Theses & Desertations

EFFECTS OF LARGE CLASS SIZE ON IMPLEMENTATION OF COMPETENCY-BASED CURRICULUM (CBC) IN WEST POKOT COUNTY: A CASE STUDY FOR GRADE 5

2025-05-27T08:45:01Z

EFFECTS OF LARGE CLASS SIZE ON IMPLEMENTATION OF COMPETENCY-BASED CURRICULUM (CBC) IN WEST POKOT COUNTY: A CASE STUDY FOR GRADE 5 MURKET, VIOLA CHELIMO The research project is about the effects of large class size on implementation of competency-based curriculum in west Pokot County, Kenya. These effects include poor teacher-student interaction, poor performance and mastery of competencies as outlined in competency-based curriculum system, insufficient resources and classroom management which can impede the effective delivery of the curriculum This project is more important because it helps students, parents, teachers and curriculum implementers to know and understand how the above stated effects affect curriculum implementation.

AN ANALYSIS OF DIFFERENCES IN ACADEMIC PERFOMANCE BETWEEN BOYS AND GIRLS IN MIXED PUBLIC PRIMARY SCHOOLS: A CASE OF KISUMU COUNTY KENYA

2025-04-08T08:56:56Z

AN ANALYSIS OF DIFFERENCES IN ACADEMIC PERFOMANCE BETWEEN BOYS AND GIRLS IN MIXED PUBLIC PRIMARY SCHOOLS: A CASE OF KISUMU COUNTY KENYA OCHWADA, YOUANITA ETALE There is a gender academic performance gap between boys and girls with one gender lagging behind according to Education experts. The main objective of this study was to analyse the differences in academic performance between boys and girls in mixed public primary schools in Kisumu County. The specific objectives were; to examine the influence of planning for classroom instructions in improving academic performance between boys and girls in mixed Public Primary Schools in Kisumu County; to determine how gender of the teacher affect academic performance of boys and girls; to determine the effect of parents’ attitude towards a child’s education on academic performance of boys and girls; and to examine the effect of learner’s perception towards subjects on academic performance of boys and girls in mixed public primary schools in Kisumu County. This study was guided by Educational Productivity theory and used a descriptive survey research design. The study used pragmatism research paradigm. Head teachers, class teachers, subject teachers, pupils and their parents of the public primary schools in Kisumu county constituted the Target population of 585 schools. Stratified sampling, Simple random sampling and Purposive sampling were used. A sample size of 30 % of the target population was used. Both Primary and Secondary data were collected using Questionnaires, Key Informant Interviews and written documents respectively. Descriptive and Inferential Statistics were used in data analysis. Document analysis was also done. The results of the study showed that the correlation between classroom instruction planning score and academic performance score was not statistically significant (r=-0.178, p=0.09); The gender of the teacher did not significantly affect the academic perfomance of boys and girls (p=0.678 for male teachers and p=0.639 for female teachers); Correlation between parents’ attitude towards child’s education and academic performance was significantly positive (r=0.374 and p=0.027). Parents attitude towards child education explained 11% of the learners academic performance and that a unit increase in parental attitude towards child’s education leads to an improvement in academic performance by 63%; and there was a significant positive correlation between learner’s perception towards subjects on academic performance for boys (r=0.406 and p=0.026) and not significant for girls (r=-0.035 and p=0.863). Learners’ perception towards subjects predicts 13.5% of the learner’s (boys) academic performance meaning that 86% of the boys’ performance is predicted by other factors not accounted for by the model. This study concludes that academic performance of the learners is significantly affected by parents’ attitude towards child’s education and learner’s perception towards subjects on academic performance for boys. This study recommends that there is need to establish and strengthen the guiding and counselling department in schools to make the pupils take positive perception towards subjects and especially in boys. Also, Parents need to be encouraged to take positive attitude on their child’s education because it explained 11% of the learners academic performance. The study recommends that similar research should be carried out in other Counties to analyse differentiated academic performance between boys and girls and that there is need to investigate other factors that affect academic performance of boys because this study has shown that only 13.5% of the learners’ (boys) academic performance is explained by their perception towards subjects.

