Department of Educational Management

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

Wed, 01 Oct 2025 00:00:00 GMT

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.

UTILIZATION OF SELECTED INFRASTRUCTURE AND ITS INFLUENCE ON ACADEMIC PERFORMANCE IN SUB COUNTY SCHOOLS IN UASIN GISHU COUNTY, KENYA.

Wed, 01 Jan 2025 00:00:00 GMT

UTILIZATION OF SELECTED INFRASTRUCTURE AND ITS INFLUENCE ON ACADEMIC PERFORMANCE IN SUB COUNTY SCHOOLS IN UASIN GISHU COUNTY, KENYA. CHEMWENO, PERIS School infrastructure is a key pillar for the effective learning process in any educational institution. School infrastructure plays a crucial role in academic achievements by providing good learning environment that supports student engagement, focus and overall well-being, directly impacting their ability to learn and retain information. School infrastructure includes classrooms, laboratories, dining hall, playground, games/sports equipment, dormitories, and sanitation facilities among others. Academic performance is measured by examination and is used as the main basis for judging a student’s ability and as a means of selection for educational advancement and employment. The purpose of this study was to investigate the utilization of selected infrastructure and its influence on academic performance in Sub-County schools in Uasin Gishu County, Kenya. The study was guided by four objectives; to investigate the utilization of classroom facilities and academic performance, to investigate the utilization of library facilities and academic performance, to investigate the utilization of ICT and academic performance and to investigate the utilization of co-curricular facilities on academic performance in public secondary schools in Uasin Gishu County. This study was guided by Systems Theory. Mixed methods research design was adopted. The target population of the study was 162 Principals, 972 Teachers, 17820 form four and form three students from the 162 subcounty secondary schools and 6 Quality Assurance and Standards Officers. 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. A pilot study was carried out in five public schools in the neighboring Trans Nzoia County to check on the consistency of the instruments. 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 selected school infrastructure. The classroom, library, ICT infrastructure and co-curricular infrastructural facilities significantly influenced academic performance. The study concluded that overall investment in quality school infrastructure is a vital component of ensuring effective education delivery and maximizing student academic potential. The research recommended that the County Government should develop infrastructural development initiatives to solve the inadequacy of these facilities and enhance their utilization in the schools; policymakers should ensure that all public schools receive enhanced financial resources for infrastructural development for learners and teachers to effectively utilize them to achieve good academic performance

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

Wed, 01 Jan 2025 00:00:00 GMT

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

Mon, 01 Jan 2024 00:00:00 GMT

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

Mon, 01 Jan 2024 00:00:00 GMT

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

Mon, 01 Jan 2024 00:00:00 GMT

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

Mon, 01 Jan 2024 00:00:00 GMT

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.

AN ANALYSIS OF THE RELATIONSHIP BETWEEN SCHOOLS PREPAREDNESS AND IMPLEMENTATION OF COMPETENCY-BASED CURRICULUM IN PUBLIC PRIMARY SCHOOLS IN BARINGO COUNTY, KENYA

Mon, 01 Jan 2024 00:00:00 GMT

AN ANALYSIS OF THE RELATIONSHIP BETWEEN SCHOOLS PREPAREDNESS AND IMPLEMENTATION OF COMPETENCY-BASED CURRICULUM IN PUBLIC PRIMARY SCHOOLS IN BARINGO COUNTY, KENYA CHEPKILOT, TOO BETHUEL K Despite the implementation of competency based curriculum by the government of Kenya, there was no clarity on proper planning processes and the level of teacher and resource preparedness in its implementation. The purpose of this study was to assess school’s preparedness in implementation of competency-based curriculum in public primary schools in Baringo County in Kenya. The objectives of the study were; to examine the extent of teacher training in competency-based teaching approaches for the implementation of competency based curriculum, to determine the level of teacher’s ICT competence on the implementation of competency-based curriculum, to determine the level of involvement of stakeholders in the implementation of competency-based curriculum, to establish the level of infrastructure and resources preparedness for the implementation of competency-based curriculum and to find out the effectiveness of assessment and evaluation mechanisms in the implementation of competency-based curriculum. The study employed the curriculum implementation theory developed by Gross (1971) and Rogers' Diffusion of Innovations Theory (1962). The study adopted descriptive survey research design. 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, 21 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 revealed that there was inadequate training on content and pedagogical skills for teachers to implement the competency based curriculum. It was also found out that many teachers had low level of ICT competency. Furthermore, there was inadequate public participation; teachers and other stakeholders were not involved before the implementation of competency-based curriculum. It was also noted that there was inadequate infrastructure and resources such as computers, classrooms, labs and field spaces to accommodate the implementation of the new education system. Finally, it emerged that there were inadequate assessment and evaluation mechanisms as the new curriculum was being implemented. The correlation results revealed significant positive relationships between various factors and the implementation of the Competency-Based Curriculum (CBC) in Baringo County. Notably, there was a strong correlation between resource and infrastructure preparedness and CBC implementation (r = .843; p = .000), followed by the level of assessment and evaluation (r = .827; p = .000). Additionally, teacher training (r = .581; p = .000), ICT competency (r = .507; p = .000), and stakeholder involvement (r = .524; p = .000) also showed significant positive correlations with CBC implementation. 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 ACHIEVEMENT IN PUBLIC SECONDARY SCHOOLS IN ELGEYO MARAKWET COUNTY, KENYA

