Department of Education management and foundation

Determination of the class repetition rates for 2011 cohort of pupils in public primary schools in Transzoia west, Kenya

2024-08-05T14:07:47Z

Determination of the class repetition rates for 2011 cohort of pupils in public primary schools in Transzoia west, Kenya Onyango, Duncan James; Sika, James Ochieng; Gogo, Julius Otieno Education remains the most critical component for economic development and social progression in any society. Governments, policymakers and civil societies have emphasised the need to invest more in education and ensure that systems of education are efficiently managed. The internal efficiency of a school is the capacity of the school system to produce graduates in the best way, without repetitions and dropouts, to ensure that resources invested in the learner do not go to waste. Class repetition and pupil absenteeism are some of the internal inefficiency issues in public primary schools of Trans Nzoia West. Comparing pupil lesson attendance rates in public primary schools in Sub-Counties of Trans Nzoia, pupil lesson attendance was lowest in Trans Nzoia West Sub County. The purpose of the study was to determine the internal efficiency of education as reflected in the repetition rates of the 2011 cohort in public primary schools in Trans Nzoia West Sub-County. The specific objectives of the study were to determine the class repetition rate in the 2011 cohort Transzoia West Sub-County. The study was anchored on the transactional-ecological model of the development framework. The study used a descriptive research design. The study population was 4336 class 8 pupils, 71 class 8 teachers, 57 head teachers and 1 Sub-County Director of Education (SCDE). Saturated sampling was used to select 52 head teachers, 66 class 8 teachers and 1 SCDE, while 404 class 8 pupils from the 5 zones of Trans Nzoia West Sub-County were selected using stratified random sampling. The reliability of the instruments was determined through a pilot study carried out with 1 head teacher, 1 class 8 teacher and 7 class 8 pupils per zone in the 5 zones to pre-test the instruments. It was calculated using Pearson’s Product-Moment correlation coefficient. This resulted in a correlation coefficient of r= 0.760, which validated the reliability of the questionnaires used. The study revealed that teachers considered poor parental support as the most crucial factor leading to pupils repeating classes. It was also established that early pregnancies led to non-completion of primary-level education by girls. The study recommends that the school administration should abolish forced class repetition from both parents and teachers in primary schools. The school administration should instead implement early intervention programs targeted at pupils showing signs of low academic performance or risk of repetition. These programs could include additional tutoring, mentoring, or personalized learning plans to address individual pupil needs and prevent repetition. https://oapub.org/edu/plugins/generic/pdfJsViewer/pdf.js/web/viewer.html?file=https%3A%2F%2Foapub.org%2Fedu%2Findex.php%2Fejes%2Farticle%2FviewFile%2F5474%2F8106

Involvement of Student Councils in the Supervision of their Welfare on Discipline in Secondary Schools in Migori County, Kenya

2024-07-26T15:05:59Z

Involvement of Student Councils in the Supervision of their Welfare on Discipline in Secondary Schools in Migori County, Kenya Adhanja, A .Rose; Kawasonga, Marcellus; Olel, Maureen Students’ councils leadership is a participatory form of governance, which exist worldwide and can improve discipline of learners. In Kenya, it was established in 2009 after the burning of caporal punishment, between the years 2015-2018, 31.2 % of secondary schools in Migori County went on strike, 11.7% in Homa Bay, 10.2 in Kisii and 5.7% in Narok despite government directive that these student councils to be involved in the management of schools among other policies to reduce the conflicts. This is therefore prompting a study in Migori County. The objective which guided the study was to establish the influence of involvement of student councils in the supervision of their welfare activities on discipline; The study used conceptual framework. The study used descriptive survey and ex-post facto research designs. Targeted population was 1140 respondents. Principals, Deputy Principals (DPs), heads of guidance and counseling (HGC) and Presidents of Student Councils (PSCs) and 8 Sub-county Education officers (SCDE). The researcher used purposive sampling to find 8 SCDEs and use 30 percent to get a sample of 85 Principals, DPs, HGC and PSCs from a population of 283 respectively. Data collection instruments will be questionnaires for principals, DPs and students. Interview schedules for HGC and SCDEs. Two experts from the department of Educational Administration at Maseno University will scrutinize the instruments to ensure their validity. Reliability of the instruments will be determined by employing Pearson’s product moment for the test-retest and reliability coefficient of 0.75 up to 0.99 was realized, hence the instruments were termed reliable. The findings revealed that involvement in supervision of students’ welfare on students discipline had weak positive correlation (0.071) and it was statistically significant as p-value (0.211) ˃ 0.01 level (2 tailed). The study concluded that students should be more involved in the supervision of their welfare on students’ discipline. It was recommended that students’ councils should be sufficiently prepared in their supervisory roles in school management to enhance discipline. The data was analyzed using both quantitative and qualitative methods. The study was significant to students; principals and education stakeholders. The researcher adhered to research ethical considerations.

