Faculty of Education

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ASSESSING THE INFLUENCE OF SCHOOL HEALTH INTERVENTIONS ON EDUCATIONAL ACHIEVEMENTS IN SECONDARY SCHOOLS IN KIBRA SUB-COUNTY, NAIROBI. KENYA
(THE CATHOLIC UNIVERSITY OF EASTERN AFRICA, 2021-10) MARGERY WANJIRA MURIUKI
This study assessed the influence of school health interventions on educational achievements in secondary schools in Kibra sub-county. The research was guided by the questions of how the provision and access to adequate nutritional school meals, safe drinking water, sanitation, and hygiene facilities influenced educational achievements in secondary schools in Kibra Sub-County. The study also identified challenges that school administrators experienced while implementing school health interventions, as well as potential strategies for making these programmes more effective. The study was anchored on the ecological systems theory and adopted mixed-method design, specifically convergent parallel design. The study target population included form 3 students, school principals, school matrons, one sub-county quality assurance, and standard officer. A sample size of 327 respondents was selected through a combination of sampling techniques: cluster sampling, expert sampling, homogeneous purposive sampling, proportionate and simple random sampling. Questionnaires, interviews, and observation guides were used to collect data. Cronbach’s Alpha technique was used to determine the reliability of the questionnaire items while the reliability of the interview and observation guide was determined in terms of their credibility and dependability. The descriptive and inferential statistics used to analyse quantitative data included Factor Analysis, Pearson Product Moment Correlation, Mann-Whitney U test, and the Logic regression model. Thematic analysis was used to analyse qualitative data, and the results were presented in verbatim and narrative form. Tables and figures were used to present the results of the data analysis. The study found a statistically significant relationship between the provisions of nutritious school meals, safe drinking water, sanitation facilities, hygiene facilities, and students’ educational achievements. In addition, the study established that challenges of low food quality and quantity, insufficient water supply, absence of efficient drinking water treatment plan, inadequate sanitation and hygiene facilities, insufficient funds, and lack of well-trained professionals undermined implementation of health interventions. The study concluded that a reputable variability of about 11.0 units increase in students’ educational achievements was explained by a one-unit increase in health interventions. However, the variations reported in the provision and access to health intervention facilities could be the reason for low students’ educational achievements in secondary schools in Kibra Sub- County. The study recommended that though all schools provided meals, water, sanitation, and hygiene facilities to students, stakeholders should assure the quality and quantity of meals as well as access to adequate water, sanitation, and hygiene facilities at all times. Sub-County quality assurance and standards officer to conduct impromptu inspections of schools to ensure adherence to health standards, conduct health education to sensitize members of the school community on the influence of health interventions on their health, school enrolment, attendance, and academic achievements. The Ministry of Education should also increase budgetary allocation for school health interventions. The findings of this study will guide education policymakers, educators, and school administrators on how to improve nutrition and WASH interventions for students’ educational achievements.
Implementation of Internal Quality Assurance Policy in Undergraduate Education for Quality Teaching and Learning in Public Universities in South Sudan
(THE CATHOLIC UNIVERSITY OF EASTERN AFRICA, 2021-10) KIDEN CHRISTINE JANET
The purpose of this study was to examine implementation of Internal Quality Assurance Policy in undergraduate education for quality teaching and learning in Public Universities in South Sudan. The study was guided by seven research questions driven from the research topic. The study was anchored by Total Quality Management theory. The mixed methods approach specifically the triangulation design (convergence model) guided the study. The target population comprised of Quality Assurance officers, Deans, Heads of Departments, Lecturers and Students. Both probability and non-probability sampling techniques were used to sample the various categories of target population since the study employed designs under mixed methods. Interview guides, questionnaires, observation guides and document analysis guides were used to collect data. The research instruments were subjected to both content and face validity. Cronbach Alpha technique was employed to determine reliability of the quantitative items. Reliability of qualitative items was determined in terms of their trustworthiness, particularly credibility and dependability. Descriptive statistics analyzed quantitative data and results were presented in frequency distribution tables. Inferential statistics particularly Pearson Product Moment Correlation was used to test the research hypotheses. Qualitative data was analyzed using content analysis and presented in narratives and direct quotes. Ethical considerations were observed throughout the research process. Key findings revealed severe shortage of qualified academic staff, use of obsolete curriculum, unqualified students got admitted into university, lecturers did not use interactive methods of teaching, and only lecture method was commonly used. Assessment methods comprised of continuous assessment tests and final examination and infrastructure was inadequate in all universities. Challenges encountered include lack of funds, infrequent audits, irregular salaries and lack of commitment from academic staff. The study concluded that although all universities had in place internal quality assurance policy, Internal Quality Assurance officers were not active in their roles and administrators were not keen in the supervision practices. Quality policy procedures regarding teaching, student recruitment and admission, academic staff development and infrastructure were not strictly adhered to. The researcher recommended that the relevant university authorities should conduct constant review of the education programmes to ensure its relevance to the current societal needs. The government should employ more qualified lecturers to reduce overcrowding in classes and equip libraries with updated teaching learning resources. Install Wi-Fi in universities for learners and lecturers to access internet services to enhance quality teaching and learning. Other recommendations included a review of student recruitment and admission policies to seal loopholes, improved infrastructure, splitting of large classes, and organizing regular workshops for academic staff to update themselves were proposed as a way of improving internal quality services.
