DSpace Collection:http://41.89.96.81:8080/xmlui/handle/123456789/6552024-03-29T10:06:16Z2024-03-29T10:06:16ZInfluence of socio-economic and environmental factors on girls’ transition to secondary school in Mt. Elgon, Bungoma County, KenyaNaibei, Annahttp://41.89.96.81:8080/xmlui/handle/123456789/32782024-02-16T07:56:40Z2023-08-01T00:00:00ZTitle: Influence of socio-economic and environmental factors on girls’ transition to secondary school in Mt. Elgon, Bungoma County, Kenya
Authors: Naibei, Anna
Abstract: Gender disparity and inequality in education has been a challenge world over. Education for All (EFA) and education targets of the Sustainable Development Goal 4(SDG) were put in place specifically to address concerns linked to education and development. This study sought to contribute to the growth of girl child education through establishment of the Socio-economic and environmental factors influencing transition rate of girls from Primary to Secondary School in Mt. Elgon, Bungoma County. The specific objectives involved establishing Socio-Economic factors that influence transition rate of girls to Secondary School in Mt. Elgon Sub-county, determining the extent to which Socio-economic factors contribute to girls’ transition rate to Secondary Schools and investigating environmental factors that affect Girls’ Transition to Secondary School in Mt. Elgon Sub-county. The study was conducted in girls’ public secondary schools and selected primary schools in the six administrative wards in Mt. Elgon Sub-county. The study used descriptive research design utilizing both qualitative and quantitative methodologies. Out of a target population of 112, 88 was sampled using simple random sampling and purposive sampling techniques. Simple random sampling was adopted to select the schools that were used as sample. The study employed questionnaires, interview schedules, focus group discussions and document analysis and desk top study as the instruments for the study. For qualitative data, the Sub-County Director of Education and Divisional Education Officers, District Officers, Church Leaders and Non-Governmental Organizations formed key informants for the study with whom in-depth interviews was conducted. The Quantitative data was analysed using descriptive statistics using Statistical Packages for Social Sciences (SPSS) version 27 for windows. Qualitative data was analysed using thematic content analysis. The results showed that majority (61.7%) of respondents said FGM very much affects girls transition to secondary schools in Mt. Elgon Sub-county. Girls after undergoing FGM feel mature and ready for marriage. About 33.3 % of respondents cited apathy for education as a contributing factor to girls’ transition to secondary school. 63% of form one girls interviewed considered distance to school as a major factor influencing their transition to secondary schools given that secondary schools are fewer and distantly located. The study concludes that socio-cultural, socio-economic and environmental factors greatly influence transition of girls from primary to secondary school in Mt. Elgon Sub-county, Bungoma County. The study recommends the government, Non-Governmental Organizations and other sectors should address socio-economic and environmental factors to improve the transition rate of girls to secondary school. These findings will inform policy in the education sector.2023-08-01T00:00:00ZEffects of simulation teaching technique on co-educational secondary schools students’ achievement and attitude towards learning physics in Buuri-East Sub-County,KenyaAgata, Wangari, Ndegwahttp://41.89.96.81:8080/xmlui/handle/123456789/32762024-02-16T07:47:21Z2023-08-01T00:00:00ZTitle: Effects of simulation teaching technique on co-educational secondary schools students’ achievement and attitude towards learning physics in Buuri-East Sub-County,Kenya
Authors: Agata, Wangari, Ndegwa
Abstract: Science is a fundamental discipline on many grounds and it is credited for most of humanity‟s technological advances. Physics is a branch of science and is credited nearly all technological development at a national and global scale. As in most nations, Physics‟ prominence is revered in Kenya. Unfortunately, it is apparent significance does not reflect on academic performance in Kenyan secondary schools. This may be due to the inadequacy of conventional teaching techniques used for physics tutorage. Most physics concepts are abstract, and the techniques used may not allow learners to conceptualize such concepts. Conventional teaching techniques have led to student‟ slow achievement in physics and subsequently learners develop negative attitudes towards learning physics. This study aimed to investigate the effects of simulation teaching techniques on student achievements and attitudes towards learning physics. In this study, the Solomon four non-equivalent control group design was used. The target population was 1119 form two students in Buuri East sub-county in Meru County. The accessed population size was 542 form two students in co-education secondary schools in the sub-county. Purposive and Stratified sampling were used to select four co-education schools, the sample comprised of 123 participants. Physics Achievement Test (PAT) and Student Attitude Questionnaire (SAQ) were used to collect research data. Education experts validated the instruments at the Department of Curriculum, Instruction and Educational Management (CIEM). A pilot study was conducted in two co-education secondary schools, KR-20 was used to estimate the reliability of PAT, which was found to have a 0.84 coefficient. Cronbach alpha was used to estimate the reliability of SAQ, which was established to be 0.724, both reliability coefficients were accepted. Data was analysed using the analysis of variance (ANOVA) and t-test. All statistical tests were subjected to a significance test at an alpha level of 0.05. The study‟s findings revealed a statistically significant difference in achievement for students exposed to the simulation teaching technique, unlike learners exposed to convectional teaching. The findings also showed no statistically significant difference in physics achievement and attitudes towards learning physics between male and female learners. The findings of this study may inform educator training of higher education institutions and the Kenya Institute of Curriculum Development (KICD) while developing teaching materials. The findings may also be significant to physics teachers in their practice and to educational researchers.2023-08-01T00:00:00ZLecturers’ and students’ perceptions on the influence of texting language on students’ academic writing in English at Egerton University, KenyaChepkemoi, Mercyhttp://41.89.96.81:8080/xmlui/handle/123456789/32612024-02-14T09:41:01Z2023-08-01T00:00:00ZTitle: Lecturers’ and students’ perceptions on the influence of texting language on students’ academic writing in English at Egerton University, Kenya
Authors: Chepkemoi, Mercy
Abstract: Technology is the hallmark of today‟s world. It has bequeathed us with computers, mobile
phones and related gadgetry. The proliferation of these gadgets in the society has influenced
the modes of communication and the use of language. The gadgets have restrictions that force
users to flout grammatical and other language rules which are likely to pose a danger to
correct English language usage among University students. This study sought to examine
lecturers‟ and students‟ perceptions on the influence of texting language on students‟
academic writing in English at Egerton University. The study was guided by Sociolinguistic
theory and Situated Learning theories. The study used descriptive survey research design.
