MEM Theses and Dissertations (2019)

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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.
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.
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
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.
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.
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.
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.

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