PRINCIPALS’ INSTRUCTIONAL LEADERSHIP, COLLECTIVE TEACHER EFFICACY AND ACADEMIC ACHIEVEMENT IN PUBLIC SECONDARY SCHOOLS IN MAKUENI SUB-COUNTY, KENYA
(THE CATHOLIC UNIVERSITY OF EASTERN AFRICA, 2015-05) MUTETI CATHERINE MUENI
Instructional leadership and collective teacher efficacy are fundamental for the academic achievement of students. School principals as instructional leaders have the essential responsibility of ensuring that quality teaching and learning occurs in schools. The role of a teacher is equally crucial. It is through the teacher that the subject matter is presented to the students. The study examined Principals’ Instructional Leadership, Collective Teacher Efficacy (CTE) and academic achievement in public secondary schools in Makueni Sub-County, Kenya. The study adopted concurrent mixed method research approach. Specifically, the study applied cross-sectional survey and phenomenological research designs. The target population included principals, teachers and students in public secondary schools in Makueni Sub-County. Simple random sampling and stratified random sampling techniques were applied to select 150 students and 150 teachers from the representative schools. All the fifteen 15 principals from the selected secondary schools participated in the study. Data was collected through perceptions scale, interview and document analysis guide. Statistical Package for the Social Sciences (SPSS version.20) was adopted for analysis of quantitative data. Pearson’s Product-Moment Correlation Coefficient was used to establish the significance of relationships. Qualitative data was subjected to content analysis involving the examination of emerging themes in accordance to research questions. The findings shows that: there is a fairly strong and positive relationship between students perceptions on principals instructional leadership and school academic performance; there is a weak and positive relationship between students perceptions collective teacher efficacy and school academic performance; there is a weak and positive relationship between collective teacher efficacy and principals instructional leadership; and there is a strong and positive relationship between collective teacher efficacy and school academic performance. The study concluded that: students’ perceptions towards principals’ instructional leadership and collective teacher efficacy influence their academic achievement; collective teacher efficacy has positive influence on students’ academic achievement, principals’ instructional leadership role performance has effects on students’ academic performance and collective teacher efficacy. To address the challenges emerging from principals’ instructional leadership, collective teacher efficacy and students academic achievement there is need for the government to increase funding of schools, employ enough teachers, provide in-service training opportunities to replenish principals and teachers’ knowledge and skills in teaching methodology.
CHURCH- STATE CONFLICT IN CATHOLIC CHURCH SPONSORED PUBLIC SECONDARY SCHOOLS MANAGEMENT ; EFFECTS ON STUDENT ACADEMIC PERFORMANCE IN KIAMBU SUB COUNTY, KENYA
(THE CATHOLIC UNIVERSITY OF EASTERN AFRICA, 2015-05) NDUNGU SIMON MBUGUA
Conflict between the state and the church is an international concern. Governments worldwide have cooperated in Catholic churches in providing education to their citizen. Catholic Church has a right to provide education which is based on its policy. The needs of each of the two groups create conflict in education sector. Literature on Conflicts between the Government and churches over management of schools revealed that the education sector has been affected by the standoff between the two groups since the Churches were withdrawn as managers of the schools in 1968. This has affected parents, students, teachers and other stakeholders of the affected schools. The conflicts interfere with learning time, as such schools are delayed to open or forced to close prematurely. Administration, management and ownership of the affected institutions are the source of these conflicts. This study was set to investigate the conflict between the Church and the state in management of Public Secondary Schools in Kiambu District. The District which comprises the Kiambu and Kiambaa sub counties has nine public schools which are sponsored by the Catholic Church. The church manages these schools through the Board of Management (BOM).The study population consisted of the eight secondary schools in the District, eight principals, eight Board of Management (BOM) chairpersons, Parents Teachers Association (PTA) chairpersons, 80 teachers, four Catholic Priests, Educational secretary, two Catholic Leaders and three Quality Assurance and Standards Officer (QASO). Purposeful sampling and simple random sampling techniques were used to select the participants. Data for the research were collected using: Document analysis, Questionnaires, interview schedule and Interview guide. Validity of the instruments was determined by experts in the Department of Educational Research at the Catholic University. Quantitative data analysis was done using the Statistical Package for Social Sciences (SPSS) version 20 while the qualitative were analyzed through emerging themes. Findings of the study revealed that the conflicts in management are there and are due to lack of cooperation between the sponsor (Church) and the State. The study also showed that sponsor is not involved in many school activities. The study further established that the school administration is not ready to have more roles assigned to the sponsor and also it was established that the sponsor has now started registering own private schools to avoid conflict with the state. The sponsor should not abdicate her duty of bringing a holistic and therefore involvement in school activities is essential. The findings from this study also indicated that where the sponsor is involved more in school activities, the academic performance of those schools are better. The study recommends that there should be more cooperation between the Church (sponsor) and the state in order to improve the academic performance. The study also recommends that the Church priests should be more involved in school decision making for they are in close contacts with the school administration.
