http://41.89.164.27:8080/xmlui/handle/123456789/323 Mon, 29 Jun 2026 14:56:46 GMT 2026-06-29T14:56:46Z http://41.89.164.27:8080/xmlui/handle/123456789/2783 School-Based Strategies for Early Identification of Learners Living with HIV/AIDS and Their Educational Participation in Boarding Secondary Schools in Nandi County, Kenya Jepchirchir1, Emily; Limo, Alice; Kipkoech, Lydia Human Immunodeficiency Virus (HIV) continues to pose significant health and educational challenges, particularly for adolescents in boarding secondary schools. This study examined school-based strategies for early identification of learners living with HIV/AIDS (ALHIV) and their influence on educational participation in Nandi County, Kenya. A descriptive survey design was employed, targeting 362 school caregivers and principals from 25 purposively selected fully boarding secondary schools. Data were collected using structured questionnaires and analyzed through descriptive statistics, including frequencies, percentages, means, and standard deviations. Findings indicated that most caregivers were trained to identify vulnerable learners and provided individualized guidance and counselling during Form One admissions, facilitating learners’ participation. However, gaps were noted in peer mentorship, parent-caregiver interaction, dedicated personnel for HIV support, and opportunities for learners to share challenges, which limited early identification and support. The study concluded that willful disclosure of HIV status is essential for effective caregiver support, but inconsistent disclosure practices and fear of stigma hinder early intervention. It is recommended that schools establish clear, confidential protocols for disclosure, train caregivers in ethical handling of HIV-related information, and integrate early identification processes into routine school operations to enhance the health, well-being, and educational participation of ALHIV. Thu, 01 Jan 2026 00:00:00 GMT http://41.89.164.27:8080/xmlui/handle/123456789/2783 2026-01-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2782 CARE AND SUPPORT STRATEGIES FOR LEARNERS LIVING WITH HIV/AIDS AND THEIR PARTICIPATION IN EDUCATION IN BOARDING SECONDARY SCHOOLS, NANDI COUNTY, KENYA JEPCHIRCHIR, EMILY Supporting Adolescents Living with Human Immunodeficiency Virus is important in achieving the global target of reducing the impact of HIV and AIDS as a public health threat by 2030. This need integrated adolescent friendly services that handle stigma, improve adherence to medication through early disclosure and by providing holistic care to enable them thrive as global efforts to improve their health outcomes. Kenya bears a significant burden of adolescents affected by HIV and has consequently prioritized interventions aimed at reducing HIV-related mortality, as well as stigma and discrimination among this group. School caregivers play a role in mitigating the challenges of ALHIV in protecting, inclusion and securing their well-being. The main purpose of this study was to investigate school -based of care and support strategies for ALHIV/AIDS and how these enhances their participation in education in boarding secondary schools in Nandi County, Kenya. The study objectives were: to explore early identification strategies of HIV positive learners through willful disclosure; to investigate stigma handling strategies: to determine ways of supporting treatment adherence; to assess ways of empowering school caregivers and to find out their challenges faced by school caregivers supporting HIV positive learners to enable them support learners participate in their education. The study was guided by Health Belief Model (HBM), Ecological Systems Theory (EST) and Implementation Science. The study adopted a pragmatic paradigm and descriptive survey design. Data were collected using interviews with principals and questionnaires for caregivers. A total of 362 participants were purposively selected from a target population of 1,207 school caregivers. The distribution were 25 principals, 50 nurses/matrons or boarding masters, 50 guidance and counselling and 236 class teachers. Quantitative data was analysed using descriptive statistics, and qualitative data was analysed thematically to support the quantitative findings. Study findings revealed that majority of the respondents 231(77.8%) agreed that school care giver knows learners living with HIV/AIDS in their school and has helped them support them to participate in their learning. A significant percentage (50%) of school caregivers had learners who had disclosed their HIV status and enabled them to access support. The majority of schools have made significant progress in reducing stigma and discrimination against learners living with HIV, and this has improved their educational participation. The study findings revealed that 64.7% of caregivers indicated that disclosed learners received reminders for clinic appointments, and most had developed personal responsibility in medication adherence. The study concludes that school-based care and support are vital for their participation in education and general well-being of learners living with HIV/AIDS. The study recommends continuous training and sensitization of school caregivers, alongside the strengthening of school-based care networks through linkages with health providers, peer support, and parental involvement. Schools should also promote inclusive, stigma-free environments to enhance educational participation and well-being among learners living with HIV/AIDS. Thu, 01 Jan 2026 00:00:00 GMT http://41.89.164.27:8080/xmlui/handle/123456789/2782 2026-01-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2628 Influence of School Leadership Styles on the Implementation of Competency-Based Education in Public Primary Schools: Evidence from Endebess Sub-County, Trans Nzoia, Kenya Kitiyo, Bernard C.; Muchimuti, Erastus; Kipkoech, Lydia This study examined the influence of school leadership styles on the implementation of Competency-Based Education (CBE) in public primary schools in Endebess Sub-County, Trans Nzoia, Kenya. Guided by the FullRange Leadership Theory, the study focused on instructional, democratic, transformational, and laissez-faire leadership approaches. A descriptive survey design was adopted, targeting 673 respondents, of which 299 were sampled through stratified random and census techniques. Data were collected using questionnaires and interviews, and analyzed through descriptive statistics, regression, and thematic analysis. Findings showed that instructional, democratic, and transformational leadership styles positively influenced CBE implementation, while laissez-faire leadership had a negative effect. The study concluded that effective leadership, coupled with teacher preparedness and adequate resources, is critical to successful CBE delivery. The paper recommends strengthening instructional and democratic leadership practices, enhancing leadership and teacher training, and improving resource provision. Wed, 01 Oct 2025 00:00:00 GMT http://41.89.164.27:8080/xmlui/handle/123456789/2628 2025-10-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2555 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. Wed, 01 Oct 2025 00:00:00 GMT http://41.89.164.27:8080/xmlui/handle/123456789/2555 2025-10-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2517 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 Wed, 01 Jan 2025 00:00:00 GMT http://41.89.164.27:8080/xmlui/handle/123456789/2517 2025-01-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2422 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. Wed, 01 Jan 2025 00:00:00 GMT http://41.89.164.27:8080/xmlui/handle/123456789/2422 2025-01-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2361 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 Mon, 01 Jan 2024 00:00:00 GMT http://41.89.164.27:8080/xmlui/handle/123456789/2361 2024-01-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2339 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. Mon, 01 Jan 2024 00:00:00 GMT http://41.89.164.27:8080/xmlui/handle/123456789/2339 2024-01-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2338 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. Mon, 01 Jan 2024 00:00:00 GMT http://41.89.164.27:8080/xmlui/handle/123456789/2338 2024-01-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2324 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. Mon, 01 Jan 2024 00:00:00 GMT http://41.89.164.27:8080/xmlui/handle/123456789/2324 2024-01-01T00:00:00Z