MEM Theses and Dissertations

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The principal's role in influencing student performance in mathematics: a study of Usigu division secondary schools
(Strathmore University, 2013) Indira, Othieno Ogonjo
Every country is interested in ensuring that its citizens make a good contribution to its development. This could be achieved through ensuring good academic performance in mathematics in learning institutions. Disparities in academic performance continue to be noticed as one of the many challenges facing education and have raised a lot of concern. The KCSE results in mathematics have been poor in the recent years and as a result many students who go through public secondary schools in Usigu division cannot compete favorably for national opportunities. The aim of this study was to investigate the role of the school principal in Usigu division in teaching of mathematics in order to improve student academic performance. To achieve this purpose, the study was guided by the following objectives: To investigate the principals organisational skills, to identify the supervisory techniques that the principal uses and to investigate the extent to which teachers' instructional methods influence students' performance in mathematics in public secondary schools in Usigu division. This study was based on Instructional leadership which provides guidance aimed at the improvement of student learning. Instructional quality is the top priority of the leader. The principal encourages improvement in his team by defining his objectives, setting goals, providing resources, evaluating progress and creating learning opportunities. This type of leadership tends to be collaborative; teachers must cooperate with the leader and each other to accomplish the leader's goals. The study used descriptive research design that involved administration of questionnaires and conducting in-depth interviews to a sample of 43 respondents drawn from a target population of 51. This included 37 mathematics teachers and 8 principals. Since only 8 public secondary schools were considered for the study, all principals were interviewed while the assistant teachers were randomly sampled for the study. The data collected was edited, coded and analyzed using descriptive statistics with the help of the Statistical Package for Social Sciences (SPSS). Correlation analysis was used to determine the relationship between the variables in the study. The analyzed data was presented in form of simple tables, bar graphs and pie charts where applicable. Study findings were discussed, conclusions drawn and finally recommendations made to deal with the challenges revealed by the study. The researcher found useful findings to the concerned stakeholders.
The effectiveness of school management strategies in the provision of quality and holistic education in church sponsored schools : a case of Kahuro area of Murang'a County
(Strathmore University, 2013) Kuria, Fr. Willian Kamau
The main purpose of this research was to find out the effectiveness of strategies employed by managers of the church sponsored schools in the provision of quality and holistic education in rural areas, specifically in Kahuro area of Murang'a County. Simple random and purposive sampling techniques were used for data collection. The simple random sampling procedures were used to arrive at the sample of the schools and teachers, while purposive sampling was used to select the head teachers. Questionnaires were used to collect data from teachers; the interview schedule was used with the head teachers. Quantitative data was coded and analyzed using SPSS, version 17.5 for Windows and presented in frequencies and percentages in tables and graphs. The qualitative data was analyzed and categorized in themes in accordance with research objectives and was reported in a narrative form. The study found out that: The leadership of the church sponsored schools in Kahuro area of Murang'a County perceives holistic and quality education as that which builds the learner, intellectually, socially as well as spiritually by imparting the learners with widespread knowledge, Christian values, and skills and capabilities to excel in life; head teachers in church sponsored schools in Kahuro enhance quality and holistic education by provision of sufficient learning materials, timely payment of staff salaries, and offering of moral support to both learners and staff; strategies employed by head teachers in Kahuro to ensure effective implementation of holistic education are effective in that they have improved academic performance, discipline, and enrollment. This was found to be facilitated by increased pupils' retention, rich learning environment, and improved communication. The study recommended that: Teachers in church sponsored schools in Kahuro area should offer unlimited support to each and every strategy initiated by the school management in church sponsored schools; Head teachers in Kahuro area should adopt a positive perception of church's management initiatives in the schools; the government on the other hand should get to recognize the various ways in which the church has contributed to improvement of primary education standards and support these strategies; and now that the government is offering quite a number of incentives in terms of making education affordable and accessible through free primary education(FPE) program, the church should look for other ways of complimenting these efforts for it to remain relevant and be seen to be doing something especially in the provision of holistic education; not to be sponsors by name.
