Articles: Department of Education

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Evaluating learning outcomes of Christian religious education learners: A comparison of constructive simulation and conventional method
(University of Embu, 2024-06-15) Mugo Annis Muthoni; Nyaga Milcah N.; Ndwiga Zachary N.; Atitwa Edwine B.
Learning outcomes in Christian Religious Education (CRE) are attributed to the teaching and learning approaches utilized by teachers. In Kenya, conventional methods of teaching are prevalent in classrooms, as teachers often prefer methods that alleviate their workload. Nevertheless, the implementation of learner-centred methods such as constructive simulation enhances learning outcomes. Therefore, this research evaluated the dissimilarity in learning outcomes of CRE learners instructed by constructive simulation, and those instructed with a conventional approach. The research employed a quasi-experimental study with groups under treatment and control, incorporating a pre-test and post-test approach. In total, 90 form two CRE learners from two sub-county secondary schools were purposively selected for the research. Data were collected using the Learner Attainment test in CRE as the assessment tool. The research utilized correlation analysis to establish the similarity scores between the pre-test and post-test assessments. Additionally, the t-test statistical model was employed to test the effectiveness of the two teaching methods. Results revealed a strong positive connection between the two assessment tests of learners taught using constructive simulation (r = 00.0510, p < 0.01) and conventional method (r ═ 0.673, p < 0.01). Notably, constructive simulation (t(49) = − 9.76, n = 50, p < 0.05) significantly outperformed the conventional method of teaching (t(39) = 2.700, n = 40, p < 0.324). These findings implied that constructive simulation was more effective in enhancing learning outcomes as opposed to the conventional method of teaching. The results suggest that when designing curricula and formulating educational policies, educators and policymakers should incorporate constructive simulation as a learner-centred method.
Assessment of occupational congruence on occupational satisfaction of graduates in Kenya
(University of Embu, 2025-08) Waruita, Ann Gathigia; Gitonga, Ciriaka Muriithi; Atitwa, Edwin Benson
Graduates in mismatched careers with their personalities often feel dissatisfied and less productive. This research aims at assessing occupational congruence and occupational satisfaction of graduates in Kenya, informed by Holland’s theory. Objective of the study is to investigate the mediating effect of congruence on the relationship between Holland’s personality types and occupational satisfaction. A longitudinal cohort research design was adopted, involving participants from a 2012 study, with 76 respondents participating. Data was collected using Holland's Self-Directed Search (SDS) 4th Edition questionnaire and an interview schedule. Logistic regression was used to examine the mediating effect of congruence on the relationship between personality types and occupational satisfaction. Results indicated that the mediating effect of congruence was statistically significant at (p<0.05). This study provides additional empirical evidence for the educational institutions, career counsellors, and employers for policy making. Additionally, Holland’s classification tool can be used for career guidance to align students with suitable academic fields and ensure congruence of learners with academic programmers, and that of employees with their careers resulting to employee satisfaction.
Personality types persistency, occupational consistency, and occupational satisfaction of graduates.
(University of Embu, 2025-02) Waruita, Ann Gathigia; Gitonga, Ciriaka Muriithi; Atitwa, Edwin Benson
Personality type affects career path and can determine an individual’s job satisfaction or dissatisfaction after graduation. In Kenya, high graduate unemployment has forced many to seek jobs unrelated to their qualifications or personalities. The purpose of the current study was to examine persistency of Holland’s personality types, mediating effect of consistency of career choices, and the degree of occupational satisfaction, informed by Holland’s theory. Longitudinal cohort research design was adopted, to access participants involved in a study conducted in 2012, from which 76 participants were accessed and provided required data. Data was collected using Holland’s self-directed search 4th edition questionnaire and an interview schedule. Spearman’s rank correlation was used to determine correlation between persistency of personality types and occupational satisfaction. Logistic regression was used to check the mediating effects of consistency on the relationship between personality types and occupational satisfaction. Results of the study indicate that there was a positive significant relationship between persistency of personality types and occupational satisfaction at p<0.05; mediating effect of consistency on the relationship between personality types and occupational satisfaction was statistically significant at (β=0.254, p<0.05). This study highlights the importance of persistency of personality types and consistency of career choices in ensuring occupational satisfaction.
