The Educator: A Journal of the School of Education, Moi University
The Educator is an international open access peer reviewed online and print Journal housed in School of Education, Moi University – Kenya. It publishes high quality and original research and concept papers on a wide range of thematic areas that include curriculum and instruction; educational management, policy and reforms; educational psychology; educational foundations; comparative education; technology education; early childhood education; special needs education; educational guidance and counselling; competency-based education; contemporary and cross cutting themes in education. E-Mail: educator@mu.ac.ke Contacts: +254 721267611; +254 722447431
Learners’ Perceptions of Socio-Ecological Risks Experienced During the Covid-19 Pandemic Lockdown in Selected Secondary Schools in Kenya
Socio-ecological risks against young people are major public health problems with devastating long-term health consequences. There are gaps in research on learner perceptions concerning socio-ecological risks faced during the COVID-19 pandemic lockdown. This study’s main aim was to use participatory visual methodology to gain increased knowledge on learners’ perceptions of socio-ecological risks faced during the COVID-19 pandemic lockdown in selected secondary schools in Kenya while discussing the potential of reaching social change. The study was guided by Freire’s empowerment education theory which specializes in encouraging individuals to become vocal about their needs and those of the community. This study took a qualitative approach, a phenomenological critical paradigm, and a participatory visual approach. Data was generated through cellphilms and focus group discussions. Twenty Form 1 and 2 learners were selected purposively in selected secondary schools in Kenya. The data was triangulated and thematically analyzed. The findings reveal that learners perceived socio-ecological risks experienced during the COVID-19 pandemic lockdown as: psychologically torturing as they caused fear and led to emotional instability; life destructive for causing learners to drop out of school, losing hope as a result of contracting diseases and becoming pregnant and also leading to family conflicts, and; lowering learners' integrity by causing shame and guilt and leading to victimization of the affected learners. The findings suggest that challenges faced by young people are unprecedented and exclusively hard to navigate leading to devastating challenges. The study recommends that the Ministry of Education and Department of Basic Education should prioritize equitable access to technology and resources that enhance support for mental health and well-being, strengthen social support networks, and foster interdisciplinary research collaborations to address the multifaceted challenges faced by learners in times of crises thereby creating a more inclusive and sustainable educational system.
Copyright (c) 2025 The Educator: A Journal of the School of Education, Moi University https://creativecommons.org/licenses/by-nc-nd/4.0
Students’ Opinions on School Rules and Regulations as a Governing Tool
The objective of the study was to investigate students’ opinions on school rules and regulations about students’ council-student relationships. The theoretical framework of the study was informed by Etzioni’s Compliance Theory. The approach is qualitative while the research strategy is a case study. The philosophical orientation is relativist ontology and constructivist epistemology. Unstructured interviews were used in data collection followed by data transcription. Trustworthiness was achieved through “the member check” to check validity, while reliability was enhanced through cross-checking the transcripts for obvious mistakes. Piloting was carried out on form 4 students in a peri-urban mixed secondary school in South Rift, Kenya. Ethical considerations were observed throughout the study. Data were analyzed thematically and the results were presented as reported by the participants with the aid of thematic networks. According to the study's findings, the global theme that emerged was that school rules and regulations were incongruent. The organizing themes that emerged were: school rules and regulations encouraged partisanship, and inequality, the way they were administered was unappealing and they encouraged intimate relationships. From the results, the study concluded that the student council ought to have applied school rules and regulations fairly. The study recommended that the deputy principals ensure that the students’ council administers school rules and regulations in a non-partisan way, with equality to all, administration be appealing to all, and ought not to be used to attract intimate relationships.
Towards Accountability in Formative Assessment of Students’ Writing
Formative assessment is a powerful strategy for improving students’ writing; however, the way such assessments are conducted can compromise their effectiveness. The Kenya National Examinations Council yearly feedback reports reveal perpetual learner underachievement in English writing skills in the Kenya Certificate of Secondary Education (KCSE). This points to challenges in learning of writing skills. Focused on this, the researcher sought to find the extent to which formative assessment of writing skills was conducted in a manner that promotes accountability for improving learning. This paper presents the partial findings of a much larger study that focused on teachers of English pedagogical practices in formative assessment of the writing skill. The study informed by Vygotsky’s Social Cultural Theory, adopted a concurrent mixed methods approach embedded within the mixed research design. The study involved 22 Form Four teachers and their 198 Form Four learners in Nairobi County who were selected using purposive, stratified, and simple random sampling procedures. Data was collected using a teacher questionnaire, students’ marked compositions and document analysis. Quantitative data was analysed using SPSS while qualitative data was analysed using content analysis procedures. The findings revealed that to a significant degree, learners were not assessed reliably enough to know their true ability and the shortcomings in their work that they needed to address. The findings also revealed underutilisation of evidence-based ways of evaluating students’ writing. This raises issues of accountability in monitoring learners’ progress and supporting their progress in learning. Therefore, it is essential for teachers to use reliable procedures for evaluating learners’ writing and communicate the results in a form that enables use of feedback to inform subsequent learning.
Teachers’ Use of Constructivist and Product Approaches in Developing Writing Skills in English Language in Selected Counties in Kenya
The performance of pupils in writing skills in English language at the Kenya Certificate of Primary Education in Kenya has been dismal over the years. Teachers' use of instructional approaches have a significant effect on enhancing pupils' writing skills. This study sought to assess the extent of teacher’s use of constructivist and product approaches in teaching writing skills in selected primary schools. The study used quantitative approach with quasi-experimental and Solomon four-group design based on the post-positivist philosophical paradigm. The study adopted Vygotsky's social-cultural development theory, which contends that learners actively produce knowledge and meaning via their personal and social experiences. The research was conducted in four counties of Kenya: Elgeyo Marakwet, Uasin Gishu, Nandi, and Trans Nzoia, all of which have had low performance in English for a longer period. The target population consisted of fourth-grade pupils and teachers of English. The sample size consisted of eight teachers and four 471 pupils drawn from eight primary schools in the four counties. Purposive and simple random sampling techniques were used to select teachers of English and grade four pupils. Data were collected through teacher questionnaire and lesson observation guides and analyzed using descriptive statistics with frequencies and percentages. The findings were presented by means of narration, tables, and figures. It was established that on the use of constructivist approach, teachers utilized role-play, story-telling, question-and-answer sessions, role-modelling, recitation, and group discussions. Many teachers encouraged collaborative, problem-solving, cooperative learning, and classroom discourse in teaching writing. For the product approach, guided writing and adherence to sample texts based on offered samples were common. It was found out that majority of the teachers commonly utilized the constructivist approach compared to the product approach in the teaching of writing skills despite the benefit in the use of product approach on the writing output. The study recommended that teachers should maximize the use of product approach in teaching writing skills and that curriculum designers should consider bolstering the adoption of the product approach in writing skill designs. This study contributes to policy and practice endeavors in the teaching of writing skills in English.
