Masters Theses: Department of Education
Permanent URI for this collection
Browse
Browsing Masters Theses: Department of Education by Issue Date
Now showing 1 - 11 of 11
Results Per Page
Sort Options
Item An Interaction model between Cotesia flavipes and Cotesia sesamie, Parasitoids of the gramineous stem-borers at the Kenya Coast(Kenyatta University, 2002) Karuku, SimonOne of the greatest challenges facing the people of sub-Saharan Africa is the production of sufficient food to feed a rapidly increasing population in the face of dwindling finances. As the population grows at 3% and food production at 2% per annum, an annual shortage of 250 million tons of food is expected by year 2020. The greatest obstacle to increasing the production of maize and sorghum, the staple food in many African communities south of the Sahara, is damage by phytophagous insects. Larval feeding in the plant Whorl and later through stem tunneling causes plant damage. Infested plants have poor growth and reduced yield and are more susceptible to secondary infection and wind damage. Estimates of yield losses due to stem-borer are in the neighborhood of 20-40% of the potential yield. To realize the potential of the Gramineae family in ensuring food security in the world, the stem-borers have to be effectively controlled. Various methods have been tried in a bid to control these pests. In biological control, one of the approaches is to find an exotic natural enemy that will successfully fit into the community of existent natural enemies. Hampered by a lack of economic and convenient tools, however, advances in biological control have been largely overshadowed by the rush to exploit insecticides and the ready availability and comparative simplicity of cultural methods. But that is changing. Effects on non-target organisms, resistance development and environmental pollution have incapacitated insecticides and other chemical-based methods. In this study, a simple one host-two parasitoids interaction model with a non-linear trend is developed to predict and understand the reasons for the ultimate impact of the exotic parasitoid Cotesia flavipes (Cameron) (Hymenoptera Braconidae) on stem-borer population dynamics in the coastal area of Kenya. Results indicate that the ultimate extent of suppression of the stem-borers is largely determined by three attributes of the parasitoids namely; the net reproductive rate, the degree of aggregation and the searching efficiency. The model predicts coexistence of all the species considered with C. flavipes dominating the interactive system. Implications of the results for introduction scheme of parasitoids to control pest are discussed. We argue that a model of intermediate complexity may offer the pest prospects of predictive biological control in situations where it is not practicable to obtain the information needed to build and parameterize a large tactical simulation model. The conclusions we reach are of relevance to classical biological control practices, and in particular to those programs in which more than one parasitoid species has been introduced to combat a particular pest of a perennial standing crop system.Item Contribution of Dynamic Instability to Microtubule Organization(University of Manitoba, 2008) Karuku, SimonMicrotubules are hollow cylindrical protein structures found in all eukaryotic cells, and essential in several cellular processes, including cell motility, cell division, vesicle trafficking and maintenance of cell shape. The building block of microtubtles, tubulin, is one of the proven targets for anticancer drugs. A microtubule exhibits a remarkable property, termed dynam,i.c i,nstabi,Ii.ty, in which it is able to switch stochastically between two distinct states. In one state, the microtubule grows while in the other, it shrinks. The balance between the growing and shrinking states is crucial for the normal functioning of the cell. One of the interesting questions that cell biologists have pondered over the years is: what is the biological function of dynamic instability? While some great strides have been made in answering this question, the details of the precise nature of the mechanism of dynamic instability in relation to their roles are not well understood. In this thesis some biologically pìausible mathematical modeìs for microtubule dynamics 'in ui,tro are developed. Two of the models are developed with the exclusion of dynamic insiability while the others are with its inclusion. Aiso considered are two different modes of nucleation of microtubules: saturating and non-saturating mode. The models are analyzed and numerical simulations conducted, with an aim of mathematically assessing the role of dynamic instability in the integral microtubule dynamics i,n ui,tro. Results indicate that dynamic instability induces the formation of microtubules from the tubuÌin subunits, and that dynamic instability depends on the GTP-tubulin concentrationItem Mid-Life Challenges and Work Performance of Secondary School Teachers in Embu Municipality.