Teachers’ perceptions towards principals’ instructional supervisory role in selected secondary schools
(University of Embu, 2025-07-08) Kinyua, Bessy Kageni; Obura, Elizabeth Atieno; Masinde, Johnson Mulongo
Effective instructional supervision plays a crucial role in enhancing teaching quality and student learning. However, teachers’ perceptions towards supervision vary, some view it as supportive while others see it as fault finding. This study examines teachers’ perceptions towards principals’ instructional supervisory practices to identify areas of improvement. The Administrative theory of supervision and a concurrent triangulation mixed approach guided the study. Purposive and simple random sampling were utilized to sample 127 teachers and 10 principals. A survey and an interview guide were employed to gather data which was analyzed using descriptive and inferential statistics. An independent sample t-test and one-way analysis of variance (ANOVA) were utilized to test the mean differences in teachers’ perceptions. Findings indicate that while most teachers recognize supervision as beneficial for professional development, a significant number perceive supervision as authoritarian. The results unveiled that teachers’ gender, age and education qualification did not significantly influence their perceptions [t(98)=1.468, p>0.05, F(4, 95)=0.556, and F(4, 95)=0.174, p>0.05]. The study concludes that fostering a positive supervisory environment can enhance teachers’ confidence, improve instructional strategies, and ultimately lead to better student outcomes.
Performance rankings in education: Implications for policy and practice
(ACADEMIC JOURNALS, 2020-11) Njiru, Samson M.; Karuku, Simon; Nyaga, Milcah Njoki
In recent decades, school performance ranking (or ‘league table’) have become a common feature of many education systems in the world. The ranking is usually published by government and news agencies in an attempt to measure and compare the relative performance of individual schools against a number of criteria, including academic performance. This paper reports parts of larger case study that set out to investigate teachers’ and students’ perceptions of performance ranking in secondary schools in Kenya. The study participants were teachers and students of Mathematics drawn from secondary schools in Embu County in Kenya. Data were gathered through one-on-one semi-structured interviews, focus group discussions, and surveys. The transcriptions of the audio-recorded interviews and focus group discussions were analyzed by first reading the texts of the transcriptions holistically, followed by the development of codes, organizing the codes into larger categories and, finally, organizing the categories into overarching themes. This paper, in particular, examines the research findings through the lens of the existing literature on school performance rankings. The paper demonstrates how school performance rankings in Kenya have been abused over the years to the detriment of quality teaching and learning. Finally, the paper highlights the implications of school performance ranking for policy and practice.
Manifestations and meanings of cognitive conflict among mathematics students in Embu, Kenya
(ACADEMIC JOURNALS, 2020-11) Ngicho, Dickens O.; Karuku, Simon; King'endo, Madrine
Establishing how cognitive conflict is manifested by students is an important first step in understanding how teachers can utilize cognitive conflict to improve students' learning experiences. This paper presents findings from the analysis of qualitative data drawn from a larger study that explored the role of cognitive conflict in promoting students’ conceptual development in mathematics. The study participants were secondary school mathematics students and their teachers drawn from twenty-five public secondary schools in Embu West Sub-County in Kenya. Data were gathered through surveys and semi-structured interviews. The interviews were transcribed and coded, followed by organization of the codes into categories that were used to develop themes. The findings indicate that students experienced cognitive conflict in three significant ways: a moment to (co) construct one’s mathematical meaning, confusion as a result of teacher’s behaviorist stance, and a fleeting moment of magic. The paper recommends that teachers should take advantage of cognitive conflict as a strategy for scaffolding mathematics learning by giving students tasks that provoke critical thinking so that as students work on the tasks, their naïve understandings of the concepts are challenged.
Teaching secondary school agriculture at the psychomotor domain: a conceptual framework for enhanced skills development for food security
(Routledge, 2020-09) Njura, Hellen J.; Kaberia, Isaac K.; Taaliu, Simon T.
