Education Management and Foundationhttps://repository.maseno.ac.ke/handle/123456789/6882024-03-29T12:42:54Z2024-03-29T12:42:54ZSelected school based factors’ influence on value addition in secondary education in public secondary schools in Rachuonyo South sub-county, KenyaODERA, Phelix Amokehttps://repository.maseno.ac.ke/handle/123456789/59542023-12-21T15:10:03Z2023-01-01T00:00:00ZSelected school based factors’ influence on value addition in secondary education in public secondary schools in Rachuonyo South sub-county, Kenya
ODERA, Phelix Amoke
Value addition operates on a pretest to post test results scenario to determine the value added by schools to students’ academic progress. When the post test results are lower than the pretest results, value added is negative and when the post test results are higher than the pretest results, value addition is positive. The Kenyan education system, however, solely uses post test results to rank and judge schools at KCPE and KCSE examinations without considering the pretest results. The KCPE scores of 2013 and 2014 cohorts in public secondary schools in Rachuonyo South Sub-County were 7.392 and 7.632 respectively whereas the corresponding KCSE results were 4.722 and 4.091 respectively. Hence, the need to determine value addition in secondary education of the two cohorts in this region as opposed to ranking of schools, which only consider post test results. Moreover, the post test results of the two cohorts were lower than the pretest results. Hence, the need to examine selected-school based factors’ influence on value addition. The objectives of the study are; to determine value addition of in secondary education of 2013 and 2014 cohorts in public secondary schools in Rachuonyo South Sub-County, to examine performance appraisal’s influence on value addition; to examine continuous assessments’ influence on value addition and to examine classroom push and pull factors’ influence on value addition. A conceptual model developed from the basic model of school effectiveness by Scheerens (2000) and a correlational research design guided the study. The populations for the study were 49 public secondary schools, 49 Deputy Principals, 49 Directors of Studies and 4351 students. Yamane’s formula was used to determine 39 public secondary schools from which 39 Deputy Principals, 39 Directors of Studies were purposively sampled and 780 students simple randomly sampled. Primary data were collected using questionnaires. Secondary data were collected using document analysis guide from 2013 and 2014 form one admission lists and 2016 and 2017 KCSE result print outs. Two experts from the department of Educational Management and Foundations ascertained content validity of the instruments. Reliability was determined using Pearson’s Correlation Coefficient, where p-values of .86 for TPAD tool, 0.79 for questionnaire for CAT and 0.82 for WIHICQ were obtained. The p-values were above 0.7. Hence, the instruments were deemed reliable. Data were analyzed both descriptively (frequencies, percentages and mean) and inferentially (regression analysis) with the aid of Statistical Package for Social Sciences V.21. Findings revealed that TPAD (β=0.364, p=0.008), CA (β=0.154; P=0.034) and CPP (β=0.284, p=0.018) have positive significant relationships with value addition for 2013 cohort. For 2014 cohort, TPAD (β=0.386, p=0.009), CA (β=0.094, P=0.047) and CPP (β=0.109, p=0.031) have significant relationship with Value addition in secondary education. Moreover, findings revealed that school-based factors contributed to 16% variance in academic achievements of 2013 cohort and 17% variance in academic achievements of the 2014 cohort. The findings of the study may be used as a tool for school improvement, checking school progress and accountability. The study recommends: teacher appraisal with multiple continuous classroom observations, continuous assessments with feedback and creation of conducive classroom atmosphere for maximum learners’ academic achievements
Master's Thesis
2023-01-01T00:00:00ZDeterminants of dropout and transition rates in public primary Schools in Kisumu East sub county KenyaOTIENO, Mark Airohttps://repository.maseno.ac.ke/handle/123456789/59392023-12-21T14:22:01Z2023-01-01T00:00:00ZDeterminants of dropout and transition rates in public primary Schools in Kisumu East sub county Kenya
OTIENO, Mark Airo
The government of Kenya re-introduced Free Primary Education in 2003 to enhance access, retention and transition. In Kisumu East Sub County, dropout rate is higher and transition rate lower than the neighboring Sub Counties of Kisumu Central, Kisumu West, Seme, Nyando, Muhoroni and Nyakach. This leads to high wastage of limited educational resources. The purpose of this study was to determine determinants of transition and dropout rates in public primary schools in Kisumu East Sub County. The study was guided by the following objectives: to determine the grade dropout rate in public primary schools in Kisumu East Sub County, to determine the grade transition rate in public primary schools in Kisumu East Sub County, to establish causes of high drop out in public primary schools in Kisumu East Sub County and to determine factors leading to low transition in Kisumu East Sub county. The population consisted of 45 head teachers, 274 teachers and 751 pupils. Saturated sampling was used to select 40 head teachers and stratified random sampling to select 