Cross-Cultural Management Education of Special Schools in Nigeria
Special education is a discipline in the field of education which caters for the training of students with disabilities for them to benefit maximally from education. For learning to be effective for this group of students there is need for proper school management. However, the field of special education is increasingly encountering a multicultural landscape, with students from diverse backgrounds entering special school programmes which can affect the management of special schools in Nigeria. This necessitates a reevaluation of management practices in special schools to ensure they are culturally responsive and effective. This research therefore, examines the extent cross-culture affect management of special schools in Nigeria and explores the benefits of incorporating cross-cultural perspectives into the management education of special schools. The mode of deriving information and arriving at meaningful conclusion is through primary source (observed experience), secondary source (journals, and books) and analysis of teachers’ response to administered questionnaire through simple percentage from teachers in special schools in Delta State, Nigeria, selected through cluster sampling. The research found out amongst others that multiculturalism in special education presents a complex challenge and traditional approaches to special education may not translate well across cultures, as there can be significant variations in disability perception, family involvement and communication styles in Nigeria; due to cultural and religious differences in Nigeria it is difficult to control students’ participation in morning devotion and enforce accepted mode of grooming in special schools in Nigeria; and differences in cultural beliefs and practices have negative effect on the behaviour of students which affect effective school management of special schools in Nigeria. Finally, the study amongst others recommended that special school administrators should be equipped with cross-cultural management skills to overcome cross-cultural challenges in special schools in Nigeria and enable students with disabilities learn under conducive environment and benefit maximally from education.
Copyright (c) 2024 The Educator: A Journal of the School of Education, Moi University https://creativecommons.org/licenses/by-nc-nd/4.0
Customers’ Perception of the Effectiveness of Performance Contracting in Improving Public Service Delivery at the Kenya School Of Government
Performance contracting (PC) is a management tool used to improve the efficiency and effectiveness of organizations. Depending on how organizations implement PC, customers’ perception of its effectiveness may vary. The purpose of this study was to assess the efficacy of PC in improving Public Service Delivery (PSD) at Kenya School of Government (KSG). The study was informed by the problem of continued deterioration of performance in PSD in the Kenyan public service despite implementation of several strategies to address the challenges. The study was carried out at the KSG, guided by two theories: the Principal Agent theory and the New Public Management (NPM) theory. Reviewed literature was organized thematically. The study was guided by pragmatism philosophy and utilized descriptive survey research design using mixed methods approach. Using Yamane’s formula, a sample of 480 was determined and respondents selected through simple random sampling. Purposive sampling was used to select all the six directors of the KSG campuses in Kenya. Data collection tools included questionnaires, interview schedules and focus group discussions. Quantitative data was analyzed using descriptive statistics and presented using tables, while qualitative data was analyzed using content analysis and presented in themes. The findings suggested varying levels of customer satisfaction averaging across various sectors, with a general trend towards satisfaction from course participants in county governments and agencies, and mixed feelings in tertiary institutions and universities. The study concluded that PC remains a pivotal tool in performance management, with its effective implementation ensuring the delivery of high-quality public services. It recommended that organizations require customer helplines or service charters which are essential for delivering support, service, advice, and information. The study underscored the fact that responding to clients’ needs adds value to an organization by catalyzing staff efficiency and PSD.
Moderating Effect of Principal’s Leadership on the Relationship between School Board Efficacy and Students’ Academic Performance in Selected Secondary Schools in North Rift Kenya
School Boards have a definitive role in school outcomes and schools require effective leadership in order to provide the best possible education for their learners. The purpose of this study was to establish the moderating effect of the principal’s leadership on the relationship between Board of Management (BOM) efficacy and student’s performance in selected secondary schools in the North Rift of Kenya. Cross sectional survey design was employed for this study. Multistage, stratified and simple random techniques were used to select 358 teachers who were administered with questionnaires in the counties of Uasin Gishu, Elgeyo Marakwet and Nandi out of a target population of 6,678 teachers. Reliability of the instrument was tested by use of Cronbach alpha. Hayes (2018) PROCESS macro version 4.2 model 1, descriptive and multiple regression were used to analyze the data. The findings indicated that principal leadership moderates the relationship between BOM efficacy and student academic performance (b=.07, p=<.01). The study concludes that principal leadership plays a significant moderating role in strengthening the relationship between BOM efficacy and students' academic performance. The study recommends strengthening principal leadership capabilities and promoting effective collaboration with BOMs in secondary schools in order to bolster student success and improve overall educational outcomes. These findings have implications for policy and practice, highlighting the need for targeted interventions aimed at developing and strengthening principal leadership capacity and promoting effective BOM governance structures in secondary schools.