Purpose: To develop a conceptual framework that can be employed in secondary school agriculture classes on skills development for food security. Design/Methodology/Approach: The conceptual framework was developed from the findings of an earlier study by the authors on the effect of agricultural teaching approaches on skills development for food security. Qualitative data were collected and analysed through descriptive statistics. Findings: Skills development can be enhanced at the psychomotor domain of Bloom’s taxonomy through integration of practical agricultural activities as guided by the conceptual framework. The skills developed at secondary school level can be timely applied for food security and nutrition which can ultimately reduce poverty and boost economic development in any country. Practical implications: The conceptual framework can be used as a guide to developing agricultural skills which can be the drivers of economic development in any country. Such a transition can be an avenue for ultimate achievement in eradicating extreme poverty and hunger by the year 2030. Theoretical Implications: The paper makes a contribution to the growing body of knowledge by highlighting practical learning opportunities that can be incorporated within the psychomotor domain. The hands-on-skills developed are applicable at meeting the four pillars of food security. Originality/value: In the current studies on secondary school agriculture a conceptual framework that incorporates learning at the psychomotor domain of Bloom’s taxonomy is hardly found. When incorporated into the theory, the framework can be a guide to skills development for enhanced food security and nutrition.
Overview, statistics, clinical management and impact of Novel Coronavirus Disease (COVID-19) in Kenya up to 20/05/2020
(2020-09) Nyagah, David M.; Ngunju, Rosemary M.; Nyagah, Milcah Njoki
Background: The 2019 Novel Coronavirus Disease(COVID-19)was first announcedin Wuhan, China andwas regarded asa worldwide security threat. As of 20thMay2020, there were 5,083,411 casesand 329,239 deathsreported by 212 nations.Kenyahas affirmed1029 cases, 50 fatalities and 366 recoveriessince the Governmentof Kenya (GoK)confirmed its first COVID-19 case on 12thMarch2020.Objective: This short communicationaimedto discuss the overview, statistics, clinical management and impact of COVID-19 in Kenya.Method:TheMinistry of Health (MOH) has executed borderscreening, activated laboratories inNamanga, Wajir and Busia, enacted multi-agency teamsand the Nyumba Kumi initiativeas key strategies to curb COVID-19spread.Of the 47 Counties, 26 confirmedCOVID-19 cases with496 (48.2%) and 316 (35.1%) casesregistered inNairobiand Mombasa.Thus,within these counties,the MOH haslaunchedmass testing athot spots.To report cases and mental health issues,respectively,the Government introducedtoll-free lines such as 719 and 1199. Herethe datapresentedis fromgovernment agencies and media houses andfocuseson statistics, prevention, clinical management, quarantine centers, donationsand impact ofCOVID-19.Results &Conclusion:As of 20/05/2020,the Government hadscreened 49,405individualswith test kits in 20 approved laboratoriesand screening is still ongoing.Such dataare first of their kindfor thecorrespondence and save for futureknowledgeandcoherent verification.
Performance ranking in school mathematics in Kenya: A device that conceals and naturalizes inappropriate teaching strategies
(2020-08) Njiru, Samson M.; Karuku, Simon; Nyaga, Milcah Njoki
Teaching strategies have a significant influence on students’ academic performance. This paper presents results from a qualitative study that examined the effects that performance ranking in Mathematics has on teaching strategies employed in Mathematics classrooms. In particular, the paper demonstrates how performance ranking disguises and legalizes inappropriate Mathematics teaching strategies. The participants for the study were Mathematics teachers and students in secondary schools in Embu County in Kenya. Face-to-face semi-structured interviews and focus group discussions were employed in data collection. Results showed that due to competition by teachers to achieve a higher mean score, they engaged in examination malpractices such as leaking examination questions to students. Secondly, teachers’ desire for excellence in their subjects, and achieving top rank to receive prizes was found to be another reason behind teaching students to pass examinations rather than for conceptual understanding. Additionally, the study revealed that performance ranking promoted private tuition to offer assistance to the weak students in Mathematics to improve performance in the subject. This paper recommends that the practice of ranking should be tailored to include all the aspects.