EFFECT OF SANITATION AND HYGIENE PRACTICES ON STUDENTS’ ACADEMIC PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN MUHORONI SUB-COUNTY, KENYA

2025-04-02T06:34:42Z

EFFECT OF SANITATION AND HYGIENE PRACTICES ON STUDENTS’ ACADEMIC PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN MUHORONI SUB-COUNTY, KENYA JEPKOECH, SANG EDNAH Access to improved sanitation is an important component of human health and wellbeing. Minimum requirements for safe WASH in schools are not provided in most rural schools in Kenya. The current study investigated the effect of sanitation and hygiene practices on students’ academic performance in public secondary schools in Muhoroni Sub-County. The specific objectives were to find out the influence of availability and access to safe drinking water, availability of sanitation facilities, provision and access to hand washing facilities and provision of hygiene education on secondary school students’ academic performance. The study was anchored on Health Belief Model. Descriptive research design and mixed methodology was used. The target population was 2354 form three students and 23 teachers. Krejcie and Morgan sample size determination formula was used to obtain a sample size of 331 respondents. Questionnaires, interviews, observation and document analysis were used to collect data. Piloting was carried out in Kisumu Central sub-County. Validity was determined by consulting research supervisors while reliability was determined through the use of Cronbach Alpha. The quantitative data were analyzed by SPSS (version 25) and the findings presented using frequencies, percentages and the mean. In addition, Pearson Product Moment Correlation analysis was used to determine the relationship between independent and dependent variables. Qualitative data were thematically classified and arranged before they were reported in narrations and quotations. The study found that 65.4% of the learners reported that they were using safe drinking water in their schools. In addition, 63.3% of the study participants reported that their schools had reliable, sufficient and clean water supply. It also emerged that 51.2% of the learners acknowledged that their schools had insufficient number of toilets. Additionally, 67.8% of the learners acknowledged that their schools did not have sanitation facilities which are accessible to all students, including those with disabilities. The study found that 67.1% of the learners believed that their schools had inadequate hand washing facilities while71.6% learners acknowledged that hygiene and sanitation practices could be enhanced through hygiene education. The study also found that there was a significant correlation between availability and access to safe drinking water and academic performance (r = .678; p = .000), availability of sanitation facilities and academic performance (r = .764; p = .001), provision and access to handwashing facilities and students’ academic performance (r = .506; p = .000) and provision of hygiene education and students’ academic achievement performance (r = .822; p = .000).The study concluded that availability of safe drinking water at schools reduces the likelihood of water-related illnesses, such as diarrhea or other waterborne diseases. In addition, availability to sanitation facilities influences students’ academic performance among secondary school students. The provision and access to hand washing facilities have a profound impact on students' academic performance. The study recommended that schools and education policymakers need to prioritize the provision of safe drinking water, availability of hand washing facilities and promote proper hand hygiene practices to support students' academic performance. This study would give the current WASH scenario of schools in the study area that can help ministry of education to improve the school’s WASH situation.

EFFECT OF SANITATION AND HYGIENE PRACTICES ON STUDENTS’ ACADEMIC PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN MUHORONI SUB-COUNTY, KENYA

2024-02-29T08:54:32Z

EFFECT OF SANITATION AND HYGIENE PRACTICES ON STUDENTS’ ACADEMIC PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN MUHORONI SUB-COUNTY, KENYA SANG, EDNAH JEPKOECH Access to improved sanitation is an important component of human health and wellbeing. Minimum requirements for safe WASH in schools are not provided in most rural schools in Kenya. The current study investigated the effect of sanitation and hygiene practices on students’ academic performance in public secondary schools in Muhoroni Sub-County. The specific objectives were to find out the influence of availability and access to safe drinking water, availability of sanitation facilities, provision and access to hand washing facilities and provision of hygiene education on secondary school students’ academic performance. The study was anchored on Health Belief Model. Descriptive research design and mixed methodology was used. The target population was 2354 form three students and 23 teachers. Krejcie and Morgan sample size determination formula was used to obtain a sample size of 331 respondents. Questionnaires, interviews, observation and document analysis were used to collect data. Piloting was carried out in Kisumu Central sub-County. Validity was determined by consulting research supervisors while reliability was determined through the use of Cronbach Alpha. The quantitative data were analyzed by SPSS (version 25) and the findings presented using frequencies, percentages and the mean. In addition, Pearson Product Moment Correlation analysis was used to determine the relationship between independent and dependent variables. Qualitative data were thematically classified and arranged before they were reported in narrations and quotations. The study found that 65.4% of the learners reported that they were using safe drinking water in their schools. In addition, 63.3% of the study participants reported that their schools had reliable, sufficient and clean water supply. It also emerged that 51.2% of the learners acknowledged that their schools had insufficient number of toilets. Additionally, 67.8% of the learners acknowledged that their schools did not have sanitation facilities which are accessible to all students, including those with disabilities. The study found that 67.1% of the learners believed that their schools had inadequate hand washing facilities while71.6% learners acknowledged that hygiene and sanitation practices could be enhanced through hygiene education. The study also found that there was a significant correlation between availability and access to safe drinking water and academic performance (r = .678; p = .000), availability of sanitation facilities and academic performance (r = .764; p = .001), provision and access to handwashing facilities and students’ academic performance (r = .506; p = .000) and provision of hygiene education and students’ academic achievement performance (r = .822; p = .000).The study concluded that availability of safe drinking water at schools reduces the likelihood of water-related illnesses, such as diarrhea or other waterborne diseases. In addition, availability to sanitation facilities influences students’ academic performance among secondary school students. The provision and access to hand washing facilities have a profound impact on students' academic performance. The study recommended that schools and education policymakers need to prioritize the provision of safe drinking water, availability of hand washing facilities and promote proper hand hygiene practices to support students' academic performance. This study would give the current WASH scenario of schools in the study area that can help ministry of education to improve the school’s WASH situation.

