA PAULINE NDANU
The purpose of the study was to find out the influence of parental conflicts on the academic performance of pupils in public primary schools in Kathiani Sub-County, Machakos County, Kenya. The study was guided by four research questions: What influence does parental conflict have on learner‘s performance and behavior in public primary schools in Kathiani Sub-county? How do learners whose parents are involved in parental conflict relate with fellow learners and teachers? What challenges do parental conflicts cause on a learner‘s academic performance and behavior at school? What can be done to help improve the academic performance of learners from families faced with parental conflict? The study was grounded on the Vygotsky‘s Social Cognitive Learning Theory of Human Cultural and Biosocial Development, commonly referred to as cultural historical psychology or Vygotsky Circles. The researcher used a mixed method approach, specifically a convergent parallel design. In this, the researcher used descriptive survey design for quantitative data and phenomenology for qualitative data. The targeted population in the study was 288 learners, 144 teachers and 72 head teachers in 72 public primary schools in Kathiani Sub-County. Stratified random sampling techniques were used to pick the sample while questionnaires and interview guide were used to collect data. The research instruments were validated through pilot testing and their reliability through the test retest measure. The quantitative data were analyzed by SPSS version 20.0 and presented using means, frequencies and percentages. Qualitative data were coded and categorized into themes and presented using narrative form. Research findings indicated that children were severely damaged emotionally by bitter, longlasting and ongoing conflict between parents. It was recommended that the head teachers call for meetings in their respective schools to sensitize the parents on the need to solve their differences without involving the children and every school needed to have a functioning guidance and counseling panel of teachers; plus the church to hold meetings for the parents and youth separately on families matter.
Benefits of Continuous Professional Development on Teaching Effectiveness
(THE CATHOLIC UNIVERSITY OF EASTERN AFRICA, 2015-03) MWITA, KENNEDY MARWA
This study sought to examine teachers’ perception on the benefits of continuous professional development (CPD) on their teaching effectiveness in private secondary schools in Mombasa County. The research employed descriptive survey design. The target population consisted of all private secondary schools, all the head teachers and all the teachers of all private secondary schools in Mombasa. The study used both probability and non-probability sampling procedures as per the category of population components. The sample consisted of eleven (11) high cost private secondary schools chosen from an accessible population of fifteen (15) private secondary schools in Mombasa with each school providing ten teachers and the head teachers of the schools. The schools were proportionately stratified on the basis of their category and then they were randomly selected to ensure that all categories were represented. The instruments that were used for this study were questionnaires for teachers and interview schedules for head teachers. The data were analyzed by use of descriptive statistics such as frequencies and percentages. Inferential statistics was also used for hypotheses testing and making appropriate inferences. Information from the Likert items on perceptions was used to test the hypotheses for independent samples. The study was guided by five research questions that investigated the following aspects: main CDP programmes, teachers’ perception on the benefits of CPD programmes on their teaching effectiveness, challenges to CPD programmes and improvement of CPD programmes to teachers. Three hypotheses were tested by use of Analysis of Variance (ANOVA) and Independent Sample T-test. From the data analysis, the study revealed that a majority of the private secondary schools in Mombasa often participated in various CPD activities and found them beneficial. Teachers became more effective; the students became more interested and enthusiastic about learning; teaching became a more fulfilling profession; teachers were able to relate and collaborate better with their colleagues and students were able to achieve better grades in final examinations. The results of the three tests of the hypotheses showed that there was a relationship between teachers’ perception about the benefits of CPD programmes on their teaching effectiveness and their professional qualification on one hand and on their attendance to CPD programmes on the other but none on the teachers’ gender.The study also revealed that the main challenges facing CPD programmes in private secondary schools in Mombasa in trying to ensure teaching effectiveness. Therefore, the study recommended an adoption of more radical approaches in handling CPD programmes among teachers as an integral element in teaching effectiveness in secondary schools in order to tap high student achievement.

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