Daystar University Repository: Recent submissions
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Sitati, Emily M.; Kennedy, Bota; Ndirangu, Mwangi (Journal of Education Research and Behavioral Sciences, 2015)[more][less]
Abstract: The study investigated the financing mechanisms in ECE centres in Kakamega County using descriptive survey design. Purposive sampling was used to select 3 sub- counties giving 30 % of the population. Proportionate stratified random sampling was used to select 30% of the ECE centres. Head teachers and one ECE teacher from each ECE participated in the study. However where more than one teacher was found in an ECE centre, simple random sampling through balloting was used to select the one to participate. The DEOs and DICECE Officers of the selected districts were selected purposively to participate in the study. Structured questionnaires were used to collect data from the ECE head teachers and teachers, interview schedules from the DEOs and DICECE officers and observation schedules used to collect data on availability of physical facilities. The instruments were validated through expert judgement and pilot-testing. The findings revealed that parents were the main financiers of ECE programs. The study recommended that; ECE should be streamlined within the policy of free primary education. Description: Journal Description URI: http://repository.daystar.ac.ke/xmlui/handle/123456789/4149 Files in this item: 1
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Sitati, Emmily Mugasia; Bota, Kennedy N.; Ndirangu, Mwangi (Early Child Development and Care, April , 2016)[more][less]
Abstract: In 2006, the Kenyan Ministry of Education (MoE) developed an early childhood development education (ECDE) service standard guidelines to guide the ECDE stakeholders in provision of early childhood education (ECE) programmes. The study sought to investigate the implementation of the ECDE service standard guidelines on provision of physical facilities in ECE centres in Kakamega County. A descriptive survey design was adopted. Head teachers and ECE teacher were the study subjects. Structured questionnaires were used to collect data. The instruments were validated through expert judgement and pilot testing. The findings revealed that there were no significant differences in adherence to the government guidelines in provision of classrooms and furniture. Nonetheless, significant differences existed between the two categories in adherence to the government guidelines in provision of water and sanitary and play facilities. The study recommended that the MoE infrastructure fund should be extended to ECE centres. Description: Journal Article URI: http://repository.daystar.ac.ke/xmlui/handle/123456789/4148 Files in this item: 1
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Wandera, Susan; Njeru, Margaret W.; Otundo, Julius; Mbuthi, John (The Journal of the Department of Literature University of Nairobi, 2020)[more][less]
Abstract: Critical thinking has been defined variously by different scholars but it comes down to the ability of an individual to exercise higher levels of thinking in their judgments. A critical thinker reflects on thinking as a process and also applies high level analysis towards decision making as well as problem solving. As researchers have noted, critical thinking develops in stages, from the very rudimentary to the most advanced levels. At the same time, critical thinking does not just develop. Rather, it must be nurtured within an enabling environment. Notably, no learner, even at the earliest age, comes to the learning institution with a blank mind. Every child brings to school knowledge already gathered at home and other environments to which he or she has been exposed. Also, every child is unique, each with varied abilities that are largely controlled by i) the role of the brain and the most active functions, and ii) the exposure or experiences that the child has gone through. This uniqueness makes each child capable in some areas more than others which leads to different talents and levels of creativity. To develop critical and creative thinkers, therefore, learning institutions of all levels should expose learners to experiences that focus on enhancing their current individual and unique levels of knowledge to higher levels. Learning activities, for instance, must be geared towards development of the higher level of thinking, that is, critical thinking. Unfortunately, this has not been the case in many learning environments. Traditionally, the teacher has always usurped the role of teaching and learning, and the learner has mostly been relegated to the position of a passive listener. In such an environment, the opportunities to develop critical and creative thinking among learners are completely strangled. This paper explores the concept ‘critical thinking’ and how institutions can engage their learners in order to enable them become critical and creative thinkers. Beyond examining the concept, the paper will explore in depth learning activities that enhance the development of higher levels of thinking among learners. Empirical research is expected to follow this initial theoretical paper. Description: Journal Article URI: http://repository.daystar.ac.ke/xmlui/handle/123456789/4147 Files in this item: 1
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Wandera, Susan N.; Akala, Winston Jumba; Imonje, Rosemary Khitieyi (IOSR Journal of Research & Method in Education (IOSR-JRME), 2019)[more][less]