Repackaging Delivery and Management of Comprehensive Sexuality Education: Enhancing Girls’ Dignity for Sustainable Development in Kenya
Girls’ sexual and reproductive health is linked to numerous human rights such as the right to education, dignity, information, life, health, privacy, right against torture and discrimination as declared in the Universal Declaration of Human Rights, the International Covenants on Human Rights and the Kenyan Constitution (Republic of Kenya, 2010). Despite these legal linkages, reproductive health challenges such as unexpected pregnancies, HIV Aids, and risky abortion among teenagers still persist and are connected to inadequate information about sexuality and reproduction. Comprehensive Sexuality Education (CSE) is acknowledged as a critical component in any curriculum. Despite this assertion, little attention has been given on how to enhance sex education to enhance girls’ dignity which is at stake. The study largely utilized secondary data, current methodical and meta-analysis of literature assessments were utilized for cross-validating the reviewed outcomes. Objectively, in this review, standard CSE facets are explicated, and fundamentals integral to this mode of education like curriculum designing, implementation, monitoring, evaluation in addition to theoretical viewpoints concerning CSE are delineated. The study established that Comprehensive Sexuality Education (CSE) which is stage fitting, life skills grounded, scientifically correct, gender and culture-sensitive offers youths’ information and skills for the purpose of making knowledgeable choices in regard to their sexual relations. Conclusively, CSE is a noble commitment to improving the well-being of teens and youths. It is also a quest towards transformative learning that offers students vital skills and knowledge that will assist them in circumnavigating their associations and their wider lives collectively. It is recommended that a robust framework to guide operative CSE as a panacea to youth sexuality challenges and a general agreement to deliver CSE from a unified educational standpoint, public health, and rights dimension be initiated. This review will significantly serve as a basis for more research in the area of CSE and policy enhancement.
Approaches used by Teachers to Sensitize Learners with Visual Impairment on Sexual and Reproductive Health and Rights in Kenya
There has been a recent increase in the advocation for the raising of awareness of Sexual and Reproductive Health and Rights among Young Persons with Disabilities. The government of Kenya, through its various ministries such as the Ministry of Education, is also calling for the raising of awareness among the Young Persons with Disabilities, including learners with visual impairment in schools. This study, therefore, sought to explore approaches used by teachers in sensitizing learners with visual impairment on Sexual and Reproductive Health and Rights in an integrated secondary school in Nakuru, Kenya. This study was informed by the Theory of Change by Connell and Kubisch (1998). The study adopted a phenomenological design within a qualitative research approach underpinned by an interpretivist paradigm. Purposive sampling was used to select 8 teachers from the integrated boys’ school to be participants in this study. Semi-structured individual interviews were used to collect data. Data collected was analyzed using thematic analysis. The findings revealed that teachers integrated approaches such as open-door activities, different professional experts on Sexual and Reproductive Health and Rights, supplementary learning resources, and differentiated instructions that included learner-centered approaches building on learners’ knowledge, and soft skills to sensitize the learners with visual impairment on Sexual and Reproductive Health and Rights. The study recommends that the Ministry of Education works together with organizations that offer braille books on Sexual and Reproductive Health and Rights to supply to integrated schools, and train teachers on how to include learners with visual impairment in their classes, as well as how to facilitate Sexual and Reproductive Health and Rights.
Cultivating Excellence: A Holistic Framework for Optimizing Student Learning, Curriculum, and Assessment Integration in Agricultural Science Education in Nigeria
Agricultural science education is vital for Nigeria's economy and food security, yet traditional educational methods often fail to equip students with the practical skills and knowledge needed in the agricultural industry. This paper presents the Holistic Agricultural Science Learning and Assessment Framework (AgriHOLIST), a comprehensive model designed to optimize student learning through the integration of curriculum and assessment. Drawing from constructivism, experiential learning theory, and authentic assessment principles, this framework fosters a student-centered, experiential, and industry-relevant approach to education. The researchers synthesized insights from 46 research articles sourced from Google Scholar and the Directory of Open Access Journals (DOAJ) to develop the AgriHOLIST framework. Constructivism emphasizes active student engagement and knowledge construction, while experiential learning theory highlights the importance of practical experiences such as internships, fieldwork, and simulations. Authentic assessment principles ensure that evaluations reflect real-world applications, enhancing students' critical thinking and problem-solving skills. The findings from the study indicate that the AgriHOLIST framework addresses key challenges in agricultural science education by bridging the gap between theoretical knowledge and practical application. The framework's holistic approach enhances student engagement, retention, and practical skill development, aligning educational outcomes with industry needs. Stakeholder collaboration, including educators, policymakers, and industry professionals, is essential for the successful implementation of this framework. In conclusion, the AgriHOLIST framework offers a transformative approach to agricultural science education in Nigeria, preparing students for the demands of the agricultural industry and contributing to sustainable development and food security.
Continuous Professional Development Processes and Tutors Social Construction of Knowledge in Public Teachers Training Colleges in Central Kenya
In the wake of educational reforms globally, teachers are expected to upgrade themselves. Continuous Professional Development (CPD) for teachers is key tool that would keep them abreast with the demands of teaching and learning activities in the 21st century. The social construction of knowledge has to do with how teachers’ interactions through CPD training enhance their creation of knowledge. The purpose of this paper was to find out how tutors in public primary diploma teacher training colleges socially construct knowledge through different CPD training processes. This study was conducted in Murang’a and Kamwenja Teachers’ Training Colleges of Central Kenya. It adopted a qualitative approach Research instruments used were in-depth interview schedules for tutors and principals, key informants, and focus group discussions for tutors. The sample size for the study consisted of 38 participants; two principals, 30 tutors, and six key informants from the Ministry of Education. Tutors were selected through a proportionate random sampling while the principals and key informants were purposively sampled. Piloting was done at one Teachers' College. Qualitative data was analyzed and reported in narrative form. Although findings indicated that several processes are employed in CPD training such as collaboration, mentoring, reflection, team teaching, peer to peer observations, collaboration was identified as the most preferred form. The study concluded that collaboration is a key ingredient for CPD training, especially when compounded by other supportive factors such as common context and environment to further the process. The study recommended that there is a need to devise more inclusive and tutor-friendly CPD training processes that are based on needs analysis.
