http://41.89.164.27:8080/xmlui/handle/123456789/322 2026-04-09T00:45:24Z http://41.89.164.27:8080/xmlui/handle/123456789/2574 EFFECTIVENESS OF LEARNER-CENTERED INSTRUCTION ON COMMUNICATION AND COLLABORATION COMPETENCY IN KISWAHILI LANGUAGE IN JUNIOR SCHOOLS IN NANDI COUNTY, KENYA KIBET, MERCY JEPKOSGEI Learner-centered instruction is a teaching approach that prioritizes the interests, needs, and abilities of the learners. Unlike traditional instructional methods, which are often teacher centered and lecture-based, learner-centered instruction encourages active learning, interaction, and critical thinking. The purpose of this study was to evaluate the effectiveness of learner-centered instructional strategies in enhancing the achievement of communication and collaboration skills in Kiswahili language among junior school learners. The study was guided by the following objectives: To establish how teachers implement learner-centered instructional strategies in Kiswahili language classes. To assess the perceptions of teachers and learners on the effectiveness of learner-centered instruction in enhancing communication skills. To determine the extent to which learner-centered instruction influence learners’ collaboration skills. Lastly, to determine the influence of learner-centered instruction on learners’ overall academic performance in Kiswahili language classes. This research is based on the Constructivist Theory postulated by Jean Piaget and Lev Vygotsky with the main teaching that knowledge is actively created by learners through interaction with their environment. The study used an explanatory sequential mixed-research design. The Study used both probability and non-probability sampling designs. Stratified sampling design was used to samples schools in Nandi north Sub County. Purposive sampling was used in selection of the learners and Teachers of Kiswahili. The sample size was 112 teachers of Kiswahili languages and 390 learners in grades 7, 8 and 9 drawn from public junior schools. The study used questionnaires, observation check list and document analysis guide in data collection. Pilot study was conducted in Mosop sub county. Data was analyzed using SPSS version 29 and excel, quantitative findings were presented in tables and figures. Observations were thematically analyzed and presented in narratives. The study adhered to research ethics. The findings of the study indicated that more than average number of teachers often incorporated group discussions into their lessons. Also, the study found that both teachers and learners had a positive view of learner-centered instructional strategies. Teachers strongly supported the use of group discussions, interactive teaching and learner presentations. Learner-centered instruction significantly enhanced learners' collaboration skills and had a positive effect on their academic performance. The study concluded that although group work and discussions were employed, they were not consistently applied across all lessons, indicating a moderate integration of learner-centered strategies. Additionally, formative assessments are underutilized, yet both teachers and learners strongly support learnercentered strategies; particularly group discussions, interactive teaching, and learner presentations, which they believe enhance engagement, communication skills, and academic performance. The study recommends enhancing professional development programs by incorporating structured retooling sessions. These sessions should aim to equip teachers with practical skills for implementing learner-centered strategies such as formative assessments, differentiation techniques, and collaborative learning models. Retooling efforts should be continuous, context-specific, and responsive to the distinct challenges faced by teachers in both urban and rural school environments. 2025-01-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2573 TEACHER PREPAREDNESS IN TEACHING KISWAHILI IN THE COMPETENCY-BASED EDUCATION IN PUBLIC JUNIOR SCHOOLS IN KENYA WAMOKHELA, CATHERINE NEKESA This study aimed to examine teacher preparedness in teaching Kiswahili under a competency-based Education in public junior schools of Uasin Gishu County. The following objectives guided the study; to establish the competency of teachers of Kiswahili in teaching Kiswahili under the CBE, assess the availability of teaching and learning resources for teaching Kiswahili, to examine teachers’ perception toward teaching Kiswahili under CBE, and to determine the effect of teacher professional development on effective teaching of Kiswahili in junior schools. The study adopted Concerns- Based Adoption Model (CBAM) by Hall and Hord (2015) which places emphasis on addressing educators concerns at various stages of curriculum implementation. A descriptive survey research design was used to guide the study. The target population included 449 public junior schools, 416 teachers of Kiswahili in junior schools, and 449 head teachers in public junior schools in