http://41.89.164.27:8080/xmlui/handle/123456789/317 Fri, 03 Apr 2026 21:07:41 GMT 2026-04-03T21:07:41Z 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. Mon, 01 Jan 2024 00:00:00 GMT http://41.89.164.27:8080/xmlui/handle/123456789/2411 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. Mon, 01 Jan 2024 00:00:00 GMT http://41.89.164.27:8080/xmlui/handle/123456789/2409 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. Mon, 01 Jan 2024 00:00:00 GMT http://41.89.164.27:8080/xmlui/handle/123456789/2405 2024-01-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2404 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. Mon, 01 Jan 2024 00:00:00 GMT http://41.89.164.27:8080/xmlui/handle/123456789/2404 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 Mon, 01 Jan 2024 00:00:00 GMT http://41.89.164.27:8080/xmlui/handle/123456789/2296 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. Mon, 01 Jan 2024 00:00:00 GMT http://41.89.164.27:8080/xmlui/handle/123456789/2295 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. Mon, 01 Jan 2024 00:00:00 GMT http://41.89.164.27:8080/xmlui/handle/123456789/2294 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. Mon, 01 Jan 2024 00:00:00 GMT http://41.89.164.27:8080/xmlui/handle/123456789/2281 2024-01-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2278 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. Mon, 01 Jan 2024 00:00:00 GMT http://41.89.164.27:8080/xmlui/handle/123456789/2278 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. Mon, 01 Jan 2024 00:00:00 GMT http://41.89.164.27:8080/xmlui/handle/123456789/2253 2024-01-01T00:00:00Z