The Nexus between Class Size and the Integration of Advanced Media Resources in Public Primary Schools in Kenya
Educational Media has gained popularity in the instructional process due to academic concepts' abstract nature. Although much has been done to improve Early Childhood Development Education Programme in Kenya, the implementation of effective early childhood development education still faces the challenge of integrating advanced media instruction. Research suggests that the integration of advanced media resources can enhance student engagement and improve learning outcomes by catering to diverse learning styles and preferences. Despite efforts from stakeholders to integrate advanced media as a learning resource, Early Childhood and primary schools in Kenya seem to lag behind. To interrogate this disparity, this paper investigates the influence of class size in the integration of advanced media resources in Ainabkoi Sub-County, Uasin Gishu County, Kenya. This study was anchored on Technology Acceptance Model (TAM) (Davis & Granic, 2024). The study employed the pragmatic research philosophy that set the framework for a convergent mixed methods research design. This research targeted 880 early childhood education teachers handling baby, middle and top class, class 1-3 ECDE levels and 63 head teachers. Stratified and simple random sampling was used to select 267 teachers and 18 teachers. Of the 267 teachers, 236 returned completed questionnaires and of the 18 head teachers 11 were available for interviews. The study employed questionnaires and interviews to collect data. Statistical Package for Social Sciences (SPSS) Ver. 24) was used for data analysis which involved descriptive and inferential statistics embedded with thematic analysis. Descriptive and thematic results revealed that class size influenced media use, affecting engagement and interactions. Majority of the teachers 24.2% strongly agreed that classes were too large to support outdoor advanced edutainment media. Regression results confirmed that class size (β=0.145, p<0.05) was a significant determinant of integration of advanced media resources in public primary schools in Ainabkoi Sub-County. The implications of class size on advanced media adoption underscores the need for strategic class management and resource allocation. Schools with large class sizes should explore innovative strategies to mitigate challenges posed by limited interaction with advanced media and execution of media-related tasks. In addition, adequate allocation of media resources and consideration of class size in instructional planning are imperative to ensure effective engagement and personalized learning experiences.
Challenges and Opportunities in East African Doctoral Supervision
In a changing doctoral supervision environment, challenges and opportunities in doctoral supervision need to be better understood to provide the right support for quality doctoral supervision. This paper offers a contextual literature review of the challenges and opportunities in the East African higher education landscape. It is demonstrated that despite the new approaches that have emerged over time on effective doctoral supervision, universities in East Africa still face low graduate completion rates and poor research output. This emerges from key challenges including poor student-supervisor relationships, differences in research orientation between students and their supervisors, and administrative issues including a shortage of doctoral supervisors, high supervisor workload, and inadequate administrative support. Nonetheless, several opportunities for improving doctoral supervision in East Africa are identified including capacity building, collaborative supervision, and leveraging of technology. It is therefore recommended that Universities take advantage of emerging solutions to challenges in doctoral supervision especially inter-university collaboration and capacity-building.
Selected Institutional Factors and its Influence on Implementation of Tuition Free Secondary Education in Public Secondary Schools in Wareng Sub-County, Kenya
The Government of Kenya declared Tuition Free Secondary Education (TFSE) in all public secondary schools in the country in order to cope with the high number of pupils completing standard eight. This led to a large number of students enrolling for secondary education. Despite the government input, reports from many parts of the country revealed that shortage of teacher staffing and head teachers with good administrative skills among other challenges made it difficult to achieve the objectives of TFSE that is increased level of student enrolment, progression from one class to next and completion. The purpose of this study was to investigate teachers’ perceptions on the influence of teacher staffing and head teachers’ administrative skills on implementation of TFSE in public secondary schools in Wareng Sub-County, Kenya. The study used descriptive survey research design. The target population was 34 head teachers and 452 teachers. A sample of 195 respondents was drawn consisting of 14 head teachers and 181 teachers. Stratified proportionate random sampling technique was used to select head teachers while random sampling was used to select teachers from the schools whose head teachers were selected. Data collected were analyzed using descriptive statistics including frequencies and percentages. Statistical Package for Social Sciences (SPSS) was used to process the data collected. Results of data analysis were presented using frequency distribution tables, bar graphs and pie charts. The study established inadequate staff thus hiring of Board of Management (BOM) teachers. The study therefore recommends that the government should employ more teachers to cater for increasing student population and provide opportunities for continuous professional development for teachers and head teachers to enhance the quality of school management.
Critical Success factors to the Implementation of Competency Based Curriculum in Junior Schools in Kiminini Sub-County, Kenya
The change from the 8-4-4 education system to the Competency-Based Curriculum (CBC) system has been a significant educational reform in Kenya. Despite the importance of these reforms to national development, implementation of the CBC education system in Junior secondary schools, mainly in the rural parts Kenya has been poor. This study sought to examine critical success factors to implementation of CBC in Junior Schools (JS) in Kiminini Sub-County, Kenya. The specific objectives of the study were to examine the effect of teachers’ related factors, infrastructural facilities, and stakeholder engagement on implementation of CBC in JS in Kiminini Sub-County. This study adopted a pragmatism research approach and an explanatory research design. The target population of this study was head teachers and 2 JS in Kiminini Sub-County. The study used census approach and hence the whole population was included in the study. The study used primary data, which was collected by semi-structured questionnaires. The questionnaires generated qualitative and quantitative data. Thematic analysis was used to analyze qualitative data and the results were presented in narrative form. Descriptive as well as inferential statistics were employed in analyzing quantitative data with the assistance of SPSS version 25 statistical software. Descriptive statistics comprised of frequency distribution, percentages, standard deviation and mean. Inferential data analysis was carried out using Pearson correlation coefficient, multivariate linear regression. The study found that teachers’ related factors, infrastructural factors and stakeholder engagement have a positive and significant effect on implementation of CBC in JS. The study recommends that the government of Kenya through the Teachers Service Commission should employ more teachers to ensure JS have adequate and trained teachers for all subjects. The government of Kenya should ensure continued construction of classrooms, laboratories, sanitation facilities and ensure that all the JS have adequate playgrounds and recreational areas.