Uasin Gishu. Krejcie and Morgan's sample size calculation formulae were employed to obtain a sample of 207 teachers of Kiswahili. Purposive sampling was employed to select 15 head teachers to participate in the study. Data was collected using questionnaires, interview guides, and a document analysis guide. Piloting of research instruments was done in two selected schools in Kakamega County. Quantitative data was analyzed using descriptive statistics, which involved frequencies and percentages; inferential statistics included Pearson and regression analyses. This was done using the Statistical Package for Social Sciences (SPSS) version 26, and results were presented using tables, pie charts, and bar graphs. Qualitative data was analyzed thematically in line with the objectives of the study. The study's findings revealed significant challenges in implementing the Competency-Based Curriculum (CBE) for Kiswahili instruction in junior schools. The study also established a substantial gap in teacher preparedness and competence, with most teachers feeling that their knowledge and skills do not align with the demands of the new curriculum. This is further exacerbated by a lack of adequate teaching and learning resources and mixed perceptions among teachers regarding the effectiveness and inclusivity of the CBE approach in teaching Kiswahili. Additionally, the study identified significant shortcomings in the professional development opportunities provided to teachers, with many expressing dissatisfactions with the relevance and effectiveness of the training programs in supporting their implementation of Kiswahili under CBE. The study recommended that comprehensive interventions be implemented to address these challenges and ensure the practical instruction and successful implementation of the competency-based curriculum. The findings of the study will be helpful to policymakers on how to improve the teaching of Kiswahili and inform curriculum developers about the specific needs and challenges faced by teachers of Kiswahili in junior schools. It will also provide insights into areas where teachers might need additional training on professional development under CBE. 2025-01-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2542 Influence of Trainer Competences in the Implementation of Agricultural Education for Job Creation in Technical and Vocational Education and Training Institutions in Western Kenya Owuor, Oluoch Basil; Ooko, Ouma Peter; Natade, Lolelea Jacob The study aimed to examine the influence of the trainer’s competence in the implementation of agriculture education for job creation in accredited technical and vocational education and training institutions in Western Kenya. The implementation of agricultural programs in accredited TVET institutions in Western Kenya is critically hindered by inadequate trainer competencies, limiting effective curriculum delivery and compromising students’ practical skills and employability. A descriptive research design with mixed methods of data collection and Experiential Learning Theory by Kolb (1984) were employed for the study. The study was conducted in Western Kenya counties of Bungoma, Busia, Kakamega, Kisumu, Siaya and Vihiga. A total target population of 985 encompassing 43 principals, 142 trainers and 800 trainees, from which a sample of 131 consisting of 9 principals, 42 trainers and 80 trainees were used for the study. Questionnaire, interview schedule and observation schedule were used to collect data. Content, construct and face validity enhanced instruments validity through supervisors and colleagues. The pilot study was administered on 2 principals, 4 trainers and 4 trainees to ascertain the validity and reliability of the instruments. Descriptive data was analysed using frequencies, percentages, mean and standard deviation. One-Way ANOVA was employed to test the relationship between trainers' competencies in the implementation of agriculture education and job creation, accredited technical and vocational education and training institutions in Western Kenya. Qualitative data was transcribed, coded, themed and interpreted in relation to the research variable to triangulate the quantitative data. The study revealed that although trainers in accredited TVET institutions possess strong pedagogical preparation and academic qualifications, gaps in continuous professional development and structural barriers limit the effectiveness of agricultural education in fully realising its potential for job creation. The ANOVA results revealed a significant difference, F(6, 203) = 2.84, p = 0.011, which is less than the 0.05 level of significance, in the mean implementation scores of agriculture education for job creation across levels of trainer competence, with more competent trainers achieving higher implementation outcomes, thereby leading to the rejection of the null hypothesis. Trainer competences criticallyshape the success of agricultural programs in Western Kenya’s TVET institutions, directly influencing curriculum delivery, student skills, and employability. The findings of this study can enable the identification of areas of weakness that need improvement in the process of agriculture education implementation. Ultimately, this study also aimed at enhancing sustainable development through the better alignment of education and training with societal needs, such as job creation. 