SELECTED SOCIOCULTURAL PRACTICES AND LEARNERS’ ENROLMENT IN HOME SCIENCE: A CASE OF POKOT CENTRAL SUB COUNTY SECONDARY SCHOOLS, KENYA

2024-01-30T07:10:58Z

SELECTED SOCIOCULTURAL PRACTICES AND LEARNERS’ ENROLMENT IN HOME SCIENCE: A CASE OF POKOT CENTRAL SUB COUNTY SECONDARY SCHOOLS, KENYA MUKIRE, JOSEPHINE NASIMIYU Home Science education is an interdisciplinary area of study which applies science and arts so as to achieve better, healthier and happy homes. In the last five years there has been a decrease in the learners’ enrolment in Home Science in secondary schools of Pokot Central Sub County. This trend of low enrolment has contributed to the challenges facing the community like nutritional deficiency and disorders, domestic strife and broken family relationships. The study sought to establish how the selected socio-cultural practices affect learners’ enrolment in Home Science using a case of secondary schools in Pokot Central Sub-County. Specifically, the study assessed effect of gender roles, initiation rites, community’s perceptions as well as teenage marriage on learners’ enrolment in Home Science. The study sheds light to education stakeholders on the effect of socio-cultural practices on learner enrolment in Home Science. The researcher utilized socio-cultural theories which suggest that social norms and interactions of people living in a given area affect those peoples’ individual behavior and choices. The interaction of learners with their social and cultural environment affects the choice of Home Science subject. The study adopted descriptive design which was suitable in gathering relevant information from a target population of 5079 respondents consisting of 4982 learners from secondary schools, 1 Sub-County Director of Education, and 72 local leaders. Stratified and simple random was used on teachers and students, whereas purposive sampling technique was used in the selection of the sub county director of education and the local leaders. The researcher utilized questionnaires to collect data from teachers and learners, focused group discussions for local leaders. The researcher used interview schedule to collect data from Pokot Central SCDE. Reliability of the instruments was ascertained by conducting a pilot study on 35 learners and two teachers. The results were analyzed and used to compute an acronbach index that yielded an acceptable value of 0.887 for the instruments. The collected data was analyzed using descriptive statistics; frequency counts and percentages while inferential statistics utilized multiple regressions. The SPSS computer program version 22 was used in the analysis and data presented on bar graphs. The results of the study showed that gender roles, was major contributor to low enrolment in Home Science in secondary schools in Pokot Central by 67.1%. The study recommended that concerted efforts by local leaders, Ministry of Education, parents and other stakeholders of education should make effort to stamp out retrogressive socio-cultural practices to boost enrolments in not only Home Science but also in other subjects in schools. Education managers and planners may use the results in coming up with policies and management strategies that will boost enrolment rates in Home Science.

CHALLENGES FACING TEACHERS AND LEARNERS WHILE INTEGRATING ICT IN TEACHING AND LEARNING HOME SCIENCE IN SECONDARY SCHOOLS: A CASE OF KIAMBU COUNTY