Implementation of Girl Mothers’ Re-Entry Policy in Selected Primary Schools in Mungwi District, Northern Province, Zambia
In 1997 Zambia enacted the re-entry policy that allows girls to return to school after giving birth. The re-entry policy was enacted based on the concepts of equal education for all and equal opportunities for all, thus expanding the prospects of job opportunities for girls. Despite having the policy to allow girls to have access to education, Zambia has been consistently recording a high rate of pregnancy in primary schools with low re-entries. This study explored the school administrators’ and teachers’ implementation of girl mothers’ re-entry policy in selected primary schools in Mungwi district, Northern province of Zambia and thus intended to determine: The awareness of school administrators and guidance and counselling teachers about the re-entry policy in primary schools. A qualitative study within the interpretivism paradigm drawing on a phenomenological design was used. Social integration theory was used to guide the study. Five head-teachers and five guidance and counseling teachers in 5 different schools were purposively sampled to participate in the study. One-on-one interviews and unstructured questionnaires were used to generate data. Data was analyzed thematically. The findings of the study revealed that primary schools lack professionally trained counselors, and there is non-uniform implementation of the re-entry policy among Guidance and Counseling teachers and administrators in schools. Teachers showed low awareness levels, while the school administrators exhibited high levels of awareness of re-entry policy. The study concludes that the re-entry policy is not bearing the expected fruits because of low-levels of awareness by the guidance and counseling teachers and non-uniform implementation of the policy. The study recommends that advocacy efforts for policy sensitization and awareness in primary schools should be maximized by the Ministry of education, primary schools should have professionally trained guidance and counseling officers. The Ministry of Education should foster school-community partnerships through Parent/teachers association (PTA) and teacher group meetings to keep the teachers informed about changes to the re-entry policy and other guidelines to enable the effective implementation of the re-entry policy.
Teachers’ Attitude towards Integration of Information and Communication Technology and its Influence on Students’ Performance in Gezawa, Nigeria
Many countries around the world have fully integrated Information and Communication Technology (ICT) into their educational systems. The expansion of ICT use in educational settings has sparked a rush of research work examining the link between ICT and academic performance. In Nigeria's education sector, ICT is integrated in secondary school’s syllabus. However, their use in teaching and learning has remained sporadic. This paper sought to determine teachers’ attitude towards integration of ICT in teaching and learning and their influence on students’ performance. The hypothesis tested was there is no significant relationship between teachers’ attitude towards integration of ICT in teaching and learning and students’ performance. The Unified Theory of Acceptance and Use of Technology (UTAUT) by Venkatesh, Davis, and Morris (2003) were used to guide the study. The sample size consisted of 152 teachers from 16 schools. Questionnaires for teachers and document analysis for students were used to collect data in this study. Descriptive statistics included frequency counts, percentages, means and standard deviation, whereas inferential statistics involved Pearson Product Moment correlation coefficient, factor and multiple regression analysis. The results of the study revealed a weak positive relationship (r=.178, p<.05) between teacher’s attitude towards ICT integration and student’s performance, although it is weak, the relationship was significant at .05. It can be concluded that teachers’ attitude on ICT integration were positive for students’ performance. It is recommended that ICT awareness and integration strategies should be prioritized by school managers to arouse and maintain positive staffs’ attitudes and ensure utilization of available resources as they were significant for students’ performance. This would help secondary schools in their long-term, continuous efforts for the integration of ICT and its improvement thereby raising students’ performance.
Enhancing Stakeholder Collaboration for Educational Inclusion of Children in Street Situations in Kampala District, Uganda
The United Nations Sustainable Development Goal number four target five seeks to eliminate all forms of discrimination in education for marginalized groups and vulnerable groups like street children. However, their inclusion in mainstream education has not been explored. Literature acknowledges collaboration among stakeholders as vital for reflection of practices and knowledge exchange and also used as a strategy to foster creativity and innovation necessary for effective implementation of inclusive education. This study explored perceptions of selected stakeholders towards collaboration as a strategy for enabling inclusion of children in street situations in mainstream education and how such collaboration can be enhanced. A qualitative approach was adopted selecting Kampala as a case. Five officials from government and Non-governmental organizations were selected purposively to participate in this study. The data was generated using semi-structured interviews and analyzed thematically. Respondents perceived collaboration as key to effectively include children in street situations in education. However, there were less meaningful relationships amongst stakeholders and majority of them were not performing their roles regarding the education of a child. The participants’ experiences of collaborative practices revealed barriers that hindered their partnership regarding the educational inclusion of children in street situations. The study thus concluded that collaboration can be enhanced through a multi-sectorial approach that brings all actors on board in planning and implementation of education inclusion of children in street situations. The study, therefore, recommended that the government should strengthen collaborative practices amongst stakeholders through policy formulation, sensitization and allocation of funds to implement a well-designed educational program based on the learning needs of children in street situations. These findings are of great importance to the Ministry of Education, Head teachers, teachers, Non-Governmental Organizations and other government bodies responsible for the welfare of children in street situations in planning and policy formulation, guidance for including children in street situations in mainstream education so that they gain from the efforts of inclusive and equitable quality education for all.
The Relationship between Social Engagement in Experiments and Scientific Inquiry Competencies
Students' scientific inquiry competencies (SICs) are not only essential for success in science-related fields but also contribute to their overall intellectual and personal development. These competencies prepare students to face the challenges of the 21st century, promoting lifelong learning and becoming informed, critically thinking citizens. Therefore, it is important to investigate learning factors that are suspected to be essential for promoting these competencies. This study aimed to ascertain the mediating effect of learning approaches on the relationship between social engagement in experiments and SICs. A cross-sectional survey research design was adopted. A sample of 337 Laboratory Science and Technology (LST) students from five technical institutions in Tanzania were selected to take part in this study. Data were collected by administering social engagement and learning approaches survey questionnaires as well as the SICs test, and finally subjected to mediation analysis. The results revealed that students’ social engagement during the experiment has a significant positive effect on their use of the deep learning approach and not their use of the surface learning approach. In addition to that, it was found that students’ social engagement during scientific experiments has a significant positive effect on SICs, both in the presence and absence of mediators. Also, the results confirmed that students’ use of a deep learning approach has a significant positive effect on SICs, while students’ use of a surface learning approach has a significant negative effect on SICs. Lastly, the study established that only students’ use of a deep learning approach was a significant positive partial mediator of the relationship between students’ social engagement during scientific experiments and SICs. In conclusion, students’ social engagement and use of a deep learning approach are beneficial learning factors for promoting students’ SICs. Thus, it was recommended that instructors, while facilitating students’ execution of laboratory activities, emphasize students’ collaboration and use of a deep learning approach for enhancing their SICs.
