Department of Educational Psychology

TEACHERS’ PERCEPTIONS ON THE IMPLEMENTATION OF COMPETENCY-BASED EDUCATION IN JUNIOR SCHOOLS, TRANS-NZOIA WEST SUB COUNTY-KENYA

2026-05-29T07:13:07Z

TEACHERS’ PERCEPTIONS ON THE IMPLEMENTATION OF COMPETENCY-BASED EDUCATION IN JUNIOR SCHOOLS, TRANS-NZOIA WEST SUB COUNTY-KENYA NYANGARESI, DENIS This study explored teacher perception on the implementation of Competence Based Education (CBE) in Junior public secondary schools in Trans-nzoia west sub- county. Despite the introduction of competence-based education reform in Kenya, the implementation remains a challenge. Teachers play vital roles in the implementation of any education reform. They interpret the framework and adapt it to fit students’ needs. Teacher professional development, training, self- efficacy, available resources for teaching and learning, teaching workload greatly influence teacher perception on the implementation and success of CBE. This study was based on the following objectives, namely; to assess teacher’s preparedness for implementation of CBE, to evaluate the availability and adequacy of instructional resources, to investigate teacher workload and to identify challenges faced during the implementation of CBE. The study was anchored on constructivism learning theory which posits that learners can actively build their own knowledge rather than being passive recipients of information. However, the major criticism of the theory is its inefficiency for teaching foundational knowledge. The study’s sample comprised of 79 participants, including 64 teachers from selected schools and 15 head teachers from the sampled schools. The researcher made use of mixed method concurrent research design. This design was useful in collecting both qualitative and quantitative data. Data was collected using teachers’ questionnaire, interview schedule for heads of institutions and observation schedule for the researcher to gather first-hand information. Through the guidance of supervisors, the researcher was able to determine instrument validity. A pilot study was conducted in 5 schools in Kiminini sub county, a neighboring sub county to Trans-nzoia west sub-county. Cronbach’s alpha reliability was computed to determine the extent to which the research instruments are reliable. A reliability coefficient of above 0.7 was obtained from the pilot study, this guaranteed that the research instruments are reliable, hence suitable for use in the main study. Qualitative data was obtained by interviewing headteachers and quantitative data from the teachers’ questionnaire. Besides this, observation schedule was used to collect first hand data from sampled schools. Qualitative data from interviews with headteachers and questionnaire items was analyzed thematically by grouping the data into major themes as per the research objectives. For descriptive statistics, frequencies alongside mean and standard deviation were used. Inferential statistics, Pearson Chi-Square analysis was carried out to determine the two categorical variables; teacher perception and the implementation of CBE had an association. The study findings showed that all research variables had P<0.05, implying that CBE implementation was not independent of teacher perception. The study recommended that the government through the ministry of education should provide adequate infrastructure and instructional facilities for effective implementation of CBE. From the study findings a majority of the teachers reported that institutional and stakeholders’ support was not sufficient. Therefore, a recommendation was made that effective communication be done to bring on board all the stakeholders. The study recommended that in-service training be provided for effective implementation of CBE.

School-Based Strategies for Early Identification of Learners Living with HIV/AIDS and Their Educational Participation in Boarding Secondary Schools in Nandi County, Kenya

2026-05-26T12:20:23Z

School-Based Strategies for Early Identification of Learners Living with HIV/AIDS and Their Educational Participation in Boarding Secondary Schools in Nandi County, Kenya Jepchirchir, Emily; Limo, Alice; Kipkoech, Lydia Human Immunodeficiency Virus (HIV) continues to pose significant health and educational challenges, particularly for adolescents in boarding secondary schools. This study examined school-based strategies for early identification of learners living with HIV/AIDS (ALHIV) and their influence on educational participation in Nandi County, Kenya. A descriptive survey design was employed, targeting 362 school caregivers and principals from 25 purposively selected fully boarding secondary schools. Data were collected using structured questionnaires and analyzed through descriptive statistics, including frequencies, percentages, means, and standard deviations. Findings indicated that most caregivers were trained to identify vulnerable learners and provided individualized guidance and counselling during Form One admissions, facilitating learners’ participation. However, gaps were noted in peer mentorship, parent-caregiver interaction, dedicated personnel for HIV support, and opportunities for learners to share challenges, which limited early identification and support. The study concluded that willful disclosure of HIV status is essential for effective caregiver support, but inconsistent disclosure practices and fear of stigma hinder early intervention. It is recommended that schools establish clear, confidential protocols for disclosure, train caregivers in ethical handling of HIV-related information, and integrate early identification processes into routine school operations to enhance the health, well-being, and educational participation of ALHIV.