Examining community financing of secondary education lunch programmes and their effect on provision of quality education in Kisumu county, Kenya

2024-07-26T14:54:21Z

Examining community financing of secondary education lunch programmes and their effect on provision of quality education in Kisumu county, Kenya Owiye, Duncan Otieno; Sika, James Ochieng; Olel, Maureen The effectiveness of public financial support for secondary education is an issue of concern given the delay in submitting government grants, challenges of increased enrolment and inadequate resources to support quality teaching and learning. This study was based in Kenya; however, Kisumu County was chosen for its below-average KCSE mean score of 4.08 (D+) in 2017 compared to the average mean of 6 (C); low teacherstudent ratio at 1:59 compared to the required 1:45 and absolute poverty index of 41% compared to the national poverty index of 35.6. The purpose of this study was to analyze community financing of public secondary schools and its effect on the quality of education in Kisumu County, Kenya. The specific objective of the study was to examine community financing of secondary school lunch programs and their effect on the provision of quality education in Kisumu County. A descriptive and correlation research design was used in the study. The target population for this study comprised 214 secondary schools in Kisumu County, 214 school principals, 214 BOM chairpersons, the CDE, 48 CBOs and 51,243 students. Questionnaires, document analysis and interview schedules for school principals, BOM chairpersons, the CDE, CBOs and students were used in this study. A stratified simple random sampling procedure was used to sample the 64 public secondary schools in Kisumu County from which 64 school principals, 64BOM chairpersons, 16 CBOs and 387 purposively selected students were used for the study. The content and face validity of the instruments were determined by employing experts in the Department of Education Management and Foundations. The reliability of the instruments was calculated by using the test re-test and was calculated at Pearson r coefficient of 0.879. Qualitative data was transcribed and analyzed in emergent themes and sub-themes. The results showed that there was a positive correlation of 0.952 between Community financing, lunch programs and academic performance. The study concluded that community financing of adequate lunch programs significantly influences the academic performance of learners to a great extent. The study recommended that community financing of lunch programmes should be increased in order to achieve fully the objectives of the secondary education policy. The findings may be significant to policymakers, education planners and implementers on the requirement for the registration of institutions of higher learning. Available online at: www.oapub.org/edu

Teacher Education Reforms in Kenya: The Past, the Present, and Mapping the Future

2024-03-14T13:55:33Z

Teacher Education Reforms in Kenya: The Past, the Present, and Mapping the Future Oyoo, Samuel Ouma; Olel, Maureen Atieno; Kang'ahi, Maurine; Indoshi, Francis Chisikwa Teacher education in Kenya was formally started in mid-nineteenth century by European Christian missionaries. The urge to establish teacher education programs at the time was to address the shortage of teachers due to the unplanned and rapid expansion of schools. The need to produce schoolteachers was also to relieve missionaries who were required to concentrate on evangelization. At their inception, teacher education programs were patterned on Western European and Canadian established teacher education models of the early nineteenth century. The education (preparation) of teachers in Kenya has over time undergone massive reforms including in structure and scope. This chapter presents both reports and analyses of the trends in the teacher education reforms to date. Also included in the chapter are recommendations/debates on more reforms/changes needed to enable teacher education programs to equip teachers for effective practice in the twenty-first century including the successful implementation of the Competency Based Curriculum in Kenyan schools. The article can be accessed in full via: https://www.emerald.com/insight/content/doi/10.1108/S1479-368720230000042010/full/html

Total quality management approach as a measure of quality in TVET colleges in Kenya