ANALYSIS OF THE GIRL CHILD PARTICIPATION IN FREE DAY SECONDARY SCHOOL EDUCATION IN BARINGO CENTRAL SUB COUNTY, BARINGO COUNTY, KENYA
(THE CATHOLIC UNIVERSITY OF EASTERN AFRICA, 2015-09) ELEEN CHESARO
This study explored the girl child’s participation in Free Day Secondary Education (FDSE) in Baringo Central Sub County. It explored the dynamics affecting the girl child in accessing FDSE. Scholars and stakeholders have expressed different viewpoints with regard to FDSE. Some scholars view FDSE as a privilege to students who are vulnerable especially the girl child, while others view it as a burden on the government as these people believe that education is the responsibility of the parents. Others think that FDSE is not useful in one’s life and giving it free is not helping anyone at all. As a result of these misconceptions and misinterpretations, the girl child has been affected in terms of access to education, enrolment and retention. To analyze the girl child’s participation in FDSE, a mixed method research was conducted through the adoption of both qualitative and quantitative paradigms, using cross-sectional survey design and a case study design. The specific target population included all the 13 mixed public day secondary schools started in 2008. The sample size for the study was 153 respondents. The sample for the study was selected using non-probability and probability sampling procedures. The instruments for the study included questionnaires, interview guides and document analysis guides. Quantitative data were analyzed using SPSS version 20 and the qualitative data were analyzed by organizing the data into categories of similar responses that informed (themes) and reported using narratives. The findings of the study revealed that girl child enrolment is low, residential areas, distances and lack of school requirements and facilities are among the challenges affecting participation of the girl child in FDSE. From the analysis, the following conclusions were made: that the government should increase FDSE funds and also ensure timely disbursement of funds as well as factoring in necessary facilities for girls and that the parents should take their responsibilities of providing facilities for their girls. It is hoped that the research findings would provide useful information to educational policy makers and other stakeholders in education.
MENTORING NEW TEACHERS TO OPTIMISE QUALITY OF TEACHING AND LEARNING IN INTERNATIONAL PRIMARY SCHOOLS IN NAIROBI CITY COUNTY, KENYA
(THE CATHOLIC UNIVERSITY OF EASTERN AFRICA, 2024-09) DIANAH ROSE KAHUNDA KALOKI
The study examined the mentoring of new teachers to optimise quality of teaching and learning in international primary schools in Nairobi City County. The research questions consisted of : What is the effect of constructive feedback on the quality of teaching and learning? How does role modelling affect the quality of teaching and learning? What is the effect of reflective practice on the quality of teaching and learning? How do challenging assignments affect the quality of teaching and learning? How does organisational support have a moderating effect on the relationship between mentoring and quality of teaching and learning? How can mentoring be improved in international primary schools? The study was anchored on Kram’s mentor role theory. It adopted a mixed methods convergent design. Quantitative method utilised a cross-sectional design while qualitative adopted a phenomenological design. Target population consisted of all 25 schools, 25 headteachers, 25 mentors and 118 new teachers. Stratified proportional sampling was employed to sample 8 schools, 8 headteachers automatically included, while 8 mentors chosen using purposive criterion sampling. Krejcie and Morgan table was used to determine the sample size for selecting 92 new teachers, utilising a stratified random sampling. Quantitative data were obtained through questionnaires administered to new teachers and mentors, while qualitative data through interviews conducted with headteachers. The study utilised both face and content validity. Reliability of quantitative instruments were tested by computing Cronbach’s alpha coefficient test while the dependability and credibility of qualitative data were assessed. Quantitative data was analysed using descriptive and inferential statistics generated by Statistical Package for Social Scientists version 27, while thematic analysis was used for qualitative data. Both data analyses were integrated to ensure coherence of findings. Inferential statistics were employed to establish relationships between the variables and to test hypotheses at a minimum significance level of 0.05. Research ethics were observed throughout the study. The study identifies challenges such as inadequate mentor training, ineffective methods, and poor programme evaluation. It recommends establishing robust mentoring policies, enhancing mentor training and resources, and encouraging active engagement of key stakeholders to improve professional and educational quality.