(2016) Nyaga, Milcah NjokiMid-life is that period of life approximately thirty-five years to fifty- five years. The teacher may experience challenges in internal and external aging, health problems, menopause, climacteric and marriage conflicts due to impotence, which affect the work performance. These problems have contributed to misunderstandings between the teacher and the school administration. The study sought to determine which factors can be attributed to mid-life challenges and give recommendations on how to prevent, control and cope with these challenges in order to improve work performance. Descriptive survey was used for data collection. The sample frame constituted all 176 secondary school teachers and 12 principals in Embu municipality. A sample of 130 teachers and 10 principals was drawn from the twelve public secondary schools in the study area. Then, randomsampling was used to select the sample. In addition, data was collectedusing questionnaire and interview schedule which was analysed using descriptive statistics. The findings of the study indicated that most of the teachers were undergoing mid-life challenges. Furthermore, many teachers did not have any specific coping mechanism, but most of them freely shared their problems with their fellow teachers and not the principals. The study recommends that for the teachers to be effective in workperformance there is need for creating awareness on the particular challenges that the teachers expect during midlife years and also on the strategies to adapt when this period comes in one’s life. The principals should be made aware that midlife challenges are not inadequacy hence they should understand teachers’ predicamentduring mid –life years.Finally, there is need for provisionof counselling services to enable the teachers handle the period of midlife effectively in order to improve work performanceItem A pragmatic analysis of politeness in Gichuka Request Expressions(University of Embu, 2018-09) Miriti, Emise KageniGichuka is a dialect of the Kimeru language - a Bantu language of the Niger Congo family- spoken by the Chuka people of Tharaka-Nithi County, Chuka Igamba- Ng’ombe Constituency. Chuka people reside in the Eastern slopes of Mount Kenya. The aim of this study was to analyze the politeness strategies used in Gichuka request expressions. Politeness is a social norm that is expected in any society and is important in maintaining cordial relationships in everyday life, especially in an aspect such as requests. Requests are imposive in nature and speakers attach much importance in protecting face from such imposition but such importance varies from culture to culture. The objectives of this study were: to describe the forms of Gichuka request expressions; to analyze the politeness strategies used in Gichuka request expressions and to discuss how the prevailing social and situational factors influence the choice of the politeness strategies in Gichuka requests. The study was guided by the Politeness Theory by Brown and Levinson; Relevance Theory by Sperber and Wilson and Blum-Kulka classification of request strategies. It utilized the descriptive research design to study social events conducted in Gichuka. Six Gichuka social events, which were purposively sampled, were recorded using a voice recorder and transcribed into guiding cards while contextual information was recorded using an observation schedule. The communicative principle of relevance by Sperber and Wilson guided the researcher in identifying one hundred and twenty eight request expressions from the Gichuka communicative events. The study established three things: that Gichuka request expressions mostly assume the mood derivable form; that Gichuka request expressions conform to Brown and Levinson Theory of Politeness and the most commonly employed strategies are the negative and positive politeness strategies and that power and distance influence the choice of politeness strategies in Gichuka requests. This study significantly enhances the analysis of the Gichuka language variety and adds to the existing knowledge on pragmatic analysis of politeness in requests in various languages of the world, and other Bantu languages.Item Practices of Policy and the Implementation of Inclusive Education in Public Secondary Schools in Tharaka-Nithi County- Kenya(University of Embu, 2020-12-11) Ireri , BibianaPractices of policy are critical towards the successful implementation of inclusive education in schools. The approach recognizes the learners’ diversity, enabling them to access course content, fully participate in learning activities and demonstrate their strength at assessment. The mandate of inclusive education policy implies that regular schools modify their guiding principles that inform all decisions, policies and practices to cater for learner diversity. This is particularly significant since the fundamental aim of inclusive education is to accommodate all learners regardless of their physical, intellectual, social and emotional conditions. In spite of the inclusive education policy, disability remains a major course of exclusion in schools in Kenya. Thus, the purpose of the study was to analyse the effects of practices of policy towards the implementation of inclusive education in public secondary schools. The actual sample constituted 161 respondents. Data was collected using a questionnaire administered to 100 teachers, an interview guide for 11 learners living with physical disabilities and 5 focus group discussions each group comprising 10 non-disabled learners. The study was guided by the Social Model of Disability and adopted a mixed method design. Quantitative data was analysed using inferential statistics. The ANOVA and t-test were done to test the study hypotheses. Qualitative data was organized by developing codes, then categorizing them into themes presented in a narrative form. Linear regression was carried out to check the linear relationships between the variables. The overall results showed that practices of