MEM Theses and Dissertations

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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.
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.
Business succession and organizational performance: a study of selected family-owned schools in Kiambu County, Kenya
(Strathmore University, 2020) Wambugu, Melisa Waithiegeni
This study sought to find out the factors that influence business succession and organizational performance in selected family owned schools in Kiambu County. The study was guided by four objectives namely; to determine if elimination of redundancy in management structure influence performance of family owned schools, to establish whether grooming selected internal candidate influence performance of selected family-owned schools in Kiambu county, to identify if conflict management in swift leadership change influence performance of selected family-owned schools in Kiambu county and to find out how planning of successor influence performance of selected family-owned schools in Kiambu county. Primary and secondary sources of data were used in this study where primary sources of data were collected by use of closed ended questionnaire after a pilot test had been conducted. The collected data was analysed using SPSS to compute both descriptive and inferential statistics including frequencies, charts, regression and correlation. The results were thereafter presented in form of tables, graphs and charts. The research received a response rate of 88% which contributed towards gathering of sufficient data that could be generalized to represent the opinions of respondents in the family owned schools in Kiambu on the sought study problem. The study concluded that the selected family owned schools in Kiambu County have implemented succession management. The businesses are aware that succession planning is essential for any firm and positively related to the overall performance and success of the business. The study also concluded that family owned schools in Kiambu County work towards eliminating redundancy in the management structure. This is achieved through the presence of formal structures and the board of directors working towards steering the business in a successful direction. The schools also groom selected internal candidates through motivation and trainings by other retiring executives. Grooming helps to prepare the successor for future activities and enhances their competency. Planning for the retiring executives also pave way for grooming the selected candidate. The study further concludes that succession planning has a positive and statistically significant effect on the organizational performance of family owned schools in Kiambu County. The study therefore recommends that in order to improve performance of these schools, the management should consider having established and well-defined succession plans.
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.
Effect of form four Students’ reading habits on academic achievement in public secondary schools in Kitui Central Sub-County, Kenya
(Strathmore University, 2022) Mangelu, Grace Kalekye
This study investigated the effect of form four students' reading habits on academic achievement in public secondary schools in Kitui Central Sub-County, Kenya. Form four students in secondary schools in Kitui Central Sub-County are performing poorly in the KCSE. The study objectives were: To examine reading habits of form four students in the home environment, to investigate the reading habits of form four students in the school environment, to assess the status of the libraries and to discuss the relationship between reading habits and academic performance of form four students in public secondary school students’ in Kitui Central Sub-County. The study adopted three theories of reading namely, Traditional Bottom Up-View influenced by the behaviorist’s psychology of the 1950s, Cognitive View developed in the 1960s in the cognitive sciences and the Schema theory based on the notion that experiences lead to creation of mental frameworks that help a reader make sense of new experiences. It used a descriptive research design with a sample size of 197 secondary school teachers and 335 Form Four students based on the Yamane Sampling formula. Primary data was collected using two sets of questionnaires (teachers’ and students’) containing open and closed-ended questions. Quantitative and qualitative data were analyzed using SPSS version 21 and content analysis techniques respectively. The study established that the home environment was not promoting good reading habits in students, the school environment was supporting good reading and most schools in the region lacked library facilities and services. The study also revealed that there exists a significant positive relationship between reading habits and student academic performance. The study made the following recommendations to the various stakeholders in Kitui Central, Sub-County. The students should develop a positive attitude toward reading, be self-motivated, goal-oriented and focused to develop good reading habits for both academic and non-academic purposes. Parents must create an enabling reading environment at home, as well as promoting reading habits by purchasing books, allowing time for study, acting as mentors and role models, and supervising reading at home. The teachers in the school environment should develop students’ reading habits by supervision of reading activities, allocating reading lessons in the timetable and scheduling time for students’ private reading, among others. In conjunction with the national and local governments, the principals of public secondary schools in Kitui Central, Sub-County should construct or improve library facilities to ensure that students have access to appropriate reading and revision materials. The implementation of these recommendations would contribute to improving students’ reading habits and to enhancing their academic performance, thus increasing the likelihood that they qualify for university enrolment.
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.
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.
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.
