Journal Articles

Relationship between Early Grade Reading Programme Monitoring Systems and Pupils' Acquisition of Reading Skills in Public Primary Schools in Bungoma North Sub-County, Kenya

2026-03-24T09:08:37Z

Relationship between Early Grade Reading Programme Monitoring Systems and Pupils' Acquisition of Reading Skills in Public Primary Schools in Bungoma North Sub-County, Kenya Wanyama, Florence Nafula; Murunga, Felicity; Kabesa, Stella Early grade reading skills are essential skills that shape the academic journey of children from primary schools to higher levels of education and later in life. This paper examines the effect of monitoring systems on the implementation of the early grade reading programme in public primary schools in Bungoma North SubCounty, Bungoma County, Kenya. A total of 108 public primary schools in Bungoma North Sub-County were targeted, with the population involving head teachers, Grade 1 – 3 pupils and teachers. The paper was anchored on a descriptive survey research design. A sample size of 12 schools (Grade 1 – 3 classes), 104 teachers were selected using a stratified random sampling approach. The questionnaire schedule and Early Grade Reading Assessment [EGRA] reading task were used as instruments of data collection. Quantitative data analysis involved the use of descriptive and inferential statistics. The study found that there existed a significant positive effect of the monitoring system (r=0.221, p<0.05) of the Early Grade Reading programme and learners’ acquisition of reading skills in public primary schools in Bungoma North Sub-County, Kenya. Some of the challenges that affected the undertaking of regular monitoring and supervision of EGRA reading programmes were inadequate curriculum support officers, a lack of feedback systems and low involvement of parents in following up and supporting their children's homework assignments. The paper has identified areas for improving EGRA implementation by suggesting the need to have a stronger engagement from parents and guardians in reading programmes, curriculum supervisors to regularly oversee the implementation of the programme in schools, adequate teacher training and head teachers to act as mentors in ensuring that teachers are well coached and supported in the implementation of EGRA in schools.

The Influence of Utilization of Library Facilities as a Learning Resource in Academic Performance in Sub County Secondary Schools in Uasin Gishu County

2025-12-09T06:04:20Z

The Influence of Utilization of Library Facilities as a Learning Resource in Academic Performance in Sub County Secondary Schools in Uasin Gishu County Chemweno, Peris; Kipkoech, Lydia; Koros, Rachel School facilities including library facilities are central to achieving secondary education goals. While libraries are among the most important resources, many schools either lack them or operate with outdated collections. The purpose of this study was to investigate the utilization of library facilities and academic performance in public secondary schools in Uasin Gishu County. Mixed methods research design was adopted. The sample size comprised of 48 principals, 972 teachers and 1 County Quality Assurance and Standard Officer (CQASO) while the sample size of students was 384 from the 48 selected public secondary schools. Data collection instruments were questionnaires, interview schedules and observation checklists. Cronbach’s Alpha coefficient was used to assess the internal consistency of the questionnaire and a value of 0.7 was obtained for all the variables which were within the recommended range. Descriptive statistics, including frequencies, percentages, mean, standard deviations and graphical charts were used to summarize the numerical and categorical data. Inferential analysis adopted correlational and regression analysis technique to explore the relationship between the dependent and independent variables. Qualitative data was analyzed thematically. Based on the multiple regression models, the coefficient of determination (R squared) of 0.441 showed that 44.1% of the variation in student performance was explained by the utilization of the library facilities. Library facilities significantly influenced academic performance.

Contribution of Archbishop Zacchaeus Okoth to the Development of Higher Education in Nyanza Region of Kenya, 1985-2021

2025-05-20T06:53:25Z

Contribution of Archbishop Zacchaeus Okoth to the Development of Higher Education in Nyanza Region of Kenya, 1985-2021 Kamba, Otsieno Reuben; Barasa, Samson Omachar; Kamara, Margaret Kosgey Purpose: The paper describes the contribution of Archbishop Zacchaeus Okoth to the development of higher education in the Nyanza Region of Kenya. It also dealt with the nature of the Nyanza region before the development of Uzima University. Methodology: Being a historical study, the historical method of inquiry was used to enable a deeper understanding of the phenomenon. Primary sources of data accessed included oral testimonies of actual participants' archival documents like personal materials and institutional information of written notes, photographs, minutes of meetings before the establishment of the institution, and publications. Secondary sources included books, journals, published and unpublished. The oral interviews were recorded, transcribed, and analyzed using qualitative methods. Results: The study findings demonstrated that Archbishop Okoth as an individual has contributed greatly not only to education but also to the medical sector in the Nyanza Region and Kenya. In addition, the study reveals that the Archdiocese of Kisumu together with the people of Nyanza region had an impact on the establishment of the institution and development. It can be concluded that Archbishop Zacchaeus played a vital role in the growth and development of higher education in Nyanza Region through the establishment of Uzima University. The institution has contributed a lot not only to the people of the Nyanza region but to Kenya at large. The impact has been felt a lot by the people of Kisumu and the Archdiocese of Kisumu, producing qualified doctors and nurses

