School of Educationhttps://repository.maseno.ac.ke/handle/123456789/282024-03-29T11:36:00Z2024-03-29T11:36:00ZExamining the challenges of availability of Kiswahili teaching and learning resources and strategies for enhancing academic performance in Kiswahili in Alego Usonga Sub County, KenyaSika, James OchiengOchieng, Fredrick Akangahttps://repository.maseno.ac.ke/handle/123456789/60562024-03-21T13:51:11Z2023-12-23T00:00:00ZExamining 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
2023-12-23T00:00:00ZThe effect of non-teacher unit costs on students’ performance in KCSE examinations in public secondary schools in KenyaSika, James OchiengNyawanda, Fredrick Ogwenohttps://repository.maseno.ac.ke/handle/123456789/60552024-03-21T13:33:23Z2024-01-24T00:00:00ZThe 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.
2024-01-24T00:00:00ZTowards a Competency Based Curriculum: A Pedagogic PerspectiveOwino, Richard Ongowohttps://repository.maseno.ac.ke/handle/123456789/60332024-03-15T13:55:13Z2022-01-01T00:00:00ZTowards a Competency Based Curriculum: A Pedagogic Perspective
Owino, Richard Ongowo
Education remains the powerful tool to engender competencies in the learners to make them
adaptable to the context of work, personal and professional development. The competencies
are significant for achieving sustainable development. This calls for the world education
systems to rethink and re-orient their educational curricula in terms of pedagogies from early
years’ education through higher education to make them adapt the learners to the demands of
the century and future societies. The Kenyan national philosophy of education focuses on the
acquisition of knowledge and skills as well as provision of lifelong learning. In pursuit of this
philosophy, the government has made a bold step in adopting the Competency Based
Curriculum (CBC) designed by Kenya Institute of Curriculum Development (KICD) which is
at the infancy stage in terms of implementation in the lower grades at primary school level.
The key competencies emphasized in this curriculum are communication and collaboration,
critical thinking and problem solving, imagination and creativity, citizenship, learning to
learn, self-efficacy and digital literacy. In addition the core values of this curriculum are love,
responsibility, respect, unity, peace, patriotism and integrity. The implementation of the
curriculum content will consequently lead the evolution of pedagogy to increase the quality
of teaching and learning. The CBC demands a shift of emphasis from teaching to learning.
This paper provides a conceptual understanding of CBC while drawing from the conventional
concept of the curriculum; Describes a repertoire of pedagogic strategies and how they can be
employed to engender these competencies based on decades of pedagogic research, presents
some of the challenges that are likely to stand on the way of implementing CBC drawing
examples from past experiences of curriculum implementation in Kenya and other countries
and offers some suggestions on how to surmount some of these challenges.
2022-01-01T00:00:00ZTeacher Education Reforms in Kenya: The Past, the Present, and Mapping the FutureOyoo, Samuel OumaOlel, Maureen AtienoKang'ahi, MaurineIndoshi, Francis Chisikwahttps://repository.maseno.ac.ke/handle/123456789/60302024-03-14T13:55:33Z2023-08-10T00:00:00ZTeacher 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
2023-08-10T00:00:00ZTotal quality management approach as a measure of quality in TVET colleges in KenyaNjiri, Samwel OjwangAsesa, EdnaOlel, Maureenhttps://repository.maseno.ac.ke/handle/123456789/60292024-03-14T13:44:13Z2024-01-31T00:00:00ZTotal 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
2024-01-31T00:00:00ZStrategies used by Students to Cope with Mental Health Issues in Secondary Schools in Kisii County, KenyaKilel, C. FaithOthuon, L. A.OKabuka, E. Khttps://repository.maseno.ac.ke/handle/123456789/57752023-09-12T14:07:26Z2023-07-11T00:00:00ZStrategies used by Students to Cope with Mental Health Issues in Secondary Schools in Kisii County, Kenya
Kilel, C. Faith; Othuon, L. A.O; Kabuka, E. K
Mental health issues are becoming increasingly common among students worldwide, Kenya has not been spared. Studies have shown that approximately 20% of school students are now affected by diagnosable mental illnesses, with half of all mental issues developing by 14 years.It is further indicated that mental health problems are the leading cause of behavioral adjustment difficulties among adolescents in schools. A survey carried out in Kisii County in the year 2017, and published in the East African Medical Journal showed that 23% of the students had symptoms of depression. Despite this not much had been done to establish the coping strategies students use to manage their mental health issues. The objective of this study therefore was to establish the strategies used by students to cope with mental health issues in secondary schools in Kisii County, Kenya. The study was based on Social Control Theory by Ivan Nye (1958), which emphasizes the importance of the learning environment. When the learning environment is not conducive it will trigger mental health issues. Descriptive survey research design was used. The target population was 30,955 form two students. Yamane’s formula was employed to determine the sample size of 395 students. A questionnaire was used to collect data. A pilot study was carried out among 40 students using test- retest method of reliability. Reliability coefficient index of the instruments was determined at .78. Face and content validity of the instruments were ascertained by experts. Quantitative data was analyzed using descriptive statistics in form of frequencies and percentages. Findings indicated that the key strategy students use to address their mental health issues is reaching out to parents (89.1%), followed by seeing teachers for advice/help (86.8%), and distancing oneself from friends as well as reading the word of God/ praying (77.2%), avoiding assignments that are difficult (67.3%). The least strategy used by students was seeing the school counsellor (19.2%). It was concluded that students mostly prefer seeing parents. The study therefore recommends that schools should engage parents when dealing with students` mental health issues. The study further recommends that there is need for the schools and the ministry to establish why students avoid seeing school counselors for their mental health issues yet they are the professionals trained in handling students` issues. This finding is useful to the school managers and the Ministry of Education in shedding light on the importance of engaging parents in handling students` mental health issues.
