https://repository.maseno.ac.ke/handle/123456789/277 2026-05-15T12:09:16Z 2026-05-15T12:09:16Z Sika, James Ochieng Owiye, Duncan Othoo, Hezekiah Adwar https://repository.maseno.ac.ke/handle/123456789/6219 2024-11-12T15:12:09Z 2024-08-31T00:00:00Z

Examining Community Financing of School Human Resources and its Effects on Quality Education in Kisumu County, Kenya Sika, James Ochieng; Owiye, Duncan; Othoo, Hezekiah Adwar Education is an essential tool for human life that helps pupils to optimize their potential This Study was based 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 teacher student 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 human resources in public secondary schools and its effect on quality of education in Kisumu County, Kenya. A descriptive and correlation research design was used in the study. Stratified simple random sampling procedure was used to sample the 64 public secondary schools in Kisumu County from which 64 school principals, 64 BOM Chairpersons, 16 CBOs and 387 purposively selected students were used for the study. Reliability of the instruments was calculated by using the test re-test and was calculated at Pearson r coefficient of 0.879. The study showed that there was strong positive correlation of 0.865 between community financing of human resources and academic performance. The study concluded that community financing of human Resources significantly influences the academic performance of learners to a great extent. The study recommended Free Day Secondary Education funding should be increased in order to achieve fully the objectives of the secondary education policy.

2024-08-31T00:00:00Z Angote, Omulama Aston Onyango, M.Yambo John Sika, James Ochieng https://repository.maseno.ac.ke/handle/123456789/6218 2024-11-12T15:08:03Z 2024-09-18T00:00:00Z

Retention of teachers on students’ academic achievement in public secondary schools in Kakamega county, Kenya Angote, Omulama Aston; Onyango, M.Yambo John; Sika, James Ochieng Teachers’ retention in schools has been necessary because it enhances academic attainment. The gist of this study was to evaluate the effect of teachers' retention on students’ academic achievement in public secondary schools in Kakamega County. The study was guided by Education Production Function Theory (EPFT), Theory of Constraint (TOC) and Social Exchange Theory (SET). The target population was 268 public secondary Schools, 1500 teachers, 268 principals and one (1) County staffing officer. The sample size of 30% of the population was deemed to be adequate. The sampling techniques were simple random sampling, stratified sampling and systematic sampling. Data collection procedures were done with the help of administering questionnaires to respondents, document analysis and interview schedules were the major principal instruments used. The validity of the research instruments was assessed with the help of two research supervisors from Kisii University. The reliability of the index of 0.7 for teachers and 0.89 for principals was obtained using a test-retest approach. Data presentation was done with the help of tables, graphs and pie charts. A mixed research method was used. Statistical Package for Social Sciences (SPSS) version 23 was used for data analysis. Findings revealed that 38 (9.3%) teachers had left on promotion, 240 (59%) voluntarily and 129 involuntarily (31.7%). The study revealed, therefore, that most teachers (over 66%) either left voluntarily or on promotion. The study recommended that since most teachers either left voluntarily or on promotion, this was their right, while others were retained to ensure stability without interference through uncalled-for transfers, which enhanced students’ academic achievement. The study was undertaken by ensuring that ethical considerations for research were put into perspective, such as informed consent from participants and non-usage of unethical language as a means to obtain data from respondents.

2024-09-18T00:00:00Z Sika, James Ochieng Ochieng, Fredrick Akanga https://repository.maseno.ac.ke/handle/123456789/6056 2024-03-21T13:51:11Z 2023-12-23T00:00:00Z