Abstract: Teacher academic qualification is repository of competencies and knowledge skills acquired through a learning process in an academy. In the realm of English language as a subject, teacher academic qualification is an indicator of the level of mastery of literacy and competency skills which a teacher is known to have acquired and certified by recognized Examinations body. The objective of this study was to determine the influence of teacher academic qualification on learner performance in Kenya Certificate of Primary Examination (KCPE) in English subject in public primary schools in Kenya. The study used descriptive research design and purposive sampling for all inclusive and representative population sample with regard to distribution and categories of schools in Machakos County as its method for research. Unit of analysis was Public primary schools in Machakos County. Respondents were Primary school teachers with teacher academic qualificationsat various certificate levels and who teach English subject in KCPE exam classes. The sample size was 132 academically qualified teachers. Data collection was done through questionnaires.The study found Kenya Certificate of Primary Examination candidates taught by teachers with Kenya Certificate of Secondary Examination (KCSE) certificates (Primary I teachers; at 19.7 % sample proportion)with Credit Passachieved Learner Mean score of 47.13 % in English subject.Teachers with KCSE certificates with Credit Pass and Kenya Advanced Certificate Examination (KACE) certificates with Passplus Diploma in Arts certificates (at 25.8 % sample proportion) achieved Learner Mean score of 48.03 % in English subject.Teachers with KCSE certificates with Credit Pass and KACE certificates with Pass plus Diploma in Sciencecertificates (at 10.6 % sample proportion) achieved Learner Mean score of 47.37 % in English subject. Lastly, teachers with KCSE with Credit Pass and KACE with Pass andwho also hold Diploma in Arts certificates with Pass and University Bachelor’s Degree certificates (Primary Graduate teachers; at 42.4 %) achieved Learner Mean score of 58.05 % in English subject. There is a significant increase in Learner mean score by candidates taught by Undergraduate teachers probably as a result oftheir high self-efficacy in Classes and a reduction in Learnerindiscipline and self-belief contributing to effective teaching and learning whose product is enhanced Learner performance at Kenya Certificate of Primary Examination.The study concluded that teacher academic qualification significantly influences pupils’ performance at Kenya Certificate of Primary Examination in English subject in Kenya. Finally, this study recommends that only teachers with good academic qualification in subjectstaught at appropriate school learning levels with repository competencies and pedagogical skills acquired in the course of academic learning and professional training be deployed to teach English subject in schools for enhanced learner performance. Description: Journal Article URI: http://repository.daystar.ac.ke/xmlui/handle/123456789/4146 Files in this item: 1
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Sitati, Emmily Mugasia (Journal of Art, Science and Commerce,, 2017)[more][less]
Abstract: The global changing landscape in higher education has resulted in the expansion of higher education from elite to mass to universal systems, new trends in teaching and learning, growth of alternative systems of education, changes in the market place and new demands and needs of society. Quality education is a dream of any economy as its socio-economic, technological, political and cultural development highly depends on the type of skilled manpower available. Assuring quality is a continuous and cyclic process which is dependent on the changing needs of the society/economy. Quality assurance in totality has challenges which can be addressed through action research for the institutions to get solutions to these challenges. Description: Journal Article URI: http://repository.daystar.ac.ke/xmlui/handle/123456789/4145 Files in this item: 1
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Cheruiyot, Jane Kositany (Interdisciplinary Journal on the African Child, 2018)[more][less]
Abstract: Children growing up in prison with imprisoned mothers are faced with many challenges. The Kenyan laws allow toddlers to stay with their incarcerated mothers in prison up to the age of four. Definitely, the children who live in prison are not criminals and as such should not be subjected to any treatment and environment that reduces their human basic natural rights. It is against this backdrop that this paper assessed the challenges of children in prison with their mothers in Lang’ata Women’s Maximum Prison. Specifically, the paper assessed the social, psychological and educational challenges. The paper was intended to influence the justice system in the best interest of the child. The study used a naturalistic design which was purely qualitative in nature to collected data. The researcher purposively sampled only women with their children in the prison. The data collected was analysed using content analysis to generate qualitative report which was presented in a continuous prose and verbatim citations. The social development challenges were mostly observed. The study found out that prisoners were subjected to severe overcrowding, insufficient food supply, mothers had to share their portion with the children, poor sanitary conditions, inadequate water supply and bedding. Police and prison guards subjected prisoners to torture and inhuman treatment such as handcuffing, punishing and shouting at the mothers in front of the children causes psychological trauma to the children. It further found that there are no enough learning materials at the centre. In conclusion, whatever is done in all actions considering children, whether undertaken by private or public social welfare institutions, courts of law, administrative authorities or legislative bodies, the best interest of the child shall be a main consideration. Both the society and the government should operationalize this fact. Description: Journal Article URI: http://repository.daystar.ac.ke/xmlui/handle/123456789/4144 Files in this item: 1
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Mutunga, Daniel (Interdisciplinary Journal on the African Child, 2019)[more][less]
