http://41.89.164.27:8080/xmlui/handle/123456789/1978 2026-04-03T22:42:43Z http://41.89.164.27:8080/xmlui/handle/123456789/2411 MATHEMATICAL MODELLING OF STUDENT PERFORMANCE TRENDS IN KIPTAGICH SECONDARY SCHOOL IN KURESOI SOUTH SUB COUNTRY, NAKURU COUNTY, KENYA KIPROTICH, MATHEW This study investigated the mathematical modeling of student performance trends at Kiptagich Secondary School in Kuresoi South Sub County, Nakuru County, Kenya. The primary objective was to analyze the various factors that influenced student performance and to develop predictive models that could forecast academic outcomes based on identified variables. Employing a mixed-methods research approach, the study incorporated both quantitative and qualitative data to provide a comprehensive understanding of the performance dynamics within the school. Data were collected from a sample of 50 students and 10 teachers, utilizing structured questionnaires and semi-structured interviews. The quantitative component focused on gathering data related to students' academic performance across different subjects, attendance records, socio-economic backgrounds, and parental involvement. The qualitative aspect involved interviews with teachers to gain insights into instructional methods, classroom dynamics, and perceived challenges affecting student achievement. The analysis revealed several critical determinants of student performance, including socio-economic status (SES), teaching methodologies, student motivation, and parental involvement. Mathematical models were developed using statistical techniques such as regression analysis to illustrate the relationships between these variables and student performance metrics. The findings indicated that students from higher socio-economic backgrounds consistently outperformed their peers, highlighting the importance of resource availability. Additionally, active learning strategies employed by teachers were linked to improved student engagement and performance. The study concluded by emphasizing the need for educational stakeholders to consider these influential factors when designing interventions aimed at enhancing academic outcomes. Recommendations included implementing targeted support programs for students from disadvantaged backgrounds, training teachers in innovative pedagogical techniques, and promoting greater parental involvement in the educational process. Ultimately, this research contributed valuable insights into the trends of student performance at Kiptagich Secondary School and established a foundation for future studies on academic achievement in similar contexts. 2024-01-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2409 THE EFFECTIVENESS OF THE LEARNING MANAGEMENT SYSTEMS (LMS) IN THE IMPLEMENTATION OF ONLINE DISTANCE LEARNING IN TECHNICAL INSTITUTIONS IN UASIN GISHU COUNTY NGETICH, AGNES CHEPWOGEN RONO This project seeks to investigate the effectiveness of Learning Management Systems (LMS) in the implementation of online distance learning within technical institutions in Uasin Gishu County. With the increasing demand for flexible and accessible education, LMS has emerged as a critical tool for delivering online courses. However, the effectiveness of LMS in achieving educational goals, particularly in technical institutions, remains under-explored. The study evaluated how LMS supports online learning, the challenges faced by both instructors and students, and the overall impact on educational outcomes. A mixed-methods approach was employed, combining quantitative surveys and qualitative interviews to gather comprehensive data from a representative sample of students, instructors, and administrators. Key objectives include assessing the functionality of LMS in enhancing learning, identifying barriers to effective LMS use, and proposing strategies to optimize LMS implementation. The findings of this research are expected to contribute valuable insights into improving online distance learning and guiding policy decisions for technical education in Uasin Gishu County. Data was collected from technical institutions in the region through surveys, interviews, and analysis of institutional records. The findings reveal that while LMS has improved accessibility and flexibility in education, there are barriers such as inadequate technological infrastructure, limited digital literacy, and inconsistent internet access that hinder full utilization. Recommendations for addressing these challenges are provided. 2024-01-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2405 INTEGRATION OF ONLINE LEARNING TO MINIMIZE INTER-CAMPUS TRANSFERS IN KENYA'S TVET INSTITUTIONS: A CASE STUDY OF AIRADS COLLEGE JEPKOECH, VALENTINE This study explored the integration of online learning within Technical and Vocational Education and Training (TVET) institutions in Kenya, focusing specifically on AIRADS College. Given the increasing demand for flexible learning solutions, online education presented a potential strategy for reducing the need for trainees to move between campuses for course availability or other reasons. The primary objective was to assess how online learning could mitigate the challenges associated with inter-campus transfers. The study aimed to evaluate the current state of online learning at AIRADS College, identify the barriers to its effective implementation, and assess its impact on trainee inter campus transfer patterns and satisfaction. This research employed a mixed-methods approach, combining quantitative surveys and qualitative interviews to gather data from trainees, trainers, and administrative staff. The findings suggest that while online learning has the potential to reduce inter-campus transfers by offering flexible course access, challenges such as insufficient digital infrastructure and faculty readiness hinder its full implementation. The study concludes that online learning can improve accessibility and flexibility in TVET education, but significant investments are needed in technology, training, and course design to make this a viable solution. Recommendations for policy and institutional reform are provided, with implications for the wider TVET sector in Kenya. 