School of Educationhttps://repository.maseno.ac.ke/handle/123456789/232024-03-29T12:59:40Z2024-03-29T12:59:40ZSelected school based factors’ influence on value addition in secondary education in public secondary schools in Rachuonyo South sub-county, KenyaODERA, Phelix Amokehttps://repository.maseno.ac.ke/handle/123456789/59542023-12-21T15:10:03Z2023-01-01T00:00:00ZSelected school based factors’ influence on value addition in secondary education in public secondary schools in Rachuonyo South sub-county, Kenya
ODERA, Phelix Amoke
Value addition operates on a pretest to post test results scenario to determine the value added by schools to students’ academic progress. When the post test results are lower than the pretest results, value added is negative and when the post test results are higher than the pretest results, value addition is positive. The Kenyan education system, however, solely uses post test results to rank and judge schools at KCPE and KCSE examinations without considering the pretest results. The KCPE scores of 2013 and 2014 cohorts in public secondary schools in Rachuonyo South Sub-County were 7.392 and 7.632 respectively whereas the corresponding KCSE results were 4.722 and 4.091 respectively. Hence, the need to determine value addition in secondary education of the two cohorts in this region as opposed to ranking of schools, which only consider post test results. Moreover, the post test results of the two cohorts were lower than the pretest results. Hence, the need to examine selected-school based factors’ influence on value addition. The objectives of the study are; to determine value addition of in secondary education of 2013 and 2014 cohorts in public secondary schools in Rachuonyo South Sub-County, to examine performance appraisal’s influence on value addition; to examine continuous assessments’ influence on value addition and to examine classroom push and pull factors’ influence on value addition. A conceptual model developed from the basic model of school effectiveness by Scheerens (2000) and a correlational research design guided the study. The populations for the study were 49 public secondary schools, 49 Deputy Principals, 49 Directors of Studies and 4351 students. Yamane’s formula was used to determine 39 public secondary schools from which 39 Deputy Principals, 39 Directors of Studies were purposively sampled and 780 students simple randomly sampled. Primary data were collected using questionnaires. Secondary data were collected using document analysis guide from 2013 and 2014 form one admission lists and 2016 and 2017 KCSE result print outs. Two experts from the department of Educational Management and Foundations ascertained content validity of the instruments. Reliability was determined using Pearson’s Correlation Coefficient, where p-values of .86 for TPAD tool, 0.79 for questionnaire for CAT and 0.82 for WIHICQ were obtained. The p-values were above 0.7. Hence, the instruments were deemed reliable. Data were analyzed both descriptively (frequencies, percentages and mean) and inferentially (regression analysis) with the aid of Statistical Package for Social Sciences V.21. Findings revealed that TPAD (β=0.364, p=0.008), CA (β=0.154; P=0.034) and CPP (β=0.284, p=0.018) have positive significant relationships with value addition for 2013 cohort. For 2014 cohort, TPAD (β=0.386, p=0.009), CA (β=0.094, P=0.047) and CPP (β=0.109, p=0.031) have significant relationship with Value addition in secondary education. Moreover, findings revealed that school-based factors contributed to 16% variance in academic achievements of 2013 cohort and 17% variance in academic achievements of the 2014 cohort. The findings of the study may be used as a tool for school improvement, checking school progress and accountability. The study recommends: teacher appraisal with multiple continuous classroom observations, continuous assessments with feedback and creation of conducive classroom atmosphere for maximum learners’ academic achievements
Master's Thesis
2023-01-01T00:00:00ZAnalysis of the impact of the stack system on learner engagement, performance, and perception on its use in mathematics at Maseno University, KenyaJUMA, Zevick Otienohttps://repository.maseno.ac.ke/handle/123456789/59442023-12-21T14:39:28Z2023-01-01T00:00:00ZAnalysis of the impact of the stack system on learner engagement, performance, and perception on its use in mathematics at Maseno University, Kenya
JUMA, Zevick Otieno