2025-01-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2491 Challenges Of ICT Integration In Teaching History And Government In Public Secondary Schools, Ainabkoi Sub-County, Uasin Gishu County, Kenya Boinett, Aaron Kipchumba; Kirui, Peter; Murunga, Jaluo Information and communication technology (ICT) era has made significant changes in our work and lives in general, affecting both the private and public sectors. In Ainabkoi sub county, Uasin Gishu County, the integration of ICT in teaching and learning faces a number of obstacles including inadequate facilities, insufficient training of teachers, and limited availability of digital resources. Despite various efforts by the Kenyan government and other stakeholders to promote ICT use in schools such as the Digital Literacy Programme (DLP), provision of computer labs, and teacher training initiatives there is still a gap in how ICT is practically applied in teaching subjects like History and Government. The study, therefore, sought to bridge this gap by studying the challenges of ICT Integration in Teaching History and Government in selected public secondary schools in Ainabkoi SubCounty, Uasin Gishu County, Kenya. A mixed-methods strategy was used in the study, combining quantitative and qualitative methods. The target population comprised 660 individuals, including 30 Principals, 30 History and Government teachers, and 600 Form Three students. Using a 30% sampling ratio, the study sampled 196 respondents drawn from 9 schools: 9 Principals, 9 teachers, and 180 students. Stratified random sampling ensured representation from National, Extra-County, County, and Sub-County schools. The instruments comprised of an interview schedule for principals, questionnaire for History and Government teachers and students to collect data on the challenges and coping strategies. Qualitative data was analyzed thematically while descriptive statistics was used to analyze quantitative data. The research highlighted several obstacles, including insufficient formal training, deficient infrastructure, limited technical assistance and time limitations. Educators indicated that their capacity to integrate ICT tools is constrained by insufficient time and training. Students similarly identified technical challenges and insufficient access to ICT resources as significant barriers to effective learning. The study concluded that several barriers exist. These include poor infrastructure, lack of technical support, limited access to ICT resources, and insufficient time allocated for teachers to plan and incorporate ICT in their lessons. It recommends that schools should employ full-time ICT support personnel and allocate dedicated time for ICT-integrated lesson planning to address technical and structural barriers to ICT use in History and Government. Future research was recommended on evaluation of ICT policy implementation in secondary schools and its influence on integration outcomes across school types. 2025-10-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2490 Students’ Perceptions of the Effectiveness of Christian Religious Education in Promoting Moral Values in Secondary Schools in Soy Sub-County, Uasin Gishu County, Kenya Jelimo, Rael; Andambi, Ruth; Oseko, Agnes Christian Religious Education (CRE) plays a vital role in Kenyan secondary schools, with its core objective being the development of students’ moral character. However, its effectiveness in addressing moral issues such as indiscipline, dishonesty, substance abuse, and teenage pregnancies remains a concern. In Uasin Gishu County, the continued decline in students’ moral values has sparked questions about whether CRE is achieving its intended purpose. This study explores students’ perceptions regarding CRE’s effectiveness in promoting moral values among secondary school students in Soy Sub-County, Uasin Gishu County. Anchored in Albert Bandura’s Social Learning Theory (1977), the study adopts a pragmatism research philosophy and an exploratory research design. The target population was 681 Form Four students Using Yamane’s (1967) sample size formula, a sample of 252 respondents was determined. Purposive and simple random sampling techniques were employed to ensure balanced representation. Data was collected using questionnaires and analyzed quantitatively with SPSS version 23 and qualitatively through thematic analysis. Findings showed that most students viewed CRE as effective in shaping moral behavior. Key values reinforced included honesty, responsibility and respect. Qualitative data indicated that students found CRE lessons relatable but criticized exam-focused teaching and weak linkage between moral instruction and real-life practice. Peer pressure and limited parental support also reduced its moral impact. The study concludes that CRE plays a significant role in shaping students’ moral values but its influence is hindered by weak implementation and social distractions. It recommends that the Ministry of Education and school administrators strengthen value-based pedagogy, integrate more interactive and practical teaching methods,and involve parents and faith-based organizations in reinforcing moral learning. These efforts would enhance the effectiveness of CRE in molding responsible and ethically grounded learners in Kenyan secondary schools. 