EVALUATION OF COUNTY SCHOLARSHIP FUND IN ENHANCING ACCESS AND RETENTION OF STUDENTS IN PUBLIC SECONDARY SCHOOLS IN VIHIGA COUNTY, KENYA
(THE CATHOLIC UNIVERSITY OF EASTERN AFRICA, 2024-09) CHEGENYE ALEX ALINDULAH
This study aimed to evaluate the County Scholarship Fund's effectiveness in improving students' access and retention in public secondary schools in Vihiga County, Kenya. The research focused on scholarship fund application and vetting process on student access and retention, the influence of scholarship fund allocation and disbursement on student access and retention, the contribution of education scholarship funds, the challenges faced by scholarship funds and strategies to enhance the current scholarship fund's impact on student access and retention. The study used a mixed-methods approach, integrating quantitative and qualitative methodologies, and included county fund managers, ward administrators, county director of education, principals, bursars, and class instructors as target audiences. Data was collected using a questionnaire and interview guide, and Cronbach's alpha was used to evaluate questionnaire reliability. The study also employed descriptive and inferential techniques to analyze the data. Additionally, it employed qualitative techniques to distill the data into themes, present it in a narrative format, and incorporate snippets of raw data. The study adhered to ethical considerations to prevent plagiarism, duly acknowledged all sources and information cited, and maintained a high level of integrity in the study. The study's findings revealed that the R2 value for teachers was 0.581, while the R-value was 0.762. According to the R-squared value of 0.581, the screening procedure can account for approximately 58.1% of the variability in equitable student access and retention rates. The R2 values for principals are 0.739 and 0.860. Cash allocated and disbursed, as indicated by the coefficient of determination (R2) of 0.739, accounts for 73.9% of the variability in student equity access and retention rates. The scholarship fund has enhanced student enrolment and bolstered retention rates in secondary schools. Nevertheless, there were deficiencies in the vetting procedure and insufficient finances to adequately support the recipients. Consequently, it is imperative to have efficient communication, openness, and accountability in the administration of funds. The study found that CSF had a beneficial impact on the fair and transparent vetting process, cash distribution, and disbursement, resulting in improved equal access and retention rates among secondary school students. The study suggests that it would be beneficial for the government to augment the financial resources allotted to counties while also emphasizing the necessity of improving efficiency and equity in the administration of the bursary fund.
SCHOOL MANAGERS’ PERCEPTION TOWARDS LEVELS OF INVOLVEMENT OF STUDENT COUNCILS IN MANAGEMENT OF SECONDARY SCHOOLS IN MERU COUNTY, KENYA
(THE CATHOLIC UNIVERSITY OF EASTERN AFRICA, 2016-07) LAWRENCE NJERU
The purpose of the study was to establish the schools‟ managers‟ perception towards the levels of involvement of student councils in the management of secondary schools in Meru County, Kenya. The study had five research questions. The questions sought the perception of the managers‟ towards levels of involvement of students‟ councils managements‟ meetings, enhancing discipline, communication, decision making and fostering positive relationships in schools. There were 5 Hypothesis tested at 95% confidence level. The Attribution theory of Fritz Heider which describes the process of perception formation and consequent behavior guided the study. It was conducted by use of mixed method design. In line with the mixed design, the study adopted cross sectional survey for quantitative data and phenomenological approach for qualitative data. The data was collected through quantitative and qualitative methods. Quantitative data was collected through questionnaires, analyzed by use of SPSS version 16 and then presented in tables and charts in percentages and frequencies. Qualitative data was collected through interviews, then transcribed, coded and interpreted according to the research questions. The participants were selected through both probability and non-probability sampling procedures. The target population included principals, Heads of Departments, students‟ councils‟ members, members of secondary schools‟ Boards of Management (BOM), the Sub-County Education Officers and the County Director of Education. The study found out that Students‟ council members should not be involved in management meetings. A high level of involvement of students‟ council in management of schools enhances discipline, communication between students and schools‟ management and fosters positive relationship between students and staff members. The study recommends that students‟ leaders should only be invited in BOM meetings for specific agenda. The system of electing leaders should allow nomination of some members to avoid compromise in discipline. Managers should avail more informal channels of communication in schools. High level of involving students‟ fosters positive relationships in schools.