Influence of Trainers’ Competencies on Competency-Based Education and Training Implementation in Public Technical Institutions in Meru County, Kenya
Trainers are central in implementing the Technical and Vocational Education and Training (TVET) curricula, especially the integration of the Competency-Based Education and Training (CBET) approach aimed at improving the quality of education and training. As a result, trainers’ competencies are an important aspect that should be examined, because despite CBET receiving a significant attention in the in the 21st century Sub-Saharan Africa, it is still facing implementation challenges. This study therefore sought to establish the influence of Trainers’ Competencies on CBET Implementation in public TVET institutions in Meru County, Kenya. The study adopted the Vocational Teacher Competencies Model as the guiding framework. The target population consisted of 850 trainers. Proportionate random sampling technique was used to select 265 respondents. The study took a positivist philosophical view and employed a descriptive survey design. Data was collected using a questionnaire and analyzed using descriptive statistics, Pearson’s product moment correlation coefficient and simple linear regression. The results showed that trainers’ competencies had a significant positive effect on CBET implementation (β=.401, p<0.05), suggesting that trainers’ competencies have a significant impact on CBET implementation. This implies that increasing trainers’ competencies through training and development, the trainers can better understand and apply CBET principles, which will lead to more effective learning outcomes. Therefore, the study concludes that developing and nurturing trainers’ competencies, can enhance the quality delivery and effectiveness of CBET courses, resulting into better prepared trainees who possess the requisite competencies for success in the world of work and beyond. These findings will benefit TVET stakeholders, the Curriculum Development Assessment and Certification Council (CDACC), and government policymakers in developing targeted policies for CBET implementation.
Copyright (c) 2023 The Educator: A Journal of the School of Education, Moi University https://creativecommons.org/licenses/by-nc-nd/4.0
School Mechanisms and Socialization of Student Leaders in Conflict Mediation in Lugari Sub County, Kakamega County, Kenya
The global educational landscape has shifted towards Competency-Based Education (CBE), emphasizing the practical application of knowledge, skills, attitudes, and values in real-world contexts. This shift intersects with the context of Kenyan secondary schools, particularly in the realm of conflict resolution, where student council leaders play a pivotal role. While many nations have implemented policies to support these leaders in conflict management, relying solely on policies has proven insufficient, resulting in persistent unrest within schools. This paper advocates for an enhanced approach to the socialization of school council leaders, focusing on equipping them with effective conflict resolution mechanisms and communication strategies. The purpose of this research was to assess the school mechanisms in socialization of school council leaders on conflict resolution. The objectives of the study were to find out the school mechanisms which enhance the socialization of school council leaders in conflict resolution and evaluate the status of these mechanisms in promoting resolution of conflicts in secondary schools. The research was guided by the social change and conflict theory. It was descriptive research adopting a mixed methods research approach. The research was carried out in secondary schools in Lugari Sub-County. The target population for this study consisted of school council leaders, guiding and counseling teachers and principals of the sampled schools. A total of 180 students were selected through purposive sampling. Simple random sampling was used to identify respondents in every class. Ten guiding and counseling teachers and ten principals participated in the study. Data was collected using questionnaires and semi structured interviews. Quantitative data was analyzed and presented in percentages while qualitative data was analyzed thematically. The study found out that majority of the school council leaders, guiding and counseling teachers and principals were in agreement that socialization of school council leaders in mechanisms like communication on arbitration, mediation, special training on conflict resolution with fellow students promotes conflict resolution in secondary schools. Most secondary schools were applying school mechanisms to promote a peaceful learning environment where the school council leaders could tackle most of the conflicts that arise. The final report will provide information that will help educationists in alleviating the negative effects of conflict and student unrest in education sectors and socialization of school council leaders on conflict resolution methods in schools. Research has revealed significant challenges faced by these leaders, particularly in instances of arson and property damage, highlighting the critical necessity to bolster their communication and problem-solving competencies. Insufficient skills in managing conflicts can exacerbate unrest, thereby impeding the overall learning environment. Therefore, it is imperative to establish institutional mechanisms within schools to address conflicts comprehensively. This approach encompasses tackling issues such as abuse, program modifications, class-level mediation, fostering improved communication skills, and enhancing decision-making abilities. By doing so, we can ensure the creation and maintenance of a conducive and harmonious learning environment.
Assessment Strategies Adopted by Christian Religious Education teachers in Assessment of Learner Value Acquisition in Secondary Schools in Kenya
Schools endeavor to enhance values in the learners through their learning activities and extra-curricular programmes. Christian Religious Education (CRE) is geared towards learner value acquisition. Empirical evidence indicates that teaching and learning for valuing is challenging due to increased indiscipline by learners in secondary schools. Assessment of learner value acquisition demands teacher commitment and time. The purpose of the study was to investigate assessment methods CRE teachers embrace to assess learner value acquisition, a study of national secondary Schools in Kenya. The objective which guided the study was to establish the assessment methods CRE teachers use to assess learner value acquisition and to find out the challenges they face in the process. The study was based on the Theory of Development of values. The study adopted mixed methods under the convergent parallel design. The target population of the study was 95 national secondary schools in Kenya with a total of 224 CRE teachers. 30% of schools and teachers were sampled. The study sample size was 67 CRE teachers. The study employed stratified and simple random sampling to select the schools for study and purposive sampling technique to select CRE teachers to participate in the study. Data was collected through questionnaires, document analysis, and interview and observation schedules. The validity and reliability of data collection instruments was done through use of experts and piloting respectively. The quantitative data was analyzed using descriptive statistics presented in frequencies and percentages while the qualitative data was analyzed through thematic analysis. The findings revealed that CRE teachers embraced to a varying extent the following methods to assess learner value acquisition: observation, 50 (100%); project work, 8 (16%); attitude and value scales, 4(8%); check lists, 5(10%); comprehension exercises, 47 (96%) and formal classroom tests, 5 (10%).The findings also revealed that assessing learner value acquisition was a challenging aspect in schools due to the schools’ overconcentration on the cognitive domain, inadequate in-service training and an overloaded curriculum. It was concluded that CRE teachers were expected to emphasis use of assessment methods to evaluate learner value acquisition to a larger extent and determine ways to overcome any challenges. The study recommended that teachers, schools and the Ministry of Education through the Kenya Institute of Curriculum Development (KICD) and Kenya National examination Council (KNEC) should provide an enabling environment for the teaching and assessing of value acquisition in schools. KICD subject panels for instance can develop measuring tools that teachers can use in schools to measure the affective domain in form of formative assessment.