2025-08-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2465 The Influence of Teachers’ In-service Training on Academic Performance of Secondary School Students with Learning Difficulties in Kakamega North Sub County, Kenya Korofia, Shango Jacob; Nyabuto, Esther; Kabesa, Stella The academic performance of students with learning difficulties remains a persistent challenge in Kenyan secondary schools, including Kakamega North Sub-County. Although the government promotes inclusive education, many teachers lack sufficient, specialized in-service training (INT) to effectively identify and support these learners. Current professional development tends to cover general teaching methods, neglecting the specific instructional and assessment techniques that students with diverse needs require. The result is continued poor academic outcomes for students with LDs, exacerbated by factors like limited teacher capacity and insufficient individualized attention. This research was therefore conducted to examine how teachers’ in-service training influences the academic performance of secondary school students with learning difficulties in Kakamega North Sub-County, Kenya. The study was guided by Herzberg’s Two Factor theory. The study adopted a descriptive research design and targeted secondary school teachers in Kakamega North Sub-County. A sample of 103 teachers of English and Mathematics was selected through stratified random sampling. Data were collected using questionnaires and analyzed using descriptive statistics, Pearson correlation, and linear regression with the aid of SPSS version 27. The correlation results showed a statistically significant positive relationship between teachers’ in-service training and students’ academic performance (r = 0.315, p = 0.001), indicating that higher teacher participation in professional development is associated with better learner outcomes. Regression analysis further revealed that in-service training significantly predicted students’ academic performance (β = 0.456, p < 0.001), accounting for 20.8% of the variance in performance (R2 = 0.208). Teachers who attended regular professional development programs reported improved instructional strategies, better classroom management and enhanced ability to support learners with special needs. The study concludes that well-structured and continuous in-service training enhances teachers’ competence and leads to improved learning outcomes among students with learning difficulties. It recommends that the Ministry of Education and school administrators strengthen specialized in-service programs tailored to the instructional needs of teachers handling diverse learners. 2025-01-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2452 Perceptions of Teachers and Learners on the Effectiveness of Learner Centered Instruction in Enhancing Communication Skills in Kiswahili language among Junior School Learners in Nandi North Sub County. Kibet, Mercy Jepkosgei; Mwangi, Peter; Natade, Jacob Lolelea The study aimed to examine perceptions of teachers and learners on the effectiveness of learnercentered instruction in enhancing communication and collaboration skills in Kiswahili among junior secondary learners in Nandi North Sub-County. An explanatory sequential design was adopted, involving 102 Kiswahili teachers and 291 learners. Data were collected using questionnaires, observation checklists, and document analysis. Findings showed that learnercentered strategies were perceived positively, improving learner engagement, motivation, and oral communication. However, implementation was hindered by time constraints, large class sizes, and inadequate teacher training, leading to underuse of strategies such as peer feedback and debates. The study concludes that structured implementation and teacher capacity-building are necessary for maximizing the benefits of learner-centered methods. It recommends targeted training on diverse instructional and assessment strategies to enhance communication and collaboration competencies in Kiswahili classes 2025-01-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2451 Evaluation of the Impact of Teacher Professional Development on Implementation of Competency-Based Education in Kiswahili Teaching: A Case Study of Public Junior Schools in Uasin