74 teachers and 202 pupils. Descriptive survey research design was used in this study. The instruments that were used in the study were questionnaire, document analysis and interview schedule. Face and content validity of the instrument were determined by supervisors from the department of Education Management and Foundation Maseno University. A pilot study was carried out in four schools and a reliability index of .80 was obtained in head teachers questionnaire and .70 for teachers and pupils questionnaire from test-retest technique. Qualitative data was analyzed into themes and sub themes. Quantitative data was analyzed using descriptive statistics. The study found out that the dropout rate in Kisumu East Sub County was 19.7% and the transition rate is 68.72% in 2020, the leading factor for dropout was the level of family income at 98% and the leading factor for transition was availability of physical facilities at 84%. The study concluded that dropout and transition rates are determined by a range of interacting factors which includes level of family income, orphan hood, level of education of family head, availability of physical facilities, cost of education, enrolment pupil character and pupil attitude. The study recommended cooperation between parents, teachers and the government in order to reduce dropout rate and improve on the transition rate. This study may be of significance to all education stakeholders in Kisumu East Sub County in curbing the challenges of dropout and transition.
Master's
2023-01-01T00:00:00ZExploration into effective use of pedagogic approaches and adequacy of activities in teaching and learning resources Used to develop creative writing skills in upper primary classes in Vihiga county, KenyaAHONO, Sophie Maninjihttps://repository.maseno.ac.ke/handle/123456789/52222022-05-09T11:35:02Z2021-01-01T00:00:00ZExploration into effective use of pedagogic approaches and adequacy of activities in teaching and learning resources Used to develop creative writing skills in upper primary classes in Vihiga county, Kenya
AHONO, Sophie Maninji
Creative Writing (CW) entails the artistic use of written language to conceptualize, explore and record experiences in a unique way. It is a language skill required by a learner for personal and academic development. However, it is highly complex especially to Second Language (L2) learners of English. English is both a subject and a language of instruction in Kenya yet over 62% of learners lack basic writing skills. According to the Kenya National Examination Council (KNEC), learners fail to achieve writing competence at the end of primary course. The performance of CW in Vihiga County, which is measured through imaginative composition writing in Primary schools, has been on a downward trend from 2014 to 2017 compared to the neighbouring counties. Over 60% of these learners score below the pass mark. Despite the complexity of CW and its underperformance, there is a dearth of information on CW in the county. Nationally, research has established that 60 % of teachers find it difficult to teach CW while 75% of learners find it boring. These have implications for pedagogy, learner’s writing enthusiasm and the quality of learning activities which ultimately determine the quality of CW. The purpose of this study was to investigate the effective use of product, process and genre approaches and the quality of activities used in CW pedagogy in upper primary classes. The objectives of the study were to explore the effective use of pedagogic approaches in the development of CW skills, assess the quality of CW activities in English Textbooks and Teachers’ Guides, explore the challenges experienced in the use of CW approaches and to assess the quality of CW in upper primary classes. Archer’s Theory of Reflexivity which views writing as reflexivity, internal and external conversations guided the study. The study used qualitative exploratory research design and the study area was Vihiga County. The data collection tools were Lesson Observation Schedule, Interview Schedule, Document Analysis Guide and a Standardized Test whose validity and reliability were tested through triangulation and rich and thick descriptions. From Class 6-8, 30 lessons in 10 purposively selected schools were observed, 30 teachers interviewed, 80 scripts of purposively sampled Class 8 Standardized Test were analyzed. Class 6, 7 and 8 CW activities in textbooks and Teachers’ Guides were assessed. Data from Interview and documents were analysed thematically. Data from Observation schedules and standardized tests were analysed using content analysis. The key findings were ineffective use of CW approaches due to teachers’ inadequate knowledge of the approaches, low quality and inadequate CW activities in textbooks and Teachers’ Guides. The challenges experienced in the use of CW pedagogic approaches were lack of CW reference materials rich in these approaches, poor grounding in CW in lower classes and inadequate training in CW pedagogic approaches. The quality of CW was low with 70% of learners scoring below the pass mark. The study recommended effective use of CW pedagogic approaches, in-servicing of teachers on CW instruction, reviewing CW activities in pupils’ and teachers’ books and intensifying CW teaching in lower classes. The results are useful to teachers of English and the Kenya Institute of Curriculum Development which reviews the curriculum.