policy in schools were rated by majority of teachers as ineffective in addressing the needs of learners with disabilities. School guiding principles that address the needs of learners with disabilities was rated; Not Sure (52%); Stakeholder involvement in planning and strategizing for learners with disabilities; Not effective at all (50%), Human resource especially the teacher factor; Not effective at all (92%), Adequacy and modification of physical resources; Not done at all (62%), Provision of finances to restructure the school environment; Not provided (67%) and finally School strategies in overcoming physical barriers that hinder the implementation of inclusive education; Not effective at all (67%). Further, the study established that all the variables accounted for a small variance towards the implementation of education. The study concluded that inclusive education has not taken root in public secondary schools. Learners with disabilities have to adapt to get the needed education or drop out of school. The main conclusion of the study was that lack of effective practices of inclusive education policy was a major obstacle to the implementation of inclusive education in secondary schools. The policy framework is weak in guiding the schools on effective strategies for developing school practices that positively influence the implementation of inclusive education. The study recommends that the Ministry of Education through the County Education Boards, develop a wellcoordinated master plan for consistent school reform founded on clear inclusive education philosophy, policies and practices to effectively implement inclusive education in public secondary schools in Kenya.Item Relationship between Head teachers' Personality types, Instructional Supervision Practices, and Academic Performance in Selected Public Primary Schools in Embu County, Kenya(University of Embu, 2021-09) Peter, Tarsianer MuthanjePersonality types and practices can be viewed as factors that possess a great role in the improvement of academic performance in schools. Good personality types and effective practices can translate to better performance but very little is known about headteachers' personality types, instructional supervision practices, and academic performance in public primary schools in different Sub-Counties in Embu County, Kenya. This study examined the relationship between headteachers' personality types, instructional supervision practices, and academic performance in selected public primary schools in Embu County, Kenya. This study was based on John Holland's (1959) theory on vocational personality types The study adopted a descriptive research design. The purposive sampling technique was used to access a sample of 108 headteachers in which 71 and 37 headteachers were from Embu East and West public primary schools respectively. The independent variables were headteachers' personality types and instructional supervision practices, while the dependent variable was academic performance. A standardized Self-Directed Search 4th edition questionnaire by John Holland was used to collect data on headteachers’ personality types. The instrument to measure headteachers’ supervision practices was a self-developed five-point Likert scale questionnaire. Demographic data were analyzed and presented using descriptive statistics. The study used Spearman's rank correlation to determine the relationship between personality types and instructional supervision practices, and schools' performance, Similarly, instructional practices and schools' performance. The results reveal that most headteachers were in the social personality type (48.9%). There was a statistical significance between enterprising personality type and schools’ performance (r =.125, p<.0.05); a positive (r=.229, P<0.05) correlation between realistic personality type and holding parents-pupils-teachers’ conferences. Results further revealed no statistically significant correlation between realistic, investigative, artistic, social, and conventional personality types and schools’ performance (r = .111, p>0.05, r = -.102, p>0.05, r = -.118, p>0.05, r = -.160, p>0.05, r = .075, p>0.05) respectively. However, the enterprising personality type (r =.125*, p<.0.05) was found to significantly influence schools’ performance. The study concludes that the headteachers' personality types do not influence instructional supervision practices. The study recommends that headteachers should be sensitized on how their personality types influence their instructional supervision hence need to change their instructional supervision practices in an attempt to enhance academic performance. Additionally, as Competency-Based Curriculum (CBC) gives equal focus to artistic and artisan areas like mechanics, masonry, electricians, and art among others, a study to find out a relationship between headteachers’ personality types and successful implementation of CBC can be conducted. Further, future researchers to identify gaps in other related areas of education in an attempt to improve academic performance.Item School Principals’ Administrative Functions and Their Influence on Students’ Learning Outcomes in Secondary Schools in Rangwe Sub County, Kenya(University of Embu, 2021-09) Juma, John JamesThe success of the schools in terms of students’ learning outcomes rests on the principals’ ability to steer the school by implementing administrative functions effectively. The study aimed at probing the association between these functions and the resultant effects in