The Relationship between Agricultural Teaching Approaches and Food Security in Kenya
(Hindawi, 2020-07) Njura, Hellen J.; Kaberia, Isaac K.; Thuranira, Simon T.; Khakame, Kakai Shem
(e continued food insecurity, despite the teaching of agriculture amidst the novel coronavirus (Covid-19), is a major global concern especially in Africa. (ere is food shortage in Africa and Kenya in particular despite the teaching of agriculture as a major subject in secondary schools. Many youth who have graduated from Kenyan secondary schools cannot adequately employ the agricultural skills developed during and after school for food security. (e teaching approaches employed in secondary school agriculture should be able to develop skills of students on the aspects of food production, its accessibility, food safety, and nutrition as well as production economics. Towards this direction, this paper investigates the relationship between the agricultural teaching approaches employed in secondary schools and food security in Kenya. (e study adopted descriptive survey design where data were collected using an Agriculture Teachers’ Interview Schedule, a Students’ Focus Group Discussion Guide, and a Parent’s Questionnaire and were then analyzed using descriptive and inferential statistics. (e research ﬁndings established that the lecture method, class discussions, class projects, problem solving, and tours and ﬁeld trips were the common methods in agriculture classes. (ough recommended in the literature review section, digital learning was hardly mentioned as a teaching approach for this study. A major conclusion for this study is that there is statistically insigniﬁcant relationship between the teaching approaches and food security. (ere are other factors not in the scope of this study that could be aﬀecting food security and can be tackled at secondary school level. (is paper makes a contribution to the growing body of knowledge by highlighting research gaps worth investigation on the relationship between the agricultural teaching approaches and food security that were beyond the scope of the study.
Performance appraisal training of employees: A strategy to enhance employees’ performance in public teacher training colleges in Kenya
(Academic Journals, 2021-06) Miriti, Justine M.; Kirima, Lucy K.; Nzivo, Mirriam M.; Thuranira, Simon; Budambula, Nancy
Human Resource (HR) practices like performance appraisal (PA) training are meant to ensure that employees are equipped with the knowledge and skills needed for the attainment of organisational goals. However, gaps still exist on the relationship between PA employees’ training and employees’ performance. This study aimed to establish the relationship between PA training and employees’ performance in Public Teacher Training Colleges (PTTCs) in Kenya. A cross-sectional survey study was conducted among 282 employees comprising 185 appraisee’s and 97 appraisers in all the 27 PTTCs. Proportionate stratified sampling technique was used and a self-administered semi-structured questionnaire was used to collect sociodemographic data and PA practices. Linear regression analysis indicated that PA training contribution to employee’s performance was not significant (R2 = 0.001). Appraisee’s preferred quarterly appraisal trainings and appraisers preferred those conducted twice a year (P=0.0054; P=0.0025), respectively. Personal request (P=0.0086) was the basic selection criterion considered for appraisers to attend PA training whereas for appraisee’s, the management considered individual performance (P=0.0011). The PA training among appraisers focused on corruption prevention and service delivery (P=0.0031; P=0.0232 respectively) whereas for appraisee’s, it focused on conflict resolutions (P=0.0299). Additional courses besides PA training were intended to enhance employees’ personal development (P=0.0002). Appraisers opined that the relevance of PA training on employees’ personal development was not relevant at all (P=0.013) and ineffective (P=0.0055). Results suggest well-designed PA programs that guarantee employees’ personal development and career progression enhances their commitment and may positively affect their performance.
Mchango wa Lugha za Kiasili katika Uafikiaji wa Maendeleo Endelevu
(2021-06) Kinoti, Timothy M.
Makala hii inajadili dhima ya lugha za kiasili, ikiwemo ya Kiswahili, katika kuafikia maendeleo endelevu barani Afrika. Kimsingi, asilimia kubwa ya wenyeji wa bara hili huishi katika maeneo ya mashambani na huzitumia lugha za kiasili katika mawasiliano ya kila siku. Kati ya sekta muhimu zinazoathiriwa na matumizi ya lugha ni pamoja na elimu, habari na mawasiliano, burudani, dini, uandishi na uchapishaji, utunzaji na uhifadhi wa mazingira, afya, kilimo na biashara. Aidha, upatikanaji wa maendeleo endelevu utategemea kwa kiasi kikubwa iwapo wananchi watashirikishwa katika aina mbalimbali za utafiti na matokeo yake kuwasilishwa kwa lugha wanayoielewa ili waweze kuyatekeleza. Makala hii inachukulia kuwa lugha inayo dhima kuu katika utekelezaji wa huduma na shughuli mbalimbali za kitaaluma.