Abstract: Imprisonment has been used as a means of punishment and correction since the 18th Century. Different professionals have discussed the role of imprisonment as punishment and how it has reduced crime and rehabilitated offenders, but criminologists have paid little attention to the effects of imprisonment on the children of imprisoned parents despite their magnitude. These children, whose number and condition are not well known, are referred to as “the forgotten victims of the system of punishment”. The purpose of this paper is to discuss the plight of these millions of children. Using Kenya as an example, the paper assessed the effects of imprisonment of parent offenders on the life of their children, and the readiness of the justice system and child welfare agencies to protect them. The data for this paper was collected from three government departments and an ex-prisoner, and was supplemented by secondary data from a review of relevant literature relevant. The study found that imprisonment of parents deprived children of their primary caregiver and had social, economic and psychological effects on them. The study affirmed other studies that suggested that the number and status of these children is not known and that government departments responsible for the welfare of children intervene only when the courts involve them. It further established that the departments lacked policy and capacity to attend to the plight of these children and policies to guide any needed intervention. The study recommended that, since it is hard to reconcile the punishment of offenders and the welfare of their children, legislation should be reviewed to make provision for the care of these children. There is a great need for collaborative efforts by different child welfare agencies to address gaps in services provided to prisoners’ children and for more research to expose the plight of parent offenders’ children. Description: Journal Article URI: http://repository.daystar.ac.ke/xmlui/handle/123456789/4143 Files in this item: 1
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Chang’orok, Susan; Yugi, Philemon; Waiyaki, Winnie; Munene, Alice (nternational Journal of Current Research, 2018)[more][less]
Abstract: The rise in defiance cases among children in schools in Kenya calls for the need for proper diagnosis and effective intervention. academic performance this study was to evaluate the efficacy of cognitive behavior therapy (CBT) among children with oppositional defiant disorder (ODD) in selected primary Schools in Nairobi County, Kenya. Two primary schools were purposely selected in Nairobi, Kenya. 315 participants between 9 provided assent and their parents provided the consent. The teachers and CADBI tool. Out of 249 participants who met the criteria for ODD, systematic sampling was applied to acquire the required sample size of 180.The experimental group received CBT intervention for three months, while the control gro using SPSS version, Descriptive statistics was done, Statistical analysis was conducted using IBM SPSS version 23. Microsoft Excel was used in processing statistical output as well as constru data tables and graphs. Spearman’s correlation analysis, chi ODD and ADHD with risk factors was done. T test was done to compare the responses between baseline, midline and endline of the study and show the findings of the study were that overall ODD prevalence was 79%, with males having a higher prevalence than female towards the adults and peers 78.2% and 88.5% female 74.6% and 85.3% respectively. The comorbid conditio and parents respectively. Risk factors associated with ODD were; low social conflicts with parents, punishment, suspension from school, not going for counseling, friends and religion. and parents. DID showed significance difference between baseline and midline and between baseline and end line respectively (p < 0.001). Since CBT was effective in children psychologist should use this intervention in primary school and also in the hospital setting so as to prevent the children from developing other serious problems in adulthood such as antisocial personality disorde ADHD since it presents as a comorbid condition. Copyright © 2018, Susan Chang’orok et al. This is an open use, distribution, and reproduction in any medium, provided INTRODUCTION This main purpose of this study was to evaluate cognitive behavior therapy (CBT) among children with oppositional defiant disorder (ODD) in selected primary Schools in Nairobi County, Kenya. According to Vanden (2007), ODD is a childhood behavior disorder characterized by recurrent disobedient, negativistic, or hostile behavior toward authority figures than usually seen in children of similar age. It manifests as temper tantrums, active defiance of rules, dawdling, argumentativeness, stubbornness, or being easily annoyed. *Corresponding author: Susan Chang’orok, Department of Psychology and Counseling, Daystar University, Nairobi, Kenya ISSN: 0975-833X DOI: https://doi.org/10.24941/ijcr. Article History: Received 30th July, 2018 Received in revised form 17th August, 2018 Accepted 24th September, 2018 Published online 30th October, 2018 Citation: Susan Chang’orok, Philemon Yugi, Winnie Waiyaki, and Alice Munene Defiant Disorder among Children in Selected primary schools in Nairobi County, Kenya Key Words: Oppositional Defiant Disorder, Cognitive Behavior Therapy, Child and Adolescent Disruptive Behavior Inventory, Efficacy, Prevalence, Comorbidity, Risk factors. RESEARCH ARTICLE THE EFFICACY OF COGNITIVE BEHAVIOR THERAPY ON OPPOSITIONAL DEFIANT DISORDER AMONG CHILDREN IN SELECTED PRIMARY SCHOOLS IN NAIROBI COUNTY, KENYA Susan Chang’orok, 2Philemon Yugi, 1Winnie Waiyaki, and 1Alice Munene Department of Psychology and Counseling, Daystar University, Nairobi, Kenya Department of Development Studies, Daystar University Nairobi, Kenya ABSTRACT The rise in defiance cases among children in schools in Kenya calls for the need for proper diagnosis and effective intervention. This is because of the effect it has on the child’s social functioning and academic performance as well as the economic impact it has on their families. The main purpose for this study was to evaluate the efficacy of cognitive behavior therapy (CBT) among children with itional defiant disorder (ODD) in selected primary Schools in Nairobi County, Kenya. Two primary schools were purposely selected in Nairobi, Kenya. 