schools. The research will enlighten the school principals on how their actions may influence their student outcomes. The general objective of this study was to establish the influence of school principals’ administrative functions on students’ learning outcomes in secondary schools in Rangwe Sub County, Kenya. PathGoal leadership theory guided the study. The study employed an ex-post facto research design. Forty-one secondary schools in Rangwe Sub County were involved in the study, and the targeted respondents were secondary school principals. A purposive sampling technique was used to select the respondents. A self-structured questionnaire and a document analysis guide were used for data collection. The collected data was analyzed using descriptive and inferential statistics using Statistical Package for Social Sciences version 23. The descriptive findings were presented in tables of percentages, means, and standard deviations. The regression analysis was used to test the hypotheses. The study found that planning function, directing function, and controlling function had a statistically significant relationship with students’ learning outcomes in secondary schools in Rangwe Sub County, Kenya. The study concluded that school principals’ administrative functions have a statistically significant relationship with students’ learning outcomes in secondary schools. The study, therefore, recommended that school principals should ensure effective implementation of the administrative functions as school success statistically rests upon their ability to steer the school by implementing these functions effectively.Item Mathematics Anxiety and Performance among Secondary School Students in Imenti South Sub-County, Kenya.(University of Embu, 2021-09) Mutegi, Casty MukamiMathematics is an essential subject worldwide though it is one of the poorly performed subjects in Kenya. There are many reasons that have been attributed to poor performance in Mathematics. While some studies have examined Mathematics test anxiety, it is not clear on the role of Mathematics anxiety on performance. Mathematics anxiety is caused by several factors and it manifests itself in different ways among students. This study explored the Mathematics anxiety and performance among secondary school students. Specifically, the study explored on gender differences towards mathematics anxiety, relationship between Mathematics anxiety and attitude, relationship between Mathematics anxiety and performance and strategies used to reduce Mathematics anxiety. The study employed descriptive research survey design and was guided by arousal performance theory by Yerkes Dodson. The study targeted 70 public secondary schools, 113 Mathematics teachers and 18,514 students in Imenti South Sub-County. The sample size was computed using Yamane’s formula n= N/[1+N(e) 2 ]. The study participants consisted of 59 schools, 367 students and 77 Mathematics teachers. Stratified sampling technique was used to select the schools, purposeful sampling technique was used for Mathematics teachers and simple random sampling was used to select the students. The researcher administered the questionnaires personally. The data was collected using standardized questionnaires consisting of Mathematics Anxiety Scale and Attitude Towards Mathematics Inventory. A checklist was used to get the information from teachers about the strategies they employed to reduce Mathematic anxiety in students. The data from the questionnaire was analyzed through the use of descriptive statistics, the independent samples t-tests and Spearman’s correlation coefficients. The study found out that the students experienced anxiety in low, moderate and high levels. The t test analysis results showed that there were no gender differences between males and females in respect to low mathematics anxiety (t (365) = -.433, p = .665), moderate anxiety level (t (365) = .353, p = .724) and high anxiety level (t (365) = .520, p = .603). The Spearman’s correlation coefficient revealed that there was a statistical association between Mathematics anxiety and Mathematics attitude (r= 0.538, p< 0.05). The Spearman’s correlation coefficient revealed a significant relationship between mathematics anxiety and Mathematics performance (r= -0.723, p< 0.05). The checklist results showed that there are common strategies used by teachers to reduce mathematics anxiety. These strategies included assessment of different varieties, encouraging active participation, group discussions, boosting positive attitude towards mathematics and others. The study recommends that further studies be carried out in both private and more public sec schools for a broader perspective on mathematics anxiety and performance.Item Social economic factors and pupils Academic achievement in public primary schools, Karaba zone Mbeere Subcounty,Kenya(UoEm, 2023-08) Mwangi, Peter NjungeThere has been a persistent trend of underachievement of students in Karaba Zone compared to the broader Mbeere South Sub-County. Thus, the study examined the relationship between socioeconomic factors and pupils' academic achievement in public primary schools in Karaba Zone, Mbeere South Sub-County, Kenya. The study's specific objectives were to establish a relationship between a household's income level, family size, and parents' education level and pupils' academic achievement in primary schools in Karaba Zone, Mbeere South Sub-County. The geographical scope included Karaba Zone and Mbeere South Sub-County. The study was anchored on