School of Education

Influence of teacher motivation on academic achievement of Secondary school students in Seme sub-county, Kenya.

Wed, 01 Jan 2025 00:00:00 GMT

Influence of teacher motivation on academic achievement of Secondary school students in Seme sub-county, Kenya. ANYANGO, Vivian Ochar The school performance trend in Seme Sub County over the past three years indicated that the average performance of the students was lower than the expected pass mark of mean grade of 5.5 in Kenya Certificate of Secondary Education as compared to other neighboring sub-counties. Low performance of the students prompted the necessity to conduct research on the probable causes of low performance and design the most effective strategies that could enhance performance of the students. The objective of the research was to study how teacher motivation is influencing the academic performance of secondary school students in Seme Sub- County. The study aimed at establishing the influence of; remuneration, professional development; work conditions and job satisfaction of teachers, on the academic achievement of the students. This study was based on Herzberg Two –Factor theory of Hygiene and a conceptual framework showing teacher motivation factors as the independent variables, school administrative support, government support, and teacher characteristics as intervening variables, and student academic achievement was the dependent variable in this study. Descriptive and correlational research designs were used for this study. The population of the study was 35 principals and 525 teachers. Saturated sampling was used to sample 32 principals and simple random sampling was used to select 217 teachers for the study. Twenty-two teachers and 3 principals were selected for the pilot study. Data were collected using interview schedules and questionnaires. Experts in the department of Education Psychology evaluated content validity of the tools. Using test-retest method, a reliability coefficient of 0.81, 0.83, 0.79, and 0.87 was obtained on job satisfaction, working conditions, remuneration and TPD instruments respectively. Analysis of quantitative data was done using Pearson’s r, percentages and frequencies. The qualitative data was reported thematically. Results showed nonsignificant negative associations between job satisfaction and academic achievement of students (r= -0.364, p >0.05); remuneration and academic achievement (r = -0.453, p >0.05), and TPD and student academic achievement (r= -0.273, p >0.05). Working conditions showed a positive relationship with academic achievement (r = 0.624, p < 0.05). The study concluded that only working conditions was positively associated with academic achievement. These results are important to teacher employers in understanding factors affecting teacher motivation which in turn has an influence on the academic achievement of the students. Kenya Education Management Institution can use the study in the identification of the training needs of the teacher and professional development requirements to help in enhancing the performance of the students. The results of this study may encourage Boards of Management of schools to improve working conditions of teachers for better results. Master's Thesis

Determination of internal efficiency of education in public primary schools in Trans Nzoia west sub-county, Kenya

Wed, 01 Jan 2025 00:00:00 GMT

Determination of internal efficiency of education in public primary schools in Trans Nzoia west sub-county, Kenya ONYANGO, Duncan James Education remains the most critical component for economic development and social progression in any society. Governments, policy makers and civil societies have emphasized the need to invest more in education and ensure that systems of education are efficiently managed. Internal efficiency of education in a school is the capacity of the school system to produce graduates in the best way, which is without repetitions and dropouts to ensure resources invested in the learner do not go to waste. Class repetitions, 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. Education Management Information System data kept at Sub County office lacks vital information on survival, repetition and completion rates. The purpose of the study was to determine the internal efficiency of education in public primary schools of Trans Nzoia West Sub County. The specific objectives of the study were; to determine class repetition rate, to find out the class survival rate and to assess the class completion rate in 2018 of 2011 cohort. The study was anchored on transactional-ecological model of development framework. The study used descriptive research design. The study population was 4336 class 8 pupils, 71 class 8 teachers and 57 head teachers. Stratified random sampling was used to select the schools while purposive sampling was used to select 52 head teachers and 66 class 8 teachers. The 367 class 8 pupils from the 5 zones of Trans Nzoia West Sub County were selected using stratified and simple random sampling. 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. Experts from the Department of Educational Management and Foundations examined and made adjustments on the items of the questionnaires to enhance face and content validity. Questionnaires were used to collect data from pupils, class teachers and head teachers. In addition, document analysis was used to gather more data. Quantitative data analysis involved descriptive statistics. Frequencies and percentages were tabulated. Cohort analysis was carried out by applying notation for grade survival, grade repetition and completion rates. The study revealed that teachers considered poor parental support as the most important factor leading to pupils repeating classes. It was also established that early pregnancies led to non-completion of primary level education by girls. On the issue of class survival rate for 2011 cohort of pupils, it was established that the total number of pupils admitted in class one in 2011 and retained in public primary schools decreases gradually from 2011 to 2018. The study recommends that the school administration should implement early intervention programs targeted at pupils showing signs of low academic performance. These programs could include remedial plan, mentoring, or personalized learning plans to address individual pupil learning needs so as to facilitate 100% transition policy. There is also need of empowering parents to support their children and be involved in the academic activities of their children both at home and at school for better performance. The study was significant in providing data and information on class survival and repetition rates of pupils in public primary schools to guide education managers in Trans Nzoia West in developing strategies to ensure completion of primary education. Master's Thesis