315 participants between 9 provided assent and their parents provided the consent. The teachers and CADBI tool. Out of 249 participants who met the criteria for ODD, systematic sampling was applied to acquire the required sample size of 180.The experimental group received CBT intervention for three months, while the control group did not receive any intervention. Data collected was analyzed using SPSS version, Descriptive statistics was done, Statistical analysis was conducted using IBM SPSS version 23. Microsoft Excel was used in processing statistical output as well as constru data tables and graphs. Spearman’s correlation analysis, chi-square analysis for association between ODD and ADHD with risk factors was done. T test was done to compare the responses between baseline, midline and endline of the study and show the difference in deference findings of the study were that overall ODD prevalence was 79%, with males having a higher prevalence than female towards the adults and peers 78.2% and 88.5% female 74.6% and 85.3% respectively. The comorbid condition associated with ODD was ADHD 78.3% and 47.8% teachers and parents respectively. Risk factors associated with ODD were; low social conflicts with parents, punishment, suspension from school, not going for counseling, friends and religion. Cronbalch alpha of the CADBI tool showed reliability at (α =.918 to. 890) for both teachers and parents. DID showed significance difference between baseline and midline and between baseline and end line respectively (p < 0.001). Since CBT was effective in children psychologist should use this intervention in primary school and also in the hospital setting so as to prevent the children from developing other serious problems in adulthood such as antisocial personality disorder depression and anxiety. Description: Journal Article URI: http://repository.daystar.ac.ke/xmlui/handle/123456789/4142 Files in this item: 1
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Korir, Agnes; Odima, Mabel (Proceedings of the International Conference on Social Sciences, March , 2023)[more][less]
Abstract: Transformation is a major post COVID 19 issue of focus for Lukenya Pillars of Transformation (LPT), a student engineered Community Based Organization (CBO). The objective of this research is to enhance visibility of the CBO through highlighting and analyzing results by two interns attached to complete their post COVID 19 response on mental health issues and impact among adolescents between the ages of 11-15 years. It is expected that the research would bring visibility for the CBO to attract funding for projects. The research utilized a descriptive research design approach. Quantitative and qualitative methods were employed through the use of questionnaires and key informants. A sample size of 130 pupils filled out questionnaires and 20 key informants were interviewed on the relevant discussions that were ongoing. The pupils were selected using a census sampling method while the key informants were through purposive sampling. The quantitative data was coded and analyzed using SPSS, version 23. Qualitative data was coded and put into themes and concepts that the respondents shared, and analyzed in line with respective research objectives. From the findings, it was observed that COVID 19 lockdown affected the age group 11-15 years adversely yet mortality and morbidity were low. In the same light, some respondents did not have a clear knowledge of COVID 19. Although all pupils were affected emotionally and economically, where there was social support adaptation was positive. As a result of the findings, trainings were implemented for pupils, parents, teachers, social workers, and guardians. Funding was sought to support LPT. The study will contribute positively to applied knowledge in the area of development in Machakos County. Description: Presentation URI: http://repository.daystar.ac.ke/xmlui/handle/123456789/4141 Files in this item: 1
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Chang’orok, Susan; Yugi, Philemon; Waiyaki, Winnie; Munene, Alice (Elixir Social Studies 122, October , 2018)[more][less]
Abstract: The main purpose for this study was to evaluate the efficacy of cognitive behavior therapy (CBT) among children with oppositional defiant disorder (ODD) in selected primary Schools in Nairobi County, Kenya. The rise in defiance cases among children in schools in Kenya, the social, educational and economic impact it has on the children and their families have led for the need for proper diagnosis and effective intervention. The objective of this study was to determine the risk factors associated with oppositional defiant disorder among children. Quasi experimental research design was used in the study with a sample of 180 respondents .The study involved children aged between 9 to 14 years. Purposive sampling was used in selecting the two schools. 315 respondents completed the demographic questionnaires; the respondent’s parents also completed the socio-demographic questionnaires. Teachers and parents completed the CADBI at baseline assessment to identify those with symptoms of ODD. Systematic sampling method was applied on 249 participants who met the criteria for ODD because the number exceeded the required sample size. Risk factors associated with ODD were; religion, educational level of the respondents, conflicted relationship with parents, punishment in school, socio economic status and suspension from school, respondents whose parents were casual laborers, the level of education of the respondent’s parents. Significance was reported at p < 0.05. In conclusion, primary schools need to have professional psychologists to provide counseling services to the children presenting with ODD symptoms and devise intervention that will help in the management of ODD .This will help the children function well both socially and academically. This will also stop the progression of ODD to other mental disorders when they are adults for example; Depression, Anxiety, Antisocial Disorder which causes problems with adjustment in the community. Description: Journal Article URI: http://repository.daystar.ac.ke/xmlui/handle/123456789/4140 Files in this item: 1