2021-01-01T00:00:00ZAssessment of integration of e-resources in teaching and learning of English language in public secondary schools In Kakamega county, KenyaMUVANGO, W. Markhttps://repository.maseno.ac.ke/handle/123456789/52192022-05-09T11:01:21Z2021-01-01T00:00:00ZAssessment of integration of e-resources in teaching and learning of English language in public secondary schools In Kakamega county, Kenya
MUVANGO, W. Mark
Integration of e-resources in education enhanced growth of knowledge based society. It created positive impact on curriculum implementation. Kenya invested in technology considerably with a belief to support and transform pedagogical practices. Despite innovative developments, there was little empirical evidence on use of e-resources in teaching and learning of English language in public secondary schools in Kakamega County, Kenya. Incorporation of e-resources in the curriculum had not reached optimum level in the county. Insufficient attention to e-resources in teacher preparation programs limited their use. These concerns prompted Teachers Service Commission (TSC) to embark on capacity building of teachers for effective utilization of e-resources. The purpose of the study was to assess integration of e-resources in teaching and learning of English language in public secondary schools in Kakamega County, Kenya. Specific objectives of the study were to: examine e-resources available for use in teaching and learning of English language, determine perceptions of principals, teachers and learners on e-resources in teaching and learning of English language, establish teacher preparedness on use of e-resources in teaching and learning of English language and examine e-resource pedagogic methods for use in learning of English language. The study was guided by Bruner’s Constructivism Theory (1990) and adopted descriptive survey design. The study population was 150 principals, 250 teachers of English and 10,000 Form Two students. Simple random sampling method used to select 108 principals, 152 teachers of English and 370 Form Two students. Research instruments included: questionnaires for principals, teachers and students, interview schedule and observation checklist for teachers. Face validity of research instruments was established by judgement of three experts in the Department of Educational Communication, Technology and Curriculum Studies. Reliability of instruments was established through pilot study. The computed coefficients of reliability were 0.85, 0.85 and 0.80 for questionnaires of principals, teachers and students respectively. Data was analysed through descriptive statistics included frequencies, means and percentages. Statistical Package for Social Sciences (SPSS) was used to analyse data. The study found out that e-resources were available but inadequate for frequent use; e-resources ensured understanding of concepts (67.6%) and made learning lively (63%); teachers lacked computer and internet skills (58.3%) and learner-centred method supported with e-resources enhanced learning (72.4%). Based on the findings, the study recommended that Ministry of Education (MoE) should provide adequate e-resources; teachers should use e-resources appropriately to improve learning outcomes; MoE in conjunction with Kenya Institute of Curriculum Development (KICD) should organise refresher courses on e-resources usage and secondary schools should emphasize learner-centred method that uses e-resources in learning process. The study contributed to development of teacher of English in regard to technological innovation in the curriculum. It also provided additional information in formulating policies which will enhance use of e-resources in teaching and learning process.
2021-01-01T00:00:00ZPerceptions of Relationship between School-Based Management, Program quality and Student AchievementMichael, Bernard. Myershttps://repository.maseno.ac.ke/handle/123456789/43652022-01-18T12:48:51Z1997-01-01T00:00:00ZPerceptions of Relationship between School-Based Management, Program quality and Student Achievement
Michael, Bernard. Myers
Many claims are made for the burgeoning phenomenon of schwl-based
management. In this study , perceptions held by principais and school dismct
administrators of relationships between school-based management, the quality of
educational programs and student achievement were examined.
Data were obtained, as a case study, through the administration of a
questionnaire survey to all 21 principals in an Alberta school district. Content,
derived from the literanire, focused on influences and impacts of the phenomenon.
A purposive sample of 10 principals and district administrators was administered a
semistnictured interview, and a document survey and anaiysis were undertaken.