Untangling the Complex Training and Qualifications System in Kenya
(2018) Mukhwana, E. J.
A national qualification framework (NQF) is an instrument used to classify a country’s qualifications at different levels. Each level is defined by a set of learning outcomes expected at that level. NQFs are an extremely useful tool when carrying out educational and training reforms as they are vital reference points for lifelong learning and comparing qualifications across different levels in the same country and across borders with other countries. The Kenya National Qualifications Framework (KNQF) is an instrument that has been used to classify Kenya’s’ qualifications following enactment of the KNQF act in 2014. The Sessional Paper of 2005 and the Policy framework for education of 2012 highlighted the urgent need both to better coordinate and clarify Kenya’s qualification system. The current multiplicity of qualifications and awarding bodies (over 300) makes it difficult for employers to understand what competences they can expect the holder of a qualification to possess. The KNQF is intended to address this situation by establishing a common regulatory system for the development, assessment and award of qualifications. The KNQF is a central register of Institutions that have been accredited to award Qualifications, the qualifications that they award and the learners that are awarded the qualifications. The Framework sets out clear criteria for all qualifications and aims at developing and implementing a harmonized national accreditation, quality assurance, assessment and examination systems to ensure that qualifications awarded meet the national standard and are internationally benchmarked. The system is also used to develop and implement national policies on recognition and equation of local and foreign qualifications (REQs), recognition of prior learning (RPL) and a credible and reliable credit accumulations and transfer (CATs) system; in order to create an efficient and effective training and qualifications management system that meets the needs and requirements of local and international employers as well as industry. This paper enumerates the important role that qualification frameworks play and shares Kenya’s experience in developing and implementing the KNQF with lessons for Africa and the rest of the world.
Student-Teachers’ Acquisition of New Knowledge Teaching Practice Exercise. A Case of University of Embu
(Machakos University, 2019-04) Nyaga, Milcah Njoki
Teaching practice gives student -teachers an opportunity to apply theoretical knowledge into practical knowledge. The student- teacher is able to interact with school administration, teachers and learners as well as non- teaching staff. The study investigated student –teachers’ acquisition of new knowledge during teaching practice exercise. A descriptive survey design was employed. The respondents were one hundred and sixty and they were randomly selected from four hundred and ninety-five student-teachers. The instruments for data collection were student’s questionnaire, interview schedule and researcher’s observation schedules. The data was analysed through descriptive statistics. The findings revealed that some student-teachers acquired new knowledge on professional ethics in teaching career while other student-teachers acquired new knowledge of interacting with school administration, teachers and learners as well as non-teaching staff. In addition, the study reported that the student- teachers acquired knowledge on how to cope with different personalities while other student- teachers acquired soft skills. Further, the study indicated that some student- teachers acquired knowledge on innovations and improvisation of teaching learning resources while other student-teachers sharpened their knowledge in co-curriculum activities. Therefore, the study recommended that all student-teachers should actively be involved in teaching practice exercise. Further, the study recommended that proper induction for student -teachers proceeding for teaching practice exercise is paramount. Moreover, the schools providing attachment to student -teachers need to provide conducive environment. The findings from this study will help universities and colleges when preparing student -teachers for teaching practice.