Feedback plays a crucial role in enhancing student learning outcomes. In large classes it is instrumental in maintaining student engagement, motivation, and overall academic performance by addressing misconceptions, and fostering deeper understanding of content amongst others. The School of Mathematics, Statistics, and Actuarial Science at Maseno University has had challenges with carrying out frequent formative assessments in its 20 high-enrollment introductory courses, due to large class sizes (500 to 1000 students) and limited lecturer support, affecting student engagement with content. In 2019, the faculty recognized the need for technological solutions to overcome the limitations of traditional assessment called the STACK system. The STACK system is a digital online platform with the ability to deploy grade randomized, advanced and adaptive mathematics related questions as well as provide immediate feedback, making it a valuable tool for large classes with diverse learning needs. However, despite its implementation, a research gap exists regarding its effectiveness as a solution for improving student engagement, performance, and perception in mathematics. The purpose of this study was to analyze the impact of the STACK system on learner performance, factors affecting engagement and learner perception on its use in mathematics at Maseno University. The research objectives were to: examine the correlation between learner test results within the STACK system and the scores in the end-of-semester exams, evaluate the factors affecting learner engagement with the STACK system and the end-of-semester exams and evaluate learner perceptions regarding the use of the STACK system as a formative assessment tool in mathematics. This study was guided by Gagne’s theory of 9 levels of learning. This study was done at Maseno University, SMSAS. Population of the study was 4417 students enrolled in 5 high-enrolment courses already using STACK.Purposive sampling was used to select a single course for analysis which had 517 students enrolled. The study used STACK Quiz Analysis Guide, Students' Score Card, Online Survey Questionnaire, Interviews, and Focus Group Discussions (FGDs) to collect data. Cronbach's alpha (α = 0.87) was used to check the survey questionnaire's reliability. Reliability and validity of the remaining tools were checked by experts in the field of education. Pearson's correlation analysis revealed a significant positive relationship between STACK scores and the end-of-semester exam (r=0.63, p ≤ 0.01), as well as the frequency of STACK engagement and end-of-semester exam scores (r=0.61, p ≤ 0.01). Key factors affecting learner engagement, are feedback, randomization, quiz availability, and peer interaction, having both positive and negative impacts on student learning and final outcome in the course. The online survey, interviews, and Focus Group Discussions (FGDs) revealed a generally positive perception of the use of STACK in formative assessment in mathematics. Despite this, concerns were expressed regarding insufficient feedback from certain STACK questions. These findings align with Gagne's theory of learning, emphasizing the significance of formative assessment, learner engagement, individual differences and positive perception, for effective learning. The study recommends further investigation to explore the impact of different types of feedback on learner cognition in undergraduate mathematics, to address the concerns raised by the students about insufficient feedback in certain STACK questions.
Master's Thesis
2023-01-01T00:00:00ZPerceptions of students and administrators on peer pressure as a predictor of selected students’ behaviors in secondary schools in Homa bay town sub county, KenyaBIKO, Steve Oumahttps://repository.maseno.ac.ke/handle/123456789/59432023-12-21T14:34:55Z2023-01-01T00:00:00ZPerceptions of students and administrators on peer pressure as a predictor of selected students’ behaviors in secondary schools in Homa bay town sub county, Kenya
BIKO, Steve Ouma
A favorable school atmosphere, in which learners are well behaved, is one of the greatest concerns of education stakeholders. Although studies have reported a number of factors that lead to misbehavior among students in schools, peer pressure is reported to contribute up to 53% of cases of students’ misbehavior. Ministry of Education records document that 13 schools faced arson attacks in the year 2021 in Homa Bay County. These reports further highlight that the involved students were victims of substance and drug abuse. The report on HIV/AIDS prevalence by the National Aids and STI control programme also shows that Homa Bay county had a high prevalence rate of 20.6% with girls aged between 14 and 25 years heavily affected, which is considerably higher than the national average of 4.8%. Reports further show an average of 64 teenage pregnancies for every 10000 people in the sub county which is higher than those reported by neighboring sub counties. The purpose of this study was to investigate the perceptions of students and administrators on the role of peer pressure in predicting selected students’ behavior in secondary schools in Homa Bay Town Sub County Kenya. The objectives were: to investigate the perception of students and administrators on the role of peer pressure in predicting risky sexual behavior among secondary schools’ students in Homa Bay Town Sub-County, Kenya, to assess the perception of students and administrators on the role of peer pressure in predicting violent behavior among secondary school students in secondary schools in Homa Bay Town Sub-County, Kenya, and to determine the perception of students and administrators on the role of peer pressure in predicting drugs and substance use behavior among secondary schools’ students in Homa Bay Town Sub-County, Kenya. The target population was 10761 students and 33 deputy principals in the 33 secondary schools in Homa Bay Town Sub-County. Stratified and simple random sampling was used to select 30 