Factors affecting peer observation of teaching in School of Humanities and Social Sciences in Strathmore University
(Strathmore University, 2013-05) Mikui, Josephine
This study focused on Peer Observation of Teaching (POT) as a collaborative activity among lecturers that enhances self reflection. Peer observation involves colleagues observing each other's classroom teaching with the aim of sharing and developing good practice. In Strathmore University the Academic Development Unit (ADU), now known as Learning and Teaching Services (LTS), has been encouraging the teaching staff to work more collaboratively within departments with a view to improve their teaching. It is in this regard that POT was proposed as a means to achieve this objective. In the School of Humanities and Social Sciences (SHSS), the Teaching and Learning committee has incorporated POT in its teaching strategy for the last four years. This was intended to foster a culture of lecturers evaluating their own teaching in order to improve it. It has however been noted that the practice of POT is yet to get fully embedded within the school but no studies had been done to evaluate the impact of POT in the school. The study therefore conducted an in-depth analysis of SHSS using a qualitative and quantitative approach. Data collection tools included questionnaires, interviews and observations of feedback meetings. Participants involved were both full time lecturers and part time lecturers. The study sought to explain the process of POT as it has been implemented in SHSS. Bearing in mind that POT can be used for summative or formative purposes, this study tried to find out how lecturers were using POT to improve their teaching. The study also investigated the challenges encountered in its implementation with a view to proposing suggestions to improve the process. Findings revealed that the implementation process needed to be improved as there were no clear guidelines in regard to frequency, selection of observers, the three stages ofPOT and model to be followed. However the study found out that most lecturers valued POT and were using it as a tool to reflect critically on their teaching. It was also clear that the lecturers preferred to be given freedom in some aspects of the process. They also preferred that it be used for self development (or formative) purposes and not for appraisal (or summative) purposes. The study found out that the major challenges encountered in POT implementation were constraint of time, lack of training and poor induction. In order to improve the process of POT and strengthen its effectiveness the study recommends that the school involves the lecturers in establishing a clear procedure on the implementation process. The collaborative model should be used and POT should not be made mandatory. Trainings and seminars should be organized for all the participants of POT.
An analysis of principals' instructional leadership role: a case of Gatundu District
(Strathmore University, 2014) Owenga, Sophia Nekesa
Leadership today deals with complex phenomena because of the complexity of industrial, social or political organization, globalization and technological advancement especially in information technology. Research on effective schools points to the crucial role leaders play in establishing and monitoring quality schools for all students. This study examined the various leadership roles of a school principal as an instructional leader. The objectives of the study were: to investigate the current instructional leadership skills practiced by the principals, to identify the influence of the principals' instructional leadership skills on the school performance, to identify the challenges that principals face in executing their leadership roles and to recommend strategies for improvement on the challenges. This study was a survey carried out in sixteen government and four private owned secondary schools in Gatundu District which now falls under Kiambu County. Some schools were sampled to represent the entire district and a descriptive survey research design was used. The data collection instruments included questionnaires, records and observation. The target population was a total of twenty secondary schools that were sampled through purposive sampling. The two research questions addressed by the study were answered using descriptive statistics. The results showed that principals in Gatundu District showed high level of instructional leadership responsibility but they missed out on some important skills like teamwork i.e. cultivating amicable relationships with stakeholders, sensitizing board of management and communities on the importance of supporting principals. The researcher recommended that principals should get a firm grip of their school curriculum in order to be able to offer useful advice/ assistance to the teachers, since one can only give what he/she has. In order to have teachers who can impart the right knowledge and also meet the challenges of being teachers at every point in time, they must be engaged in several staff development programmes to constantly update their knowledge hence funding should be given to principals to run the programmes. If the recommendations are well effected, ,it will be apparent that schools will have improved instructional leadership practices, improved academic performance, improved teacher performance, and reduce student truancy.