Mon, 01 Jan 2024 00:00:00 GMT

EFFECTIVENESS OF TEACHER PERFORMANCE APPRAISAL AND DEVELOPMENT ON STUDENTS’ ACADEMIC ACHIEVEMENT IN PUBLIC SECONDARY SCHOOLS IN ELGEYO MARAKWET COUNTY, KENYA KIPROP, EMMILY JEMUTAI 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 TPAD on students’ academic achievement in public secondary schools in Elgeyo Marakwet County. The study addressed the following objectives: to analyze the effectiveness of teacher lesson observation planning on student academic achievement, investigate the effectiveness of teachers adhering to deadlines plan on students’ academic achievement, explore the effectiveness of planned comprehensive learning environment on students’ academic achievement and evaluate the effectiveness of teacher professional development planning on students’ academic achievement. The study was informed by goal-setting theory by Locke 1968. 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. Stratified sampling was used to categorize schools into National, Extra County, County and Sub-County schools. Simple random sampling was used to select teachers and students from sampled schools while purposive sampling was used to select the national schools and principals from the selected schools. 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 research instruments were piloted in Uasin Gishu County. This was used to establish the reliability of research instruments which gave Cronbach's Coefficient Alpha Index of 0.8500. 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 findings on lesson observation and students academic achievement indicated that there is a positive but weak correlation. The studies further showed that there is a moderate positive correlation (r=0.051) between the punctuality of teachers in meeting educational deadlines and student academic achievement. Research findings revealed a correlation coefficient (r) of 0.176, indicating a weak positive relationship between the quality of the learning environment and student’s academic achievement. The correlation of professional development (r=0.016) on student performance, was minimal within the scope of this study. The research findings will benefit the TSC in seeking for the best way of aligning TPAD practices to students’ academic achievement. 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 study recommended regular awareness of TPAD practices in order to get the best out of these exercises.

A COMPARATIVE STUDY ON THE INFLUENCE OF FREE TUITION ON LEARNING ENVIRONMENT BETWEEN DAY AND BOARDING SECONDARY SCHOOLS IN LIKUYANI SUB-COUNTY, KENYA

Mon, 01 Jan 2024 00:00:00 GMT

A COMPARATIVE STUDY ON THE INFLUENCE OF FREE TUITION ON LEARNING ENVIRONMENT BETWEEN DAY AND BOARDING SECONDARY SCHOOLS IN LIKUYANI SUB-COUNTY, KENYA KARIUKI, EMMANUEL NJENGA In 2003, the introduction of Free Primary Education in Kenya led to a significant increase in the number of students enrolling in primary schools. However, many of these students faced challenges in accessing and completing secondary education because of the high costs associated with school fees. To tackle this problem, the Kenyan government introduced the Free Secondary Education program in 2008. The purpose of this study was to carry out a comparative analysis of the influence of free tuition on the learning environment in day and boarding schools in Likuyani Sub-County. The specific objectives of the study were to: compare the influence of the availability of educational resources on the learning environment in day and boarding schools; compare the influence of quality of learning materials on the learning environment in day and boarding schools; compare the influence of student-teacher ratio on the learning environment in day and boarding schools; and compare the influence of learning outcomes on the learning environment in day and boarding schools. The social learning theory provided a theoretical foundation for the study. A comparative research design was used. The target population consisted of 246 respondents: 1 Sub-County Quality Assurance Officer, 35 school Principals, 35 accounts clerks, and 175 heads of departments. The sample size was determined using the Krejcie and Morgan table, and respondents were chosen using purposive sampling for the Sub County Quality Assurance Officer and simple random sampling for school Principals, Accounts Clerks, and heads of departments. Data collection instruments included interview guides for Sub-County Quality Assurance Officers, and questionnaires for principals and heads of departments and document analysis to be filled by accounts clerks. Validity was established through expert review and piloting, while reliability was tested using a pilot study and the split-half technique, with a reliability coefficient calculated. Quantitative data was analyzed using frequencies, means, and t-tests, while qualitative data was analyzed thematically. The study found that the availability of educational resources was significantly higher in boarding schools compared to day schools, enhancing the learning environment. The quality of learning materials was better in boarding schools, contributing to improved educational outcomes. The student-teacher ratio was more favorable in boarding schools, resulting in more individualized attention for students. Learning outcomes, including academic performance and co-curricular activities, were generally better in boarding schools than in day schools. The Free Secondary Education policy has positively impacted the learning environment in both day and boarding schools, though boarding schools tend to benefit more due to better availability of resources, higher quality of learning materials, and more favorable student-teacher ratios. These factors contribute to superior learning outcomes in boarding schools. To bridge the gap between day and boarding schools, it was recommended that the government and stakeholders invest in improving the availability of educational resources and the quality of learning materials in day schools. Additionally, efforts should be made to reduce the student-teacher ratio in day schools to enhance individualized student support. Regular monitoring and evaluation of the FSE policy should be conducted to ensure that both day and boarding schools equally benefit from the initiative.