secondary schools from which 30 deputy principals were selected. Three hundred and seventy students were selected by simple random sampling. Descriptive survey research design was adopted to find out the perception of students and deputy principals on peer pressure as a predictor of Students' sexual behavior, violent behavior, and substance and drug use. Data on the students’ and deputy principals’ perception was collected using structured questionnaires and deputy principal’s interview. The content validity of the research instruments was established by seeking opinions from the experts in the Department of Educational Psychology. Reliability was assessed by test re-test method. Pearson correlation coefficient of 0.882 and 0.996 was obtained for students’ and deputy principals’ questionnaires respectively. Descriptive statistics including frequency counts, means, standard deviation and percentages were used to analyze quantitative data. Qualitative data from the deputy principal interview was transcribed and categorized into emergent themes. The study showed that students expressed moderate agreement that peer pressure relates to students’ sexual behavior (mean=2.65), students’ violent behavior (mean=2.63) and drugs and substance use (mean=2.72). Deputy principals had higher level of agreement that peer pressure relates to students’ sexual behavior (mean= 3.24), students’ violent behavior (mean=3.33) and drugs and substance use (mean= 3.24). The findings of this study may help in increasing awareness and insight towards implementation of comprehensive peer educational programs in school and provide useful information to the Ministry of Education and policy makers. The study therefore recommends that secondary schools should implement comprehensive peer education programs that would bridge the gap in understanding and foster non judgemental discussions on peer pressure and its influence on students behavior.
Master's
2023-01-01T00:00:00ZTeachers’ perceptions on the influence of life skills education on moral behavior of students in secondary schools in Emuhaya sub county, KenyaKEYA, Rose Savatihttps://repository.maseno.ac.ke/handle/123456789/59422023-12-21T14:30:33Z2023-01-01T00:00:00ZTeachers’ perceptions on the influence of life skills education on moral behavior of students in secondary schools in Emuhaya sub county, Kenya
KEYA, Rose Savati
The Ministry of Education has been long aware of the need to adopt Life Skills Education as a
remedy to the challenges that the youth face. The prevalence of teenage pregnancy, school dropout,
alcoholism, early marriages, drug misuse, HIV/AIDS and STIs among secondary school students
is on the rise. In Emuhaya Sub County, there is a high prevalence of alcohol and drug abuse at
25.74%, approximately 55% of individuals have their first sexual intercourse experience before
the age of 15, crime rates are at 22.69% and the dropout rate of students is 45.3%. The purpose of
this study therefore was to examine teachers’ perceptions on the influence of life skills education
on moral behavior of students in secondary schools in Emuhaya sub county, Kenya. Objectives of
the study were to: establish the extent to which teachers training on life skills education puts
emphasis on moral behavior, establish the extent to which life skills education courses have
incorporated moral behavior content of students in secondary schools, determine the extent of
teachers attitude on life skills education and quality of moral behavior of students in secondary
schools and establish the availability and adequacy of teaching/learning resources on life skills
education on moral behavior of students in secondary schools. A conceptual framework showing
inter-relationships between independent variable, teachers’ perceptions and dependent variables,
moral behavior based on Bandura’s Social Learning Theory was used. The study adopted
descriptive survey research design. The study population was 400 teachers and 1 Sub County
Quality Assurance and Standards Officer. The sample sizes were 196 teachers who were targeted
to participate in quantitative survey. The SCQASO was also purposively selected to participate in
qualitative interviews. Structured questionnaire and a key informant interview were used to collect
data. Face and content validity of questionnaire were determined by experts in the Department of
Educational Psychology. The Reliability of questionnaire was determined through pilot study in
10% of the schools using Test Retest technique whereby Pearson’s r coefficient was used to check
for external consistency of research instruments which was 0.70. Quantitative data from closed
ended items in questionnaire were analyzed using descriptive statistics in form of frequency
counts, percentages, means and standard deviation using SPSS. Qualitative data from open ended
items of the questionnaire were transcribed, analyzed and reported in emergent themes and sub themes. The findings indicated that teachers disagree on the influence of teachers training on LSE
with an emphasis on moral behavior of students in secondary schools, with the overall mean of
2.44. Teachers agree on the extent to which LSE courses have incorporated moral behavior content