Perceived effects of use of digitized content on learners‘ achievement in physical geography in secondary schools in Nyakach sub-county, Kenya

Thu, 13 Nov 2025 00:00:00 GMT

Perceived effects of use of digitized content on learners‘ achievement in physical geography in secondary schools in Nyakach sub-county, Kenya OTIENO, Ali James Digitization of school syllabus content in education has changed the teaching and learning process globally because digitized content provides both teachers and learners with more educational affordances. Kenya has embraced content digitization since 2010 with the aim of providing access to learning materials for improved performance in secondary schools in Kenya. However, performance in Physical Geography in secondary schools has remained below average with a mean score of 43% between 2011 and 2022 compared to Human Geography which has posted an average score of 48.74% nationally. From 2009 to 2022 Nyakach Sub-County secondary school learners have continued to register below-average results in Geography, ranging between 4.58 and 4.93 compared to neighboring Sub-Counties which range from 6.12 to 6.46 out of the maximum 12 points as per the Ministry of Education. This has been so, mainly because of the low marks posted by students in Physical Geography, which has also been evident in the trial cluster examinations. The purpose of the study was to investigate the perceived effect of digitized content on learners‘ achievement in Physical Geography in secondary schools in Nyakach Sub-County. Objectives of the study were to find out the perceived effect of use of animations on learners‘ achievement in Physical Geography; investigate the perceived effect of use of 2D with texts on learners‘ achievement in Physical Geography and to establish the perceived effect of use of 3D on learners‘ academic achievement in Physical Geography. Mayer‘s (2009) cognitive theory of multimedia learning which states that people learn more deeply from words and pictures than from words alone was adopted for this study. Experimental and descriptive survey research design was employed to establish the relationship between the use and effect of digitized content on learners‘ academic achievement in Physical Geography in secondary schools in Nyakach sub-county. Study population included all 134 Geography teachers and 1826 Geography students in Form 4. Simple Random sampling technique was used to select both teachers and learners to take part in the study from the 54 secondary schools. Israel (1999) formula was used to obtain the sample size of 24 teachers and 329 learners. Research instruments were questionnaires and teacher-made tests and interviews. Questionnaires were used in collecting data from students and teachers, teacher made test was used to test the retention levels of learners in the control and the experimental groups. A pilot study was conducted to test the reliability of the research instruments. Reliability was determined by the use of test-retest method for both teachers and students‘ questionnaires at 0.825 and 0.777 respectively and the teacher made test at 0.825.A coefficient level of .7 was acceptable, while validity of the instruments was verified by the supervisors who are experts in the field of research. Quantitative data was analyzed through means, frequency counts, percentages and Pearson‘s r. Qualitative data was categorized into themes and reported in narratives. Perceived effect was supported through correlational analysis. Pearson‘s correlation on perception of learners on effect of use of animations, 2D and 3D on learners‘ achievement was r=.309 r=.278 and r=.173 respectively, which were significant. The study found out that Animations, 2D and 3D graphic with texts have a positive effect on learners ‗achievement in Physical Geography. Furthermore, it was established that, the use of digitized content is still a major issue in Kenya secondary education system. The findings of the study may assist the Ministry of Education to launch training and sensitization on mass application of digitized content in schools and to lobby for digital resources and teachers to develop the culture of preparing teaching aids that align with the curriculum. The study recommends research on the influence of virtual reality technology on Physical Geography performance in Kenya Certificate of Secondary Education in other sub-counties in Kenya Master's Thesis