INFLUENCE OF TEACHERS’ MOTIVATION ON ACADEMIC PERFORMANCE OF STUDENTS WITH LEARNING DIFFICULTIES IN SECONDARY SCHOOLS IN KAKAMEGA NORTH SUB-COUNTY, KENYA

2026-05-11T09:40:47Z

INFLUENCE OF TEACHERS’ MOTIVATION ON ACADEMIC PERFORMANCE OF STUDENTS WITH LEARNING DIFFICULTIES IN SECONDARY SCHOOLS IN KAKAMEGA NORTH SUB-COUNTY, KENYA SHANGO, KOROFIA JACOB Teacher motivation is an essential component of the learning process that ultimately influences students’ academic performance. The academic performance of students can be regarded as interplay between the teaching and learning processes. Furthermore, students’ academic performance is closely associated with teachers’ motivation. Teachers’ motivation is pivotal in enhancing classroom excellence that is generally measured through students’ attainment of their learning outcomes. However, the academic performance of students with learning difficulties has been a pertinent issue in the education circle. The purpose of this study was to determine the influence of teachers’ motivation on academic performance of students with learning difficulties in secondary schools in Kakamega North Sub County. In particular ,the study sought to; Determine the influence of teachers’ in-service training on academic performance of students with learning difficulties in Kakamega north subcounty , to investigate the influence of teachers workload on academic performance of students with learning difficulties in Kakamega north subcounty as well as to examine the influence of teachers’ institutional work environment on academic performance of students with learning difficulties in Kakamega north subcounty. A cross sectional survey design was adopted for this study an attempt to achieve the objectives of the study. The target population for this study were students with learning difficulties in form two and form three classes as well as teachers of English and Mathematics spread out in the 55 registered secondary schools in Kakamega North Sub County. A sample of 132 teachers was selected using stratified random sampling method. Yamane’s formulae were used to determine the sample for this study. This study was guided by Herzberg’s two factor and McClelland achievement theories. Self-reported questionnaire was used to collect quantitative data whereas qualitative data was collected by use of structured interview guides. Descriptive statistics through computation of mean, percentages and standard deviation was used to analyse the data collected. Spearman’s rank correlation and Multiple linear Regression analysis was used analyse quantitative data at 95% confidence interval. The study established that in- service training for teachers had statistically significant moderate positive influence on academic performance of students with learning difficulties (β=0.267,t=8.713;p<0.001) .The study also revealed that teachers work load had significance statistical influence on academic performance of students with learning difficulties(β=0.456,t=6.531;p<0.001) .It was also established from this study that teachers’ institutional work environment had a significant statistical influence on academic performance of students with learning difficulties (β=0.563,t=11.13;p<0.001) .However, the three variables taken together did not significantly influence the academic performance of students with learning difficulties. This study concluded that all the three predictors of teacher motivation studied demonstrated that there is a significant influence of teachers’ motivation on academic performance of students with learning difficulties in Kakamega north sub county .Therefore the study recommends that there is need to have proper motivation strategies for teachers that will enhance their enthusiasm and morale to provide the extra attention ,support and assistance needed by the students with learning difficulties in order for them to enhance their learning progress . The ministry of education through relevant agencies should ensure proper teachers’ institutional work environment as well as ensure their workload remain within manageable limits to enhance teachers’ individualized attention to students with learning difficulties.