2024-03-14T13:44:13Z

Total quality management approach as a measure of quality in TVET colleges in Kenya Njiri, Samwel Ojwang; Asesa, Edna; Olel, Maureen The Kenyan government has significantly increased funding for Technical and Vocational Education and Training (TVET) from KSh15.7 billion in 2018/19 to KSh26.9 billion in 2019/20. The number of TVET institutions, including private ones, has risen from 874 in 2015 to 2,191 in 2019, accompanied by a surge in enrolment from 142,418 in 2015 to 430,598 in 2019. Despite these positive developments, the Republic of Kenya Sessional Paper 1 of 2019 acknowledges challenges in TVET, particularly a deficiency in graduates' competencies aligning with the labor market needs. Vision 2030 emphasizes the critical role of TVET in producing skilled professionals to drive economic growth. Total Quality Management (TQM) captures the essence of quality improvement. Studies on TQM show that it improves the quality of educational training, this study aimed to evaluate the TQM approach as a measure of quality in Kenyan TVET colleges. Specifically, the study focused on assessing the quality of leadership and student services within these institutions. The study was guided by Statistical Quality Control theory, which emphasizes the use of statistics for identifying areas of improvement in quality and productivity. Using a descriptive survey research design, the study targeted a population of 120,258, including 42 principals, 342 heads of departments, and 119,874 students. A sample size of 36 principals, 294 heads of departments, and 382 students was determined using Krejcie and Morgan's sampling table. Stratified and simple random sampling methods were employed to ensure representation across various strata. Data collection instruments involved questionnaires, interviews, and document analysis, with the validity of the instruments ascertained by experts from Maseno University. The heads of departments questionnaire was rated as reliable at .934, and the student questionnaire was rated as reliable at .799. Quantitative data was analyzed using descriptive statistics such as mean and percentages, the p-control chart was used to identify areas of variability in quality to establish where the problem is and suggest corrective measures. Qualitative data were categorized into emergent themes. The study's findings revealed significant shortcomings in leadership within Kenyan TVET colleges, reaching only 12.11% of the 15% TQM benchmark. Similarly, student services were notably deficient, achieving only 3.21% of the 5% benchmark. These findings underscore potential inadequacies in leadership and a lack of quality service provision. The study's outcomes offer valuable insights for TVET institutions' management to formulate strategies addressing quality challenges through TQM implementation. Additionally, the findings can inform reforms by the Ministry of Education to enhance education and training services in Kenya's tertiary institutions. Available online at: www.oapub.org/edu

Relationship between Intrinsic Teacher Motivation and Teacher Amotivation and Student Academic Performance in Public Secondary Schools in Gem Sub-County, Kenya.

2023-03-16T17:14:19Z

Relationship between Intrinsic Teacher Motivation and Teacher Amotivation and Student Academic Performance in Public Secondary Schools in Gem Sub-County, Kenya. Oluoch, Dickens Odoyo; Gogo, Julius Otieno Studies on teacher motivation indicate low teacher motivation results in low student academic performance. The purpose of this study was to determine the relationship between teacher motivation and student academic performance in public secondary schools in Gem Sub-county, Kenya. The objective of the study was to establish the relationship between intrinsic teacher motivation and teacher amotivation on student academic performance. The study was guided by the Conceptual Framework based on Self-Determination Theory and adopted correlation and descriptive research designs. The study population was 41 principals and 180 teachers from 41 public secondary schools. A sample of 36 principals from 36 schools was picked through a saturated sampling technique given that 5 schools were used for the pilot study. The purposive sampling technique was used to select 110 teachers who had taught the same class from form three to form four between 2013-2014. Work Self-Determination Index was used to measure teacher motivation. The reliability of the instruments was established by the test-retest method and a coefficient index of 0.791 was accepted. The study showed that intrinsic teacher motivation had a weak, positive and significant relationship with student academic performance (r =0.327; N=110; p <0.05) and accounted for a 9.9% variation in student academic performance. Teacher amotivation had a weak, positive and significant relationship with student academic performance (r =0.218; N=110; p<0.05) and accounted for a 3.9% variation in student academic performance. The study noted that increased teacher motivation enhances student academic performance. The findings of this study would inform the stakeholders in education in coming up with strategies to enhance teacher motivation to improve student academic performance. DOI: 10.30918/AERJ.102.22.020

Challenges in the supply of science and technology education training programs in the TVET institutions in Nyanza region, Kenya

2023-03-16T17:06:01Z

Challenges in the supply of science and technology education training programs in the TVET institutions in Nyanza region, Kenya Onyango Nelson Otieno, Gogo Julius Otieno, Sika James Ochieng The supply of TVET education refers to the amount of education that the stakeholders are willing to supply to its people. The relevance of the supply of TVET education must transform into labour market, which enables people, to renew old skills and develop new ones. The supply of TVET education has been increasing rapidly in relation to meagre resources. The enrollment has been doubling in every five years which is the fastest rate of increase in the world. This has been prompted by the economic growth in respective African countries which needs TVET education. The question is: what are the challenges facing this sector in terms of infrastructure, teachers, students and programmes? The study adopted a descriptive research survey paradigm and the theoretical perspectives are guided by the law of supply of education. The results of the study show that the supply of infrastructure, teachers, students and programmes is inadequate. For example, the adequacy of the training facilities has a mean of 3.175 and a standard deviation of 1.022 also the average score of the respondents’ views on the adequacy of teachers in the departments have a mean of 2.93 and a standard deviation of 1.334 while there is an upward trend in the supply of students. The main challenges were: Inability to pay college fees; Poor entry behavior; Market demand; Negative attitude; Inadequate training facilities; Inadequate teaching staff. The study concluded that the supply of science and technology education in Nyanza region of Kenya remains a serious challenge. The study recommended that all stakeholders should increase their participation in marketing the supply of TVET programs for the benefit of the local communities Available on-line at: https://oapub.org/edu/index.php/ejes/article/view/4517