2023-07-11T00:00:00ZTeacher Education Reforms in Kenya: The Past, the Present, and Mapping the FutureOyoo, Samuel OumaOlel, Maureen AtienoKang'ahi, MaurineIndoshi, Francis ChisikwaCraig, Cheryl J.Mena, JuanjoKane, Ruth G.https://repository.maseno.ac.ke/handle/123456789/57732023-09-12T13:34:26Z2023-08-10T00:00:00ZTeacher Education Reforms in Kenya: The Past, the Present, and Mapping the Future
Oyoo, Samuel Ouma; Olel, Maureen Atieno; Kang'ahi, Maurine; Indoshi, Francis Chisikwa; Craig, Cheryl J.; Mena, Juanjo; Kane, Ruth G.
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.
https://doi.org/10.1108/S1479-368720230000042010
An article in the book titled Teaching and Teacher Education in International Contexts: ISATT 40th Anniversary Yearbook, pp 39-50.
2023-08-10T00:00:00ZPredicting Adolescent Mental Health Outcomes Across Cultures: A Machine Learning ApproachOburu, Paul Odhiambohttps://repository.maseno.ac.ke/handle/123456789/57042023-05-18T12:23:03Z2023-04-19T00:00:00ZPredicting Adolescent Mental Health Outcomes Across Cultures: A Machine Learning Approach
Oburu, Paul Odhiambo
Adolescent mental health problems are rising rapidly around the world. To combat this rise, clinicians and policymakers need to know which risk factors matter most in predicting poor adolescent mental health. Theory-driven research has identified numerous risk factors that predict adolescent mental health problems but has difficulty distilling and replicating these findings. Data-driven machine learning methods can distill risk factors and replicate findings but have difficulty interpreting findings because these methods are atheoretical. This study demonstrates how data- and theory-driven methods can be integrated to identify the most important preadolescent risk factors in predicting adolescent mental health. Machine learning models examined which of 79 variables assessed at age 10 were the most important predictors of adolescent mental health at ages 13 and 17. These models were examined in a sample of 1176 families with adolescents from nine nations. Machine learning models accurately classified 78% of adolescents who were above-median in age 13 internalizing behavior, 77.3% who were above-median in age 13 externalizing behavior, 73.2% who were above-median in age 17 externalizing behavior, and 60.6% who were above-median in age 17 internalizing behavior. Age 10 measures of youth externalizing and internalizing behavior were the most important predictors of age 13 and 17 externalizing/internalizing behavior, followed by family context variables, parenting behaviors, individual child characteristics, and finally neighborhood and cultural variables. The combination of theoretical and machine-learning models strengthens both approaches and accurately predicts which adolescents demonstrate above average mental health difficulties in approximately 7 of 10 adolescents 3–7 years after the data used in machine learning models were collected.
2023-04-19T00:00:00ZPerception of Teachers towards their Transfers on Students’ Academic Achievement in Public Secondary Schools in Kakamega CountyOmulama Aston Angote, Yambo Onyango, M John, Ochieng James Sikahttps://repository.maseno.ac.ke/handle/123456789/56742023-04-27T15:24:33Z2023-02-04T00:00:00ZPerception 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
2023-02-04T00:00:00ZThe Role of Teaching Christian Religious Education to the Development of Critical Thinking Amongst Kenyan Secondary School Students in Kisumu East District, KenyaKowino., Joash ObwanaAgak, J.O.Kochung., J.E.https://repository.maseno.ac.ke/handle/123456789/56552023-04-03T09:08:09Z2012-01-01T00:00:00ZThe Role of Teaching Christian Religious Education to the Development of Critical Thinking Amongst Kenyan Secondary School Students in Kisumu East District, Kenya
Kowino., Joash Obwana; Agak, J.O.; Kochung., J.E.
Previous research has consistently reported that Kenyan students’ moral standing and general
conduct in the wider society reflects incompetence in critical thinking. The scenario in which
irrational behavior has dominated the character of the Kenyan youth has brought to contention
whether the moral well being of the youth is on a downward trend suggesting that either the
teaching of critical thinking through C.R.E is defective or the Kenyan education system as a
whole is defective. Another possibility is that the syllabus does not contain relevant elements
that could enable students acquire and develop the needed critical thinking skills. One other
likelihood could be the existence of a discrepancy between the C.R.E program objectives and
the instructional practices meant to achieve them. From the forgoing, it was evident that the
nature of this discrepancy is yet to be established for effective intervention strategies to be put
in place to arrest the apparent downward trend in the acquisition of moral critical thinking
skills. Specifically the study determined whether or not aspects of critical thinking skills are
employed by teachers in their (teachers) instructional practices in Kisumu East district
secondary schools. Four instruments used in collecting data included: a graphic-observation
rating scale, a learners’ critical thinking achievement test, an in-depth interview schedule and
documents analysis guide. The study population comprised 48 teachers and 3225 students. Out
of the total population of 3273, 16 teachers and 343 learners were selected using simple
random sampling technique. The obtained results suggested that teachers rarely used the
elements of critical thinking skills that could enable the learner make accurate moral decisions.
Another notable finding was that the curriculum and the syllabus guides did not elaborate on
the elements of critical thinking skills that teachers ought to use during C.R.E content delivery.
2012-01-01T00:00:00Z