Examining the challenges of availability of Kiswahili teaching and learning resources and strategies for enhancing academic performance in Kiswahili in Alego Usonga Sub County, Kenya Sika, James Ochieng; Ochieng, Fredrick Akanga his study explores the factors behind poor Kiswahili performance in selected schools within the Alego-Usonga Sub-County. Kiswahili is learned globally for diverse purposes, including research, travel in East and Central Africa, meeting foreign academic requirements, connecting with East African diaspora roots, and voluntary work. However, Kiswahili performance in K.C.S.E. has been consistently low, with a five-year mean score of 4.74 (equivalent to D+). The research investigates challenges related to the availability of Kiswahili teaching and learning resources and proposes strategies for academic improvement. A sample of 311 students, 15 teachers, and 15 principals was selected through appropriate methods. Findings indicate that most secondary schools have a low book ratio of 1:3, and all other resources scored poorly, with a mean of 2.92, highlighting resource inadequacy as a significant challenge. The study recommends implementing strategies like donations, fundraising, and parental involvement to enhance resource availability. In conclusion, it emphasizes the need for government and stakeholder collaboration to improve Kiswahili's performance as a subject in the Sub-County. https://doi.org/10.56773/ierj.v1i2.20

2023-12-23T00:00:00Z Sika, James Ochieng Nyawanda, Fredrick Ogweno https://repository.maseno.ac.ke/handle/123456789/6055 2024-03-21T13:33:23Z 2024-01-24T00:00:00Z

The effect of non-teacher unit costs on students’ performance in KCSE examinations in public secondary schools in Kenya Sika, James Ochieng; Nyawanda, Fredrick Ogweno In Kenya, non–teacher unit cost has a bearing on academic performance. Although there are conflicting views on studies on non-teacher unit costs and its effect on academic performance, recent studies show that increases in resources have a modest positive effect on academic performance. However, it is noted that schools in Vihiga Sub-County charge twice Ministry of Education recommended fee guidelines yet the Sub-county still has the lowest KCSE (Kenya Certificate of Secondary Education) Mean Score of 5.361 (grade C-) which is below the minimum tertiary entrance. The purpose of this study was therefore to find out why students in public secondary schools in Vihiga Sub-County perform poorly in KCSE examination despite the high non-teacher unit costs. The study used ex post facto and descriptive survey design. The study population consisted of 21 head teachers and 350 teachers in 21 public secondary schools and one Sub-County Director of Education in the Sub-County. A sample of 18 head teachers and 307 teachers in 18 public secondary schools and one Sub-County Director of Education in the Sub-County were selected for the study using a saturated sampling method. Data was collected using questionnaires, document analysis and interview schedules. The findings of this research show that there is significant effect of non-teacher unit cost and on KCSE examinations in Vihiga Sub County. Hence there is need for the government to increase funding of the non-teacher aspect of education.

2024-01-24T00:00:00Z Omulama Aston Angote, Yambo Onyango, M John, Ochieng James Sika https://repository.maseno.ac.ke/handle/123456789/5674 2023-04-27T15:24:33Z 2023-02-04T00:00:00Z

Perception of Teachers towards their Transfers on Students’ Academic Achievement in Public Secondary Schools in Kakamega County Omulama Aston Angote, Yambo Onyango, M John, Ochieng James Sika Teachers’ transfers are historical occurrences in education. However, such transfers may have different effects on teacher stability and curriculum coverage. The focus of this study was to assess the perception of teachers towards their transfers on students’ academic achievement in public secondary schools in Kakamega County. Education Production Function Theory (EPFT), Theory of Constraint (TOC) and Social Exchange Theory (SET) were found to be relevant for the study. The target population was 268 public secondary Schools, 1500 teachers, 268 principals and one (1) County staffing officer. The sample size of 30% of the population was deemed to be adequate for the study. The sampling techniques used were; simple random sampling, stratified sampling and systematic sampling. Data collection procedures were done with the help of administering questionnaires to respondents, document analysis and interview schedules were the major principal instruments used. Validity of research instruments was done with the help of two university research supervisors from Kisii University. Reliability of index 0.7 for teachers and 0.89 for principals was obtained using test retest approach. Data presentation was done with the help of tables. Descriptive statistics were used for analysis of quantitative data with results presented in frequencies and percentages. Inferential statistics were used for analysis of qualitative data. Qualitative data involved correlation and regression analysis which formed a basis for evaluation of theories under study. Statistical Package for Social Sciences (SPSS) version 23 was used for data analysis. Findings showed that 77 percent of teachers perceived that denial of transfers to those who may have applied was common. It was concluded that forced transfers were all factors that affected academic achievement of students in secondary schools in the County and this meant that they could not be ignored by the relevant authorities concerned with staffing of teacher in the County. The study recommended for the need to strike a balance between the needs of the teachers and those of the employer such that there should be posting of teachers either to their home areas or in areas close to their homes for easier accessibility to their families. https://doi.org/10.9734/jesbs/2023/v36i21207