of students in secondary schools with the overall mean of 2.51. Teachers disagree on the influence
of teacher attitude on LSE and moral behavior of students in secondary schools with an overall
mean of 2.19 and finally agree on the influence of availability and adequacy of teaching/learning
resources on LSE on moral behavior of students in secondary schools with the overall mean of
2.57. The SCQASO concur with teachers that LSE courses contain moral behavior content and the
availability and adequacy of teaching/learning resources on LSE but disagree with them on
teachers training on LSE and teacher attitude in LSE. Conclusions of the study are: teachers
training did not influence teaching of LSE; LSE courses have an influence on moral behavior
content; teacher attitude in LSE did not influence moral behavior and the availability and adequacy
of teaching/learning resources influence the implementation of LSE. Recommendations from the
study are: the training of teachers in LSE should be looked into; improvements to be made on
incorporation of moral behavior content in LSE courses; teachers providing LSE should have a
positive attitude and improvements to be made on availability and adequacy of teaching/learning
resources so as to enhance quality moral behavior.
Master's Thesis
2023-01-01T00:00:00ZEffectiveness of teacher performance appraisal and development (TPAD) implementation in secondary schools management in Gucha sub-county, KenyaONDARI, Rosana Jameshttps://repository.maseno.ac.ke/handle/123456789/59412023-12-21T14:25:47Z2023-01-01T00:00:00ZEffectiveness of teacher performance appraisal and development (TPAD) implementation in secondary schools management in Gucha sub-county, Kenya
ONDARI, Rosana James
The TSC inistituted Teacher Performance Appraisal and Development tool (TPAD) in 2016 with
a view of improving school educational outcomes. However, there have been active resistance by
teacher trade unions against training on TPAD usage. Out of the 160 teachers interdicted
nationally, 42 cases (26.25%) were from Kisii County with Gucha leading with 15 cases (35.7%).
Evident training non-receptiveness created doubt as to whether teachers, being their own TPAD
evaluators were effectively implementing it. Therefore, the purpose of the study was to establish
effectiveness of TPAD implementation in Gucha sub-county secondary schools. The objectives
were to: establish effectiveness in TPAD tool’s implementation for enhancing teacher lesson
attendance; to determine the effectiveness of TPAD tools implementation for enhancing syllabus
coverage; to examine the effectiveness of TPAD tools implementation for maintaining learner
discipline and to establish the effectiveness of TPAD implementation in enhancing school
management. Locke’s (1968) goal-setting model formed the study's theoretical basis. The study
used descriptive survey design. Target population comprised 1 Director, 21 principals, 115 HODs,
254 teachers, 194 class secretaries. Satulated and stratified random sampling generated reliable
key informants; the sub county director, 21 principals, 115 HODs, 169 teachers, 132 class
secretaries. Data collection instruments were questionnaires, and inteview schedule. Before
administration, the instruments were examined by experts from Maseno university to establish
validity. 2 Principals, 10 HODs, 58 teachers and 29 class secretaries from Sameta Sub-County
were involved in instrument piloting using test- retest method to ascertain reliabilty. A reliability
coefficient of 0.82, 0.76, 0.80 and 0.78 respectively was established. A reliability coefficient of
above 0.75 was considered adequate. Quantitative data based on the responses was analysed by
use of SPSS version 22.0 and descriptive statistics generated namely: frequencies, percentages and
then presented using tables. The study used inferential statistics; pearson’s product moment
correlation test, regression test, hypotheses test and one way ANOVA. Regression model obtained
a unit change on implementation of TPAD tools in while holding other factors constant would
enhance lesson attendance, syllabus coverage, learner discipline and school management by a
factor of 0.620, 0.600, 0.510 and 0.792 respectively. From the coefficient table, the value for
implementing TPAD tools for lesson attendance, syllabus coverage, learner discipline and school
management were all 0.000 which is less than 0.05. Since the p-value of 0.000 is less than 0.05,
all the null hypotheses collapsed. ANOVA test showed TPAD implementation had significant
effect on all the independent variables as the value of significance (p-value) was less than 5%. The
calculated value was greater than the critical value (68.893 > 4.49). The study recomends that to
enhance lesson attendance, all the stakeholders including class secretaries, teachers, HODs and
Principals, need to be trained effectively on every specific aspect of TPAD; proper infrastructure
measures and capacity building should also be put in place to improve syllabus coverage; there is
need for participative decision making processes on disciplinary policy in secondary schools and
that TSC should encourage teachers to involve goal-setting practices associated with attainment
of goals for effective school management.
