In the Kenyan context, academic performance among secondary schools has been an issue with some schools producing very few graduates with a grade of C+ which is a minimum requirement for University Education in the Country. This is particularly so for schools that are district and provincial schools in the country. Throughout the world, Education is considered as a means of solving social problems and improving the quality of life among individuals in the society. Factors that relate to the learner, the teachers, schools themselves and the society at large play a significant role in influencing academic performance of the learners. This study is therefore significant in enlightening schools, teachers, educational policy makers, supervisors of curriculum implementation on issues that require special consideration such as; teacher motivation, experience of teachers, academic qualification, learner characteristics, availability of instructional resources, school administration as well as teaching learning strategies, learner characteristics in reference to enhancing academic performance among students in secondary schools in Kenya.
This is a work project in special education. The project is all about challenges facing the implementation of inclusive education policy in Rarieda sub-county in Siaya Kenya. The Kenyan government has been formulating very good policies on inclusive education but their implementation has not been forth coming. The purpose of this work was therefore to determine some possible factors that hinders the implementation of such policies and what can be done to respond to such challenges. The key respondents were head teachers of public primary schools who I believed were in a better position to understand such challenges. the main data collection instruments was interviews and the approach was purely qualitative. Results indicated that stigmatization and attitude, lack of training to key stakeholders, lack of enough resources, curriculum and policy issues are some of the challenges facing the implementation of inclusive education policy.
The study investigated the influence of teachers’ characteristics on students’ performance in Computer Studies. The ex-post-facto research design was used in the study. Descriptive data gathered through questionnaires were analyzed using percentages, means and standard deviations. Hypotheses were tested using the Chi square statistic and the Pearson Product Moment Correlation Coefficient. The study found a weak relationship between the Computer Studies teachers’ level of education, training levels in Computer Studies and teaching experience and students’ performance in Computer Studies. However, there was a strong relationship between the Computer Studies teachers’ attitude and students’ performance in Computer Studies. It was thus concluded that the Computer Studies teachers’ level of education, training levels in Computer Studies, teaching experience and attitude towards Computer Studies influenced students’ performance in Computer Studies. The study recommends further research be conducted on the effect of the attitudes of school administration and students towards Computer Studies on students’ performance in Computer Studies in secondary schools in Kenya.
The objective of the study was to investigate the school factors affecting inclusion of learners with disabilities among urban refugees in public primary schools of Ruiru District, Kiambu County, Kenya. The specific objectives of the study were to: identify the environmental barriers eg. teaching/learning resources, unfriendly classrooms, inaccessible sanitary facilities and their effect on the inclusion of urban refugee learners with disabilities, establish teachers’ attitude towards inclusion of urban refugee learners with disabilities, establish regular learners’ attitude towards inclusion of urban refugee learners with disabilities and to assess the teachers’ competencies in handling the inclusion of learners with different types of disabilities in public primary schools of Ruiru District, Kiambu County.
This study sought to assess the effectiveness of cost saving measures in improving Kenya Certificate of Secondary Education (KCSE) performance in public secondary schools in Kenya. Specifically, the study was guided by the following objectives: To analyze resource endowment of public secondary schools in Marakwet West district; to assess the existence of cost saving measures in public secondary schools in Marakwet West District and to analyze the effectiveness of cost saving measures in improving KCSE performance in public secondary schools in Marakwet West District. In the study, nineteen (19) head teachers from KCSE schools were selected through stratified sampling. In addition, one district education officer (DEO) was purposively sampled to participate in the study. The head teachers’ data was elicited through use of questionnaires while the DEO was interviewed by the researcher. The findings of the study are revealed here in.
Explanations to the increase in incidences of student indiscipline in schools have been varied and controversy exists among general public as to what contributes to student indiscipline in schools. Some stakeholders in education have attributed the upsurge in student indiscipline to the policy of outlawing of corporal punishment and have thus called for the re-introduction of its use. This book analyses teachers’ attitudes towards outlawing of corporal punishment in Kenya, and also whether their demographic data like gender and age influence their attitudes. The author also examines whether teachers have been trained on alternative methods of discipline like counselling. She observes that teachers have a negative attitude towards outlawing of corporal punishment in schools because their opinions on outlawing of corporal punishment were not sought. This book recommends that the Kenya government should train the teachers on alternative methods to corporal punishment and also create awareness on the overall effects of corporal punishment on the child. This book is relevant to teachers, teacher training colleges and policy makers in Education in Kenya and elsewhere.