Relationship between Entry Level, Attitude and Students’ Performance in Mathematics in Public Secondary Schools in Kisumu East District, Kenya

2023-01-24T14:04:27Z

Relationship between Entry Level, Attitude and Students’ Performance in Mathematics in Public Secondary Schools in Kisumu East District, Kenya Manoah Sylvia Awuor — Mathematics is one of the core subjects in secondary school curriculum. Performance in the subject is crucial for students’ admission to scientific and technological professions.However, there has been persistent poor performance in the subject particularly in Kisumu East District as revealed by the Kenya Certificate of Secondary Education examination results for the years 2006 to 2008 with mean scores of 3.2282, 3.3691 and 4.0660 respectively.This may deny students access to the competitive professions. Factors contributing to this poor performance have not been exhaustively studied. The purpose of this study was to examine the relationship between students’ entry level, attitude towards mathematics and performance in mathematics.The studywas conducted in public secondary schools in Kisumu East District and employed correlation design in which the dependent variable was performance and independent variables were entry level and attitude. The study sample was 986 Form 4 students, representing 33% of the population. Data collection instruments were students Questionnaire(SQ) and Mathematics Test(MT).Quantitative data was analysed using descriptive statistics and inferential statistics. Regression analysis wasrun to determine the relationship between the dependent and independent variables. The findings established that the two independent variables had significant effect on performance in MT for both girls and boys. Based on the results it is advisable that performance of students at KCPE to be considered during intake to Form 1,girls’ attitude towards mathematic content and boys’ attitude towards methods of teaching should be enhanced by mathematics teachers. Index Terms— Attitude, Entry level, Form 4 students, Mathematics curriculum,Performance.

Relationship Between Human Resources And Students’ Performance in Kisumu County

2022-10-28T14:42:26Z

Relationship Between Human Resources And Students’ Performance in Kisumu County Mutula, J.A. , Kawasonga, M.A. and Gogo, J.O. Primary schools exist to fulfill certain mandates that include offering quality education to learners, maximizing the stakeholders’ interest, social responsibility and ethics. However, the achievement of these mandates has not been easy due to increased demand for primary education in Kenya while the resources are still minimal. Many scholars observe that the quest for provision of quality education continues to be a matter of leading concern to both consumers and providers of the education service in Kenya and the developing countries. The purpose of this study was to investigate the relationship between the human resources and pupils’ performance. The conceptual framework shows the relationship between the human resources as independent variable with pupils’ performance as dependent variable. Instruments of data collection were questionnaires, interview schedule, Focus Group Discussion and document analysis. Piloting of instruments was done in seven schools which were not included in the study. Validity of research instruments both face and content were presented to experts in the department of education management and foundation for evaluation and recommendation. Reliability was calculated by using the test re- test and Pearson r coefficient of 0.84 and above at a set p – value of 0.05 was considered reliable. Quantitative data was analyzed using descriptive statistics in form of frequencies and percentages. Qualitative data was transcribed and analyzed in emergent themes and sub themes. Human resources accounted for 5.9% (Adjusted R Square = .059) of the variation in the academic performance and was a significant predictor of the academic performance [F (1,11) = 1.686, P < 05, R2 Adjusted = .059]. The findings of this study are significant to policy makers, education planners and implementers of quality assurance in primary schools.

Prospects, challenges and strategies of internationalization of University Education in Kenya

2022-10-22T15:05:06Z

Prospects, challenges and strategies of internationalization of University Education in Kenya James Ochieng Sika, Hezekiah Adwar Othoo Education has become more international and in this millennium, governments have laid emphasis on internationalization of higher education through international co-operation and exchange. In Kenya, institutions and universities have developed their own strategies to internalize their research teaching and service. The process of globalization renews roles and responsibilities of universities following the rapid expansion of various programmes offered at the Kenyan universities due also to increase in student enrollment and opening of new campuses. It follows that Universities are operating in an economic challenging environment which demands for excellence in all services being offered. The question that this paper seeks to answer are what are the strategies and prospect that can be used by universities to improve their excellence in international ranking. The study further looks at the challenges and obstacles toward internationalization of Kenyan universities. The study concludes that implementation components of strategic plans and feedback mechanism is vital for improvement in presence, impact, openness and excellence in practice globally. The study recommends that adoption of pro–active approach through internship programs, research, innovation and creativity are necessary to improve internalization of Kenyan universities. DOI: https://doi.org/10.31949/ijeir.v1i2.2503