2023-02-04T00:00:00Z Indembukhani K, Prof. Indoshi, C.F.,Dr. Ogange, O. B https://repository.maseno.ac.ke/handle/123456789/5466 2022-10-28T15:36:41Z 2020-01-01T00:00:00Z

Level of ICT Integration in Teaching of English: The Kenyan Case Indembukhani K, Prof. Indoshi, C.F.,Dr. Ogange, O. B This paper is part of research on ICT integration and its contribution to the teaching of English in Kisumu County Kenya. ICT integration just like other innovations goes through stages as it develops to efficacy. ICT integration program was initiated in the year 2006 in secondary schools in Kenya through equipping schools with ICT infrastructure and training of teachers to implement the program. The purpose of this paper was to assess the level of ICT integration in teaching of English. Descriptive survey and correlational research techniques were used to collect data on the level of ICT integration on teachers of English in selected secondary schools. The study established that ICT integration in the selected schools was at level. It had not reached the transformational level which is the optimal stage where the benefits of ICT integration can be harnessed. DOI: 10.32898/istj.01/2.4article01

2020-01-01T00:00:00Z Samuel Ouma Oyoo & Nkopodi Nkopodi https://repository.maseno.ac.ke/handle/123456789/4791 2022-01-31T06:56:49Z 2020-01-01T00:00:00Z

Towards a policy on teacher use of language during science teaching and learning in South Africa Samuel Ouma Oyoo & Nkopodi Nkopodi The preferred and dominant language for learning and teaching (LOLT) in secondary schools across South Africa is English. Questionnaire studies on students’ understandings of everyday English words commonly used by teachers in school science classrooms have revealed near to identical kinds of difficulties students encounter with these words. One important highlight of the findings has been the fact that when used in the science context, everyday English words cease to be mere English words. This paper presents findings in investigations conducted in South Africa of the sources of difficulties students encounter with everyday words when used in the science context. The study participants consisted of 715 Year 11 science students and their respective teachers (N = 20). Data were sourced by use of a questionnaire to student participants followed by focus group and in-depth interviews with both categories of participants. One major revelation is that science teachers’ preferred approaches to use of instructional language during teaching is key to the students’ ability to tell the meanings of everyday words when used in the science context. The findings in this study are drawn on to suggest a practice policy on science teachers’ use of instructional language for effective teaching of school science.

2020-01-01T00:00:00Z Biutha Manwa Mosomi, Wanzare Zachariah https://repository.maseno.ac.ke/handle/123456789/4730 2022-01-28T09:19:17Z 2017-01-01T00:00:00Z

Conflicts in the management of religious sponsored public secondary schools. Experience from Kenya Biutha Manwa Mosomi, Wanzare Zachariah Religious sponsors have in the past contributed immensely to the growth of education in Kenya. The purpose of this study was to find out the factors that lead to the management conflicts between religious sponsors and other stakeholders in public secondary schools in Nandi South Sub-County. The purpose of this study was to find out the factors that lead to the emerging conflicts between religious sponsors and head teachers, education officials, parents and schools’ Boards of Governors in the management of public secondary schools in Nandi South Sub-County. The survey research design was adopted for this study. The study population comprised of all the 38 religious sponsored Public Secondary Schools in Nandi South Sub-County, 38 Board of Governors’ Chairmen, 38 Parents and Teachers’ Association Chairmen, 38 head teachers and 342 teachers from the same schools, 6 education secretaries of the schools’ religious sponsors and 5 Assistant Education Officers. The saturated sampling technique was used by this study. Questionnaires and in-depth interviews were used to collect data. These instruments were first tested for reliability through a pilot study and the use of the coefficient of internal consistency of the split-half reliability method. Validity was established through the application of face validity procedures. Quantitative data were analyzed critically in themes as guided by study objectives to establish relationships among responses. The findings of the study indicated that most of the conflicts involved religious sponsors on one hand and other stakeholders. The study recommends that the Ministry of Education sensitizes the public secondary schools’ church sponsors, head teachers, Board of Governors and its field officers with regards to the correct interpretation of the Education Act as a tool in secondary schools’ management. The findings of this study would therefore provide a useful reference for educational administrators and managers. DOI: http://dx.doi.org/10.46827/ejes.v0i0.1006 Available on-line at: www.oapub.org/edu

