Journal of Education

Implementation and Effectiveness of Policies and Initiatives Promoting Girls' Academic Performance in Wajir County, Kenya

2024-09-04T15:52:31+00:00

Purpose: Policy implementation and effectiveness in girls' education are crucial for advancing gender equality, and promoting social and economic development. Despite global efforts to promote gender equality in education, girls in Wajir face minimal enrolment, high dropout rates, and low academic performance. The study aimed to evaluate the implementation and effectiveness of policies and initiatives promoting girls' academic performance in Wajir County, Kenya.

Methodology: The research adopted a descriptive research design to gather quantitative and qualitative data. The target population was 12,060 respondents comprised of 80 Principals, 274 teachers, and 11,704 students from Wajir County, public secondary schools. A study sample size of 388 was calculated using the Yamane method and was sampled using purposive, simple, and stratified random sampling. Data was collected using questionnaires for all respondents. Quantitative data was cleaned, coded, and analyzed descriptively and inferentially with SPSS. Descriptive statistics, including frequency and percentages, as well as mean and standard deviation, were used to describe the relationship between the study variables, while inferential analysis was based on the chi-square test.

Results: The study found mixed perceptions regarding the implementation and effectiveness of educational policies and initiatives aimed at improving girls' education in Wajir County. While there is a consensus on the clarity of policy objectives, concerns remain about their relevance and effectiveness in addressing the specific needs of girls. Principals, in particular, expressed skepticism about the alignment of policies with improving academic performance.

Conclusion: The study concludes that targeted interventions, improved resource allocation, and enhanced stakeholder collaboration are critical to overcoming the barriers faced by girls in education. The study recommends that there should be more communal support from stakeholders towards implementing the policies that reduce the socio-cultural barriers that affect girls’ education in ASAL regions.

Assessing the Availability of Digital Learning Infrastructures in NGO-Sponsored and Non-Sponsored Public Primary Schools in Buuri and Isiolo Sub-Counties

2024-09-09T18:34:37+00:00

Purpose: To assess the availability of digital learning infrastructures in NGO-sponsored and non-sponsored public primary schools in Buuri and Isiolo sub-counties.

Methodology: The study used deductive reasoning and adopted the descriptive survey research design. The study targeted 79 public primary schools in the 2 sub-counties, 79 headteachers, 79 ICT teachers, 2,192 Grade 6 learners, and their 79 Grade 6 class teachers. The researcher selected a 20% sample to get 16 schools, 16 headteachers, 16 ICT teachers, and 16 class teachers. Purposive sampling techniques were used to select 11 schools with NGO sponsorship while simple random sampling was used to select 5 schools without sponsorship for the comparative sample. Systematic random sampling was used to get a 15% sample from the learners – 329 Grade 6 learners. Data was collected using questionnaires, interview schedules, and observation checklists. Descriptive data was analyzed using percentages, mean, and standard deviation scores, while data from interviews was organized into themes and reported using quotes and narration and reported alongside the findings from descriptive data.

Results: The results of the questionnaire revealed that 79.9% of learners in sponsored schools strongly agreed that their classrooms were built with robust materials compared to only 62.0% in non-sponsored schools. 70.0% of teachers in sponsored schools confirmed these findings strongly agreeing that their classrooms were built of concrete stones with metal doors and windows, compared to 60.0% in non-sponsored schools. This indicates a significant difference in infrastructure quality, with sponsored schools showing better construction (97.4% vs. 70.5%). Simple regression analysis showed that NGO-sponsored schools had lower p-values (p ≤ 0.01 for power availability and digital hardware, p = 0.05 for adequate gadgets) compared to non-sponsored schools (p = 0.05, 0.05, and 0.10 respectively). These results indicate significant differences in infrastructure availability, supporting the rejection of the null hypothesis.