2024-01-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2296 DESIGN AND PERFORMANCE EVALUATION OF A PORTABLE SOLAR WATER HEATER, A CASE STUDY OF BWAKE SECONDARY SCHOOL BUNGOMA COUNTY, KENYA WAMBURA, MAGAIWA PETER This project presents the design and performance evaluation of a solar water heater (SWH) using thermo siphon principles, thereby eliminating the use of an electric water pump and reducing the cost of the entire system. Many phenomena are encouraging the application of solar water heating technology such as; electric power outages, high fuel prices, rapid urbanization, low cost of installations, and governmental intervention. Therefore, there is a need to encourage innovation in the field of solar technology. The design of this system was done using relevant equations to obtain the required dimensions of the various components of the system. The materials were selected based on design calculations, machining, availability, and material cost. During the testing process, the first three days of testing the highest outlet temperature recorded was 650C. For the last three days of testing during the dry season, the highest outlet temperature recorded was 79.3 0C. The results showed that the system performs better during the dry season when the irradiance levels are higher. The highest irradiance recorded was 940 W/m2 on the sixth day of testing. The highest efficiency recorded from the system was 68.19% on the fourth day of testing. It is at this moment recommended that a sensor and a flow meter should be installed to determine the water level 2024-01-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2295 DEVELOPING A FRAMEWORK FOR THE SCHOOL ON HOW TO IMPROVE ON QUALITY GRADES FOR MATHEMATICS FOR THE BETTER PERFORMANCE.A CASE STUDY OF ST JOSEPH’S BOYS HIGH SCHOOL, KITALE ISONI, WANJAlA FRANCIS Mathematics performance refers to how well students achieve or demonstrate proficiency in mathematics. This can be assessed through various indicators, including academic grades, test scores, and problem-solving skills. This research aimed to develop a framework to improve mathematics performance at St. Joseph's Boys High School in Kitale, Kenya. The study sought to tackle the issue of declining mathematics grades by identifying the primary challenges faced by students and teachers, as well as proposing targeted interventions. Data was collected from students, teachers, and administrators through surveys, interviews, and statistical analysis. The findings revealed critical areas needing enhancement, such as teaching methods, resource availability, and student engagement. Using these insights, a comprehensive framework was created, providing practical recommendations for improving teaching practices, integrating effective resources, and boosting student motivation. A pilot implementation of the framework was carried out to assess its effectiveness, followed by an evaluation to measure its impact on student performance. The results showed a positive shift in mathematics grades and greater student engagement. This study made a valuable contribution to the educational field by offering a tailored, evidence-based approach to enhancing mathematics education, which could also benefit other schools facing similar challenges. The proposed framework not only addressed existing issues but also laid the groundwork for sustainable improvements in mathematics education at St. Joseph's Boys High School and potentially other institutions throughout Kenya. 2024-01-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2294 AN EXAMINATION OF COMPONENTS CAUSING UNSATISFACTORY RESULTS IN HUMANITIES SUBJECTS BY STUDENTS IN PUBLIC HIGH SCHOOLS IN TURBO SUB-COUNTY UASIN GISHU COUNTY KENYA BETT, KIPKOGEI SAMWEL The investigated the causes of high school students in Turbo sub-county performing poorly in humanities national exams. The study population sample was picked from five high schools in Ng'enyilel Turbo Sub-County using a mixed approach design. The chosen schools did not fare well in 2021 in the Humanities courses. Participants in this study included educators and students studying the humanities. Two closed-ended surveys were used to gather the data. Two questionnaires were created: one for the students to complete and one for the educators. Additionally, eight educators and eight students participated in organized interviews. Data was analyzed manually. Descriptive statistics, percentages, charts, and literature reviews embraced to record and describe the data, and a literature review employed to interpret it. The study's findings suggest that time allotted to each humanity topic, the workload of the teachers, the resources available to them, their lack of specialized subject-matter expertise, the medium of instruction, parental involvement, poverty, and motivation are the main causes of poor performance. Policy recommendations were made in light of these findings. 2024-01-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2281 THE IMPACT OF E-LEARNING PLATFORMS ON PGDE STUDENTS’ PERFORMANCE IN THE UNIVERSITY OF ELDORET CHEBET, FAITH This study examined the impact of e-learning platforms on Post-Graduate Diploma in Education (PGDE) students at the University of Eldoret. The integration of e-learning in teacher education was found to enhance professional development and pedagogical skills. E-learning tools such as learning management systems, multimedia content, and interactive modules provided increased resource access, flexible schedules, and personalized learning opportunities. These platforms also enabled collaborative learning and communication, effectively overcoming geographical barriers. The study investigated PGDE students' engagement with e-learning, their academic performance compared to non-users, integration challenges, pedagogical strategies, and socio-cultural factors. By applying various theoretical frameworks, the research aimed to inform evidence-based practices and policies to optimize e-learning in PGDE programs at the University of Eldoret. 