Effects of out-of-school suspension on students’ behaviour in public secondary schools: a case of Kyuso Sub-County, Kitui County
(Strathmore University, 2022) Mwinzi, Esther Kimala
The usage of out-of-school suspension has been employed by the school administration in order to address incidents of indiscipline as students’ lack of discipline continues to be a worry for the majority of educators, parents, and society at large. This came about after Kenyan government ratified the UN Charter on Human Rights and outlawed corporal punishment in schools in accordance with global trends pertaining to children’s rights. However, little is known about how out-of-school suspension affects students’ behaviour after being punished, even though principals and school administrators have continued to utilise it as a tool to combat indiscipline in schools. This study’s aim was to investigate the impacts of out-of-school suspension and behaviour on academic performance, dropout rates, and the relationship between students and teachers in public secondary schools in Kyuso sub-county, Kitui County. The study was guided by the deterrent and reformative theories of punishment and social learning theory by Albert Bandura. The theory helps to explain the identifiable cause of the behaviour and proposes how new behaviours could be acquired. The study adopted a descriptive survey design utilizing closed-ended questionnaires, randomized sample designs, and structured interviews. Data analysis for the study was done using the Statistical Package for Social Sciences (SPSS). The study’s empirical methodology focused on extrapolating results from a sample to the entire population. The study used a population of 450 respondents from a sample of schools in Kyuso sub-county. Prior to the actual research, a pilot study was conducted in one of the schools within the sub-county to enable the researcher to identify whether the tools for data collection were suitable. The pilot school was not part of the study. Inferential tests of regression (p) and Pearson’s correlation (r) were used to test the correlation of the two sets of responses. Alpha (p) value <0.5 and r value > 0.5 tested at a 0.05 significance level. The findings of the study revealed that there was a positive correlation between OSS and students’ behaviour. Thus, it was determined that OSS has a considerable impact on secondary school students’ behaviour in Kyuso Sub County, Kitui County. When utilised in isolation, OSS cannot control students’ misbehaviour in schools; instead, all stakeholders must work together to find the best solution.
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.
An Examination of the relationship between induction of newly recruited teachers and students’ academic achievement in public primary schools in Nyandarua South Sub-County
(Strathmore University, 2021) Ndwiga, Eston Murithi
Students’ academic achievement is the primary goal of learning institutions in Kenya, especially at basic level (Primary and Secondary schools). Effort by the government, parents and other stakeholders are aimed at ensuring students get best academic results among other achievements. Academic achievement by students is the basis for placing Kenya Certificate of Primary Education (KCPE) graduates to various classes of secondary schools in the country. Those who attain highest marks in this KCPE are placed in national schools. Owing to the need for students to get high academic achievement, Ministry of Education, Teachers’ Service Commission (TSC), and school boards of management have always, implicitly and explicitly, worked on various programmes to induct newly employed teachers in an effort to improve students’ academic achievements among other reasons. The government could be wasting limited resources on an activity that is not productive. This study aimed at investigating whether a relationship between induction of newly recruited teachers and students’ academic achievement exist. Findings of this study will inform Ministry of Education, TSC and school boards of management on whether to intensify induction programs or consider other measures to improve students’ academic achievement. This academic work was founded on Social Cognitive Theory by Albert Bandura. It employed quantitative research design and used closed-ended questionnaires and document analysis to collect data from newly recruited teachers (those recruited between 2015 and 2019). Secondary data collection was by analysing records with details of students’ KCPE academic achievement from Sub-County education office. Data was analysed using IBM SPSS Statistics Version 23. Analysis of data was by determination of descriptive statistics, Spearman’s correlation coefficients and significant values, T-test and Regression analysis. T-test was used to compare mean scores for various schools where teachers were inducted and where teachers were not inducted. The study did not find significant relationship between induction of newly employed teachers and students, academic achievement. Further, KCPE mean scores for students taught by teachers who had been inducted were not significantly different from those of students taught by teachers who had not been inducted. Teachers’ Service Commission (TSC) should review current ways of inducting teachers with a view to improving it. TSC should prepare a comprehensive induction program to be applied uniformly to all teachers in the country. Government of Kenya through the Ministry of Education should provide enough resources in form of tied grants to all schools and its agents to create capacity to carry out comprehensive teacher induction across the country.
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.
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.