EMOTIONAL INTELLIGENCE AND OCCUPATIONAL STRESS AMONG TEACHERS BORSTAL INSTITUTIONS IN KENYA
(THE CATHOLIC UNIVERSITY OF EASTERN AFRICA, 2017-12) MARGARET WAMBUI KAGWE
Teaching is a unique profession in which practitioners constantly deal with situations in which a variety of emotions are involved. Emotional intelligence is therefore vital for teachers as they strive to meet their occupational expectations, and in managing their own stress. High emotional Intelligence is associated with less stress. It is conceivable that teachers in Borstal institutions could be exposed to greater stress since they work with learners who may have conduct disorders that impact negatively to their process of learning. This study explored emotional intelligence and occupational stress among teachers in Borstal institutions. The target population was all the teachers in the four Borstal institutions in Kenya. The researcher’s aim was to conduct a census, but only the teachers who returned duly completed questionnaires were included in the study. Mixed Method Embedded research Design was used. Quantitative and qualitative data were collected from the teachers. Maximum variation purposive method was used to sample focused group discussion participants. A modified Schutte emotional intelligence scale was used to measure emotional intelligence and Occupational stress was measured using Teachers Occupational Stress scale. Results indicated that teachers in Borstal institutions had high levels of emotional intelligence and moderate levels of occupational stress. Emotional intelligence was not a significant predictor of teachers’ ability to cope with occupational stress (F (4, 55) = 1.647, p > 0.05). Major sources of stress among the teachers included work overload, poor living conditions, inadequate training, and acute shortage of teaching and learning resources among others. The most frequently mentioned coping mechanism used by teachers was physical exercise.
EFFECTIVENESS OF IMPLEMENTATION OF TEACHERS SERVICE COMMISSION HIV AND AIDS SUB–SECTOR POLICY FOR TEACHERS IN PUBLIC SECONDARY SCHOOLS IN NAIROBI CITY COUNTY, KENYA
(THE CATHOLIC UNIVERSITY OF EASTERN AFRICA, 2019-07) KIOKO CAROLINE M.
The objective of this study was to assess the extent to which the Teachers Service Commission (TSC) sub–sector workplace policy on HIV and AIDS has been effectively implemented in public secondary schools in Nairobi County, Kenya. The study sought to find out the level of awareness of the TSC sub–sector policy among educators and, the extent to which the policy implementation has influenced teachers‟ HIV and AIDS information, HIV–related stigma and discrimination, uptake of voluntary HIV testing and counselling, provision of treatment, care and support to infected teachers and HIV infected teacher productivity. Convergent parallel approach was adopted. The specific research designs used were cross–sectional survey and phenomenology. Instruments‟ validity was ensured by subjecting them to quantifiable measure of content validity ratio. Prolonged engagement of the respondents and narrative accounts ensured trustworthiness of qualitative data. Reliability of instruments was tested after pilot study using Cronbach‟s Alpha. Data were collected from 14 secondary school principals, 183 teachers, 2 TSC‟s Wellness staff and 3 Kenya Network for Positive Teachers (KENEPOTE) officials who were selected using probability and non–probability sampling techniques. The instruments of data collection were structured questionnaire and semi–structured interview guide. Data from the interviews were coded and categories generated whereas those from the questionnaires were analyzed using descriptive statistics, frequencies, percentages, Pearson‟s Product Moment correlation and chi square. Findings indicated that TSC HIV and AIDS sub–sector policy implementation has been minimal and fundamentally did not impact on essential problems like stigma and discrimination which contribute considerably to the reduction of HIV transmission amongst teachers. No Significant relationship was found between policy implementation and HIV positive teacher productivity. It is recommended that the policy implementation ought to be hastened by provision of adequate funds by the government, scaling up policy awareness campaigns and capacity building by TSC, and institutionalizing HIV programs in schools by principals to boost interventions and end the spread of the disease teachers.
TEACHERS AND HEAD TEACHERS’ PREPAREDNESS FOR IMPLEMENTING INCLUSIVE EDUCATION IN PUBLIC PRIMARY SCHOOLS OF MURANG’A COUNTY, KENYA
(THE CATHOLIC UNIVERSITY OF EASTERN AFRICA, 2016-07) CATHERINE N. MWARARI
Although inclusive education has been acknowledged as the means through which learners with special needs can access quality education, the practice is yet to be fully introduced and implemented in public primary schools in Kenya. Inclusive education is grounded on the principle that learners with special needs should be accommodated in neighbourhood ageappropriate regular classes; this being the first placement option. Based on Everett Rogers‟ theory of innovation diffusion, this study aimed at assessing teachers and head teachers‟ preparedness for implementing inclusive education in public primary schools in Murang‟a County. Employing the embedded model of mixed research design, both quantitative and qualitative data were collected. The participants were 462 teachers, 66 head teachers, 4 Quality Assurance and Standards officers, and 4 Education Assessment and Resources Centres officers. Using questionnaires, interviews, observations and document analysis, knowledge, skills and attitudes of teachers and head teachers were assessed to establish their level of preparedness for inclusive education. Descriptive and inferential statistics were used to analyse quantitative data while content analysis was used for qualitative data. The study findings revealed that preparedness of teachers and head teachers for implementing inclusive education in Murang‟a County was inadequate and the level of inclusive education implementation in the county was low. Further, results showed that teachers‟ attitudes towards inclusive education were negative and only the demographic variables of age and marital status had significant influence on teachers‟ attitudes towards inclusive education. Findings also indicated that preparedness predicted effective implementation of inclusive education and head teachers attitudes was the most significant predictor of effective implementation of inclusive education. Lack of training on inclusive education impeded teachers and head teachers‟ preparedness for inclusive practices. The implications of the findings are discussed in reference to promoting teachers and head teachers preparedness with the intention of advancing effective adoption, implementation and institutionalisation of inclusive education in Kenya.