Level of Infrastructure and Resource Preparedness in the Implementation of Competency-Based Curriculum in Public Primary Schools in Baringo County, Kenya

2025-05-13T09:43:59Z

Level of Infrastructure and Resource Preparedness in the Implementation of Competency-Based Curriculum in Public Primary Schools in Baringo County, Kenya Chepkilot, Too Bethuel; Kipkoech, Lydia; Keter, Joshua Despite the introduction of the CBC aimed at enhancing educational outcomes, many schools in Kenya struggle with inadequate classrooms, limited teaching materials, and insufficient outdoor play spaces, which undermine the curriculum's objectives. The purpose of this study was to assess the level of infrastructure and resource preparedness in the implementation of competency-based curriculum in public primary schools in Baringo County. The study adopted descriptive research design using the mixed method approach. The target population included all the 748 head teachers and 6039 teachers in the 748 primary schools in Baringo County. The schools were selected through stratified and random sampling methods. A total of 306 teachers, 7 head teachers and 7 sub county directors of education were selected to participate in the study. Questionnaires, interview schedules and an observation schedule were used to collect data. The findings from the study reveal significant gaps in the infrastructure and resource preparedness for implementing the Competency-Based Curriculum (CB C) in public primary schools in Baringo County. An overwhelming majority of respondents indicated dissatisfaction with the adequacy of infrastructure, including classrooms and laboratories, necessary for effective CBC implementation. A substantial number of teachers reported shortages in essential teaching materials across various subjects, including mathematics, literacy, and creative arts. Additionally, concerns were raised about the insufficient availability of outdoor play spaces and environmental materials. These findings will be useful in addressing the need for improved infrastructure and resource allocation to support the successful adoption and execution of the CBC in the region.

Level of Teacher’s ICT Competency in the Implementation of Competency-Based Curriculum in Public Primary Schools in Baringo County, Kenya

2025-05-13T09:39:09Z

Level of Teacher’s ICT Competency in the Implementation of Competency-Based Curriculum in Public Primary Schools in Baringo County, Kenya Chepkilot, Too Bethuel; Kipkoech, Lydia; Keter, Joshua Despite the increasing emphasis on integrating ICT in education, many teachers remain inadequately trained to utilize technology effectively in implementing the Competency-Based Curriculum (CBC). This lack of training hinders the use of essential tools in classroom instruction, impacting the quality of teaching and learning outcomes. The purpose of this study was to assess the level of teacher’s ICT competency in the implementation of competency-based curriculum in public primary schools in Baringo County. The study adopted descriptive research design using the mixed method approach. The target population included all the 748 head teachers and 6039 teachers in the 748 primary schools in Baringo County. The schools were selected through stratified and random sampling methods. A total of 306 teachers, 7 head teachers and 7 sub county directors of education were selected to participate in the study. Questionnaires, interview schedules and an observation schedule were used to collect data. The findings of the study revealed that there are significant gaps in teachers' ICT competency in relation to the implementation of the competency-based curriculum (CBC) in primary schools in Baringo County. Most teachers reported insufficient training on ICT facilities necessary for CBC, and many lacked the proficiency to use computers effectively for teaching. Despite some positive feedback on training, the overall ability of teachers to integrate ICT into their classroom practices remains limited. The findings from this study will be significant to all the education sector stake holders on measures to be employed to enable informed decision-making on the successful curriculum and its implementation.

Effectiveness Of Teacher Performance Appraisal And Development On Students’ Academic Achievements In Public Secondary Schools In Elgeyo Marakwet County, Kenya