Factors that students in Strathmore University consider in evaluating teaching effectiveness
(Strathmore University, 2014-06) Bett, Harry
This study aimed at investigating the factors that university students consider in evaluating teaching effectiveness in Strathmore University (SU). Though student evaluation of teaching is carried out in the institution, there is need to establish if the ratings that are awarded in this process are valid and reliable enough to be used for academic and personnel decision making. The general aim of this study was to examine the factors that students consider in evaluating teaching effectiveness in SU; the specific objectives were: to explore students understanding of the reason for evaluating teaching effectiveness; to examine the factors that students consider while evaluating teaching effectiveness, and lastly, to analyse students’ opinion about their evaluation of teaching effectiveness. More studies have been carried out in the field of Students Evaluation of Teaching Effectiveness (SETE) than in any other area of evaluation of teaching. Several factors, such as instructor personality, grades awarded and students’ tastes and preferences, have been found to influence (albeit in varying degrees) the evaluation of teaching by students. This has therefore put the validity and reliability of scores from such evaluations into question. The study was carried out using the explorative descriptive design; and used the probability sampling technique to collect data. Stratified probability sampling was used as second and third year students provided feedback for the research study. The data was collected using questionnaires and processed using the SPSS statistical method then analysed in percentages. Findings from the study indicated that majority of the students (85.8%) understand the reason for evaluating teaching to be improvement of teaching and learning. On factors considered in SETE, instructor personality and extent of learning are considered the most important factors at 86.6% and 85.8% respectively. Majority of the students (87.2) are in favour of the use of the SETE process in the university to evaluate teaching effectiveness. This research study will be of immense contribution to the field of SETE, especially here in Strathmore University. It will help guide decision making with regard to improvement of instruction; as well as matters pertaining to staff appraisal. The findings from this study will also help other institutions of higher learning within the country and beyond.
Teacher factors influencing integration of information communication technology in teaching of english language in secondary schools in Eldoret-East Sub-County, Kenya
(Strathmore University, 2017) Tenai, Noah Kibet
Researchers have identified several factors influencing the integration and adoption of ICT into teaching. Personal characteristics of a teacher such as gender, educational experience, training on ICT, attitudes and perceptions can influence the adoption of a technology. The focus of this study was to investigate teacher factors that influence the integration of ICTs in teaching English language in Secondary schools in Eldoret East Sub County, Kenya. The objectives of the study were to investigate the influence of teachers‟ gender, teachers‟ attitude, ICT training and teachers‟ experience on ICT integration in teaching of English language in Secondary schools. The study was guided by the Diffusion of Innovations Theory and The Rand Change Agent Theory. The study adopted a descriptive survey design. The target population was 56 public secondary schools and 168 English teachers. Simple random sampling was used to select 17 public secondary schools and a sample size of 51 English language teachers purposively selected. A questionnaire was used to collect data which was analyzed using both descriptive and inferential statistics. There was a significant correlation between gender and technology literacy only. Significant relationship exists between attitude on ICT use and technology literacy. A positive and significant correlation exists between training and technology literacy, knowledge deepening and knowledge creation. The level of training affects ICT integration in the teaching of English language. Significant relationship exists between teaching experience and technology literacy. Both male and female teachers need to be encouraged to develop ICT literacy through training to enable them integrate ICT for teaching thus enhancing on students‟ achievement of set goals. Computer hardware should be availed to all student teachers in order to enhance its use during learning process that will empower them with skills and content to use them in actual teaching practice. Schools should ensure that they equip computer labs with adequate facilities.
A Case study investigating ways to improve the science learning environment to foster teaching and learning in the primary section of borough school
(Strathmore University, 2018) Gitonga, Juliana
The purpose of this case study research was to investigate ways to improve the science learning environment to foster teaching and learning in the primary section of Borough School. The study addressed the science room as a tool for learning with a special emphasis on content, process and structure of the room. The first stage was to assess the situation of the learning environment and find the suggestions required to lead to an improvement. Both students and pupils of Borough school were involved in this assessment. The second stage involved looking for ways towards the desired improvement with the support of the teachers of science in the school. The improvement suggested for the science room was implemented and its effects assessed towards the end of the study. The outcomes of the research in terms kthe room, relationships, instructional materials, knowledge and skills) with its appropriate sub-aspects were identified as critical in fostering teaching and learning of science. The improvement enhanced the attitudes, relationships, knowledge and skills of teachers and is hoped to enhance the performance of the pupils at the national exam. It also archived the materials and resources, in one place for ease of use and to encourage use, order and organization of the room by all members of science panel in the school. Since the study is a case study research, the outcomes of this research can be used to develop a quantitative study of a number of schools to check whether the aspects and sub-aspects identified as critical pillars in the teaching and learning of science can be generalized to a wider population. Case study research methodology was used involving teachers and students of Borough School as sources of evidence for the study. The study found that to improve the teaching and learning of science, the learning conditions for the students and teacher preparedness should be improved as well as focus attention on improving teacher quality and the social environment in the school.