2024-01-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2253 TEACHER BURNOUT AND WELLBEING WITHIN KENYAN TVET (TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING) INSTITUTIONS, FOCUS ON ELDORET TECHNICAL TRAINING INSTITUTE KOGO, CAROLYN CHELAGAT This research addresses the critical issue of teacher burnout and wellbeing within Kenyan TVET (Technical and Vocational Education and Training) institutions, with a specific focus on Eldoret Technical Training Institute. It aims to explore the distinctive factors contributing to burnout among TVET educators, examine the repercussions on educational outcomes, and develop contextually relevant strategies for promoting teacher wellbeing. By adopting a mixed-methods approach, encompassing surveys, interviews, and focus groups, this research endeavors to provide comprehensive insights into the challenges encountered by TVET educators. The findings are anticipated to inform targeted interventions, contributing to the enhancement of teacher resilience and the overall quality of TVET education in Kenya. This proposal outlines the research objectives, methodology, anticipated results, budget considerations, and the significance of the study within the unique cultural and organizational context of Kenyan TVET institutions. 2024-01-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2235 SPATIAL DESIGN FACTORS FOR ICT INTEGRATION IN LEARNING: A CASE OF PUBLIC PRIMARY SCHOOLS IN KENYA. MIYIENDA, SHEILA KWAMBOKA Over the last two decades, the rapid growth of ICT has become one of the most important topics discussed by the scholars in education. This is due to the capability of ICT in providing a dynamic and proactive teaching and learning environment. In line with the current digital era, teachers are required to integrate ICT in their daily teaching and replace their traditional methods with modern tools and facilities. ICT integrated learning has affected the type of activities carried out by both the teachers and the learners alike. This in turn has affected the design of the various associated spaces in schools. Primary schools in the region are however ridden with poor construction and overcrowding, which hinders effective ICT integration. With the government keen to deliver its Digital Literacy Program, schools should evaluate their building needs in order to be effective learning spaces. The main focus of this paper is on the effective design of schools in line with ICT integration in the curriculum. More specifically, this paper aims at identifying spatial design factors that support ICT integration in learning spaces. The main objective of the study is to find the relationship between ICT integration in the curriculum and spatial design of learning spaces. Data for the study has been obtained through case studies carried out in three public primary schools. Research methods engaged were mainly observation of learning environments and carrying out interviews especially on school-going children among other methods. The findings clearly show that public primary schools, to a great extent are mismatched in terms of spatial design for ICT integration. It is therefore recommended that architects take great strides in building primary schools that are flexible, affordable, durable and community-centred to ensure safety and security of the equipment 2024-01-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2233 EFFECTIVENESS OF PARTNERSHIPS BETWEEN TECHNICAL AND VOCATIONAL EDUCATIONAL AND TRAINING INSTITUTIONS AND REGULATORY BODIES IN CBET PROGRAM DEVELOPMENT AND DELIVERY IN ELDORET, UASINGISHU COUNTY, KENYA. CHEPCHUMBA, MERCY The shift to Competency-Based Education and Training (CBET) at the tertiary level signifies a move towards skill-oriented education, aiming to produce fully skilled individuals ready for the workforce. Various stakeholders, including Technical and Vocational Education and Training Institutions (TVETs), industry partners, regulatory bodies, Technical and Vocational Education and Training Authority (TVETA), and TVET-Curriculum Development Assessment and Certification Council (TVETCDACC), collaborate to develop and deliver CBET programs. Their partnership ensures that programs are tailored to meet industry needs, reducing unemployment by producing market-ready graduates. This study investigated the effectiveness of the collaboration among the several partners in the TVET subsector. Programs development and delivery entirely depend on the stakeholders and their partnerships will either make or break the entire TVET sub-sector. The research employed a mixed-methods research design, combining both qualitative and quantitative approaches. 30 trainers were randomly selected from The Eldoret National Polytechnic, Kaiboi National Polytechnic and Rift Valley Technical Training Institute. A questionnaire consisting of both structured and open-ended questions was developed for the study. The analysis of the findings highlighted the importance of stakeholder collaboration in curriculum development, emphasizing practical skills and competencies essential for success in the job market. This collaboration of the stakeholders sees that graduates are well-equipped to meet industry needs, enhancing the overall effectiveness of the education system in Kenya. 2024-01-01T00:00:00Z