Gishu County, Kenya Wamokhela, Catherine Nekesa; Koros, Rachel; Oduori, Robert The transition to Competency-Based Education (CBE) in Kenya represents a novel departure from traditional content-oriented education, necessitating new pedagogical approaches for teachers. In this regard, Kiswahili is both an academic and national language that requires not only practical language skills in teachers but also how they can adapt their pedagogy to align with CBE's studentcentred objectives. This study examines how professional development shapes the application of the CBE in instructional practice by teachers in public junior schools in Uasin Gishu County. Applying a mixed-methods approach, the research gathers data through structured questionnaires, in-depth interviews, and documentation analysis in various learning institutions. Findings indicate that teachers engaging in ongoing professional development are better equipped to analyze competency-based education (CBE), apply active learning strategies, and innovate assessment practices to meet the needs of competency-based education. Variations in access to training—particularly in marginalized areas—pose challenges to the equal implementation of training. The study concludes by promoting targeted and ongoing professional development programs, both subject- and curriculum-oriented, as central to enhancing Kiswahili instruction under CBE reforms. 2025-01-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2450 An Examination of Teaching and Learning Resources and Their Role in Kiswahili Instruction in Public Junior Secondary Schools in Uasin Gishu County, Kenya Wamokhela, Catherine Nekesa; Oduori, Robert; Koross, Rachael The introduction of Competency-Based Education (CBE) model in Kenya is one of the key efforts by the Kenya government to prepare learners to be competitive in the job market after graduation by providing a practical based skill other than theoretical based knowledge. The teaching of Kiswahili under CBE focuses on learner-centered, interactive, and handson pedagogy. However, limited access to relevant resources undermines the successful rollout of this curriculum. The purpose of this study was to evaluate the adequacy of instructional materials, their effect on lesson planning, student participation, and the extent of variation between urban and rural schools. An integrated-method strategy was employed, incorporating numerical questionnaires and descriptive discussions. The sample consisted of 90 Kiswahili teachers, 20 school managers, and 10 Curriculum Support Officers from urban and rural schools. Data were gathered through Organized survey forms, discussion guides, and resource lists were used. Numerical information was examined through summary statistics, whereas non-numerical data was subjected to pattern-based evaluation using NVivo software. The results indicated severe shortages of CBE-aligned textbooks, digital content, and teachers' guides, especially in rural schools. These shortages had an adverse impact on lesson delivery and student involvement. The study concludes that insufficient resources are a significant hindrance to the equitable teaching of Kiswahili. It recommends fair resource allocation, investment in ICT, development of multimedia content, and support for teachers to improve CBE implementation and language education quality. 2025-01-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2431 Examining the Role of Parental Involvement in Enhancing Academic Outcomes in Junior Schools in Kibra Sub-County, Kenya Omae, Cyline Moraa; Nyabero, C; Orao, R. Parental involvement is widely acknowledged as a critical determinant of learners’ academic achievement, yet its effectiveness in resource-constrained urban contexts remains underexplored. This study examined the influence of parental engagement on academic performance, attendance, and social-emotional development in junior secondary schools in Kibra sub-county, Nairobi. Guided by Epstein’s parental involvement framework, the study employed a convergent mixed-methods design. A stratified sample of 480 respondents, including learners, parents, teachers, and head teachers, participated through questionnaires and semi-structured interviews. Quantitative data were analysed using SPSS Version 28, and qualitative responses were thematically examined. The findings revealed that home-based support, regular communication with teachers, and active participation in school activities significantly improved learner outcomes. However, barriers such as financial hardship, limited parental education, and work-related time constraints reduced the consistency of parental involvement. The study recommends the adoption of flexible engagement programmes, use of digital communication tools, and parental capacity-building initiatives to strengthen home–school partnerships. These findings provide evidence-based insights for policymakers and educators seeking to enhance academic outcomes in disadvantaged communities. 2025-01-01T00:00:00Z