Conclusion: The conclusion made was that NGO-sponsored schools possess significantly superior digital learning infrastructures compared to their non-sponsored counterparts. The robust construction of classrooms, reliable electricity supply, and the availability of essential wiring and power sockets collectively create an environment that is highly conducive to effective digital literacy programs. This enhanced infrastructure provides a stable foundation for the integration and use of digital technologies in the school. The study recommends that efforts be made to increase NGO sponsorship in public primary schools to increase the chances of learners attending the schools getting access to essential digital skills. This could involve intentional efforts by the Ministry of Education to reach out to NGOs and pursue partnership opportunities in this direction

Extent of Use of Virtual Field Trips in Instruction of History and Government Among Secondary Schools in Murang’a County, Kenya

2024-09-11T18:38:14+00:00

The use of field trips for instruction has been limited by the cost of trips, logistical planning, time taken in traveling, and learners’ safety concerns. This has led to the adoption of Virtual Field Trips (VFTs) that offer opportunities for learners to virtually visit historical sites for learning. However, the utilization of VFTs in teaching and learning History and Government in secondary schools has not been sufficiently researched and documented in Kenya thus the essence of the study. The study was guided by Technological, Pedagogical, and Content Knowledge Theory (TPACK) and adopted a Quasi-Experimental Design targeting thirty-five public sub-county secondary schools. Schools and teachers were purposively sampled while learners were randomly selected. A sample size of 372 respondents took part in the study. Learners’ questionnaires, interview schedules for teachers, and classroom observation schedules were used to collect data. The study found that majority of teachers and learners were not aware of the use of VFTs for teaching and learning. Further, even after training, teachers were not able to effectively use VFTs in instruction. Against these findings, this study recommended that the Ministry of Education and Teachers Service Commission should team up and organize training for teachers to equip them with ICT skills for preparation and use of VFTs for teaching and learning. Also, teacher training institutions should endeavor to equip teacher trainees with ICT skills to exploit VFTs in their specific teaching-learning areas.

Effect of utilization of VFTs on teaching and learning History and Government in Murang’a County in Kenya

2024-09-11T19:10:03+00:00

The adoption of Virtual Field Trips (VFTs) as a teaching method has provided opportunities for learners to virtually visit historical sites for learning. However, the effects of utilization of VFTs in instruction on students' performance in History and Government had not been sufficiently researched and documented in Kenya. Therefore, the essence the study was to establish how use of VFTs in teaching and learning affects learners' academic performance in History and Government in Murang’a County in Kenya. The study was guided by Technological, Pedagogical, and Content Knowledge Theory and adopted a Quasi-Experimental Design targeting 35 public sub-county secondary schools with a target population of 3,329 respondents. Schools and teachers were purposively sampled while learners were randomly selected. A sample size of 372 respondents made up of teachers and form one learners of History and Government took part in the study. Research instruments used were learners’ questionnaires, interview schedules for teachers, History and Government Assessment Tests, and classroom observation schedules. Piloting was done on all research instruments and reliability accepted r=0.657. Statistical Package for Social Sciences (SPSS) was used to analyze data for descriptive and inferential statistics. The study found that use of VFTs significantly affected learners' academic performance at t (365) = 15.50, p=0.00. The study recommended teacher training institutions to equip teacher trainees with skills to exploit VFTs in teaching. A VFT teaching guideline was developed to assist teachers in preparation and use of VFTs for instructional purposes to improve teaching and learning for better academic performance.

Parenting Practices as Predictors of Problem Behaviours among Form Two Students in Embu County, Kenya

2024-09-30T09:47:13+00:00

Purpose: Problematic behavior in high school is a problem that needs to be addressed. The few studies done have not yet concluded what is the major predictor of problem behaviours in secondary schools. This study focused on parenting practices as predictors of problem behaviour among form two students in Mbeere South Sub-County, Embu County. The research was anchored on social learning theory.

Methodology: A correlational research design was employed in this study. The study population consisted of 18-day schools and 14 boarding schools in Mbeere South Sub County. The target respondents were 8822 form two students. A sample size of 383 students was selected using simple random sampling. A structured questionnaire was used to collect data. Data was analyzed using descriptive statistics and regression analysis.

Results: The results showed that there is a negative and significant relationship between parenting practices and problem behaviour.

Conclusion: The study concluded that parenting practices such as parental behavioural control, parental psychological control, parental warmth, and parental acceptance are negative predictors of problem behaviour of students. It was suggested that parents should strive to express parental warmth to their children. Parents should also express acceptance to their children by way of helping them manage stress and problem-solving, helping them with things they are unable to do, and complimenting them. Further, parents are advised not to express too much control over their children.