2024-01-26T07:46:01Z

CHALLENGES FACING TEACHERS AND LEARNERS WHILE INTEGRATING ICT IN TEACHING AND LEARNING HOME SCIENCE IN SECONDARY SCHOOLS: A CASE OF KIAMBU COUNTY GESARE, MAUREEN Despite the growing prevalence of ICT integration in various subjects, the adoption of ICT in teaching and learning Home Science at the secondary school level in Kiambu County has been sluggish and inadequate. This study aimed to uncover the challenges faced by teachers and learners when incorporating ICT into Home Science education. The research objectives included assessing the attitudes of teachers and students towards ICT integration, exploring the role of school administration in promoting ICT use, evaluating teacher competence in utilizing ICT for Home Science education, and determining the availability and utilization of ICT resources for learning Home Science. This study was guided by two theoretical frameworks: the Diffusion of Innovation theory and the Technology Acceptance Model theory. The research design employed in this study was descriptive, and a multi-stage selection technique was utilized. In the initial stage, purposive sampling was employed to select schools that offer Home Science, followed by the adoption of cluster sampling in the second stage. The study was conducted among all secondary schools in Kiambu County that offer Home Science as part of their curriculum. Participants included principals, Home Science teachers, and form three students from the selected schools. The study's total sample size consisted of 533 respondents, which was further divided among principals (23), Home Science teachers (30), and form three students (480). However, complete responses were obtained from 496 participants, including 14 principals, 29 teachers, and 453 students. Questionnaire, interviews and observation schedule were used as research instrument to obtain quantitative and qualitative data. The validity of the inquiry instruments was ascertained by the project supervisors. A pilot test was undertaken in 5 schools in the County, which were not part of the main research. By the use of A Cronbach’s alpha reliability a 0.7 coefficient was obtained from the pilot test, which meant that the questionnaire was acceptable for the study. The evaluated, classified and qualitative data was categorized into appropriate themes and coded while the quantitative data was analyzed using descriptive statistics, Statistical Package for Social Sciences (SPSS). The analyzed data was presented in form of frequency tables, figures and percentages. Further, chi-square analysis was used to showcase how the independent variable relate with the dependent variables and the extent to which the independent variables affected the dependent variables. The findings indicated that teacher and student attitudes, teacher competency, school administration and availability of ICT resources had a notable effect on the integration of ICT in the learning of Home Science in secondary schools in Kiambu County. This is shown by the respondent’s agreement as indicated by an average mean of 3.13. The study concluded that integrating ICT to the learning of Home Science in secondary schools is a worthy course, which will help the students to easily learn and grasp what they are being taught as indicated by the mean 3.07. ICT also, will enable teachers to simplify their content and improve the learners’ experience in Home Science as indicated by a mean value of 3.13. These findings were further reinforced by the chi-square results that indicated a statistical significance of the factors (p <0.05), which means that students and teachers attitudes have an impact on the integration of ICT in teaching and learning and hence, the school administration have an important role in ensuring the use of ICT in the teaching and learning process.

EVALUATION OF LEARNER COMPETENCIES, PERCEPTION, TEACHING METHODS AND RESOURCES IN PRACTICALS ON PERFORMANCE IN CHEMISTRY IN NAROK COUNTY SECONDARY SCHOOLS, KENYA

2021-06-14T08:32:09Z

EVALUATION OF LEARNER COMPETENCIES, PERCEPTION, TEACHING METHODS AND RESOURCES IN PRACTICALS ON PERFORMANCE IN CHEMISTRY IN NAROK COUNTY SECONDARY SCHOOLS, KENYA RONOH, OBADIAH CHERUIYOT Practical work plays a key role in the instruction of science and chemistry in particular. Besides assisting students to gain understanding into scientific knowledge, it also helps to acquire a number of scientific skills, namely cognitive, manipulative and motivational. However, the achievement of these goals depends on the way practical work is taught in schools. This study was done to assess the effect of learner competencies in chemistry practicals on performance in chemistry in secondary schools, establish the effect of student perception to chemistry practicals on performance in chemistry, evaluate the influence of teaching methods in chemistry practicals on performance in chemistry and determine the influence of teaching resources in chemistry practicals on performance in chemistry. The study was carried out in Narok County of Kenya. The County was selected because according to report by the Kenya National Examination Council, performance in chemistry has been below average and lack consistency over the years as from 2012 to 2017. A descriptive survey design was used in which data was collected using questionnaire, interview and observation schedule. Document analysis was also used to obtain required information for the study. A sample size of three hundred and seventy-seven respondents were randomly selected from Chemistry teachers and Form three students from 145 public secondary schools in the County. Data was analyzed using descriptive statistics with the aid of Statistical Package for Social Science (SPSS). Analysis of Variance (ANOVA) was used to test the hypotheses. The findings of the study indicated that observation, manipulation, problem solving and computation skills were low which translated to low performance in majority of the schools. Entry characteristics of students had a small impact on performance in chemistry practical. The Analysis of Variance results indicated that science skills which included observation, manipulation, problem solving and computation had positive significant effect on the performance in chemistry (P < .05). Student attitude towards teacher and school attributed to the perception towards the subject (practical) hence affecting performance in Chemistry. Student perception in chemistry practical was also found to have positive statistical significant effect on performance in Chemistry (P<.05). It was revealed that teaching methods that were mainly adopted were lecture, demonstration and practical that lacked sufficient supervision. This affected significantly performance in Chemistry. Majority of laboratories were not sufficiently equipped with apparatus and reagents and were inadequate to accommodate large classes. Therefore, teaching resources significantly affected the performance in chemistry. The study concluded that learner competencies, attitude, teaching methods and resources had significant effect on the performance in chemistry. It was recommended that there is need to adopt new instructional methods like computer based learning, cooperative learning and guided inquiry laboratory methods to enable students develop competencies essential for handling chemistry practical. School laboratories should be well equipped with reagents and apparatus required for experimental practices