Questionnaire content formed the basic structure by which the data from aii
sources were analyzed. Fortyeight findings emerged, from which a range of
wnclusions was reached.
Linkages between school, school district, and provincial policy statements
about school-based management demonstrated a focus on the enhancement of
student achievement as a process outcorne. P~cipalasn d district administrators
were cognizant of the focus. Schwl-based management was exerting a positive
influence on the qaty of school programs. Such influence was not uniform, with
the nature and degree of the causaiity unclear, although flexibility emerged as one
important element. Better resource use, enhanced instructional policy and program
initiatives, goal setting , accoun tabili ty , and enhanced professional developmen t
also emerged as contributing elements.
Little evidence emerged of perceptions of causal linkaging between schoolbased
management and student achievement, and resemations were held that such
linkages would be established, thereby placing doubt on claims made in the
literature. Perceptions emerged that the phenomenon was exerting a positive
influence on principals' instructional leadership, notably in sethg and monitoring
school-wide academic standards.
Time constraints and tensions between managerial and pedagogical roles
emerged as major influences on both program quality and student achievement
enhancement.
The site-specific nature of school-based management and the relatively small
size of the school district meant that no claims for generahability were made for
the study beyond the research site. Eight recommendations for practice and
research in the district were made. These may be usehl for schools and schwl
districts contemplating school-bas& management.
Donation
1997-01-01T00:00:00ZAn assessment of university English language teacher Education in the light of classroom needs: a case study Of Maseno universityNG'ONG'AH, Billy. Georqehttps://repository.maseno.ac.ke/handle/123456789/43622022-01-18T08:41:16Z2002-01-01T00:00:00ZAn assessment of university English language teacher Education in the light of classroom needs: a case study Of Maseno university
NG'ONG'AH, Billy. Georqe
This qualitative hybrid study was\ motivated by the frequent and persistent complaints
that the standard of expression of the Kenyan Secondary School leaver has continued
to decline over the past several years. The study sought to examine university English
LanguageTeacher Education (ELTE) programs offered by Maseno University with the
view of establishing whether or not the programmes equipped the trainee teachers with
the relevant knowledge and skills required to teach English effectively in Secondary
schools. One exploratory question guided the research: What discrepancies exist
between the secondary School English curriculum and the knowledge and skills
requiredto implement it?
The research analysed ELTE curriculum documents, course outlines and examination
question papers to establish the knowledge and skills developed. These were
compared with the English language knowledge and skills supposedly developed at
secondary school as revealed by the syllabus and the national examination papers.
Secondly, the participating teachers were observed lJsing an adapted criteria teaching
the different skills outlined in the syllabus, in order to describe the teaching methods
they used. Thirdly, a perception questionnaire was used as an in depth interview
schedule to collect the teachers' views about ELTE course content, teaching and
assessment methods, and teaching practice. ELTE lecturers were also interviewed
using an unstructured interview schedule to obtain their views about ELTE course
organisation and student teacher's ability to pursue the courses. Finally, detailed field
notes were made concerning the participating teachers' schools. Probing and triangulations
were used intensively to determine authenticity, validity, credibility and
reliability of the participants' responses. Data obtained from all the instruments,
revealed that ELTE programme offered by the university was not sensitive to the
teachers classroom needs; in its design and implementation: ELTE did not equip the
teachers with the knowledge and skills required to teach English effectively.
The research further revealed the teachers worked.jn very deprived circumstances. In
all the schools there was a severe shortage of learnlhg resources; in quantity, quality,
and variety. Yet some schools experienced serious management problems. The
research concluded that the ELTE courses as designed and offered by Maseno
University did not adequately prepare the teachers of English to face the challenges of
teaching English in Kenya Secondary Schools. Having reached this conclusion the
research further observes that there is an urgent need to review ELTE course content,
administration, and teaching and assessment methodology. If this is not done, the
university will continue to qualify teachers who are not adequately prepared. The
problem of declining proficiency in English among secondary school-Ieavers will
continue to be a reality.