Role of Management in Implementing Safety Policy to Ensure Safety of Learners in Primary Boarding Schools in The North Rift Region, Kenya
Compliance of safety policy is paramount in schools. However, in Kenya, insecurity for learners still exists in schools within the North Rift Region arising from non-adherence of the safety policy. This paper analyzes the role of management in implementing safety policy to ensure the safety of learners in primary boarding schools in the North Rift Region, Kenya Adopting the Domino Safety theory by Heinrich, the study employed a convergent mixed methods design with a population 161 public and private primary boarding schools in the area of study. The sample size was 685 respondents comprising 48 head teachers, 96 teachers and 8 QASO Officers, 48 BOM chairpersons and 483 pupils. The study utilized questionnaires, interview and focus group discussions as the main data collection instruments for both quantitative and qualitative data. Qualitative data was analyzed using the thematic method. The results revealed that the role of management in implementing safety policy had a positive and significant effect on the safety of learners (β1=.251, p=0. 024). The study findings from interviews revealed that there were safety standard measures put in place to ensure the safety of learners; however, all had not been well implemented. This paper demonstrates that most schools had not fully implemented safety standard policies. It is also evident that most stakeholders are not involved in decision-making regarding the safety policy compliance. Among other recommendations, the paper recommends that schools should ensure all stakeholders are engaged in learners' safety.
Moderating Effect of Teachers Support on the Relationship between Conflict Management Strategies and Teachers’ Productivity in Secondary Schools in Kenya
Conflict management in schools is a crucial aspect of creating a positive and productive learning environment for students, teachers, and staff. Effective conflict management helps in preventing and resolving disputes, enhancing communication, and maintaining a harmonious atmosphere. Effective conflict management is vital for creating a positive learning environment where all stakeholders can thrive. Most institutions have employed different strategies in management of conflicts. Among the strategies include negotiation, mediation, collaboration and avoidance. This study examined the extent to which teacher support systems moderates the relationship between the conflict management strategies and teachers’ productivity in Uasin Gishu County, Kenya. The study was anchored on conflict theory propounded by Karl Marx and adopted correlational research design with a target of 156 principals and 1783 teachers from 156 public secondary schools. A sample size of 427 respondents comprising of principals and teachers was drawn from the population. The study employed purposive sampling, stratified and simple random sampling approaches. Data was collected using questionnaires and analyzed using Multiple Regression Analysis. The results of regression analysis showed that negotiation, mediation, collaboration and avoidance combined had significant positive relationship with teacher productivity. The four independent variables explained 47.1% of the variance on teacher productivity. The Teachers’ support explained only 58% (R2 = 0.580) of the variance on teacher productivity thus contributing an additional R2 of 0.109 (10.9%) which was significant. The paper concluded that teachers support systems positively improves teacher productivity in public secondary schools and thus it was recommended that to get the best results in the resolution of workplace disputes, the management or administrators of secondary schools should enhance.
Examining the Interplay of the Teacher and School Social Capital in Influencing Students' Educational Aspirations
The study investigated the educational aspirations formation process of day secondary school students and how this relates to their educational access, achievement, transition and progression. The objective of the study was to examine the school social capital and how it determines the educational aspirations of the students. The teacher and school social capital and their role in developing and shaping educational aspirations of day secondary school students was the focus. The question to be answered was “how does the day secondary school social capital determine the educational aspirations of the students?” Grounded theory research design was adopted. Qualitative data gathering and data analysis techniques were used. Three (3) day secondary school teachers in one day secondary school were purposively sampled. Document analysis and face-to-face interviews were the tools of data collection. The study found that, day secondary school students had low educational aspirations because the school social capital had not been able to help them form high educational aspirations. The study found that social capital development for secondary schools was not formally structured and the teachers had not been able to harness social networks and interactions that would impact positively on the students. The study recommended creating policies that support programs for day secondary schools and those that enhance social capital formation and accumulation for teachers. This could go a long way in bridging the educational aspiration gaps for the students. The study concludes that social capital development is a critical strategy that could facilitate the formation of high educational aspiration for day secondary school students.
Perceptions of Teachers on the Influence of Social-Cultural Factors on Learner Retention in Primary Schools in Turkana County, Kenya
Education is a fundamental human right and a critical driver of national development. Despite global efforts and commitments to Universal Primary Education (UPE), challenges persist, especially in the context of Free Primary Education (FPE) policies, with declining enrollment and low retention rates, particularly in Arid and Semi-arid Lands (ASAL) regions. Therefore, this study sought to examine the perception of teachers on the influence of socio-cultural factors on learner retention in primary schools in Turkana County, Kenya. The study was anchored on the pragmatic paradigm and adopted a mixed methods approach and a concurrent triangulation research design. The study was conducted in seven Sub-Counties of Turkana County, and the target population was 461 teachers, comprising 419 in public primary schools and 42 in private primary schools. A proportionate random sampling technique was used to select 291 teachers, while a purposive sampling technique was used to select 14 senior teachers comprising two from each of the seven Sub-Counties. Quantitative data was collected using a questionnaire and analyzed using percentages, means, standard deviations and multiple linear regression, while qualitative data was generated using semi-structured interviews and analyzed thematically. The findings revealed that although the majority of teachers perceived early marriages and teenage pregnancy as societal norms in Turkana County, they posed detrimental effects on education, particularly for girls. The results showed that teenage pregnancy (β=-.356, p-value<.05) and early marriage (β=-.126, p-value<.05) had a significant negative impact on learner retention; while parental level of education (β=.168; p-value<.05) had a significant positive influence on learner retention. The study recommends a holistic approach that involves community collaboration, policy advocacy, and educational support to improve learner retention in primary schools. The results of this study have invaluable implications for access and equity in education. The Ministry of Education can draw from the findings to develop targeted interventions for improving learner retention.