2025-05-12T08:41:02Z

Effectiveness Of Teacher Performance Appraisal And Development On Students’ Academic Achievements In Public Secondary Schools In Elgeyo Marakwet County, Kenya Kiprop, Emmily Jemutai; Limo, Alice; Keter, Joshua This study was compelled by the fact that performance in national examinations in Elgeyo Marakwet County has been poor despite the implementation of teacher performance appraisal and development (TPAD). This study was aimed at examining the effectiveness of teacher performance appraisal and development (TPAD) on students’ academic achievement in public secondary schools in Elgeyo Marakwet County. The study investigated the effectiveness of teachers adherence to deadlines plan on students’ academic achievements, the study was informed by goal-setting theory by Okumbe, (2000). The study adopted mixed methods research design and used a mixed method approach in collecting and analyzing data. The study utilized a sample of 40 principals, 153 teachers, and 384 students drawn from four constituencies in Elgeyo Marakwet County. The study was guided by a pragmatic paradigm which applies the use of a mixed method approach in collection and analysis of data. A structured questionnaire was used on teachers and students on a likert scale and an unstructured interview guide was administered to the principals. The two instruments were validated by expert researchers in the department of educational management and policy studies at the University of Eldoret. Descriptive statistics were made up of frequencies, percentages; means and standard deviation which were calculated and presented in tables and figures, and inferential statistics involving Pearson Correlation and Regression coefficients were calculated to test the research hypotheses. The study showed that there is a weak positive correlation (r=0.051) between the teachers adherence to deadlines and student academic achievement, underlined by p-value (0.533). This finding suggests that the relationship is not statistically significant. The research findings will benefit the TSC in seeking for the best way of aligning TPAD practices to students’ academic achievements. MOE, policy makers and teachers will be able to get the best out of the TPAD and assist in making future decisions pertaining to the education sector. The research recommended that schools should strike a balance between other engagements of the teachers and students academic work so that timely feedback is provided to the learners for enhanced academic achievements.

UTILIZATION OF CLASSROOM ENVIRONMENT AND ITS EFFECTS ON ACADEMIC PERFORMANCE IN SUB COUNTY LEVEL SECONDARY SCHOOLS IN UASIN GISHU COUNTY, KENYA

2025-02-21T07:22:26Z

UTILIZATION OF CLASSROOM ENVIRONMENT AND ITS EFFECTS ON ACADEMIC PERFORMANCE IN SUB COUNTY LEVEL SECONDARY SCHOOLS IN UASIN GISHU COUNTY, KENYA Chemweno, Peris; Kipkoech, Lydia; Koros, Rachel School infrastructure is a key pillar for effective learning process in any educational institution. The purpose of this study was to utilization of classroom environment affect academic performance in Sub County level secondary schools in Uasin Gishu County. This study was guided by Production theory. The study was guided by pragmatism philosophy and adopts descriptive survey research design. The study area was carried out in Uasin Gishu County. The target population of the study was 18960 respondents. Stratified simple random and purposive sampling was employed to select the respondents. The sample size was 530 respondents comprising of 48 principals, 97 teachers, 384 students and a Quality Assurance and Standards Officer The data collection instruments were questionnaire, interview schedules and observation check list. A pilot study was carried out in five public schools in the neighboring Trans Nzoia County to check on the consistence of the instruments. The researcher yielded both quantitative and qualitative data. Quantitative data was analyzed using descriptive statistics that resulted in percentages and frequencies that were represented in tables, pie charts and bar graphs and inferential statistics. Qualitative data was analyzed thematically. Therefore, from the research findings based on the multiple regression models, the coefficient of determination (R squared) of 0.441 showed that 44.1% of the variation in student performance was explained by the utilization of selected school infrastructure. The study found out that the classroom environment influenced academic performance. The study concluded that the more conducive the classroom environment the higher the academic performance. The research recommended that sub county level secondary schools management in Uasin Gishu County should develop infrastructural development initiatives to solve the inadequacy of these facilities and enhance their utilization in the schools. There should be consistent routine supervision of quality of facilities in schools done by the government to ensure that schools are operating with good facilities that would help the learners

Influence of Teacher Professional Knowledge and Application on Pupils Academic Performance in Public Primary Schools in Suna East Sub-County Migori County, Kenya

