Journal of Education

Mathematics Identity as a Predictor of Performance in Mathematics among Form Three Students in Northeast Region, Botswana

Kudzani Ntima — 2026-02-19

Mathematics proficiency is a gateway to many career opportunities worldwide. However, in Botswana, particularly in the North East Region, there is significant concern about poor performance in mathematics in the national examination. This research examined the influence of students’ mathematics identity on mathematics performance among third-year secondary learners in Botswana’s North East District. A correlational methodology was employed to analyze the data. The investigation was anchored in the Core Identity Framework. The target population comprised 3,382 students enrolled in their third year of secondary education for the 2025 academic calendar. A representative sample of 400 learners was drawn from eight government-funded junior secondary institutions using a combination of purposive and simple random sampling. The results demonstrated a strong and statistically significant positive association between mathematics identity and mathematics achievement (r(386) = .85, p < .05). Among the mathematics identity dimensions, recognition exhibited the strongest correlation with performance (r(386) = .78, p < .05), followed by interest (r(386) = .77, p < .05), and competence (r(386) = .85, p < .05). These findings suggest that mathematics identity substantially influences students’ success in the subject. Therefore, it is essential to foster learners’ enthusiasm for mathematics, enhance their confidence in their academic performance, and promote recognition of their individual capabilities in mathematical tasks. The study recommends that Guardians, educators, and all key participants in the education system collaborate to create a supportive environment that nurtures learners’ mathematics identity and academic resilience. Teachers should enhance guidance and counselling to help learners develop appropriate levels of mathematics identity to achieve mathematics performance. Teachers and parents should strive to demonstrate to students that they recognize their abilities and efforts, thereby enabling them to excel in mathematics.

Influence of County Government Training Facilities and Equipment on Trainees’ Skills Acquisition in Vocational Training Centres in Makueni County

Stephen Mutunga Ngelu — 2026-02-20

Technical and Vocational Education and Training (TVET) play a crucial role in advancing Kenya’s development agenda and the global Sustainable Development Goals (SDGs) by promoting youth employability and reducing skills gaps. County Vocational Education and Training Centres (CVETCs), the grassroots units of TVET delivery, are expected to equip trainees with practical and market-ready competencies. However, inadequate funding, limited training facilities, outdated equipment, and insufficient instructional support continue to constrain effective skills acquisition, particularly in Makueni County. This study evaluated the influence of County Government funding interventions on trainees’ skills acquisition in CVETCs in Makueni County, focusing on staffing support, provision of training facilities and equipment, and financial allocations. Guided by General Systems Theory (GST), the study adopted a sequential mixed-methods design. The target population included 60 managers, 277 instructors, and 4,577 trainees, of whom 1,474 were selected via simple random sampling. Data were collected using questionnaires for trainees and instructors and interview schedules for managers. Validity was ensured through expert review, and reliability was tested using Cronbach’s Alpha. The study found that, regarding sanitation, 53.4% of trainees reported that toilet facilities were adequate; however, 61.2% of instructors expressed dissatisfaction, indicating inconsistent maintenance and equity across CVETCs. Adequate sanitation is crucial for health, attendance, and effective learning, especially for female trainees.

The Policy shift: Dual System of Training and its Role in Transforming Vocational Education in Kenya

Hellen Kiende Guantai — 2026-02-20

The Dual system of training is a model that combines theoretical and practical training, delivered both at the training institution and in industry. The model involves apprentices learning a certain part of their course in the industry, where they are exposed to hands-on experience, and the other in the training institution, where the theoretical part of the course is covered. This paper examines the power of the dual system of TVET training in transforming vocational skills training in Kenya. It examines the principles, benefits, and challenges of the dual training system in preparing individuals for the workforce. The paper was a desktop review that conducted a systematic analysis of relevant literature. Descriptive qualitative insights from key informants complemented the review. This unique training approach allows trainees to acquire skills quickly as they put what they have learnt into practice. The paper was guided by two objectives: to establish the benefits of the dual training system and the challenges faced in its implementation. This study is significant as it informs Technical and Vocational institutions of the value of Dual TVET training in preparing trainees with skills and competencies ready for the world of work. This is in the context of the realization that the Government of Kenya has recently enacted the Dual training policy to guide practice in Kenya.

Analysis of Serve the City Nairobi’s Visit to G.K. Prison: Impact on Volunteers and Environmental Practices

Edward Aligula — 2026-02-25

This study analyzes the impact of Serve the City Kenya’s (STC Kenya) visit to G.K. Prison in Nairobi on volunteers’ attitudes and perceptions regarding social responsibility and environmental practices. The visit, conducted on December 4, 2024, sought to assess how engagement with inmates influences volunteers in line with Serve the City International’s core values, which include humility, compassion, courage, respect, love, and hope, while exploring how volunteerism can foster sustainable environmental behaviors within correctional facilities. Using a pre- and post-visit quantitative survey design, data were collected from 20 volunteers, with 12 pre-visit and 10 post-visit responses analyzed. Findings revealed that 75% of volunteers reported increased empathy, open-mindedness, and appreciation for others' dignity following the visit. Additionally, over 80% agreed that inmates would benefit from environmental education and that small, consistent actions can promote sustainability. The study concludes that volunteerism in prison contexts not only enhances participants’ personal and moral growth but also creates pathways to promote environmental stewardship as part of inmate rehabilitation. Recommendations include integrating environmental education into volunteer programs and expanding partnerships between correctional institutions and community-based organizations for sustainable transformation.