Master's Thesis
2023-01-01T00:00:00ZDeterminants of dropout and transition rates in public primary Schools in Kisumu East sub county KenyaOTIENO, Mark Airohttps://repository.maseno.ac.ke/handle/123456789/59392023-12-21T14:22:01Z2023-01-01T00:00:00ZDeterminants of dropout and transition rates in public primary Schools in Kisumu East sub county Kenya
OTIENO, Mark Airo
The government of Kenya re-introduced Free Primary Education in 2003 to enhance access, retention and transition. In Kisumu East Sub County, dropout rate is higher and transition rate lower than the neighboring Sub Counties of Kisumu Central, Kisumu West, Seme, Nyando, Muhoroni and Nyakach. This leads to high wastage of limited educational resources. The purpose of this study was to determine determinants of transition and dropout rates in public primary schools in Kisumu East Sub County. The study was guided by the following objectives: to determine the grade dropout rate in public primary schools in Kisumu East Sub County, to determine the grade transition rate in public primary schools in Kisumu East Sub County, to establish causes of high drop out in public primary schools in Kisumu East Sub County and to determine factors leading to low transition in Kisumu East Sub county. The population consisted of 45 head teachers, 274 teachers and 751 pupils. Saturated sampling was used to select 40 head teachers and stratified random sampling to select 74 teachers and 202 pupils. Descriptive survey research design was used in this study. The instruments that were used in the study were questionnaire, document analysis and interview schedule. Face and content validity of the instrument were determined by supervisors from the department of Education Management and Foundation Maseno University. A pilot study was carried out in four schools and a reliability index of .80 was obtained in head teachers questionnaire and .70 for teachers and pupils questionnaire from test-retest technique. Qualitative data was analyzed into themes and sub themes. Quantitative data was analyzed using descriptive statistics. The study found out that the dropout rate in Kisumu East Sub County was 19.7% and the transition rate is 68.72% in 2020, the leading factor for dropout was the level of family income at 98% and the leading factor for transition was availability of physical facilities at 84%. The study concluded that dropout and transition rates are determined by a range of interacting factors which includes level of family income, orphan hood, level of education of family head, availability of physical facilities, cost of education, enrolment pupil character and pupil attitude. The study recommended cooperation between parents, teachers and the government in order to reduce dropout rate and improve on the transition rate. This study may be of significance to all education stakeholders in Kisumu East Sub County in curbing the challenges of dropout and transition.