INFLUENCE OF INTERNATIONAL STANDARDIZATION FOR ORGANIZATION (ISO 9001:2008) STANDARDS ON TEACHING AND LEARNING PROCEDURES AND PROCESSES IN SELECTED PUBLIC AND PRIVATE UNIVERSITIES IN KENYA
(THE CATHOLIC UNIVERSITY OF EASTERN AFRICA, 2016-09) KINIKONDA OKEMASISI
This study investigated the influence of International Organization for Standardization (ISO 9001:2008) standards on teaching and learning procedures and processes in the selected public and private universities in Kenya. The study was guided by the following research questions: How does ISO influence generation of teaching and learning procedures and processes in sampled universities in Kenya? To what extent does ISO certification influence the implementation of teaching and learning procedures and processes? How does ISO influence the resources and the overall quality of infrastructure in teaching and learning processes? What challenges face the ISO certification in teaching and learning procedures and processes? What strategies are and could be in place to address these challenges? The study employed stratified and simple random sampling techniques to get 372 final year full time undergraduate students and 56 full time lecturers from the schools of education. Purposeful sampling was used to select 3 universities for the study, 3 Directorate of Quality Assurance, 3 Heads of Departments and one officer from Kenya Bureau of Standards. The study employed mixed method design (Concurrent Triangulation) which enabled utilization of both quantitative and qualitative methods. Quantitative data were collected by the use of closed and open-ended questionnaires while qualitative data by face to face interview and observation guides. The instruments for data collection were validated by peer review and the experts. The researcher reported qualitative data largely by using detailed descriptions that included direct quotations. The study found that the selected ISO certified universities had documented most of the procedures in teaching and learning processes such as recruitment of lecturers and student admissions, setting, and marking of examinations, procedures on complaints and compliments and requisition for resources. The study found that universities had resources such as libraries, internet, computer labs and projectors among others. The main challenges found were large classes, student leadership, meeting ISO requirements and inadequate funding for research. The study recommends construction of more lecture halls to ease congestion in public universities and coming up with sustainable mechanisms for financing university operations and continuous training on ISO Quality Management System.
ASSESSING STAKEHOLDERS’ ROLES IN IMPLEMETING EQUITY IN EDUCATIONAL RESOURCE ALLOCATIONS AND ITS INFLUENCE ON OUTPUTS IN PUBLIC SECONDARY SCHOOLS IN MARSABIT COUNTY, KENYA
(THE CATHOLIC UNIVERSITY OF EASTERN AFRICA, 2016-09) GURRO YATTANI IBRAHE
This study was to assess the role of stakeholders‟ in equity in educational resource allocation and its influence on outputs in public secondary schools in Marsabit County. The study was guided by the following research questions; How are educational resources equitably allocated to public secondary schools in Marsabit County?; To what extent does the socio–economic status of parents influence equity in implementing secondary education in Marsabit County?; What are the challenges facing equity in educational resources allocation in public secondary schools in Marsabit County?; What structures should be put in place to facilitate the distribution of education resources and promote education equity in public secondary schools in Marsabit County?; The study adopted mixed methods research particularly triangulation design. The study covered thirteen secondary schools that presented students for Kenya Certificate of Secondary Education exams for the last five years, thirteen head teachers, Teachers Service Commission - County Director and County Director of Education, 59 teachers and 237 students. The teachers and students were selected using stratified random sampling and simple random sampling. Quantitative data were gathered using questionnaires, interviews, and observations guides and documents analysis. Descriptive statistics such as frequencies, means, standard deviations, percentages, and inferential statistics such as Pearson product moment correlation, One-Way analyses of variance and independent t-tests by the help of SPSS program version 20 were used to analysis and summarise the data. The qualitative data were analyzed and presented using narrative description and excerpts. The study found that equitable educational resource allocations to public secondary schools lead to high growth and achievement level of students, while some schools were not fairly allocated resources hence suffered low retention rates, high drop outs, low enrolment which led to closure of some classes due to lack of students. The study established that equity in educational resource allocations were hindered by high fees, political interference, poverty, insecurity and geographical location. The study recommended that the government should increase the amount of tuition funds and bursaries to cover boarding fees for the needy students from poor families and improve quality outputs.