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
Factors influencing the implementation of a differentiated instruction model in Kianjiruini Primary School
(Strathmore University, 2021) Mwangi, Lynette Wanjiku
The differentiated instruction model has been cited as an effective tool in enhancing inclusive education by enabling teachers to give all learners personalized attention. A differentiated instruction model caters for diversity in an inclusive education setting whereby learners have mixed skills levels thus ensuring that needs of each learner are met. However, use of a differentiated instruction model is faced by rampant challenges such as hostile learning environment, lack of adaptive aids, lack of appropriate teaching and testing methodology and lack of training for teachers. There are various factors that influence the successful implementation of a differentiated instruction model. The study looks at the following categories: school-based factors, teacher personal factors and the interplay between school-based factors and teacher personal factors as outlined in the social model of disability. The study also contextualizes the differentiated instruction model using Tomlinson’s model. Conducting the research offered a solution to the various challenges encountered when implementing a DI model. The study utilized a mixed research methodology taking a case study approach. The case study approach was appropriate as it provides an in-depth understanding of the research problem in a real-life environment. The study population constituted of the head teacher, 30 teachers and 17 guardians of pupils with disabilities in Kianjiruini Primary School, Murang’a County. Since the target population is small, the study did not sample but rather conducted a census. This constituted 48 respondents. The study used primary data collected using semi-structured questionnaires and a key informant interview guide. The questionnaires were used to gather data from the teachers and guardians while the key informant interview guide gathered data from the head teacher. The questionnaires were self-administered to the respondents using the drop and pick later method while the key informant interview was conducted face to face. The analysis of quantitative data was facilitated by use of Statistical Package for Social Sciences (SPSS) version 24. On the other hand, qualitative data was thematically analyzed using content analysis. The data was presented in continuous prose form. Ethical considerations regarding confidentiality, anonymity and voluntary participation were adhered to. Since the study was case study research, the outcomes of the research can be used to develop a study of a number of integrated schools to check whether the various factors influencing implementation of a differentiated instruction model in an inclusive setting can be generalized to a wider population. The study concluded that school-based factors, teacher personal factors and the interplay between school-based factors and teacher personal factors influenced use of the DI model in Kianjiruini Primary School in Murang’a County. The study results reveal that the concept of use of DI is still new with only few schools using it in an inclusive setting. Hence, this study recommends that the government of Kenya through the MOE should pass across the message on the importance of DI more so in an inclusive setting. This will involve upgrading of more schools so that they can take up SNE learners. This will in return aid in distribution of the SNE learners in more schools thereby decongesting the current schools that have enrolled many SNE learners. The study recommends that a similar study be conducted in a different county for comparison purposes.
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.
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.
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.
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.
Influence of Catholic Church sponsorship in management of student unrest: case of public secondary schools in Siaya County, Kenya
(Strathmore University, 2021) Isalano, Makhungu Antonina (Sr)
This study explored influence of church sponsorship in management of students' unrest in secondary schools in Siaya County. Explicitly, the study analyzed relationship between church appointed school administrative leadership and the management of students' unrest; determined relationship between spiritual guidance of students and management of students' unrest; and examined relationship between sponsorship of development projects and management of students' unrest. The study was unde1pinned on the structural functioning theory. The study targeted catholic sponsored secondary schools in the county from which the sample size was taken. The study adopted a pragmatic approach method therefore employing concurrent triangulation mixed method design. Questionnaires, interviews and document analysis were used as data collection methods. The quantitative data was analyzed descriptively through frequencies and percentages using SPSS Version 26. Qualitative data was transcribed and analyzed through content analysis approach. The outcome of the study was evidence of disparities between numbers of student unrest among the church appointed school administrator institutions in comparison to the government appointed school administrator institutions. The church appointed administrators had less incidences of student unrest in comparison to those schools with government appointed administrators and this difference was statistically significant. The findings indicated a positive and significant correlation between church appointed administrative leadership and sponsorship of development projects with the management of student unrest. The findings showed a negative but insignificant association between spiritual guidance and management of student unrest. An increase in church appointment. of administrative leadership and sponsorship of development projects yielded an increase in management of student unrest while spiritual guidance did not have any effect on management of student unrest. The study concludes that student involvement and inclusion in planning of development projects of church sponsors and students would contribute to the reduction of student unrest cases; that lack of appropriate spiritual care initiatives and inexperienced teacher’s in these schools means that there was an increase in student unrest; and that schools that have a government appointed administrator had more cases and violent cases of student unrest.

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