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Korir, Agnes; Nzioki, Mativo Japheth (American Journal of Public Health Research, 2018)[more][less]
Abstract: It is estimated that globally 2.4 billion people still lack access to improved sanitation and 946 million still practice open defecation. Every Kenyan has a right to adequate sanitation and the government of Kenya is committed to ensure that Kenyans enjoy adequate sanitation by the year 2030. Despite this commitment, latrine coverage in many parts of Kenya is low and the result is a high prevalence of hygiene and sanitation related illnesses. In Kitui County, open defecation is high at 30.9%. The aim of this study was to assess effect of Community Healthy Strategy (CHS) on latrine coverage in Mwingi West sub county, Kitui County-Kenya. The study was a pretest-post test experiment with intervention and control sites. Mwingi West and Mwingi North sub-counties were intervention and control sites respectively. Participants in intervention site received health education on importance latrine construction and safe fecal disposal while control site did not. In each site, 1 pre-intervention and 2 post-intervention surveys were conducted with each survey having a sample size of 422 households. An observation checklist and a questionnaire were the main data collection tools. In the intervention site, CHS significantly increased latrine coverage from baseline to midterm survey and from baseline to end-term survey by 21% (Z=7.0128, P=0.0001) and 27.6% (Z=9.7189, P=0.0001) respectively. Compared to baseline, households in intervention site-midterm survey and intervention site-endterm survey were 4 times more likely to have a latrine (adj. OR: 4.356, P<0.0001, 95% CI: 2.975-6.379 and 3 times more likely to have a latrine (adj. OR: 3.391, P<0.0001, 95% CI: 2.686-4.280) respectively. No significant difference was observed on latrine coverage in the control site. CHS significantly increased latrine coverage in Mwingi West Sub-county. To declare Kenya an Open Defecation Free country and help the country meet the global sanitation related Sustainable Development Goals by 2030, county governments need to scale up implementation of CHS to cover areas which have not been covered. Description: Journal Article URI: http://repository.daystar.ac.ke/xmlui/handle/123456789/4139 Files in this item: 1
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Wandera, Susan N.; Akala, Winston Jumba; Imonje, Rosemary Khitieyi (International Journal of Research and Innovation in Social Science (IJRISS), November , 2020)[more][less]
Abstract: School resources and infrastructure are very essential to the learning and teaching process. In exploring level of learner performance in Kenya Certificate of Primary Examinations, learning resources and school infrastructure is one of major indicators of the level of preparedness for enhancing learner performance. The study determined the relation of the adequacy of school resources and infrastructure on learner performance in Kenya Certificate of Primary Examination (KCPE) in English subject in public primary schools in Kenya. The study used descriptive survey design using purposive sampling technique. This enabled the study capture how levels of adequacy of school resources and infrastructure relate to learner performance in National Examination public primary schools in Machakos County. The unit of analysis was Public primary schools. The County has 842 Government run public primary schools out of which 86 schools were studied. Data was collected using observation schedules and questionnaires. Respondents were teachers who teach English subject. Study found that availability and usage of teaching and learning resources averaging 65 % and availability/adequacy and usage of school infrastructure averaging 60 % to correspond to learner performance scores in KCPE. Description: Journal Article URI: http://repository.daystar.ac.ke/xmlui/handle/123456789/4138 Files in this item: 1
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Wandera, Susan N.; Imonje, Rosemary Khitieyi (IOSR Journal of Research & Method in Education (IOSR-JRME), 2019)[more][less]
Abstract: Teaching experience is a repository of competencies and knowledge skills acquired by a classroom teacher in the field of teaching and assessing learner performance in formative and summative examinations. In the realm of teaching and learning English language and English composition as a subject, teacher (teaching) experience is an indicator of teacher familiarity through experiential learning of various instructional approaches for effective contentment delivery in a classroom domain. It further equips the classroom teacher with skills and competences on how to engage learners and maintain learner discipline during a class session inside or outside a school setting. The objective of this study was to determine the influence of teacher (teaching) experience on pupils’ performance in KCPE examination in English subject in Kenya. The study used descriptive research design and purposive sampling as its method for research. The unit of analysis included teachers from public primary schools