Effects of Performance Ranking in Mathematics on Students’ and Teachers’ Identity Development
(Science Publishing Group, 2019-04) Njiru, Samson Murithi; Nyaga, Milcah Njoki; Karuku, Simon
Student and teacher identities are generally considered to influence students’ academic performance in Mathematics. The objective of the study reported in this paper was to investigate the effects of performance ranking in Mathematics on students’ and teachers’ identity development. The participants for the study were Mathematics teachers and students in secondary schools in Embu County in Kenya. A random sample of 1989 students and 101 teachers drawn from a population of 41925 students and 414 teachers participated in the study. The study adopted a mixed methods research design. Data were collected through one-on-one semi-structured interviews, focus group discussions and surveys. Chi-square test was used to test the hypothesis; performance ranking does not mediate Mathematics students’ and teachers’ identity development. The findings indicate that, performance ranking is a tool used by teachers and students in giving them feedback on their level of capabilities as Mathematics teachers and students. Secondly, performance ranking influence Mathematics teachers in furthering their studies in Mathematics-related courses, and students in aligning themselves to their preferred careers. Additionally, the study revealed that performance ranking is a motivation for students to work hard so as to have good relationships with their teachers as teachers are friendly to the students at the top of the rank. Similarly, the students identify themselves with peers of their abilities as far as Mathematics is concerned. The study recommends that the practice of performance ranking in Mathematics should continue and be used as a tool to identify the best Mathematics classes, students and teachers so as to act as a benchmark to encourage the rest to learn from
Dhima ya Kiswahili katika Uimarishaji wa Utamaduni na Mazingira kwa Mujibu wa Katiba ya Kenya
(East African Scholars Publisher, 2019-09) Kinoti, Timothy M.
The Constitution of the Republic of Kenya recognizes culture and environment as important pillars upon which the identity of its people is anchored. Chapter Two, Section 11 of the Constitution takes cognizant of culture as the foundation of the Nation and as the cumulative civilization of the Kenyan people and nation. The Constitution expressly states that the State shall promote all forms of national and cultural expression through literature, the arts, traditional celebrations, science, communication, information, mass media, publications, libraries and other cultural heritage. It also recognizes the role of science and indigeneuos technologies in national development and also the promotion of the intellectual property rights of the people of Kenya. This paper discusses the role of Kiswahili language and literature in cultural and environmental conservation, which are key indicators of development of any civilized society. Kiswahili is constitutionally recognized as the national and official language in Kenya.
Influence of Strategies on Empowerment of Persons with Disabilities in Kirimari Ward in Embu County, Kenya
(2018-08) Njue, Faith M.; Mburugu, Kirema N.
The purpose of the study was establishing the influence of the strategies on empowerment of persons with disabilities in Embu County. The study was guided by the following objectives; To establish the influence of inclusive education on empowerment of Persons with disabilities in Embu County; to determine the influence of access to equitable employment on empowerment Persons with disabilities in Embu County; to establish the influence of social protection strategies on empowerment of Persons with disabilities in Embu County and; to establish the extent to which family support promotes the empowerment of Persons with disabilities in Embu County. This study employed Cross-sectional descriptive survey research design. The target population of this study comprised 75 participants. Since the target population was small the researcher employed census which involves capturing the entire population as a sample size which is 55 participants. The study found out family support influenced empowerment of PWDS the most with 28(40%), followed by access to equitable employment 18(26%), then social protection 14(20%) and finally inclusive education 10(14%). This implied family support influenced empowerment the most. Most assistance and support come from family members or social networks. In conclusion therefore promoting a more inclusive society and employment opportunities for persons with disabilities requires improved access to basic education, vocational training relevant to labor market needs and jobs suited to their skills, interests and abilities, with adaptations as needed. There is the need to dismantle barriers and make the physical environment more accessible, provide information in a variety of formats, and challenge attitudes and mistaken assumptions about persons with disabilities. The study also concludes persons with disabilities are particularly vulnerable to deficiencies in services such as health care, rehabilitation, and support and assistance Based on the findings the study recommends Provide vocational guidance to PWDS to ease the transition from education and training to work life. Where opportunities for wage employment exist, assist persons with disabilities to find and retain jobs. This may require networking with employers, trade unions and employment service providers; providing job-seeking skills; conducting specific job and work site analysis to match the disabled person to a job; providing supports and accommodations.
Umbuji wa Wahusika katika Ushairi wa Kiswahili: Mifano Kutoka kwa Diwani ya Jicho la Ndani (S.A. Mohamed, 2002).