Walberg's Educational Productivity Theory. The study used a correlational research design to explore the relationships among socioeconomic factors and academic achievement. The target population for the study was the 14 primary schools within Karaba Zone, Mbeere South Sub-County, Kenya. The study used a combination of purposive sampling and stratified random sampling to select a representative sample of participants. The study used two sets of questionnaires, one for parents and one for teachers. In addition, headteachers were interviewed by an interview guide. Focus group discussions were also conducted with students. The validity and reliability of the research instruments were established through a pilot study. Data was collected through self-administered questionnaires, interviews, and FGDs. Data was analyzed using descriptive statistics and inferential statistics. The study found there is a significant relationship between household income level and pupils' academic achievement in primary schools. Pupils from households with higher incomes tend to have higher academic achievement than pupils from households with lower incomes. In addition, there is a significant relationship between household family size and pupils' academic achievement in primary schools. Pupils from smaller households tend to have higher academic achievement than pupils from larger households. In addition, it was found there is a significant relationship between parents' level of education and pupils' academic achievement in primary schools. Pupils whose parents have higher levels of education tend to have higher academic achievement than pupils whose parents have lower levels of education. In conclusion, there is a significant relationship between household income, family size, and parents' educational level on pupils' academic achievement. Pupils from families with higher incomes, smaller families, and parents with higher educational levels tend to have higher academic achievement. The study recommends that the Embu County Ministry of Education should establish an educational intervention policy to support children from low-income households. The study also recommends initiating sensitization campaigns and family planning educational programs within Karaba Zone. Additionally, the study recommends for the government and educational stakeholders to implement policies that promote universal access to basic education. The study suggests that future research should focus on a variety of aspects of academic achievement, such as students' intelligence quotients and cognitive abilities, teachers' morale and teaching quality, the impact of academic facilities and learning environments, the efficacy of government support and educational policies, and the role of school management leadership. The findings of this study are significant for various stakeholders in the educational sector, including teachers, school administrators, parents, policymakers and researchers. The study's findings can help to improve academic achievement in primary schools by informing the development of effective educational reforms and policies that target socioeconomic factors.Item Social economic factors and pupils Academic achievement in public primary schools, Karaba zone Mbeere Subcounty,Kenya(UoEm, 2023-08) Mwangi, Peter NjungeThere has been a persistent trend of underachievement of students in Karaba Zone compared to the broader Mbeere South Sub-County. Thus, the study examined the relationship between socioeconomic factors and pupils' academic achievement in public primary schools in Karaba Zone, Mbeere South Sub-County, Kenya. The study's specific objectives were to establish a relationship between a household's income level, family size, and parents' education level and pupils' academic achievement in primary schools in Karaba Zone, Mbeere South Sub-County. The geographical scope included Karaba Zone and Mbeere South Sub-County. The study was anchored on Walberg's Educational Productivity Theory. The study used a correlational research design to explore the relationships among socioeconomic factors and academic achievement. The target population for the study was the 14 primary schools within Karaba Zone, Mbeere South Sub-County, Kenya. The study used a combination of purposive sampling and stratified random sampling to select a representative sample of participants. The study used two sets of questionnaires, one for parents and one for teachers. In addition, headteachers were interviewed by an interview guide. Focus group discussions were also conducted with students. The validity and reliability of the research instruments were established through a pilot study. Data was collected through self-administered questionnaires, interviews, and FGDs. Data was analyzed using descriptive statistics and inferential statistics. The study found there is a significant relationship between household income level and pupils' academic achievement in primary schools. Pupils from households with higher incomes tend to have higher academic achievement than pupils from households with lower incomes. In addition, there is a significant relationship between household family size and pupils' academic achievement in primary schools. Pupils from smaller households tend to have higher academic achievement than pupils from larger households. In addition, it was found there is a significant relationship between parents' level of education and pupils' academic achievement in primary schools. Pupils whose parents have higher levels of