2017-01-01T00:00:00Z Josephat M. Mukhanji1 , Judah M. Ndiku2 , Samuel Obaki3 https://repository.maseno.ac.ke/handle/123456789/3851 2021-05-26T08:43:45Z 2016-01-01T00:00:00Z

Effect Of Increased Student Enrolment On Teaching And Learning Resources In Maseno University, Kenya Josephat M. Mukhanji1 , Judah M. Ndiku2 , Samuel Obaki3 Higher education in Kenya has experienced tremendous growth since independence. With only one public university with an enrolment of less than 1000, the number stands at twenty two public universities with student population of over 150,000. This growth has been attributed to the introduction of module II programs and increased private and public funding for university education. However, despite the increase in enrolments, there has been no commensurate development and/or improvement of the requisite teaching staff and other teaching and learning resources. Consequently, concerns have been raised on the instructional effectiveness and the quality of education provided in public universities in Kenya. This study was conceived to establish the effect of the rapid expansion of university instructional effectiveness in Maseno University. The study was anchored on the education production function theory and adopted a descriptive survey design. The study was carried out in Maseno University. The target population was 7,175 comprising of 7,000 undergraduate students and 175 lecturers of Maseno University in the 2011/12 academic year. Simple random sampling was used to select 210 students and 96 lecturers making a sample of 306. Data were collected using a questionnaire for students and lecturers. Research instruments were validated using face and content validity while reliability was determined using test-retest technique at r= 0.7. A pilot study was conducted in one public university and the data was used to determine the reliability of research instruments. Data was analyzed descriptively using frequencies and percentages by aid of SPSS version 17 and presented in tables and graphs. The findings of the study showed that enrolments, especially under Module II, are on a steady rise. However, the study revealed that there was no commensurate development and improvement of teaching facilities to match the increased enrolment, which has compromised instructional effectiveness and quality of education provided in Maseno University

2016-01-01T00:00:00Z Wilfred Ombunya Wakhu, Maureen Olel https://repository.maseno.ac.ke/handle/123456789/3836 2021-05-25T10:15:55Z 2020-01-01T00:00:00Z

The Compliance of Management on Registration Requirements in Regard to Physical Infrastructure of Primary Teacher Training Colleges in Bungoma County, Kenya Wilfred Ombunya Wakhu, Maureen Olel Demand for basic education by communities in Bungoma County has led to proliferation of many teacher training colleges. However, safety of learners in these colleges remains a major challenge to all college administrators. This reinforces a widely held view that the management has not fully implemented required safety measures in teacher training colleges. The purpose of this study will be to investigate the level of compliance by management to registration requirements on safety in Primary Teacher Training Colleges in Bungoma County Kenya. The study will be guided by the following objectives: To evaluate the college administration compliance towards registration requirements in regard to physical infrastructure in primary teacher training colleges in Bungoma County. The study concluded that college principals had a high positive compliance towards registration requirement in regard to physical infrastructure of teacher training colleges in Bungoma County. The study recommends that college administrators should enhance compliance on requirements in regard to physical facilities, health, hygiene and requirements concerning land sizes.

2020-01-01T00:00:00Z