Impact of School Counsellors’ Attitude on their Delivery of Counseling Services in Secondary Schools in Kakamega county, Kenya
Guidance and counselling services prepare individuals to take ownership of their resolutions in life and to develop their capacity to grasp and handle the outcomes of the options they take in life. The capacity to deliver such reasoned decisions must be developed by the assistance of an expert, the school counsellor. However, evidence indicates that inadequate training and preparation make these crucial personnel ill-prepared for the tasks ahead of them. Determining the level of knowledge, skills and attitude among Kenyan school counsellors is critical, that is why the investigation sought to do an appraisal of the school counsellors’ competence in secondary schools in Kakamega county- Kenya. The study specifically sought to determine whether the school counsellors had the right attitude for effective counselling in secondary schools. According to the International Competencies for Educational and Vocational Guidance Practitioners’ manual, there are certain knowledge, skills, and attitude needed of counsellors in order to provide quality services to clients, among them respect and safeguard of the client’s right to privacy and confidentiality. The study adopted a descriptive survey design. To accomplish the objective, the researcher used both qualitative and quantitative research methods. This research was conducted in Kakamega County, one of the largest counties in Kenya. Findings of the study indicate that majority of the school counsellors did not have the right attitude for effective counseling in secondary schools. There was need for professionally trained counsellors with the right attitude to be posted to the secondary schools. Educational teacher programs in Kenya should be tailored to produce competente counsellors equiped with the necessary knowledge, skills and attitude to enable them accomplish their duty. Theoritically the findings are expected to contribute to the advancement of knowledge about competencies required of school counsellors. Practically, the findings give insight into the inadequacies in the training of school counsellors.
Comparing Theoretical and Fieldwork Methods in Teaching and Learning of Oral Literature in Kenyan Secondary Schools
The teaching and learning of oral literature play an important role in students’ lives. It fosters values, knowledge and critical thinking in the learners. However, the teaching and learning of oral literature has currently faced a myriad of challenges. The purpose of this study was to make a comparison between theoretical methods and fieldwork methods in relation to the teaching and learning of oral literature in secondary schools in Kenya. The study had two objectives: to bring out the difference between fieldwork methods and theoretical methods of teaching oral literature and secondly, to analyze the activities carried out when fieldwork methods are used as compared to those used when theoretical methods are used in the teaching and learning of oral literature. The study was guided by Robert Gagne’s hierarchical theory. The target population was 636 form three students out of which 234 students were sampled using Krejcie and Morgan table and simple random sampling technique. A pre-test was administered to form three students of four selected schools. A group of two schools was subjected to teaching through theoretical methods while the other group of two schools was taken through fieldwork lessons, after which a post-test was then administered. The findings indicated that students who were taught using fieldwork methods scored highly in the post-test, attaining a positive deviation of +11.55 as compared to those who were taught using theoretical methods who attained a positive deviation of +5.76. The study concluded that there is a difference in effectiveness when the two methods are used in the teaching of oral literature. The study concluded that the fieldwork method was more effective in the teaching of oral literature than the theoretical methods. The study recommended that schools should encourage teachers to use a variety of teaching methods in oral literature including fieldwork and that teachers should utilize resource people in teaching and learning of oral literature.
Voices of Supervisors on Thesis Supervision Practices in Universities in Kenya
In the recent years, there has been a considerable debate over various aspects of postgraduate supervision globally. While a number of studies have been undertaken on thesis supervision in Kenya, only a few have focused on the voices of supervisors and their experiences. This study sought to explore the experiences of supervisors on thesis supervision practices in universities in Kenya. The study employed a qualitative approach within a social constructivist paradigm. Convenient and purposive sampling was used to select 12 academic supervisors from three public universities. Data collection was done using unstructured individual interview with the supervisors. The data was analyzed thematically and results revealed that supervisors play a critical role in the thesis supervision process. However, it was clear that supervisors encounter several challenges with students who derail the supervision process through non-commitment, lack of integrity, poor research skills and disappearing in the process. The findings also revealed that universities are yet to support their work in an optimal way to deal with lack of supervisor motivation, heavy workload and inactive supervision policies.
Challenges faced by Early Childhood Development Education Teachers during Outdoor Play Activities in enhancing Holistic Development of the Learners
Outdoor play is part and parcel of Early Childhood Development Education (ECDE) and outdoor play activities are important in the life of a child as they enhance holistic development and creativity which is useful in later life and career choice of the learner. It is the responsibility of teachers in ECDE to ensure that all children enjoy learning through play despite various challenges that are encountered during outdoor play time. This study sought to identify the challenges faced by ECDE teachers during outdoor play activities in Bomet East Sub County, Kenya. The study utilized the outdoor play inventory theory. Descriptive survey research design was used. The study employed stratified, purposive and simple random sampling techniques to select ECDE centers, head teachers and ECDE teachers respectively. Data was collected using questionnaire and interview guide. Descriptive statistics were used to analyze quantitative data and results were presented using frequency distribution tables, bar graphs. Thematic analysis was used to analyze qualitative data that were presented using emerging themes. The analyzed data revealed that most ECDE centers had no safety and regulation guides, inadequacy of outdoor play materials, lack of outdoor play facilities as well as interference by other learners. Other challenges were lack of cooperation among ECDE children, difference in abilities and ages, large class sizes and dominance by other learners. The study concluded that most of the ECDE centers had no equipment and materials for outdoor play activities were unavailable and inadequate. Based on the findings, the study recommended that parents and the county government should purchase outdoor play facilities because they are expensive for the ECDE centers to purchase on their own. Additionally, improvisation was to be encouraged and ECDE teachers to take part in children’s outdoor activities and be active participants in order to overcome these challenges.