Factors affecting science subject performance in public primary schools in Westlands sub-county, Nairobi County
(Strathmore University, 2018) Kamutu, Susan Nyambura
The purpose of this study was to determine factors that influence the performance of Science subject in public primary schools, Westlands sub-county. The study used Porter’s et al. (2008) approach on leadership and Dzama’s (2012) approach. The approach focusses on the effect of teaching and learning materials on performance of Science, how the head teacher’s professional leadership affects performance in Science, how syllabus coverage affects pupils’ performance in Science, and to assess the pupils’ attitude towards Science. The study was guided by the constructivist theory as postulated by Jean Piaget (1934). The target population was all the 25 public primary schools in the sub-county. The sample size was 8 head teachers 40 Science teachers and 142 pupils. Questionnaire sets were used to collect the required information. Secondary data on performance was collected from the District Education office. Data was analysed by the use of the Statistical Package for Social Sciences (SPSS) version 24. Spearman rank-order correlation was used since the data was ordinal. It was established that Science was the worst performing subject over the past six years, provision of teaching and learning resources for Science directly influenced performance, School leadership positively affected performance, and syllabus coverage did not significantly contribute to the learners’ performance. Learners had a positive attitude towards Science. The study recommended that MOEST provides adequate capitation grants to schools for the procurement of teaching and learning resources for Science, particularly for the practical lessons. Further research was suggested on the appropriate methodologies for teaching Science at primary school level.
Personalized learning in home education: an examination of parent perceptions and use of multiple intelligences and learning styles in lower elementary learners in Nairobi, Kenya
(Strathmore University, 2019) Sitati, Janice Muthoki Kaunda
This study explored personalized learning in home education. It examined parent perceptions of their learner's needs and interests through the combined use of two complementary educational approaches, the theory of Multiple Intelligences and the theory of Learning Styles. It further examined if and how these two approaches were used to personalize learning for lower elementary learners within the context of home education. The theoretical framework proposed the combined use of both approaches to achieve effective personalized learning in this context. This mixed methods study was done in Nairobi with a sample drawn from home educated learners between the ages of 6 and I 0 years and their parent educators. The data was collected using open ended parent educator questionnaires and learner interviews as well as closed ended multiple intelligences checklists and learning styles inventories. The data was analyzed using thematic analysis due to the exploratory nature of the study. It was found that parent educators were knowingly or intuitively aware of their learners' multiple intelligences and learning styles, and this awareness in many cases translated to effective personalized learning. Outcomes of effective personalized learning were enhanced personalized home learning characterized by increased learner engagement, motivation, comfort, increased understanding and enjoyment in learning. A derived conceptual framework was suggested which confirmed and built on the theoretical framework. As the study was limited to home education of lower elementary learners in Nairobi, future studies were recommended to test the resulting conceptual framework quantitatively within Kenya and further studies on the same can be done in other countries where home education is practiced.
Effect of sports on students’ enrolment in private universities in Kenya
(Strathmore University, 2019) Muchemi, Kevin Wairagu
Student enrolment is critical for any university’s survival. The last decade has seen a significant expansion in the higher education sector in Kenya, an expansion that for the last couple of years is now threatened by an increasing enrolment crisis especially for private universities. As many Kenyan universities like their counterparts’ world-over, spend resources on sports as a strategy for student enrollment, it is imperative to back such strategies with contextualized studies on the actual effect, if any, of university sports on students’ enrolment. This study builds into existing literature by primarily contributing to the mixed results conceptual gap in the global discourse on university sports and enrolment. Additionally, it includes the missing African context with perspectives from students, coaches and deans of students on the subject. The study investigates the effect of university sports on students’ enrolment with a focus on private universities in Kenya. University sports is discussed specifically as sports success and sports scholarships considerations. The study is discussed within the behavioral science and human capital theories of net price theory and rational choice theory. The three research objectives seek to establish whether university sports success and sports scholarships respectively, singly and jointly have an effect on student enrolment in Kenyan private universities. This study employs a mixed method design, integrating quantitative and qualitative data. The study employed purposive sampling method to target 6 deans of students, 5 sports students (captains) and 5 coaches in each of the 6 select private universities from Nairobi, Embu, Kajiado and Kiambu counties to target a total of 66 respondents. Two questionnaires were developed and administered in a survey to coaches and students, while an interview guide was developed and used to interview the deans of students. The overall response rate for this study was 88 percent. The research findings established that university sports success and scholarships have a positive effect on the students’ enrolment in private universities in Kenya. This was reflected in the findings that majority (over 66 percent) of students, coaches and deans of students’ respondents strongly agreed that university sports has a positive effect on student enrolment in Kenya. We can therefore conclude that it would be a worthwhile strategy for private universities in Kenya to invest in sports success and sports scholarships among other strategies to attract student enrolments in their universities.