Teacher’s Perceptions on the Availability and Adequacy of Resources in the Implementation of Competency-Based Education in Junior Schools in Trans-Nzoia West Sub County, Kenya

2026-02-20T13:13:05Z

Teacher’s Perceptions on the Availability and Adequacy of Resources in the Implementation of Competency-Based Education in Junior Schools in Trans-Nzoia West Sub County, Kenya Mochama, Nyangaresi Denis,; Oseko, Agnes; Orao, Remi The transition to Competency-Based Education (CBE) in Kenya marks a significant shift from a content-heavy, exam-oriented system to a learner-centered one. This new approach requires not only well-prepared teachers but also adequate teaching and learning resources. Yet, in many schools, the sufficiency of these resources remains in question. Teachers, as the frontline implementers of the curriculum, directly shape how learners experience CBE, and their perceptions strongly influence both the delivery process and learning outcomes. In Trans-Nzoia West Sub-County, as in other parts of the country, the transition to CBE and the establishment of junior secondary schools have brought about new demands and challenges. This study examined teachers’ perceptions regarding the availability and adequacy of infrastructure and instructional resources in supporting CBE implementation. The adequacy of facilities and materials not only affects teachers’ perceptions but also determines the teaching approaches they adopt. The study was grounded in constructivist learning theory, which emphasizes student-centered learning where teachers act as mediators who organize materials and foster a supportive environment that values learners’ experiences. The study adopted a concurrent mixed methods design. The study targeted 60 junior secondary schools in Trans-Nzoia West Sub-County, comprising 288 teachers involved in CBE implementation. From this population, the study sample comprised 15 schools, including 64 teachers and 15 head teachers. Data collection involved teachers’ questionnaires and observation checklists for first-hand information. Content validity of the items was reviewed by experts, while a pilot test confirmed reliability with a Cronbach’s alpha coefficient of 0.73. Data were analyzed using descriptive statistics with the aid of SPSS version 22, while chi-square tests were applied to assess associations between categorical variables. The study found that most teachers viewed competency-based education as necessary and reported moderate competence in developing tasks aligned with CBE skills (M=3.75, SD=0.600). While teachers acknowledged applying varied lesson planning approaches (M=3.52, SD=0.676), their teaching strategies were only moderately aligned with learner-centered CBE requirements (M=3.28, SD=0.691). However, perceptions of infrastructural facilities were largely negative, with very low mean scores (M=1.86, SD=0.551), indicating dissatisfaction with available classrooms, materials, and resources for effective CBE assessment. Chi-square tests confirmed significant associations between teacher perceptions of both instructional resources (χ2=24.9, p=0.002) and infrastructural facilities (χ2=79.0, p=0.000) with CBE implementation. Therefore, to develop positive teacher perception, one of the determinants for successful implementation of CBE, adequate infrastructure and instructional materials should be prioritized. The study recommended that the government through the ministry of education should provide adequate infrastructure and instructional facilities for effective implementation of CBE.

INTEGRATION OF ICT IN TEACHING AND LEARNING IN TVET INSTITUTIONS IN THE MECHANICAL AND AUTOMOTIVE ENGINEERING DEPARTMENTS IN UASIN GISHU COUNTY