The target population was Egerton University 2017 third year students comprising of 140
students and 55 lecturers from the Faculty of Education and Community Studies (FEDCOS)
and Faculty of Arts and Social Sciences (FASS). Simple random sampling and purposive
sampling were respectively used in selecting the students and lecturers from the departments
of Curriculum, Instruction and Educational Management (CIEM) and Literature Language
and Linguistics (LLL). A sample of 48 lecturers out of 55 and 121 students out of 140
successfully responded to the questionnaires. A set of questionnaires, one for the lecturers
and the other for the students, and an observation checklist were used as research instruments.
Content validity of the instruments was determined through expert judgement and piloting.
Reliability of the questionnaires was estimated through Cronbach‟s alpha coefficient. From
the pilot study, the students‟ questionnaire attained a reliability coefficient of α=0.904 while
the lecturers questionnaires had a reliability coefficient of α=0.952. This reliability coefficient
met the minimum threshold coefficient of 0.7. Descriptive statistics such as frequencies was
used to analyse the data. The data was analyzed using Statistical Package for Social Sciences
(SPSS) Version 20. The results were then presented in the form of Tables. The findings
indicated that 97% participating students found texting convenient due to the ease of putting
messages together while 74% admitted experiencing challenges in using correct English
language and punctuations in handwritten assignments. The findings of this study gives an
insight on the influence of texting language on academic writing of Egerton University
students in Kenya. The findings of this study are useful to the university students, lecturers
and researchers who may be interested in improving the quality of academic writing in
universities education.2023-08-01T00:00:00ZInfluence of Smasse Inset on Chemistry Teachers’ classroom practices, students’ attitude and achievement in Public Secondary Schools in Nandi East Sub-County, KenyaLelei, Hillary Kogoshttp://41.89.96.81:8080/xmlui/handle/123456789/32592024-02-14T09:24:15Z2023-08-01T00:00:00ZTitle: Influence of Smasse Inset on Chemistry Teachers’ classroom practices, students’ attitude and achievement in Public Secondary Schools in Nandi East Sub-County, Kenya
Authors: Lelei, Hillary Kogos
Abstract: The quality of science graduates largely depends on the quality of teachers and their classroom practices during secondary school training period. Strengthening of Mathematics and Science in Secondary School Education (SMASSE) is an in-service course for mathematics and science teachers aimed at improving their classroom approaches and students‘ achievement. The focus of this study was to establish if the aims of SMASSE INSET were achieved. The study sought to find out the influence of SMASSE INSET on chemistry teachers‘ classroom practices, students‘ attitude and achievement in chemistry subject in Nandi East Sub-County, Kenya. The study targeted 98 Chemistry teachers and 13620 Chemistry students. A sample size of 19 Chemistry teachers and 160 chemistry students were purposively selected. Questionnaire for both chemistry teachers and students were administered. The instruments were piloted in one public secondary school in Nandi Central Sub County Nandi County to ensure they were of acceptable reliability and validity. To test reliability of instruments the Cronbach‘s alpha of coefficient was used. Cronbach‘s alpha coefficient value of 0.931 for chemistry teachers` classroom practices questionnaire and 0.885 for students‘ attitude towards chemistry subject questionnaire were obtained from pilot. Instruments were considered reliable since the coefficients were within the acceptable threshold of 0.7 and above. Data collected was organized and entered into SPSS program version 21 for analysis. Descriptive data was presented in terms of frequency tables, mean, standard deviation and percentages. Inferential data was analyzed using Pearson correlation, linear regression Analysis and t-test statistic at a significant level of 0.05. Descriptive data was presented in form of tables and figures. The findings of the study indicate that SMASSE INSET had a positive and statistically significant influence on chemistry teachers` classroom practices and students‘ attitude towards chemistry subject in public secondary schools in Nandi East Sub-County, Kenya. However, the findings showed that SMASSE INSET had no statistically significant influence on students‘ chemistry achievement in public secondary schools in Nandi East Sub-County, Kenya. In conclusion, despite the positive changes on the chemistry teachers‘ classroom practice and students‘ attitude towards chemistry, achievement has not improved as expected. The study recommends that chemistry teachers should be given chance to attend SMASSE INSET since it brings positive impact on student‘s attitude towards chemistry subject. Finally, the ministry of education should invest more on new interventions that will improve students‘ chemistry achievement at Kenya Certificate of Secondary Education2023-08-01T00:00:00Z