Master's
2023-01-01T00:00:00ZRelationship between information communication technology usage and administrative quality of principals in public secondary schools in Homabay County, KenyaOBUODA, Gilbert Michael Omolohttps://repository.maseno.ac.ke/handle/123456789/59132023-12-19T16:00:48Z2023-01-01T00:00:00ZRelationship between information communication technology usage and administrative quality of principals in public secondary schools in Homabay County, Kenya
OBUODA, Gilbert Michael Omolo
In the globalized economies, countries require an ICT literate workforce to enhance participation in the knowledge economy. Education sub-sector in Kenya has embraced information communication technology (ICT) in school management with expectation of value addition, hence optimized organizational outcomes. Studies carried out in various counties in Kenya on effect of ICT entrenchment in individual schools revealed improvement in administration which resulted in good KCSE mean score. In Homabay County, KCSE results dropped by a mean score of -2.4 in the period 2013-2017 for ICT entrenched secondary schools. This drop was more than -1.2, -1.0, and -1.0 realized in neighboring Migori, Kisii, and Kisumu Counties respectively for such schools. Literature revealed need for human relations in ICT work environment and that managers may positively motivate their staff administratively through qualitative interpersonal human relations to improve organizational output. Given that ICT tools do not operate devoid of human environment, this study purposed to establish the relationship between ICT Usage and administrative quality of principals in public secondary schools. Objectives were: determine relationship between ICT-Usage on internal communication, record - keeping, human resource and financial resource management and administrative quality of principals. The study was based on Socio-Technical Systems Theory. The study employed descriptive and correlation research designs. The study population was 102 principals, 102 deputy principals, 102 ICT-Usage teacher-in-charge, 102 school captains, 102 non-teaching staff representatives, 1480 teachers, and 8 SCQASO. Purposive sampling technique was applied in selecting 91 principals, 91 deputy principals, 91 ICT-Usage teacher-in-charge, and 7 SCQASO sampled by saturated method. The other 11 principals, 11 deputy principals, and 11 teachers in charge of ICT were involved in pilot studies. Simple random sampling technique was used to select 300 other teachers. 30 school captains, 30 non-teaching staff representatives were selected from returned consent forms for interview. 20 principals, 20 deputy principals and 20 ICT teachers in charge were also interviewed. Questionnaire, document analysis, and interview schedule were the instruments applied for data collection. Face and content validity of instruments were ascertained by experts in the department of educational administration. A test-retest method was applied to determine reliability of the instruments. Pearson-r of .72 for questionnaire at a p- value of .05 was considered appropriate. Quantitative data was analyzed through descriptive statistics, ANOVA and regression analysis while null hypotheses were tested by t–test method. Qualitative data were analyzed thematically. The findings were; For ICT usage on communication X1: Y= 1.1711+0.140X1E. Meant that for 1 unit increase of ICT usage, there occurred an improvement in administrative quality of principals by 0.140 units; For ICT usage on record keeping X2: Y=1.711+0.092X2E. Indicated that 1 unit increase of ICT-usage resulted in an improvement on administrative quality of principals by 0.092 units; For ICT usage on human resource management X3: Y=1.711+0.220X3E. Meaning that for 1 unit increase of ICT usage an improvement in administrative quality of principals ensued by 0.220 units. Lastly, for ICT-usage on financial resources X4: Y=1.711+0.085X4E It meant that an increase of 1 unit of ICT- usage on financial resource management resulted in an improvement in administrative quality of principals by 0.085 units. The study further revealed that use of ICT in human resources management had highest effect in administrative quality of principals. The study findings are useful for generating information about usage of ICT and ways in which it aids administrative quality of principals in secondary schools. It was recommended that there be enhanced use of ICT in internal communication by establishing functional ICT tools, equipment, and infrastructure; that management to entrench staff development orientations and training processes through regular seminars and workshops for principals, deputy principals and the staff who are in managerial positions.
PhD Theses
2023-01-01T00:00:00ZInfluence of substance use/abuse on adolescents’ social behavior in public secondary schools in Kisumu East sub-county, KenyaCHEBET, Lenah Kirophttps://repository.maseno.ac.ke/handle/123456789/59052023-12-18T17:17:13Z2023-01-01T00:00:00ZInfluence of substance use/abuse on adolescents’ social behavior in public secondary schools in Kisumu East sub-county, Kenya
CHEBET, Lenah Kirop
Substance use/abuse as shown by many studies is a serious problem in Kenya and world over. Studies indicate adolescents’ substance use and abuse in secondary schools affect social behaviour. Strikes, stealing, running away from school, and other forms of antisocial behaviour are due to substance abuse. Kisumu County is listed by studies as leading in the use and abuse of substances among people aged 12-65years. In Nyanza, the prevalence among adolescents stands at 10%, while Kisumu County accounts for 26.8%. There has been a dearth of studies on adolescent substance use/abuse and its impact on social behaviour in public secondary schools in that area. This present study therefore, was conducted based on this existing knowledge gap. The purpose of this study was to ascertain the influence of adolescents’ substance use and abuse on social behaviour in public secondary schools in Kisumu East Sub-County. The objectives of the study were to: determine the prevalence and gender disparity in substance use and abuse among adolescents in secondary schools, examine the extent to which parents, peers and the media influence adolescents’ substance use and abuse, establish the influence of substance use and abuse on the adolescents’ social behaviour, explore perceived strategies used to curb substance use and abuse among adolescents in secondary schools. The study was guided by Bandura’s Social Cognitive Theory and a conceptual framework. Both descriptive survey and correlational research designs were used. The study’s target population comprised 7528 secondary school students of ages 14-19 and 41 teachers in charge of guidance and counselling. Schools were sampled using stratified sampling technique. An acceptable representative sample of 366 adolescents was derived from Fisher’s sampling formula and 12 teachers in charge of guidance and counselling automatically qualified since their schools formed the study’s sample. Questionnaires and interview schedule were used to collect data. Reliability for the questionnaires was obtained through test-retest method. The two tests from the pilot study were correlated using Pearson’s Product Moment Correlation and they yielded a coefficient of .780. Specialists in the Educational Psychology Department determined the research tools’ face and content validity. The study employed descriptive statistics such as frequency counts, percentages, means and standard deviations to analyse quantitative data. Inferential (t-test) was used to test the gender disparity in substance use and abuse while Pearson Product Moment correlation and multiple regression models were used to establish the relationships and influence among the variables. Qualitative data was transcribed and organized as per the objectives and reported. The findings of the study indicated that there is a prevalence of 38.2% of substance use and abuse among adolescents. No significant gender difference was found in adolescents’ use and abuse of substances. A positive significant relationship was found to exist between adolescents ’use and abuse of substances and peers’ influence (β=-.135, p=.007). However, there was negative significant relationship between parents and media influence on the one hand and adolescent substance abuse on the other (β=-.288, 0=.000) and (β=-.153, p=.002) respectively. Also, a positive significant relationship exists between use abuse of substances and adolescents’ antisocial behaviour (r=.525, p<.000). Hierarchical regression results indicated that the selected factors accounted for 13.2% variance in substance use/abuse. Strategies used to counter substance use and abuse were: severe punishment to those abusing substances, incorporating in the curriculum aspects reinforcing self-esteem, assertiveness, problem solving and self-control skills as well as use of guidance and counselling. Findings of this study may be useful to MoE, students and other stakeholders like parents and teachers to develop effective strategies to mitigate substance use/abuse in secondary schools.
PhD Theses
2023-01-01T00:00:00ZTypes of intelligence, personality types and their relationship with gender and career choice among first year undergraduate students in a selected public University, KenyaATELA, Richard Jumahttps://repository.maseno.ac.ke/handle/123456789/59002023-12-18T16:18:42Z2023-01-01T00:00:00ZTypes of intelligence, personality types and their relationship with gender and career choice among first year undergraduate students in a selected public University, Kenya
ATELA, Richard Juma
Training institutions all over the world place high premium on those who excel in examinations. In Kenya, students are admitted into available undergraduate degree programmes based on their performance in Kenya Certificate of Secondary Education examination. Moreover, university admission requires that students should obtain a minimum grade of C+ which has been an impediment for a majority of students in choosing a career. Therefore, a substantial number of first year students end up revising their courses or settle for what is available, and this may lead to low career satisfaction levels being witnessed today. Moreover, limited research attention has been given to the importance of considering students’ unique intelligences and personality interests when placing them in the degree programmes. Therefore, the specific objectives of this study therefore were to establish types of intelligence among first-year undergraduate students across gender; to establish personality types across gender; to establish types of intelligence across career choice and to establish personality types across career choice. The study was guided by the Multiple Intelligence Theory (1983) and Holland’s Code Theory (1997). Ex-post facto and descriptive survey designs were adopted for the study. The study population was 490 first-years B.Ed students during the 2016/2017 academic year. The study sample consisted of 220 students selected through proportionate stratified sampling. Data were collected using modified Gardner’s multiple intelligence and Holland Questionnaire, Interview Schedule and Document Analysis Guide. The questionnaire was piloted using 10% of the study population. Research instruments were screened for content validity. Test-retest reliability indicated that the questionnaire was reliable (r=0.84). Qualitative data were transcribed and emerging themes reported. Quantitative data were analyzed using frequency counts and percentages. The study found that respondents can be classified into the nine intelligence types with interpersonal intelligence (n=34; 15.5%) being the dominant type followed by verbal linguistic intelligence (n=32, 14.5%). The least dominant was visual spatial (n=16; 7.3%). Males dominated in all types of intelligence except interpersonal, visual-linguistic and bodily-kinesthetic. The dominant personality type was social (n=40; 18.2%) with more males (n=24, 60%) possessing social personality type than females. The least was realistic type (n=30; 13.6%). Males outnumbered females in all personality types except artistic personality type where females were dominant. It was concluded that differences exist in specific types of intelligence and personality types across gender and career choice. The study recommends the findings for student appraisal to aid placement process, career guidance practices, knowledge and further research.