2025-05-22T08:01:09Z

INTEGRATION OF ICT IN TEACHING AND LEARNING IN TVET INSTITUTIONS IN THE MECHANICAL AND AUTOMOTIVE ENGINEERING DEPARTMENTS IN UASIN GISHU COUNTY NDIWA, MERCY CHEROTICH The study focused on integration of ICT in Technical and Vocational Education and Training (TVET) institutions. Mechanical and Automotive Engineering departments were selected because of their high student population in the two sampled institutions hence it was more representative of the whole population. The Eldoret National Polytechnic and Rift Valley Technical Training Institute were selected in this study because the two institutions have the highest number of trainees in the departments of Mechanical and Automotive Engineering in the County. The objectives of this study were to: to determine the influence of human factors, pedagogic factors, curriculum factors, availability of ICT infrastructure, leadership factors and institutional policy factors on integration of ICT in teaching and learning. The study employed the Rodgers theory of Diffusion of innovation (2003). The study used both quantitative and qualitative research. Questionnaires and interview schedules were used to collect data. The target population consisted of members of governing body, trainees, trainers, ICT technicians, the Heads of Department, and the principals of the selected TVET institutions. The sample size for the trainees was 384 which was calculated by fisher’s formula and was selected using the simple random sampling same as trainers while purposive sampling was used to select technicians, administrators and the members of governing body. Data was analyzed using Statistical Package for the Social Sciences (SPSS) and MS Excel software. The findings of the study reveal the following ; 76.47% of trainers have Certificate Proficiency packages in ICT, 27.45% of trainers affirmed that ICT training at their former training institution has been helpful, 15.69% had in service training, 32.50% of the male trainers use ICT in teaching while 81.81% of female trainers don’t make use of ICT, 87.50% of trainers with a working experience of less than 5 years embraced use of ICT in teaching., also 35.29% of trainers use ICT-appropriate teaching methods, 31.37% were pedagogically ready to integrate ICT in teaching, 43.14% had an average of 6 hours daily of which its quite strenuous. All the respondents noted the inadequacy in ICT infrastructure.70.59% of trainers were not aware of the existence of an ICT policy. The study concluded that: few of the trainers had effective basic ICT training, ICT training in their former training institutions were not so effective, more male trainers integrated ICT in teaching than their female counterparts and also less experienced trainers utilized ICT for teaching. Most trainers admitted that they are not pedagogically ready to use ICT in teaching. In addition, ICT resources are inadequate, and trainers Lacked support from the administration. The study recommends regular in-service training for trainers and technicians, reduction of trainer’s workload, provision of computer resources to trainers, trainer motivation, provision for more ICT technicians to provide technical support for trainers in the use of ICTs, and inclusion of all stakeholders in the policy making and reviewing process

EFFECTIVENESS OF PSYCHOSOCIAL INTERVENTIONS FOR SCHOOL REFUSAL BEHAVIOR AMONG PUPILS IN PUBLIC PRIMARY SCHOOLS, IN KEIYO NORTH SUB-COUNTY, ELGEYO MARAKWET COUNTY, KENYA

2025-05-22T07:53:42Z

EFFECTIVENESS OF PSYCHOSOCIAL INTERVENTIONS FOR SCHOOL REFUSAL BEHAVIOR AMONG PUPILS IN PUBLIC PRIMARY SCHOOLS, IN KEIYO NORTH SUB-COUNTY, ELGEYO MARAKWET COUNTY, KENYA TOROITICH, PAMELLA JEMUTAI In spite of the many efforts by parents, teachers and counselors to curb school refusal behaviour, there is much evidence that the problem has persisted. The objectives of the current study were; to determine the effectiveness of psychosocial interventions for school refusal behaviour among pupils in public primary schools in Keiyo North subcounty, Elgeyo Marakwet County, Kenya. The study's objectives were to determine the effectiveness of cognitive, behavioral, clinical, guidance, and counseling intervention strategies for school refusal behavior among pupils in public primary schools in Keiyo North sub-county, Elgeiyo Marakwet County, Kenya. The study was based on positivism philosophy, which relies on hypothetical relationships and employed Hirschi's Control Theory. The theory posits that strong affiliations mitigate the inclination toward disruptive behavior. The study adopted a cross-sectional research design, using the survey to collect data. The targeted population was class 7 and 8 pupils in public primary schools who were absent from school or class for at least 10% or more days in their previous academic year. They were identified with the assistance of their previous class teachers. Keiyo North Sub-county has 5806 pupils in classes 7 and 8. Purposive sampling was used to select the public primary schools that participated in the research. Gill and Johnson (2010) sample size determination table was used to calculate the sample size, and a sample of 357 learners was derived. Four schools were used for piloting and did not participate in the actual research. Data was collected using pupils' questionnaires and document analysis, which included attendance registers, records from guidance and counselling departments, and discipline books. To determine the validity of the research instrument, piloting, correlation analysis, and consultation with supervisors who are experts was done. Cronbach alpha was used to ascertain the instruments' reliability, resulting in an alpha value of 0.7. This was considered high enough and thus accepted and used. Data from questionnaires was validated, coded, tabulated, and then analyzed with the help of the SPSS computer package of social science version 23. Descriptive statistics were charts and percentages that assisted in presenting demographic data, and inferential statistics (chi-square) was used to determine the relationship between dependent and independent variables. Findings from this study showed a relationship between the effectiveness of cognitive, behavioral, clinical, guidance, and counseling and school refusal intervention strategies used by primary school teachers to treat school refusal behavior. It was concluded that the psychosocial support given to school refusers is not fully utilized. The study recommends that trained school counselors should be posted to primary schools to ensure functional guidance and counseling, and also, a positive school environment should be highly maintained by all stakeholders to foster a strong bond with the school. Additionally, a longitudinal study on psychosocial interventions for school refusal behavior should be carried out in other parts of Kenya for comparison.