in Machakos County. The respondents were Primary school teachers who teach English subject in KCPE examination classes. The sample size was 132 teachers with teaching experience of between I year and 31 years. Data collection was done through questionnaires. The study found gradual increase in candidates’ performance at Kenya Certificate of Primary Examination in English subject in Kenya from a Mean score of 45.8 % corresponding to teacher teaching experience of 4 years to a maximum Mean score of 53.2 % corresponding to 15 – 19 years of teacher teaching experience. The study also found that there was gradual decrease in candidates’ performance at Kenya Certificate of Primary Examination in English subject in Kenya to 51.8 % corresponding to teacher teaching experience of 20 years and above. Candidates taught by teachers with teaching experience of 20 years achieved a Mean score of 53.1 %. Study concluded that teacher teaching experience significantly influences pupils’ performance at Kenya Certificate of Primary Examination in English subject in Kenya. This influence is moderated by other factors such as age and work environment. Recommendations of study purposed to enhance pupils’ performance at Kenya Certificate of Primary Examination in English subject are: (1) Promote high performing experienced teachers to higher responsibilities in order to boost their morale for the purpose of enhancing their classroom performance; (2) Develop teacher teaching experience through teacher exchange programmes and skills development trainings during school vacation; (3) Sustain morale of experienced teachers who are high performers by improving their terms of service like remuneration and timely promotion of deserving teachers; (4) Institutionalize mentoring programmes in schools to hasten transfer of experiential knowledge skills from more experienced teachers to less experienced teachers; and (5) Improve teacher-administration work relations, school resources and related physical infrastructure. Description: Journal Article URI: http://repository.daystar.ac.ke/xmlui/handle/123456789/4137 Files in this item: 1
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Sitati, Emmily M.; Ndirangu, Mwangi; Bota, Kennedy; Rapongo, George S. (Early Child Development and Care, 2016)[more][less]
Abstract: In 2006, the Kenyan Ministry of Education (MoE) developed an early childhood development education (ECDE) service standard guidelines to guide the ECDE stakeholders in provision of early childhood education (ECE) programmes. The study sought to investigate the implementation of the ECDE service standard guidelines on provision of physical facilities in ECE centres in Kakamega County. A descriptive survey design was adopted. Head teachers and ECE teacher were the study subjects. Structured questionnaires were used to collect data. The instruments were validated through expert judgement and pilot testing. The findings revealed that there were no significant differences in adherence to the government guidelines in provision of classrooms and furniture. Nonetheless, significant differences existed between the two categories in adherence to the government guidelines in provision of water and sanitary and play facilities. The study recommended that the MoE infrastructure fund should be extended to ECE centres Description: Journal Article URI: http://repository.daystar.ac.ke/xmlui/handle/123456789/4136 Files in this item: 1
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Rotumoi, Joseph; Cherui, Rodgers Gowon; Pepela, Sammy (Elixir International Journal, April , 2019)[more][less]
Abstract: The performance of pupils at the Kenya Certificate of Primary Education in public schools in Kenya remains a challenge since the number of pupils performing poorly is still high. In Matete Sub County, the performance of pupils at KCPE has been declining from the year 2012-2015, with a mean of 2.48. Therefore, the objective of the study was to find out the extent to which government policies affect the academic performance of primary school learners in Matete sub county, Kakamega county. The study adopted a descriptive survey design. The study population comprised of 49 head teachers, 49 senior teachers, 75 standard eight class teachers, 1759 class eight pupils, and 1 Sub County Quality Assurance Officer. The study sampled 44 head teachers, 44 senior teachers and one sub-county Quality Assurance Officer who were selected through saturated sampling technique. Sixty-three class eight teachers were selected through simple random sampling technique. It also comprised 525 standards 8 pupils, who were selected through stratified sampling technique. Instruments for data collection were questionnaire, interview schedules, focus group discussions and document analysis guide. Face validity of the instruments was ascertained by experts in educational administration. Pilot study was carried out among 15 pupils, 5 head teachers, and 5 senior teachers. A Cronbach’s coefficient alpha of 0.7 was found; hence the instruments were reliable. The quantitative data was analyzed using descriptive statistics. The qualitative data was transcribed and categorized on an on-going process as themes and sub themes emerge. The study showed that Government policies moderately affect academic performance with a mean of 3.39. Staffing policy as one of the government policy profoundly affected KCPE performance with a mean of 4.39. Description: Journal Article URI: http://repository.daystar.ac.ke/xmlui/handle/123456789/4135 Files in this item: 1
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Cherui, Rodgers Gowon; Choge, Steve (IJSRST, 2016)[more][less]