COMPARATIVE EVALUATION OF THE IMPLEMENTATION OF THE SCHOOLBASED TEACHER EDUCATION PROGRAMME IN AFRICA NAZARENE UNIVERSITY AND EGERTON UNIVERSITY, KENYA.
(THE CATHOLIC UNIVERSITY OF EASTERN AFRICA, 2015-02) MWALW’A, SHEM NGAAMBA
In order to meet the need for teacher development and achieve professional enhancement among teachers, many universities worldwide, the ones in Kenya included, have adopted Bachelor of Education school-based programmes. The programmes are a mode of delivery that conveniently fits into the teachers’ professional calendar because they are conducted during the school holidays when teachers are not required in their posting stations. Africa Nazarene University (ANU) and Egerton University (private and public universities respectively) are examples of universities in Kenya that have embraced the Bachelor of Education school-based programmes. Even though the implementation of these programmes has been in progress for some time, no evaluation had been conducted to determine the progress of the process. This evaluation was conducted in order to determine whether the implementation process of the school-based programmes at Africa Nazarene and Egerton Universities was being carried out appropriately, establish any challenges encountered in the implementation process as well as suggest ways of overcoming those difficulties. The evaluation employeda combination of both qualitative and quantitative research paradigms. The quantitative paradigm involved descriptive statistics as well as ex post facto designs while the qualitative (naturalistic) paradigm comprised of comparisons and discussion of data especially collected through interviews and checklists. This evaluation adopted the Context Input, Process and Product (CIPP) model whose key proponent is Daniel Stufflebeam (1971) but did not deal with the product stage because it was a formative evaluation dealing with the evaluation of the implementation process. The target population were university school-based students, lecturers, co-ordinators and HOD’s of those programmes in ANU and Egerton Universtiy.All the respondents targeted were from the faculties/schools of education in the respective universities.Proportionate sampling techniques devised by Yamane were used to obtain the student sample for study. Data was collected using questionnaires, interview guides, checklist and document analysis guide. In order to ensure reliability of the instruments, the researcher used split half for pilot testing, then the scores obtained from the likert scale items were subjected to Cronbach alpha coefficient. Scores obtained from the items that were not in the likert scale were subjected to Spearman- Brown coefficient. A reliability coefficient index of 0.83 was obtained in both cases respectively. Both qualitative and quantitative data analysis procedures were used to analyse data. Quantitative data was analysed using the Statistical Package for Social Scientists (SPSS). Quantitative data analysis largely involved inferential statistics (particularly t-test) and descriptive statistics, specifically; distribution tables, frequencies and percentages. In order to be able to effectively analyse qualitative data, the researcher adopted the thematic analysis to identify expected and unexpected theme categories reflected in the data which he then constructed into narratives. The findings of the study revealed that the teaching methods and techniques used in the school-based programme were appropriate but a variety of teaching approaches needed to be employed in teaching, students and lecturers needed to be better prepared variously for the sessions, resources were available but not adequate and that there were administrative and other challenges harbouring proper implementation of the programme. Even though differences were noted between ANU and Egerton University in their implementation process, they were not significant. The evaluator recommended that improvements needed to be done in the areas that had been highlighted with challenges.
INFLUENCE OF PARENTS’ VIEWS ON THEIR PARTICIPATION IN FREE PRIMARY EDUCATION POLICY IMPLEMENTATION IN NYERI COUNTY, KENYA
(THE CATHOLIC UNIVERSITY OF EASTERN AFRICA, 2019-07) MUMBI, JANE
This study examined influence of parents‘ views on participation in FPE policy implementation in Nyeri County, Kenya. Research questions were: How did parents interpret FPE policy? How did parent‘s participation influence FPE implementation? How did parents respond to invitations by schools to participate in FPE implementation? How did parents view the effectiveness of their participation in FPE implementation in Kenya? What were parent‘s expectations of FPE policy implementation? What were parents‘ roles towards provision of teaching and learning resources since FPE implementation in Kenya? Mixed methods research design of the embedded qualitative dominant model (phenomenological and cross-sectional survey) design was adopted. Probability and nonprobability sampling techniques were used on selected samples of parents, teachers, headteachers, Parents Association and Board of Management chairpersons and County Education officers. Interviews, questionnaires, and observation methods were used to collect data. Qualitative data from interviews were organized into thematic matrices to develop narratives related to study questions. Data from survey questionnaires were quantified for analysis using the Statistical Package for Social Sciences version 22. Chi square was used to test hypotheses at significance level of α=0.05. Data were presented in frequency distribution tables as well as in narrative form. Findings were that parents were happy with FPE policy, school levies were not totally abolished, parents did not voluntarily participate in FPE implementation, were aware of their effectiveness in education provision, did not expect to pay levies or provide teaching and learning resources. The study concluded that FPE policy was well received by parents, parents financially supported education and that parents did not willingly participate in FPE policy implementation. The study recommended clarification of FPE policy and cost-sharing approach in basic education.