Impact of scaffolding on rugby skills: a case study of a rugby institution in Nairobi County
(Strathmore University, 2019) Odera, Paul Tindi
The main focus of this study, was to investigate the impact of scaffolding on rugby skills based on Lev Vygotsky’s theory that; learning takes place in the Zone of Proximal Development (ZPD) with the support of an expert and the learner undergoes a transformation where the responsibility, skills and expertise gradually shift from the coach to the learner. The target population were 26 male rugby players in a rugby institution within Nairobi County. The players aged 11-15 took part in a three session learning sequence of rugby. The players’ evasion, passing and tackling skills were assessed using Key Factors Analysis (KFA) and Criteria Based Assessment (CBA). The results showed that an increase in the level of micro scaffolding had a positive impact on passing skills and there is a significant association between micro scaffolding and passing skills improvement. Further to this, evasion skills were affected positively by an increase in the levels of micro scaffolding. Tackling skills improved when micro scaffolding was introduced, however the relationship between micro scaffolding and tackling skills is not significant. Key recommendations were; the training of rugby coaches in Kenya on scaffolded coaching methodology, the development of a training manual unique to Kenya rugby coaches, the training of rugby coaches in teaching pedagogy, the development of World Rugby coaching manuals in Kiswahili to make it easier for coaches to scaffold and inclusion of scaffolding by the ministry of education in the training of sports coaches and teachers in the implementation of the new curriculum.
Factors influencing teacher retention in private primary schools in Kiambaa constituency, Kenya
(Strathmore University, 2019) Mbiu, Gladys
The purpose of the study was to investigate the factors influencing teacher retention in private primary schools in Kiambaa Constituency, Kenya. The specific objectives were to; determine teacher characteristics affecting retention, assess the role of mentors on retention of teachers, examine how induction activities influence retention of teachers and to identify challenges faced by school administrators, new teachers, and existing teachers in the induction of teachers. The study was guided by the This study is grounded on the Social Learning Theory (SLT) as advanced by Albert Bandura. Cross sectional research design was employed where all the teachers in the 46 private primary schools in the constituency were targeted. A sample size of 14 (30%) of the schools was adopted. A proportional sample of 7 teachers and 1 principal was selected in each of the 14 schools working out to 98 teachers and 14 principals. Questionnaire tools were used to collect the data. The reliability coefficient (Cronbach alpha) was 0.78 while the instrument return rate was 100%. It was established that work experience, marital status, and age were positively correlated to retention, parental responsibility was negatively correlated. Work experience was identified as the sole variable responsible for the teacher retention out of the six that were studied. More than half of the teachers did not have mentors to guide them professionally socially or spiritually while at school. The teachers desired induction on the culture of the school programs, school rules and regulations; scripture teachings for school devotions; school culture; delivering the new curriculum; teaching methodologies, and on assessment and grading of school examinations, the teachers further needed guidance on teacher performance appraisal, children discipline of the learners and on the day to day emerging challenges while at work. Induction process impacted on the retention of teachers to a great extent. School administrators faced a myriad of challenges, key among them being teacher incompetence and high staff turnover. The teachers also faced a myriad of challenges, the main one being the lack of induction into the school culture, programs, rules and regulations in order to carry out their duties effectively. Recommendations were that private schools consider hiring more experienced teachers and well-structured induction programmes in order to enhance retention rates. Further research was suggested on the human resource practice within the private primary schools in the study area
Effect of home education on reading motivation
(Strathmore University, 2019) Kuthimba, Elizabeth Nzisa
The purpose of this research was to investigate the effect that home education has on reading motivation of its pupils aged 8-11. Home educated children within the sample space were drawn from three Nairobi regions of one home educators’ network. The study utilized Wigfield’s motivated reader model whose Motivated Reader Questionnaire (MRQ) tool, assesses self-beliefs goals, and values, of readers to determine reading motivation. Reader self beliefs were measured by self-efficacy, work avoidance and challenge subscales. Reader values were measured by social, grades, compliance sub-scales. While reader achievement goals were measured by curiosity, involvement, recognition and competition sub-scales. Fifty three indicators of these 11 aspects of reading motivation were tested among emerging readers leading the study to the conclusion that home education has no effect on reader self-beliefs, goals and values. The study correlated home educated pupils on all the aspects of reading motivation on all the 53 indicators of MRQ using the Chi Square statistic. The study found that 3 of 53 indicators of reading motivation had a significant relationship with years spent in home education. The study also analysed the strength of relationship between years in home education and reading motivation and found the relationship to be moderately strong and lacking predictive capability. Girls had a stronger beliefs, goals and values on reading motivation than boys. The study confined its observations to the home education situation in Kenya. The study recommended reading motivation be addressed among budding readers within the age bracket. Recommendations concerned home educators, and parent-led interventions. The researcher anticipated interaction between Kenyan education policy makers and home educators with a view to improve basic education provision locally.