Abstract: The declaration of Free Primary Education (FPE) in 2003 saw an increase in the enrolment in primary school going children. However, experts suggest that the Free Primary Education has reduced the quality of education in public schools and increased the number of students who transfer from public to private schools in search of better performance. The objective of this study was to determine the effects of resource materials and facilities in primary schools in Kenya. A case of Eldoret Municipality. The study targeted all public primary schools in Eldoret Municipality and the study adopted the theory by Miller-Grandvaux and Yoder, (2002) that alternative schools are inspired to implement innovative approaches to teaching and learning given the background and various characteristics of students. The study employed a descriptive survey research design. Quality assurance officers, headteachers and teachers served as the informants of the study. Questionnaires and interview schedules were used as research tools. Out of 28 primary schools in the Municipality 50% of them were selected through stratified simple random sampling technique using wards as the stratum. The quality assurance officers and headteachers were selected purposively while teachers were selected through both stratified and simple random sampling technique. The study sample population was 132 respondents comprising of 14 headteachers, 70 teachers, 35 pupils and 3 quality assurances officers. Descriptive research methods were employed in data analysis which was then presented in the form of frequency distribution tables, graphs and pie charts. The study concluded that majority of the challenges facing the FPE programme are associated with lack of preparation, planning and consultation with the key stakeholders. The implementation of the policy was rushed through without carrying out situation analysis. There was neither clear strategy nor clear communication and the result is that a majority of the stakeholders were confused due to lack of clarity about the entire policy. For instance, after the political declaration of the policy, school heads were expected to implement it without prior preparations therefore school heads and education officers were caught unaware. The government itself was unprepared for the policy because it was started on a short notice. The study recommended that the fund allocated to each child/pupil per year has been criticized as being insufficient. Each child was allocated 1020 per year and therefore there is need to be increased substantially in order to improve the teaching- learning resources in schools. This calls for a review of the current disbursement of funds policy. The research findings will enable the stakeholders and policy makers in improving the methods as to enhance the quality of teaching and learning. Description: Journal Artcile URI: http://repository.daystar.ac.ke/xmlui/handle/123456789/4134 Files in this item: 1
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Sitati, Emmily Mugasia (IOSR Journal Of Humanities And Social Science, June , 2017)[more][less]
Abstract: Kenya just like other countries in the world has to struggle with the high demand for quality education in general and legal education in specific. More institutions of higher learning are seeking accreditation from the accreditation body (Council of Legal Education) to offer legal education yet matters of quality are least addressed. The regulatory framework of legal education in Kenya has streamlined provision of legal education and training. Today, Kenya prides herself with over 60 institutions of higher learning of which 10 are licensed to offer legal education and training. Although these institutions are still fewer in terms of meeting the demand for legal education and training, quality has been the driving force behind the licensing of legal education and training institutions. A recent audit of all universities in Kenya revealed shortfalls ininternal quality assurance policies, systems and mechanisms. This paper will discuss the growth higher education in Kenya with special emphasis to legal education and the mechanisms used in enhancing quality in legal education. In addition, the paper will explore progress made by the regulatory body in enhancing quality in legal education. Description: Journal Article URI: http://repository.daystar.ac.ke/xmlui/handle/123456789/4133 Files in this item: 1
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Sitati, Emmily Mugasia; Ngaira, Anne A. (problems of education in the 21stcentury, 2012)[more][less]
Abstract: Leadership in the public sector is a key variable that is expected to propel the achievement of Vision 2030. This is indeed crucial in the Education Sector which forms the basis of the social pillar of Vision 2030. The DEO and the DQASO are line managers with a primary role in policy implementation in the Ministry of Education. The purpose of the study was to investigate the perception of District Quality Assurance and Standards Officers towards the leadership styles of District Education Officers. The study established the characteristics of DQASOs, the leadership styles of the DEOs and identified the perceived challenges of DQASOs in Kenya. The study was guided by the Learning Organization theory of Peter Senge 1990 which emphasizes the need for involvement in decision making of those who carry out decisions for greater understanding and commitment. Descriptive survey design was used and the study sample included a total of 29(10%) District Quality Assurance and Standards Officers (DQASOs) drawn from a population of 287 DQASOs from the 287 Districts in Kenya. The researchers made use of DQASOs who were attending the tenth 2011 Senior Management Course drawn from across Kenya as respondents. A questionnaire for DQASOs was designed to facilitate data collection. The study established that autocratic leadership style was dominant in most District Education offices with little consultation, teamwork and communication since the DEOs unilaterally made decisions and rarely accepted advice and criticism from members of staff. The DEOs’ personal traits greatly influenced their leadership styles. The DEOs were perceived to be unsupportive and rarely provided a conducive environment that motivated the staff. Most DEOs were not committed to supporting quality assurance and standards programmes in most Districts. The study recommended that the DEOs should integrate and employ varied leadership styles in management of education and delink their personal traits from office management. Clear communication channels between DEOs and staff should be established involve senior staff members in decision making. The DEOs should support Quality Assurance and Standards Programs in the Districts and provide a conducive environment for staff motivation. Description: Journal Article URI: http://repository.daystar.ac.ke/xmlui/handle/123456789/4132 Files in this item: 1