PhD Theses
2023-01-01T00:00:00ZInfluence of students’ mental health and school climate on unrest and coping strategies in secondary schools in Kisii county, KenyaKILEL, Faithhttps://repository.maseno.ac.ke/handle/123456789/58982023-12-17T12:35:18Z2023-01-01T00:00:00ZInfluence of students’ mental health and school climate on unrest and coping strategies in secondary schools in Kisii county, Kenya
KILEL, Faith
School unrest is a concern worldwide today. Unrest in Kenyan secondary schools has been on the rise despite measures put in place to curb it. Kisii County has not been spared. Reports from Kisii County Educational Directorate indicate that in 2017 students in Kisii County secondary schools were arrested with jerry cans of petrol intending to burn down the school. In 2018, 5 students sustained minor injuries when 2 dormitories caught fire after students demonstrated due to bad diet while others destroyed the administration block, setting ablaze property belonging to 198 students and baying for the principals` blood. Further reports in 2021 indicate that there were: 7 cases of unrest compared to Migori County which had 2 cases, Bomet County which had 3 cases and Kericho County which had 5 cases. In addition, a Form Three student attacked two teachers while being punished for missing evening studies. Before the attack, the student had been asked to kneel as part of the disciplinary process. This study was to establish the influence of Students` mental health and school climate on student unrest in secondary schools in Kisii County, Kenya based on the following specific objectives; establish the influence of mental health variables on student unrest, determine the influence of school climate variables on student unrest, establish strategies students use to cope with mental health issues and to establish the mechanisms used by schools in addressing issues that lead to unrest. The study employed the Social Control Theory by Ivan Nye, the Strain theory by Robert Merton, and a conceptual framework that described how the variables interacted. Descriptive survey and correlational research designs were employed. The population comprised of 30,955 form 2 students, 350 deputy principals, and 350 class teachers. Yamane’s formula was used to determine 395 students and a stratified random sampling technique was used to select 105 deputy principals and 105 class teachers. Questionnaires, an interview schedule, and a rating scale were used to collect data. 10% of the sample size was used for piloting. The reliability of the instruments was of R-values as follows .83, .78, and .79 respectively. The validity of the instruments was ascertained by experts. Quantitative data was analyzed using descriptive and inferential statistics, while qualitative data was transcribed, put into various categories, and reported in an ongoing process. Findings from the study indicated that most students in schools had moderate type of depression. Students who had Cognitive depression were 96.2%, mood were100% and 92.3% had motivation depression. The key strategies students used to address their mental health issues were reaching out to parents (89.1%) and seeing teachers for help (86. 8%). The last strategy was seeing the school counselor (19.2%). Adhering to school rules was the most preferred mechanism schools used to address issues contributing to unrest(96%), the least approach was involving students in making school rules (0%). The study further found that the cognitive aspect of depression had a weak negative correlation (rho= -.34, p= .047): a weak positive correlation for academic stress (rho= .11) and a positive correlation for school learning environment (rho=.05); the cognitive aspect of depression significantly influenced unrest (β=3.057,p=.047) and learning environment(β=2.039,p=.048). The study concluded that the cognitive aspect had a statistically significant negative correlation: academic stress had a non-significant weak positive correlation and the learning environment had a positive correlation. The study recommended that schools should address issues that are likely to contribute to cognitive depression, and students to be encouraged to seek counseling services.
PhD Thesis
2023-01-01T00:00:00Z