SUICIDE IDEATION: AGE AND CORRELATES AMONG UNIVERSITY STUDENTS IN NYANZA REGION, KENYA

2025-05-21T08:33:53Z

SUICIDE IDEATION: AGE AND CORRELATES AMONG UNIVERSITY STUDENTS IN NYANZA REGION, KENYA Odhiambo, Winnie Awuor; Simiyu, John; Nyabuto, Esther Suicidal behaviors have been on the rise among university students in the recent past. The aim of this paper was to examine suicide ideation in relation to age category and correlates among university students in the Nyanza region with the aim of preventing occurrences of completed suicide. The objectives of the study were to determine the difference in age category in relation to suicide ideation and to examine the correlates of suicide ideation. The study was based on the Three Step Theory of Suicide (3ST) by Klonsky, May and Saffer. The research design employed was a correlational research design. Purposive sampling was used to select four public universities from the Nyanza region as well as university counsellors. Stratified sampling was thereafter used to select undergraduate students depending on their year of study. Simple random sampling was finally used to select 1477 students from the four universities with the guidance of a sample size table developed by Krejcie and Morgan (1970). Student questionnaires, interview schedules as well as counseling records were used to collect data. Data analysis was done using Statistical Package for Social Sciences (SPSS V20). Descriptive statistics, including frequencies and percentages, were used. Quantitative data was thereafter analyzed using chi-square and linear regression at a .05 level of significance, and qualitative data was analyzed using themes. The study findings revealed that suicide ideation was not related to the age category of the students. The results from linear regression analysis indicated that sexual abuse, romantic break up, alcohol addiction, HIV/AIDS, elections and cyber suicide are predictors of suicide ideation, while financial crisis and COVID-19 are not predictors of suicide ideation. The study recommends that the ratio of student to counsellor at the university should be increased to allow for easy access to counselling services. The study also recommends that during orientation, the counselling department should create awareness of some of the stressful life events students are likely to encounter on campus and equip them with coping skills, as well as encourage them to visit the counselling department whenever they feel like talking to someone.

SUICIDE IDEATION: GENDER AND VARIATION OF CORRELATES AMONG UNIVERSITY STUDENTS IN NYANZA REGION, KENYA

2025-05-21T08:28:33Z

SUICIDE IDEATION: GENDER AND VARIATION OF CORRELATES AMONG UNIVERSITY STUDENTS IN NYANZA REGION, KENYA Odhiambo, Winnie Awuor; Simiyu, John; Nyabuto, Esther The prevalence of suicide behavior among university students has been an issue of great concern because of its upward trend. This paper examines suicide ideation in relation to gender and the variation of correlates in different universities among university students in the Nyanza region, Kenya. The objectives of the study were to determine gender differences in relation to suicide ideation and how the correlates vary among individual universities. A correlational research design was employed. Four public universities and university counselors were selected using purposive sampling. Stratified sampling was thereafter employed to select undergraduate students based on their year of study. A sample size table developed by Krejcie and Morgan (1970) was used to select 1477 undergraduate students randomly. Data collection instruments included: a student questionnaire, interview schedule and counseling records. Data was analyzed using Statistical Package for Social Sciences (SPSS V20). Descriptive statistics such as frequencies and percentages were used and thereafter, quantitative data was analyzed using chi-square and ANOVA. Thematic analysis was used to analyze qualitative data. The findings revealed gender differences in relation to suicide ideation. The findings further revealed that there is variation in sexual abuse, romantic breakup, COVID-19, alcohol addiction, HIV/AIDS, elections and cyber suicide experiences across the universities. However, there is no variation in financial crisis across universities. The study recommends that the university counseling department should equip female students with skills on how to adjust to campus lifestyle without engaging in activities which might end up stressing them. The university should also develop prevention strategies as well as organize follow-up for suicide survivors.