Thesis(PhD)
2002-01-01T00:00:00ZInfluence of Free Primary Education Policy On Pupil Participation by Gender in Public Primary Schools In Rongo Sub County, KenyaODHIAMBO, Owino Kennedyhttps://repository.maseno.ac.ke/handle/123456789/36802021-05-07T07:14:52Z2014-01-01T00:00:00ZInfluence of Free Primary Education Policy On Pupil Participation by Gender in Public Primary Schools In Rongo Sub County, Kenya
ODHIAMBO, Owino Kennedy
ABSTRACT
Countries world over have endeavored to achieve gender equality in education given that
it is central in propelling national growth and development. Kenyan Government, in its
efforts to attain gender parity and increased access in 2003 implemented the Free Primary
Education (FPE) Policy which narrowed gender gap nationally; public primary school
Gross Enrolment Rates (GER) in 2010 was 119.8% (119.2% girls; 120.4% boys) with a
disparity of 1.2%. However, Rongo lags behind with a GER of 10S% (95.4% girls;
114.6%) in the same year which is a wide disparity of 19.2%. This raises the study's
concern on why this big disparity exists. The purpose of this study was therefore to
establish the influence of FPE policy on pupil participation by gender in public primary
schools in Rongo Sub County, Kenya. Objectives of the study were to: determine
influence of FPE policy on; access by gender; survival rates by gender; graduation rates
by gender. A conceptual framework was adopted for this study. Ex Post- facto and
descriptive survey research designs were used. The study population comprised of 42
schools, 1 Sub County Quality Assurance and Standards Officer (SQASO), 966 and 624
Class 7 and 8 pupils respectively. A simply random. sampling was used to 'select 20
schools, all 20 head teachers as the main informant and 40 class teachers of class seven
and class eight of the selected schools were purposively used. Saturated sampling
technique was used to select SQASO and Glen Israel formula was used to select 320
pupils from IS90 pupils of class seven and eight. Questionnaire, interview schedules,
document analysis guide and focus group discussion were used to collect data. The
instruments were validated by experts in the Department of Education, reliability
established through test-re-test method using 4(9.S%) of schools and data obtained
correlated using Pearson r at an alpha level O.OS. The coefficients of head teachers' and
class teachers' questionnaires were 0.82 and 0.79 respectively since they were higher than
0.70, the instruments were considered to be reliable. Quantitative data were collected via
closed items of the questionnaires and document analysis guide and analyzed using cohort
analysis and descriptive statistics. Qualitative data from interviews and open ended items
. of the questionnaires were collected; transcribed and analyzed- using emergent themes.
The study revealed that, FPE had a positive influence on access, survival and graduation
rates though girls still lagged behind boys. There were cases of class congestion,
overcrowding, shortage of teachers and transfers of girls to private schools. The study
concluded that though girl's enrolment in public primary was low compared to boys it
was notice that a good number had transferred to private primary schools thus need for
reformulation of FPE policy to enhance access, survival and graduation of girls. The
study suggested further research on causes of continued expansion of. private primary
schools even with introduction of FPE policy in Kenya. The findings are significant to
government in improving FPE Policy to enhance gender parity.
2014-01-01T00:00:00ZInfluence of teacher input on pupils' academic achievement in public primary schools in Kakamega Municipality KenyaAJWANG', Ruth Anyangohttps://repository.maseno.ac.ke/handle/123456789/36632021-04-19T12:57:13Z2014-01-01T00:00:00ZInfluence of teacher input on pupils' academic achievement in public primary schools in Kakamega Municipality Kenya
AJWANG', Ruth Anyango
ABSTRACT
Teachers play a key role in pupils' academic achievement in any education system.
Academic achievement is measured by pupils' performance in KCPE. Nationally, in
2012 out of 839,759 who sat for KCPE 467,353 scored below 250 marks. In
Kakamega Municipality from 2007 - 2012, the KCPE results have indicated a
downward trend, with a declining mark of 3.4786. The literature reviewed suggests
that teacher related inputs are the main determinant factors in academic achievement
of learners. However, most research work have used teacher variables together with
other school variables to get their influence on academic achievement of learners.
This study sought to establish if teacher input has influence on academic
performance of pupils. The purpose of the study was therefore to establish the
influence of teacher input on academic achievement of pupils in primary schools’ in
Kakamega Municipality. The objectives of the study were to: determine the influence
of teacher qualification on academic achievement; determine the influence of teacher
experience on academic achievement; establish the influence of teachers' workload on
academic achievement; establish the influence of teacher pupil ratio on academic
achievement and the influence of teacher attitude on academic achievement of pupils
in public primary schools in Kakamega Municipality. The study was based on
Education Production Function by Psachouroupolos and Woodhall (1985) theory. It
helped in determining how teacher input influenced the pupils' performance in KCPE.