(2019-06) Kinoti, Timothy M.
Suala la utunzi na uhakiki wa mashairi ya Kiswahili limejadiliwa kwa muda mrefu na washairi na wataalamu mbalimbali. Mjadala huu umejikita katika dhana na maana ya shairi la Kiswahili na iwapo lihakikiwe kwa kuzingatia kaida zilizowekwa na wanamapokeo au uhuru ulioibuliwa na wanamapinduzi. Hali hii imekinza kwa kiasi fulani uzingatiaji kikamilifu wa mbinu nyinginezo za kiubunifu za kulihakiki shairi la Kiswahili. Kati ya vipengele muhimu katika sanaa hii kongwe vilivyotelekezwa kiasi ni uteuzi wa wahusika, uchunguzi wa mazingira wanamopatikana na hisia wanazotumiwa na mshairi kuwasilisha, kama inavyosisitizwa katika Nadharia ya Ulimbwende. Kimsingi, jamii husawiriwa katika kazi za fasihi kupitia wahusika kwani ndio wawakilishi na viwakilishi vya hali halisi za wanajamii. Jinsi mshairi akatavyowateua na kuwasawiri wahusika wake katika mazingira mahsusi itaifanya hadhira kuyapenda au kuyachukia matendo, tabia na hali fulani za wanajamii waliowakilishwa na wahusika hao. Makala haya yananuiwa kubainisha dhima ya wahusika wa kishairi katika kujadili na kuhifadhi masuala ya kihistoria.
Teachers’ Selected Factors on Truancy among Adolescents in Secondary Schools in Kenya
(SciePub, 2019-03) Nyaga, Milcah Njoki
The study investigated the contributions of teachers’ factors on truancy among adolescents in secondary schools in Manyatta, Embu County, Kenya. A survey design was employed. The respondents were three hundred and twenty that were randomly selected from two thousand three hundred and eighty four. The instruments for data collection were student’s questionnaire, deputy principal’s questionnaire, record analysis and researcher’s observations schedules. Data was analysed through descriptive statistics and Chi- square was used to test for the association between the teachers’ factors and truancy. The findings revealed that some teachers were not involved in the discipline of the students. Further, the study observed that the teachers were administering harsh punishment and in most cases the punishments were not proportional to the offence committed. In addition, the guidance and counselling services were not effective in most schools. Moreover, the study observed that the teachers’ factors were significantly associated with truancy among the students. Therefore, the study recommended that all teachers to be involved in matters of discipline in schools. The disciplinary measures to be modified in consultation with the students and teachers. The counselling services need to be activated and managed by trained teacher counsellors. Further, the study recommended peer counselling training to be offered to all students.
Contributions of Selected Classroom Factors on Bullying Among Adolescents in Secondary Schools in Kenya.
(The International Journal of Humanities & Social Sciences, 2018-09) Nyaga, Milcah Njoki
Bullying is a major challenge in secondary schools in Kenya. The vice is practised underground among students thus many students experience high level of bullying without the knowledge of teachers and parents.The study investigated the contributions of classroom factors on bullying among adolescents in secondary schools in Kenya. The study was grounded on Bronfenbrenner’s Ecological theory. A descriptive design was employed. The sample of 320 students was obtained through random sampling and while eight deputy principals were selected from sampled schools. The instruments for data collection were student’s questionnaire, deputy principal’s questionnaire, record analysis and researcher’s observation schedules. The data was analysed through descriptive statistics and Chi- square was used to test for the association between the classroom factors and bullying. The findings revealed that all the classroom factors: general discipline, individuals responsible for discipline, common disciplinary measures, rating of disciplinary measures and counselling services, were significantly associated with bullying.The findings revealed that bullying was very common though it was rarely disclosed to school management. Further, the study observed that the teachers were administering corporal punishment and in most cases the punishment was not proportional to the offence committed. In addition, the guidance and counselling services were not effectively offered in most schools. The study recommended that all teachers should be involved in matters of discipline in schools. Similarly, the disciplinary measures should also be modified in consultation with the students and teachers. The counselling services need to be activated and managed by trained teacher counsellors.

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