EVALUATION OF THE INTEGRATION OF INFORMATION AND COMMUNICATION TECHNOLOGY PROGRAMME IN PUBLIC SECONDARY SCHOOLS OF KITUI COUNTY, KENYA
(THE CATHOLIC UNIVERSITY OF EASTERN AFRICA, 2023-07) KASEVE, JOSEPHINE SYOMBUA
This study was an evaluation of integration of the information and communication technology programme in public secondary schools of Kitui County, Kenya. The study evaluated the level and extent to which schools have integrated ICT into teaching and learning process. The study was guided by the following research questions: How do the school principals’ leadership practices influence ICT Integration in Public Secondary Schools ; How does the schools’ ICT infrastructure affect ICT integration; In what ways do teacher related factors influence ICT Integration; To what extent do the students’ attitudes influence ICT Integration in Public secondary schools?; What are the challenges that impede ICT Integration ?; and what are the measures for improving the ICT integration in public secondary schools?. The employed Stufflebeam and Shinkfields’s (2007) Context, Input, Process and Product (CIPP) model. The evaluation adopted a convergent parallel mixed method design. Across sectional survey design was used as the quantitative design while a phenomenological design was used for qualitative design. Probability sampling and nonprobability sampling procedures were used to select representative samples. Quantitative data was collected using questionnaires, while qualitative data was generated through indepth interviews, observation and document analysis guides. Quantitative data was analyzed using descriptive statistics. Qualitative data was transcribed and analyzed according to themes and presented in narrative form. The findings of the study revealed that school principals’ leadership practices, teacher related factors influence and students’ attitude influence ICT Integration. The study established that, schools’ ICT infrastructure does affect ICT integration and also identified challenges facing ICT integration. The study recommends strengthening of Principals’ leadership practices and improvement of ICT infrastructure in schools. Challenges facing ICT integration should be addressed, and appropriate and effective measures be put in place to support the integration of ICT. The findings of the study will be of benefit to students, teachers, school administration, society and the government of Kenya as key stakeholders.
EFFECTIVENESS OF TEACHERS’ MOTIVATION ON JOB PERFORMANCE IN PUBLIC PRIMARY SCHOOLS IN KITAGWENDA COUNTY, KAMWENGE DISTRICT, UGANDA
(THE CATHOLIC UNIVERSITY OF EASTERN AFRICA, 2019-06) BYARUHANGA, EMMANUEL
This study investigated the effectiveness of teachers’ motivation on job performance in public primary schools. There is public concern for deteriorating teachers’ professional conduct in Uganda characterized by teachers’ poor time management, absenteeism, inadequate preparations and syllabus coverage, and poor discipline management that compromise teacher job performance. Literature revealed need of motivating teachers in order to achieve improved teachers’ performance in schools. Research study was guided by questions such as, what professional development opportunities are available for teachers’ job performance? How does remuneration influence teachers’ performance? To what extent does supervision influence teachers’ performance? How do working conditions influence teachers’ performance? Convergent parallel mixed methods, particularly cross-section survey and phenomenological designs guided the study. Stratified random sampling, simple random sampling, and purposive sampling procedures were used to select participants. Research instruments included questionnaires, in-depth interview guide, and Focus Group Discussion guide. Descriptive statistics such as frequencies and percentages were used to summarize quantitative data, and Inferential statistics T-test and ANOVA were used to test hypotheses. Qualitative data was analysed by generating codes and categories. Findings revealed that workshops, in-service training and seminars were provided for teachers and enhanced their teaching effectiveness. Teachers received a meagre consolidated salary which left most teachers dissatisfied. External and internal instructional supervision was conducted but the District Inspector of Schools had facilitation challenges. Few schools had staff quarters, other teachers catered for themselves. Schools had incomplete classroom structures, inadequate reference materials and textbooks which compromised effective teaching. The study recommends the government to increase funding for more workshops and seminars; increase teachers’ salary and bridge salary gap between teachers and head teachers. The government should complete the already existing classroom structures, increase funding for supervision facilitation; construct staff quarters and staffroom for each school; and add more textbooks.

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