Assessment of methods used by chemistry teachers in developing scientific thinking skills among secondary school learners in Nyakach sub - county Kenya

Thu, 13 Nov 2025 00:00:00 GMT

Assessment of methods used by chemistry teachers in developing scientific thinking skills among secondary school learners in Nyakach sub - county Kenya OLOO, Akiri Ayub The teaching of Chemistry remains challenging in secondary schools in Kenya since Chemistry requires learners to think abstractly. There is need to instill scientific thinking skills that permeates the field of science. According to Kenya National Examination Council, learners avoid questions that require such skills as critical thinking and problem solving, an indicator that the scientific thinking skills are inadequately developed. This contributed to low achievement in Chemistry in the Kenya Certificate of Secondary Education, between the years 2013 – 2018 with the mean score being 3.5724 at national level, 3.3780 for Nyakach, 3.7479, for Kisumu Central, 3.5110 for Nyando and 3.4516 for Muhoroni with Nyakach having the lowest mean. Since the development of skills depend on the method of teaching, it was important to examine what ails the methodology used by Chemistry teachers to develop such skills among learners. The purpose of this study was to assess the methods of teaching used by Chemistry teachers to enable learners develop scientific thinking skills. The objectives of the study were to: determine the methods used by Chemistry teachers to enhance learners‘ acquisition of analytical skills in secondary schools; investigate the methods used to develop evaluative skills among learners, and investigate the methods used to enable learners develop inferential skills. The study adopted the Context, Input, Process, Product (CIPP) theoretical model developed by Stufflebeam (1983). The design of the study was descriptive survey and was conducted in Nyakach Sub-County in Kenya. The study targeted a population 2540 Form 3 Chemistry students and 54 Chemistry teachers from 54 secondary schools within the Sub-County. The form 3 students had opted for Chemistry and were readily available because they were not an examination class. A total 18 schools were randomly sampled 6 from each of the three divisions. Chemistry teachers were purposively sampled from the 18 schools. Using the table by Krejicie and Morgan (1970), 333 learners were sampled using simple random sampling form the sampled schools. Data from teachers was collected using interviews and a lesson observation using a rating scale as they taught Chemistry. Data from learners was collected using structured questionnaires. The instruments were piloted to ascertain their reliability and critiqued by the experts from the school of education to determine their face validity. The reliability was established by computing a Cronbach alpha for the test items. The Cronbach‘s Alpha coefficient was 0.843. Data from interviews was analyzed qualitatively by organization into categories as per the emergent themes then reported and presented in a narrative form while data from observation guide and learners questionnaire were quantitatively analyzed using percentages and means and presented in form of tables. The study revealed that, the Chemistry teachers were acquainted with the methods of enhancing acquisition and development of analytical skills such as questioning, use of models, discussion and use of ICT and that even though they were aware of the skills that would develop analytical skills among the learners, their classroom practices revealed 40.0% of the teachers applied the said skills. The study also found Chemistry teachers are well endowed with the methods for developing evaluative skills such as inquiry based learning, problem based approach and project work but the methods were minimally used as lecture method dominated. Further teachers limit the development of scientific thinking skills by use of lecture method and limited practical and project work 45.4% of the teachers used such methods. The findings also revealed that teachers 43.3% applied methods that help the learners develop inferential skills, such as inductive reasoning, practical work and teacher guided demonstrations. The study concluded chemistry teachers unsatisfactorily used methods that enable the development of scientific thinking skills among the learners in Nyakach sub –county at 42.93%. The findings of the study may be useful to: Chemistry teachers to focus on the higher order thinking skills as they teach Chemistry, the teacher training institutions focus on the skills which promote scientific thinking and curriculum support officers to assist teachers improve their instructional methods Master's Thesis