PERCEPTION OF DISTRICT QUALITY.pdf (537.8Kb) -
Cherui, Rodgers Gowon; Rotumoi, Joseph (Elixir International Journal, January , 2019)[more][less]
Abstract: The relationship between the girl’s education and economic development has received a worldwide attention for quite sometimes. A number of global organization have been formed to address the issue of girl’s education. However, the issue of teenage mothers remains a thorny issue in most developing countries. This category of learners undergo a number of challenges to access and continue with education. Reentry policy of teenage mothers to school mooted in Beijing conference of 1995 is one intervening policy to help address the needs for the teenage mothers. The Kenyan government adopted the policy in 2001. Despite the policy being in place, very few teenage mothers have been returning to school. The objectives of this study to determine the perception of various stakeholders on the re-entry policy of teenage mothers to school in Bungoma County. The critical theory as modified by Habernes was used as the theoretical framework. The convergent parallel mixed method research design was used. The research population comprised of teenage mothers, student girls, head teachers, principals, Guiding and Counselling teachers, Sub County Quality Assurance and Standards Officers. The data collection instruments were Questionnaires and Interview schedules. Questionnaires were administered to the Teenage mothers, school girls, Guidance and counselling teachers, while the interview schedule was administered to Sub County Quality Assurance and Standards Officers and head teachers. Pilot study was carried out in Trans Nzoia County. Reliability of the research instruments was tested using Spearman Rank Order correlation coefficient. A value of 0.79 was obtained and was considered high enough for the instruments to be judged to be reliable. Validity was determined by expert judgment in the School of Education in the University of Eldoret. Quantitative data were coded and presented using tables and analyzed through frequency distribution and percentages. Qualitative data were organized and broken into themes synthesized to search for patterns and meaning. This study was significant for it shed light on the level of awareness among various stakeholders of the re-entry policy of teenage mothers to school, the perception of the various stakeholders on the re-entry policy, identified aspects of culture that affected the implementation of the re-entry policy and the implementation strategies that are in place to implement the policy. The various stakeholders have a negative perception and attitude towards the teenage mother. Its recommended that there should be a national debate on teenage motherhood to increase awareness of the policy and address the issue of perception and the change in attitude towards the teenage mothers. Description: Journal Article URI: http://repository.daystar.ac.ke/xmlui/handle/123456789/4131 Files in this item: 1
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Cherui, Rodgers Gowon; Kitainge, Kisilu; Kipkoech, Lydia (Elixir International Journal, November , 2018)[more][less]
Abstract: The Kenyan government developed the policy of the re-entry of the teenage mothers to school in 2001. The policy allows teenage mothers to re-enter schools after delivery. Despite the policy being in place, very few teenage mothers have been returning to school. This study sought to assess the implementation strategies of the re-entry policy of teenage mothers to school in Bungoma County. The main objective of the study was to assess the implementation strategies of the re-entry policy of teenage mother to schools in Bungoma County. The critical theory by Habernes was adopted as the theoretical framework. The convergent parallel mixed method research design was used. The research population comprised of teenage mothers, student girls, head teachers, principals, Guiding and Counselling teachers, Sub County Quality Assurance and Standards Officers. The main data collection instruments were Questionnaires and Interview schedules. Questionnaires were administered to the Teenage mothers, school girls, Guidance and counselling teachers, while the interview schedule were administered to Sub County Quality Assurance and Standards Officers and head teachers. Pilot study was carried out in Trans Nzoia County. Reliability index of 0.79 was obtained. Quantitative data was coded and presented using tables and analyzed through frequency distribution and percentages. Qualitative data was organized and broken into themes synthesized to search for patterns and meaning. This study was significant for it identified various strategies that are used in implementation of the re-entry policy. The study revealed that there are a number of strategies that are used in articulating the policy, support that are given to the teenage mothers and the enforcement of the policy. There is need to harmonise the implementation strategies so that the various stakeholders are reading form the same script. Description: Journal Article URI: http://repository.daystar.ac.ke/xmlui/handle/123456789/4130 Files in this item: 1