The study employed descriptive survey research, ex-post facto and correlational
research designs. The study population consisted of 403 teachers and 25 head teachers
from 25 primary schools. Purposive sampling technique was used to select 197
teachers who presented pupils for examination in 2010-2012. Saturated sampling
technique was used to select 23 head teachers from schools which were not part of the
pilot study and the Area Education Officer. Questionnaires and interview schedule
were used to collect data from teachers and A.E.O. Face and content validity of the
instruments were ascertained by experts in the Department of Educational
Management and Foundations, Maseno University. Reliability of the instruments was
established by a pilot study in 2 schools which were not part of study sample. Pearson
r was computed and gave coefficients of 0.75 and 0.80 for teachers and head teachers
at a p value of 0.05 respectively. Qualitative data was transcribed, categorized into
themes and sub themes as they emerged, coded and analyzed. Quantitative data from
questionnaires were tallied using descriptive statistics in the form of means,
percentages and frequency counts and inferential statistics in form of Pearson’s rand
regression. The study established that all independent variables had a significant j
regression co-efficient with a linear model that fits.the data. The correlation between
the dependent variable and independent variable (R) was 0.753. R Square was 0.5672
meaning that the independent variable explained 56.72%, unexplained factors
contributed to 43.28%. In conclusion, academic achievement was influenced by
teacher inputs. The study recommended that cost effective interventions to address the
quality of teaching such as employing more teachers, balanced staffing of teachers,
evaluating programs for teacher incentives should be addressed by stakeholders. The
findings of this study provide information that is significant to stakeholders on
influence of teacher input on academic achievement of pupils and unearth some root
causes of low performance in KCPE.
2014-01-01T00:00:00ZInfluence of forgone earnings on primary to secondary education transition in Mbita sub-county, Kenya.OKUL, Steve Bikohttps://repository.maseno.ac.ke/handle/123456789/12162019-01-28T06:56:58Z2018-01-01T00:00:00ZInfluence of forgone earnings on primary to secondary education transition in Mbita sub-county, Kenya.
OKUL, Steve Biko
Free Secondary Education policy was introduced in Kenya in 2008 with an aim of making secondary education affordable so as to enhance access, transition, retention and student academic performance. However this has not been realized in Mbita sub-county where the average primary to secondary education transition rate from 2010 to 2014 was at 46.94%, lagging behind the neighbouring Suba sub county and the national rates at 59.78% and 72.78% respectively during the same period .A recent study of transition in Mbita indicates an improvement in transition rate to 60% in 2016 which was still far below the targeted 100% national transition rate. The reviewed studies did not examine how gender difference is reflected in the transition rates in Mbita, hence there was need to establish the current transition rates in terms of gender in the sub county. While many studies indicate high cost of education as the main cause of low transition, no research has been done on forgone earnings as indirect component of education cost and its influence on transition in the sub county. Therefore, the purpose of the study was to determine the influence of forgone earnings on primary to secondary education transition in Mbita sub-county. The specific objectives of the study were to; establish the proportion of pupils transiting from primary to secondary education between 2013 and 2017, establish the main sources of forgone earnings and determine the influence of income of pupils on transition in Mbita sub-county. The target population included 111 head teachers, 1925 form ones, 1391 dropouts and 1 sub-county Quality Assurance and Standards Officer .The study sample consisted of 43 head teachers, 385dropouts, 385 form one students selected through simple random sampling and 1 Sub–county Quality Assurance and Standards Officer. The study was guided by a conceptual framework which postulates that the level of income of pupils in primary school influences their transition to secondary school. This study made use of descriptive and correlational survey designs. Research instruments were questionnaires and interview schedules. Pilot study was conducted among 4 head teachers, 12 dropouts and 12 form ones. Face and content validity of the instruments were established by research experts at the university. Through test-retest technique, the coefficient of reliability of the head teachers’ and form ones’ questionnaires were found to be 0.790 and 0.834 respectively. Qualitative data from interviews and open-ended questions were analyzed through content analysis and organized into themes and patterns corresponding to the research questions. Both descriptive and inferential statistics were used to analyze quantitative data. The results of the study indicate an average primary to secondary education transition rate of 60.71%, with girls at 60.28% and boys at 61.18% in the sub county between 2013 to 2017 showing that 39.29 % of pupils enrolled in class eight still fail to transit to secondary school. The main sources of forgone earnings are fishing, Transport sector, charcoal burning/selling and peasant farming. By use of Pearson’s r, a strong negative correlation of -0.789 was obtained between forgone earnings and transition. This means that an increase in forgone earnings would decrease transition. The study concluded that forgone earnings form the indirect component of education cost, raising the secondary education costs to levels unbearable by pupils especially those from poor households, hence they fail to transit to secondary school, the reason for the continued low transition even in the era of FTSE.The study recommends that the government should instigate effective machineries to fully mitigate the persistent high cost of secondary education. The findings of the study may inform education stakeholders on strategies to improve or redesign FTSE policy in order to ensure affordable secondary education and realize 100% primary to secondary education transition rate.