Gender differences in the relationship between students’ attitude towards chemistry curriculum and achievement in secondary schools in Matayos sub-county, Kenya

Mon, 01 Jan 2024 00:00:00 GMT

Gender differences in the relationship between students’ attitude towards chemistry curriculum and achievement in secondary schools in Matayos sub-county, Kenya WANZALA, Nafula Josephine Chemistry is one of the essential science subjects in most scientific courses at the university level. From the year 2013 to 2016, analysis of the chemistry results in the Kenya Certificate of Secondary Education (KCSE) by gender showed the mean scores attained by boys as 2.11 (2013), 2.09 (2014), 1.86 (2015) and 2.61 (2016) while that of girls was1.20 (2013), 1.18 (2014), 1.23(2015) and 1.56 (2016) out of the total mean of 12.00 points, in Matayos Sub- County. The results show gender differences in performance in the subject. Studies on the relationship between Students’ Attitude towards Chemistry and Achievement in the subject have been conducted in Matayos Sub-County, but no known study in the Sub-County has established gender differences in the relationship between students’ attitude towards chemistry curriculum components and academic achievement in the subject. The purpose of this study therefore was to establish gender differences in the relationship between students’ attitude towards chemistry curriculum components and academic Achievement in secondary schools in Matayos Sub-County, Kenya. The objectives of this study were to establish gender differences in the relationship between students’ attitude towards Chemistry: objectives, content, methods, evaluation, and Academic achievement in chemistry. In the conceptual framework, independent variable was students’ attitude towards chemistry curriculum objectives, content, methodology and evaluation while the dependent variable was Achievement in chemistry. Both descriptive survey and correlation research designs were employed. The target population was 900 Form 4 students from all the 14 secondary schools in the Sub-County. The sample size of 269 students (130 girls and 139 boys) was obtained by Krejcie and Morgan formula. Research instruments used to collect data were Students’ Attitude Questionnaire (SAQ), Students’ Interview Schedule (SIS), and Document Analysis Guide (DAG).Reliability of the students’ questionnaire was determined using Crobanch’s alpha formula. For validity, the instruments were presented to experts from Department of Educational Communication, Technology and Curriculum Studies, Maseno University for scrutiny and examination. Descriptive statistics (means, frequency counts and standard deviations) and inferential statistics (t-test and Pearson’s, r and regression analyses) were used for analysis of quantitative data. Qualitative data was transcribed and reported in an on- going process as themes and sub-themes emerged. The study established that there was gender difference in the relationship between students’ attitude towards chemistry objectives and achievement(p <.05).There was no gender differences in the relationship between students’ attitude towards chemistry content and achievement,( p> .05). Similarly, there was no gender difference in the relationship between students’ attitude towards chemistry methods and achievement, (p >.05).Gender difference in the relationship between students’ attitude towards chemistry evaluation and achievement was statistically significant (p< .05). The study therefore recommends that teachers need to inculcate the importance of the objectives of studying chemistry to learners as some learners were not aware of the role and the importance of chemistry in their carrier choice and even their daily lives. Teachers need to help girls demystify that some of the topics in the chemistry course are difficult, since gender does not moderate the relationship between attitude towards chemistry content and achievement. There is need for teachers to ensure that both boys and girls get equal opportunities to participate during lesson instruction, as there is no gender difference in students’ attitude towards chemistry methods and achievement. Teachers need to put proper evaluation strategies to prepare learners adequately to tackle the KCSE examination. There is need to motivate them to change their attitudes positively as there exists gender difference in the relationship between students ’attitudes towards chemistry evaluation and achievement. Master's Thesis

Effectiveness of in-service training of teachers on competency based formative assessment of mathematical activities in public pre-primary schools in Gem sub-county, Kenya