education tend to have higher academic achievement than pupils whose parents have lower levels of education. In conclusion, there is a significant relationship between household income, family size, and parents' educational level on pupils' academic achievement. Pupils from families with higher incomes, smaller families, and parents with higher educational levels tend to have higher academic achievement. The study recommends that the Embu County Ministry of Education should establish an educational intervention policy to support children from low-income households. The study also recommends initiating sensitization campaigns and family planning educational programs within Karaba Zone. Additionally, the study recommends for the government and educational stakeholders to implement policies that promote universal access to basic education. The study suggests that future research should focus on a variety of aspects of academic achievement, such as students' intelligence quotients and cognitive abilities, teachers' morale and teaching quality, the impact of academic facilities and learning environments, the efficacy of government support and educational policies, and the role of school management leadership. The findings of this study are significant for various stakeholders in the educational sector, including teachers, school administrators, parents, policymakers and researchers. The study's findings can help to improve academic achievement in primary schools by informing the development of effective educational reforms and policies that target socioeconomic factors.Item Social economic factors and pupils Academic achievement in public primary schools, Karaba zone Mbeere Subcounty,Kenya(UoEm, 2023-08) Mwangi, Peter NjungeThere has been a persistent trend of underachievement of students in Karaba Zone compared to the broader Mbeere South Sub-County. Thus, the study examined the relationship between socioeconomic factors and pupils' academic achievement in public primary schools in Karaba Zone, Mbeere South Sub-County, Kenya. The study's specific objectives were to establish a relationship between a household's income level, family size, and parents' education level and pupils' academic achievement in primary schools in Karaba Zone, Mbeere South Sub-County. The geographical scope included Karaba Zone and Mbeere South Sub-County. The study was anchored on Walberg's Educational Productivity Theory. The study used a correlational research design to explore the relationships among socioeconomic factors and academic achievement. The target population for the study was the 14 primary schools within Karaba Zone, Mbeere South Sub-County, Kenya. The study used a combination of purposive sampling and stratified random sampling to select a representative sample of participants. The study used two sets of questionnaires, one for parents and one for teachers. In addition, headteachers were interviewed by an interview guide. Focus group discussions were also conducted with students. The validity and reliability of the research instruments were established through a pilot study. Data was collected through self-administered questionnaires, interviews, and FGDs. Data was analyzed using descriptive statistics and inferential statistics. The study found there is a significant relationship between household income level and pupils' academic achievement in primary schools. Pupils from households with higher incomes tend to have higher academic achievement than pupils from households with lower incomes. In addition, there is a significant relationship between household family size and pupils' academic achievement in primary schools. Pupils from smaller households tend to have higher academic achievement than pupils from larger households. In addition, it was found there is a significant relationship between parents' level of education and pupils' academic achievement in primary schools. Pupils whose parents have higher levels of education tend to have higher academic achievement than pupils whose parents have lower levels of education. In conclusion, there is a significant relationship between household income, family size, and parents' educational level on pupils' academic achievement. Pupils from families with higher incomes, smaller families, and parents with higher educational levels tend to have higher academic achievement. The study recommends that the Embu County Ministry of Education should establish an educational intervention policy to support children from low-income households. The study also recommends initiating sensitization campaigns and family planning educational programs within Karaba Zone. Additionally, the study recommends for the government and educational stakeholders to implement policies that promote universal access to basic education. The study suggests that future research should focus on a variety of aspects of academic achievement, such as students' intelligence quotients and cognitive abilities, teachers' morale and teaching quality, the impact of academic facilities and learning environments, the efficacy of government support and educational policies, and the role of school management leadership. The findings of this study are significant for various stakeholders in the educational sector, including teachers, school administrators, parents, policymakers and researchers. The study's findings can help to improve academic achievement in primary schools by informing the development of effective educational reforms and policies that target socioeconomic factors.