Role of student council decision-making in public secondary schools in Embakasi Sub-County, Nairobi County, Kenya
(Strathmore University, 2019) Masele, Emily Wanjiru
This study investigated the role of student councils to decision making in all public secondary schools in Embakasi Sub-County, Nairobi County, Kenya. The study was prompted by student unrests since post-election violence period from 2008 which led to the creation of student councils in secondary schools in Kenya initiated by United Nations Children’s Education Fund and Kenya Secondary Schools Heads Association. The research areas were activities student council involved in decision-making, how student council decision-making activities promoted teaching and learning environment and student council faced in decision-making. The researcher used descriptive survey design. The data was collected using questionnaires which were administered to 7 principals, 48 teachers and 69 members of student councils from the public secondary schools in Embakasi Sub-County. It was found that the Student council inducted new students, reported on student and teacher lesson attendance, monitored and supervised school programs, channeled student grievances to school administration and reported on student indiscipline issues. The findings revealed that though there were attempts to include views of students in school policy and participation in decision making, student council members requested for more training, empowerment and inclusiveness in decision making matters. This would help in overcoming the challenges they faced in decision making. The researcher recommended that school administration make deliberate effort to involve student council in decision-making, establish channels of communication and the ministry of education to hold in service courses for principals to effectively involve student council in decision-making.
Parental involvement in the learning process in private primary schools in Westland’s sub-county of Nairobi
(Strathmore University, 2019) Miriti, Emma
The purpose of the study was to examine parental involvement in the learning processes in private primary schools in West lands sub county of Nairobi. Specifically, to investigate the way private primary schools help families establish home enviro1m1ents that support children in studies, examine the home-to-school and school-to-home communication, assess how schools coordinate the recruiting and organizing of parents for voluntary work in the schools and to determine how schools help parents to monitor learning at home. The study was guided by Epstein's theory of parent involvement. The study employed a descriptive research design and approach. The target population of this study included all the 30 private primary schools in the sub county. The researcher drew a random sample of 20% of the schools translating to six schools that were selected using simple random sampling technique. The respondents were 24 teachers and 120 parents of the pupils in the sampled schools. A semi-structured questiom1aire was used to collect data from the parents and teachers. The researcher used Statistical Package for Social Sciences (SPSS Version 22) to analyse quantitative data from the questionnaires. It was established that to a great extent, parental involvement in the learning process was taking place. It was established that the parents were regularly invited for meetings at school. The most conm1on mode of communication adopted by the schools included the newsletter, emails, text messages formal letters, school calendar, school circulars and parents' orientation brochures. It was also established that 75% of the schools had volunteer programmes where parents volunteered for three key activities that included donations to charity, fundraising for school development and social work among the pupils in the school especially the girls. The schools provided information on how families could participate in setting the goals of the pupils and gave scheduled homework that required students to discuss and interact with their respective families on what they are learning in class. Schools also provided information on homework policies and how to monitor and coordinate learning at home. To a ce1tain extent, the schools in the sub county were in agreement with the dictates of Epstein's theory of parent involvement with regard to Parental involvement, school- home communication and with monitoring and coordination of learning at home. However, the schools did not comply with the aspect of volunteering whereby Parental involvement workshops are to be expanded to include school administrators and teachers and that volunteer programmes are expanded to include participation of parents in classrooms. Further research was suggested on parental involvement in the learning process in public primary schools.