Mon, 01 Jan 2024 00:00:00 GMT

Effectiveness of in-service training of teachers on competency based formative assessment of mathematical activities in public pre-primary schools in Gem sub-county, Kenya ONYANGO, O. Ezra Competency Based Formative Assessment (CBFA) is a key component of the Competency Based Curriculum (CBC) education reform initiative in Kenya. Effective in-service training of teachers is crucial for the conduct of CBFA at pre-primary school. A lot of teacher retraining has been conducted since the inception of CBC. However, its scope and effectiveness has not been established. Only 42.79% of pre-primary teachers in Gem have been retrained on CBC, a percentage lower than other sub-counties in Siaya. After the in-service training, it was expected that the teachers conduct assessment for learning following the CBC rollout. Further, Mathematical Activities in Gem registered the lowest performance at a mean of 1.50 compared to other Sub-Counties in Siaya. This raises questions whether the teachers poses the requisite knowledge to conduct formative assessment, which aids learning and achievement. The purpose of the study was to assess effectiveness of in-service training of teachers on Competency Based Formative Assessment of Mathematical Activities in public Pre-primary schools in Gem. Objectives of the study were to establish effectiveness of in-service training of teachers on knowledge and skills to conduct CBFA of mathematical activities, establish effectiveness of in-service training of teachers on psychological factors to conduct CBFA of mathematical activities and to establish effectiveness of in-service training of teachers on social factors to conduct CBFA of mathematical activities. Conceptual framework was based on Schildkamp et al. (2020) model of three categories of the prerequisites for in-service training of teachers a requirement for CBFA of Mathematical Activities. The study employed descriptive survey research design using the mixed methods of data collection to gather both quantitative and qualitative data. The target population was 95 teachers (selected purposively from the schools), 95 headteachers and one Gem Sub-County ECD Coordinator (SCECDC). Saturated sampling was used to obtain a sample size of 85 pre-primary teachers. The sample of headteachers (10) was obtained by drawing 10% of their population. Simple random sampling was used to select headteachers while purposive sampling to obtain the one SCECDC and pre-schools. Data was obtained using questionnaire, classroom observation checklist and interview schedule. A pilot study was conducted on 10% (10) of pre-primary teachers not sampled for the final study. Reliability of teacher questionnaire was obtained through test-retest at an interval of two weeks using Pearson correlation coefficient (r= 0.83). Inter-rater reliability was used to determine reliability of the observation checklist on the teachers used for piloting. The reliability of interview schedule was determined by expert judgment of supervisors. Validity of the instruments was determined by expert judgment by supervisors. Quantitative data was analyzed using descriptive statistics involving frequency distribution tables, percentages and means while qualitative data was analyzed using thematic categories. The overall average mean was 2.84 implying teachers are ineffectively retrained to conduct CBFA. Findings indicate that teachers have limited knowledge on using ICT; they could not differentiate formative from summative evaluation; they have negative attitude towards formative assessment practice as well as not retrained on strategies of involving learners during formative assessment. The study findings delineate the significance attached to acquisition of prerequisites suggested by Schildkamp et al. (2020) for formative assessment. The findings imply that there is need for better structured INSET based on prior identification of teachers needs by relevant education stakeholders to undertake assessment. Further research on ICT integration in the implementation of CBC through assessment practice may need to be carried out. Master's Thesis

Selected school based factors’ influence on value addition in secondary education in public secondary schools in Rachuonyo South sub-county, Kenya

Sun, 01 Jan 2023 00:00:00 GMT

Selected 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

Analysis of the impact of the stack system on learner engagement, performance, and perception on its use in mathematics at Maseno University, Kenya

Sun, 01 Jan 2023 00:00:00 GMT

Analysis 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

Perceptions of students and administrators on peer pressure as a predictor of selected students’ behaviors in secondary schools in Homa bay town sub county, Kenya

Sun, 01 Jan 2023 00:00:00 GMT

Perceptions 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

Teachers’ perceptions on the influence of life skills education on moral behavior of students in secondary schools in Emuhaya sub county, Kenya

Sun, 01 Jan 2023 00:00:00 GMT

Teachers’ 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