2025-02-21T07:00:42Z

Influence of Teacher Professional Knowledge and Application on Pupils Academic Performance in Public Primary Schools in Suna East Sub-County Migori County, Kenya Diang’a, Onyango David; Yambo, J. M. O; Getange, Kennedy N. Poor academic performance of most public primary schools in Suna East Sub-County is a serious challenge in Migori County. Out of five zones in the sub-county, there was low learning outcome in the assessment score with a mean standard score of 250 out of 500 marks for the last five years. The objective of this study was to investigate the influence of teacher professional knowledge and application on academic performance. The study used a survey design and both qualitative and quantitative methods of data collection and analysis. This study was based on two theories; the goal setting theory by Edward Locke and Expectant theory by Vroom. The study had a population of 65 head teachers, 65 deputy head teachers and 500 assistant teachers in public primary schools in Suna-East Sub-County Migori County. Krejcie and Morgan table was used to obtain a sample size of 56 Head teachers, 56 deputy heads, and 217 assistant teachers. The study also used both questionnaires and interview schedules to collect data. Validity of the research instruments was determined through open discussion with the supervisors of Kisii University. Reliability of the research instruments was established through test re- test method using questionnaires and interview schedules results. The data collected was analyzed using statistical package of social sciences (SPSS) version 21 to generate descriptive statistics in a correct and informative way. This study would be significant in the field of education in enhancing quality education by the educators. The finding revealed that most of the teachers 163(83.9%) indicated that they think that professional knowledge is essential in enhancing teaching outcomes, only 33(16.1%) who did not consent. Professional knowledge is viewed as key in evaluating teachers teaching outcomes. It includes all professional record kept by the teachers to enhance learning and academic outcome. The study recommended maintenance of professional records at all times. It concluded that a teacher should ensure there is effective syllabus coverage by attending all lessons as per the school timetable. The researcher paid keen attention to research ethical issues and got the informed consent of the respondents and guarded against plagiarism and ensured confidentiality

Training Needs by Head Teachers in the Implementation of Competency-Based Curriculum in Kenya’s Primary Schools: A Study of Marakwet East Sub County

2024-02-09T09:34:21Z

Training Needs by Head Teachers in the Implementation of Competency-Based Curriculum in Kenya’s Primary Schools: A Study of Marakwet East Sub County Chepkonga, Mildred C. The head teachers in primary schools undertake leadership roles in ensuring that the goals of the school and curriculum are attained. Nevertheless, the extent to which head teachers undergo continuous training in light of the implementation of the new competency-based curriculum has not been adequately undertaken. The paper looks at the training needs of head teachers in the implementation of CBC in Kenya’s primary schools with a focus on Marakwet West Sub County, Kenya. The study is anchored on descriptive research design and targeted Quality Assurance and Standard Officers and Headteachers of public primary schools. A sample size of 47 head teachers from all schools and 4 QASOs were selected as the sample for the study. Out of 47 targeted, only 37 responded to the questionnaire. Data was collected through questionnaires for head teachers and interview schedules for QASOs. Data analysis was done using qualitative (thematic content analysis) and quantitative (descriptive analysis using frequencies and percentages). The results of the paper are presented in tables, graphs, and narrations. It was found that the head teachers were not undertaking their responsibilities effectively to ensure CBC was properly implemented in their schools. Training programmes were found to be rare, and those provided by the Ministry of Education did little to enhance the implementation of CBC in public primary schools. The study suggests that there is a need for the Ministry of Education to conduct a needs analysis as the training required by head teachers in a particular region differs from another one. There is also a need for headteachers to work with the board of management in organising seminars and mentorship sessions with other schools as a way of enhancing their capacity towards the implementation of the CBC curriculum. The research can be utilised as a guide in the implementation of training programmes for head teachers in Kenya and other countries implementing competency-based curricula.

The Prevalence of Pastoral Conflicts and its Effect on Education Management in Public Primary Schools in Kerio Valley Region of Marakwet East Sub-County, Elgeyo Marakwet County

2024-02-09T09:14:12Z

The Prevalence of Pastoral Conflicts and its Effect on Education Management in Public Primary Schools in Kerio Valley Region of Marakwet East Sub-County, Elgeyo Marakwet County Maina, Emmaculate Jepkosgei; Limo, Alice; Keter, Joshua Social infrastructures that have previously been built are destroyed by pastoral conflict. When teachers are forced to leave conflict zones and people move because they fear an invasion, the education system is disrupted. In the Kerio Valley area of the Marakwet East sub-county of Elgeyo Marakwet County, the public primary schools were the subject of research to examine how pastoral disputes influenced the management of education in those schools. The objective of the study was to determine the prevalence of pastoral conflicts and its effect on education management in Kerio valley region of Marakwet East sub-county, Elgeyo Markwet County. A descriptive survey design was employed. The intended audience consisted of 420 respondents, including 200 families, 190 teachers, and 30 head teachers. The sample size was determined by regular random sampling techniques and consisted of 205 individuals. To collect quantitative data, head teachers, teachers filled out a questionnaire and household heads filled out an interview schedules qualitative data. Theme analysis was employed for qualitative data as well as descriptive and inferential analysis for quantitative data. Tables were used to present the information. The study's findings showed a substantial positive correlation between pastoral conflict frequency (β1=0.666 and p=0.000) and education management in Marakwet East sub-county. The study came to the conclusion that there was a positive correlation between the administration of education in the Marakwet East sub-county and the occurrence of pastoral conflict. To lessen potential disputes, the head teachers and teachers should work together with the surrounding community to manage the school's land.