Attitudes toward the learning of clothing and textiles among students in selected secondary schools in Westland’s Sub-county
(Strathmore University, 2019) Kudwoli, Shibutse Caroline A.
The making, use, and wear of clothing is exclusively a human characteristic. This study sought to determine the attitudes toward learning of Clothing and Textiles among students in selected secondary schools in the Westland’s Sub-county. The aim was specifically to establish factors that influence the formation of student attitudes towards learning Clothing and Textiles from the perspective of teachers and students and to explore measures that can be put in place to improve students' attitudes towards the study of Clothing and Textiles. A descriptive and mixed-method research design was used. Data were collected from eight teachers, 192 students, and six key informants who participated as respondents. Questionnaires were used to gather the information required together with key informant interviews. The study established that the lack of user-friendly machines, the inadequacy of time for practical lessons, the inadequacy of time allocated for speed test exams, the adequacy of machines allocated to the students for practical work, lack of early exposure to needlework practical, peer pressure and stigma were some of the main factors. An intensive review of the home science curriculum was recommended. Redistribution of the Clothing and Textiles syllabus content from Form 1 to Form 4, adequate provision of teaching and learning resources particularly for the practical sessions, and in-servicing of Home Science teachers were also recommended. Further research was suggested on the barriers to access, and participation of males at both teacher and student levels, and on the attitudes of learners in rural settings towards the subject.
Factors influencing truancy of boys in public primary schools in Nyali Sub County, Mombasa County, Kenya
(Strathmore University, 2020) Magonda, Winnifred Wangari
The general objective was to determine the factors influencing truancy of boys in public primary schools Nyali Sub-County, Mombasa County, Kenya. Four research objectives were developed from which research questions were drawn to be answered by the study. Specifically, the study sought to determine the institutional factors influencing truancy, examine the community factors influencing truancy, determine the socio-economic factors influencing truancy and to examine the student factors, influencing truancy among boys in public primary schools in Nyali Sub-county. The study was guided by the Social control theory and Bronfenbrenner’s Bioecological theory of human development. The study employed a Causal research design approach that incorporated a cross-sectional data approach. The study targeted all the 12 public primary schools in Nyali Sub-County, whose population was approximately 11, 078 pupils. A random sample of 3 schools was selected from which a proportional sample that comprised of 45 boys (learners), 18 class teachers and 45 parents/guardians were drawn, making a total of 108 respondents Three questionnaire tools were used to collect the required information. Findings were that classes in the sub-county are largely overcrowded with very high learners to teacher ratio. Three key institutional factors influenced truancy these are: lack of textbooks impacted most on truancy followed by classroom congestion and lastly lack of exercise books. Poverty was found to be the single most significant community factor influencing truancy. Lack of school fees significantly influenced truancy. Student factors did not influence the truancy of the boys at all. Overall, institutional factors, community factors, socio-economic factors and student factors contributed up to 77.2% of the variations in the truancy of the boys in public primary schools in the sub-county. The study was limited to factors in a school set up and did not study the entire concept of truancy because of its complex and multi-dimensional, therefore ends suggesting further research on the aspects that could have been missed out. Recommendations were that accelerated learning programmes be introduced, Infrastructure expansion programme is implemented in the sub-county, the 100% transitioning policy for learners finishing primary education be implemented, that bottlenecks curtailing smooth progression of learners between ECDE and form four be removed, that school feeding programmes be introduced. Further research is necessary to ascertain the additional variables responsible for truancy beyond the four that this study has investigated namely institutional, community, social-economic and student factors. Further research is also necessary to examine the influence of truancy on performance.