Evaluating the Effectiveness of Clinical Intervention Strategies for Addressing School Refusal Behavior Among Primary School Pupils in Keiyo North SubCounty, Elgeyo Marakwet County, Kenya

2025-05-21T08:13:01Z

Evaluating the Effectiveness of Clinical Intervention Strategies for Addressing School Refusal Behavior Among Primary School Pupils in Keiyo North SubCounty, Elgeyo Marakwet County, Kenya Toroitich, Pamella Jemutai; Kisilu, Kitainge; Oseko, Agnes Several cases in Kenya have been reported on school refusal behavior among primary school pupils and in Elgeyo Marakwet Country the cases are higher. Therefore, the objective of this study was to evaluate the effectiveness of clinical intervention strategies for addressing school refusal behavior among primary school pupils in Keiyo North Sub-County, Elgeyo Marakwet County, Kenya. The study was guided by Psychoanalytic Theory by Sigmound Freud. Positivism philosophy and descriptive research design guided data collection. The study target population was 5806 pupils which comprised of grade 7 and 8 pupils in public primary schools in Keiyo North SubCounty. A sample size of 357 pupils was arrived at using Gill et al. (2010) sample size table. The data was collected using structured questionnaires which was first subjected to pilot study to determine its validity and reliability. Ethical consideration was applied during data collection. Collected data was subjected to descriptive and inferential statistics using SPSS version 23. Results indicated that majority of learners (83.8%) stated that their teachers never recommended hospital visits when they complained of being sick at school. Further, 81.6% of the pupils reported being taken to the hospital for somatic symptoms, though the symptoms were often mild. Also, majority, 97.8%, stated that they did not use medication to address their anxiety related to school refusal, indicating that clinical interventions for such behavior are rarely employed. Results further indicated that there was a significant relationship between effectiveness of clinical intervention strategies and school refusal behavior among pupils in public primary schools in Keiyo North sub-county (χ²=33.096, N=38, p<0.05). The study concluded that the clinical intervention strategies have not been effectively used by teachers and particularly in primary schools who mostly resort to one strategy of punishment to correct school refusal. The study recommends that Teachers, Service Commission should post trained school counsellors to primary schools and not secondary schools alone and also ensure that school counseling programmes are functional.

Effects of Counselling on Stress Management Among Student Mothers in Secondary Schools in Kimilili subcounty, Bungoma County, Kenya

2025-05-20T07:45:48Z

Effects of Counselling on Stress Management Among Student Mothers in Secondary Schools in Kimilili subcounty, Bungoma County, Kenya Wasike, Anne; Oseko, Agnes; Simiyu, John Teenage pregnancy has been recognized internationally as a major concern. Furthermore, it hampers the chance of a student mother from going back to school or to complete her education. In Kenya, teenage pregnancy impedes achievements in education of the girl child. Therefore, this study evaluated the effects of counselling on stress management among student mothers. The study was guided by William Glasser’s Psychological Reality Theory on Maladaptive Behaviour. The study employed cross-sectional research design. The target population was 5,069 Form three and Form four female students from public secondary schools in Kimilili Sub-County, Bungoma County, Kenya. The study also targeted 23 school Guidance and Counselling teachers. The sample size table proposed by Krejcie & Morgan, 1970 was used to arrive at 381 female students from girls’ schools as well as mixed schools, 19 Guidance and Counselling teachers. Questionnaires and interview guides were used to gather qualitative and quantitative data. Instruments of data collection were piloted to establish their validity and reliability using Cronbach alpha value greater than 0.7 and indication of higher reliability. Both descriptive and inference statistics was analyzed using SPSS package version 23 and presentation done in frequencies and percentage tables. Descriptive data were analyzed using means, percentages and standard deviations, while inferential data were analyzed using Pearson’s product moment correlation coefficient (r). The study findings indicated a significant positive strong relationship between counselling and stress management (r=0.836, p<0.000). The study concluded that counselling, have a significant effect on stress management among student mothers in public secondary schools in Kimilili sub-county, Kenya. Consequently, this study recommends that schools should prioritize and enhance counseling services for student mothers. Also, there is need for comprehensive sex education from parents, guidance, school and religious leaders.