Masters' Thesis
2018-01-01T00:00:00ZSelected factors influencing academic performance in constituency development fund built secondary schools in Rachuonyo South sub-county, KenyaOKOTH, Justus Ojuokhttps://repository.maseno.ac.ke/handle/123456789/11742019-01-25T06:48:33Z2018-01-01T00:00:00ZSelected factors influencing academic performance in constituency development fund built secondary schools in Rachuonyo South sub-county, Kenya
OKOTH, Justus Ojuok
It is presumed that Kenya Certificate of Primary Examination and Kenya Certificate of Secondary Examination results are mainly used to determine who can move to higher education. Students therefore, stand to lose or gain ostensibly from performance in KCSE examinations. In 2013 and 2014, over 50%(728 out of 1336 and 778 out of 1491) of candidates enrolled in CDF built secondary schools in Rachuonyo South sub-County got E t D grades which are below the acceptable minimum quality grade of C+ that enables candidates pursue competitive courses at tertiary and university levels. It is against this background that this study investigated the selected factors influencing academic performance in CDF built secondary schools in Rachuonyo South sub-County. The study objectives were: to establish the influence of students’ entry behavior on performance of students at Kenya Certificate of Secondary Education (KCSE), to determine the influence of teacher quality on student’s performance at KCSE and to examine the influence of physical facilities on performance of students at KCSE. The study was guided by Education Production Function Theory based on the input and output variables. Descriptive Survey and Correlational research designs were used. The study population was 42 principals of CDF built secondary schools and 1 sub-County Quality Assurance and Standards Officer. The sample comprised 37 principals of the 37 secondary schools and 1 SCQASO. The principals were sampled using simple random sampling while the SCQASO was sampled using saturated sampling technique. Data was collected using questionnaires, interview schedule and document analysis guide. The instruments were validated by experts from the department of Educational Management and Foundations, Maseno University for content and face validity. Piloting was carried out in 5 schools in order for reliability to be achieved. Test-retest reliability was established by correlating the two tests and a correlation of r=.7showed that the instruments were reliable. KCPE marks and KCSE results, teacher quality and students’ performance, and physical facilities and students performance were analyzed using the Pearson Correlation Coefficient of -1 to +1and descriptive statistics as well as linear multiple regressions. Entry mark was found to have a strong positive relationship with KCSE performance and it accounts for 64.2% change in KCSE mean score. Teacher quality was found to have a strong positive relationship with students’ performance and it accounts for 17% of change in KCSE mean score. Teacher experience was found to account for 3.31% of change in KCSE mean score. Physical facilities were also found to have a relationship with students’ performance and accounts for 14% of change in KCSE mean score. It was concluded that the performance of these schools is weak because they admit students with low KCPE marks and KCPE is a strong predictor of KCSE outcome. It was also concluded that teacher quality is key to good performance at KCSE. Physical facilities were also found to be crucial in ensuring good performance. The government should work more in strengthening primary education so that pupils exit with good masteryof numeracy and literacy skills. Government should employ enough qualified teachers and requisite facilities should be put up in CDF schools to guarantee quality education. These findings will be useful to the government and Teachers Service Commission since the information will be used to guid
Masters' Thesis
2018-01-01T00:00:00Z