The Impact of instructional, student related and demographic factors on performance in Mathematics in Bungoma West Sub-County: case of Kenya Certificate of Secondary Education (KCSE)
(Strathmore University, 2020) Kituyi, Francis Exavier
The study was conducted to investigate the factors causing poor performance in Mathematics in KCSE examination in Bungoma West Sub-county of Bungoma County and suggest strategies for improvement. The descriptive survey research design was used. The respondents for this study were categorized into four: The Sub County Quality Assurance and Standards Officer (SCQASO), principals, H.O.Ds of Mathematics and fom1 four students. The SQASO provided the analysed of the county for comparison purposes- to show how Bungoma West performs in relation to the other sub counties in the county. The study included 10 principals of schools, 18 H.O.Ds of Mathematics and 82 fom1 four students. These three groups of respondents were availed with questionnaires to gather data on the influence of instructional factors, student-related factors and demographic factors on performance in Mathematics. The results of the study were analysed using descriptive statistics and regression analysis was applied using the SPSS software to investigate the effect of the aforementioned factors on students' perfom1ance in Mathematics examinations. The analysis of the data revealed that the instructional approaches that were--used in content delivery had no significant influence on good perfom1ance. The student-related factors such as negative attitude towards Mathematics and low motivational levels had •a significant influence on good performance in Mathematics. The demographic factors that result to student absenteeism from school due to poor fees payment and non-provision of essential mathematical resources also had a significant influence on performance in Mathematics.
Motivational factors influencing teacher retention in private primary schools in Murang’a Diocese
(Strathmore University, 2020) Muriithi, Paul Muriuki
Human resources play a key role for the success of any organization. Within the school context, teachers greatly contribute to achievement of the school’s objectives. Schools should therefore strive to recruit and retain good teachers by putting in place mechanisms that ensure such retention especially at an era where staff turnover is posing a challenge to many organizations. The purpose of this study was to examine the motivational factors influencing teacher retention in private primary schools in the Catholic Diocese of Murang’a. Specifically, the study sought to assess the influence of compensation, work environment, recruitment procedures and school leadership characteristics on teacher retention in private schools of Murang’a Diocese. The study was premised on Hierarchy of needs theory advanced by Abraham Maslow and Equity theory advanced by John Stacey Adams. The study used descriptive survey design approach. The target population of the study was 270 teachers from 20 schools from where a sample of 108 was drawn. Specifically, 106 teachers participated in this study. Questionnaires were used to collect quantitative data. Pilot test was conducted on 10% of the respondents to ensure validity and reliability of the instruments. Statistical Programme for Social Sciences (SPSS) version 21 was used to get descriptive and inferential statistics. The study established that compensation, working environment and leadership characteristics have great influence on teacher retention. The study noted that most teachers were not offered salaries that were commensurate with the amount and quality of work, many head teachers are not supportive, and teachers generally feel unsupported and unappreciated by the school management. The study recommends that the private primary schools should strive to improve compensations, provide a more conducive working environment, promote team work among teachers, ensure teachers have a reasonable workload and have job security.
Establishing a management system for Pink Gems School: an action research approach
(Strathmore University, 2020) Munyi, Magdalene Wambere;
Pink Gems Kindergarten was started in the year 2011 and construction of the school completed a year after. The land on which the school was built was on a leasehold agreement for a period of 5 years from 2012 to 2017. For a period of 5 years since its commencement, the school did not have a management structure and operated with the proprietors as the acting directors and a few teachers. the resulting issues that followed included misappropriation of school funds as well as theft, lack of records both academic and administrative, little to no follow up on the legal processes and non-compliance to the ministerial requirements. All these issues led to a grave disagreement between the proprietors and the land owner which led to an auction and eventual demolition of one part of the school. The study focused on establishing a management system for Pink Gems School, and this was done between September 2019 and April 2020. It involved the three directors and three teachers. I used the Action Research four-phase approach. Phase I was planning and it included a brief overview of different management structures with specific context to global, regional and local settings with a view to highlighting the goals and management structures applicable for pink gems school. Phase II was acting, where, together with my critical peer, we operationalized the goals and management structures for Pink Gems. Phase III was Observation, where we had detailed monitoring, and recording of progress and any change requiring intervention. Phase IV was Reflection, to concretize the goals and management structures that had been setup. The goals and management structures established for Pink Gems included classroom experience, motivation and seamless administration, as well as focus on rules, focus on hierarchy, clarity of roles and certification and innate capacities respectively. These goals were very specific to Pink Gems and were the foundational point of establishing a management system, and it will be useful to other school owners particularly those whose schools need to establish a management system and those that are family run.

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