Discipline in schools has been a major problem all over the world and it is a matter of concern of all the stakeholders. Since the ban of corporal punishment in Kenya in year 2001, indiscipline which was a rare phenomenon in the past has become more noticeable in most primary schools and even in post primary institutions. The purpose of this research was to find out the effects that the banning of corporal punishment had had on the discipline of children in primary schools in Kenya. This study adopted a descriptive survey research design which was conducted among pupils, teachers and head teachers in primary schools in Starehe Division in Nairobi Province. The researcher used a questionnaire and an interview guide to collect data. Data collected was analysed both qualitatively and quantitatively. The study established that the ban of corporal punishment had contributed to a decline on discipline in schools. It was noted that discipline in schools had deteriorated in the following ways: observance of school rules and regulations had fragmented; upsurge of poor teacher-pupil relations; disrespect for teachers had become more rampant and poor results recorded due to laziness.
The integration of intellectual and spiritual development of young people is a major concern of education. This book is written to offer inspiration, challenge and guidelines to policy makers in Education and in Religious organisations, to teachers and principals of schools and to all concerned for the holistic education of the young. The author discusses Church teachings on Religious Education, government policy regarding religious education and worldwide challenges facing religious education in schools. It sheds light on the implementation of the Programme of Pastoral Instruction (PPI) in primary schools in Nairobi-Kenya, the attitudes and perceptions of various stakeholders, challenges facing its implementation, and possible strategies for improvement. The insights in this book can be used towards the effective implementation of any non-examinable subject that is in the curriculum for its role in the holistic education of the child.
Women have been marginalized for long even in the management of educational institutions where there is inequality. This book deeply examines participation of women in Boards of Governors of public secondary schools in Kenya. Women are under represented in the boards due to factors which emanate from the society, the government and the women themselves. Women also face challenges which are unique to their gender.
While it is one thing to adopt policies of inclusion and establish inclusive schools, a more difficult thing is the implementation of inclusive education. This book therefore highlights the challenges that have hindered effective implementation of inclusive education in schools in the North Rift Region, Kenya. In addition, this book has shown how education managers and teachers interpret the purpose and clarity of special needs education by presenting vivid findings. It has further highlighted policy dilemmas surrounding the implementation of inclusion in Special Needs Education; the relationships that exists between teachers and learners with special needs in an inclusive environment; the level of support by education managers towards the implementation of inclusive education and the level of social participation between teachers and learners in an inclusive environment. In the end, the book has given a clear and concise summary and recommendations.
Performance of pupils at Kenya Certificate of Primary Education examination is an indicator of the efficiency and uniqueness of schools. At primary school level, it determines efficiency in school management and level of transition to secondary school. Study used survey research and population of head-teachers and teachers serving in 248 primary schools both public and private. Sample comprised 56 head-teachers and 56 teachers from 56 schools. Research instruments had reliability at alpha 0.83. Data was analysed through quantitative statistics with aid of SPSS 17.0 for Windows. Study indicated that academic performance in public primary schools was low and had fluctuated over years. Study also indicated deficiency in admission capacity at secondary school. Boarding, private and urban schools performed better and had higher transition rates compared to day, public and rural schools. Study recommended need for enhancement of performance in examinable subjects in order to boost efficiency in transition rates. It also recommended improvement of capacity in secondary schools to admit more students.
The ranking of schools and students in national examinations is meant to encourage positive competition. In addition, the public posting of examination outcomes is meant to hold schools and teachers accountable for the students’ performance on standardized examinations. However, ranking has been known to create the impression that, there are good and bad schools in Kenya. The top performing schools are regarded as effective schools while low performing are regarded as ineffective. This belief influences enrolment, promotion rates and performance trends in different schools as revealed by this study. Both the teachers and students felt that ranking should be improved and thus called for a system of assessment that encompassed all the aspects instead of focusing on academic performance only. This would ensure that ranking of schools and students did not glorify academic achievement at the expense of talent and other virtues.
Unrests in secondary schools which result in death of students and destruction of school property has been reported world wide, Kenya not being an exception. After the ban of corporal punishment through a "Kenya Gazette" Legal Notice Number 56 of 2001, which is in line with children's Act, it has become increasingly difficult for teachers and head teachers to instill discipline on rioting students. Though the Ministry of Education gave alternative measures of curbing indiscipline such as guidance and counseling and arresting culpable students,the unrests have not been effectively contained. Alternative measures and their effectiveness have therefore been assessed in this book which can assist teachers, head teachers and Education stake holders to tackle this menace.
The purpose of the study was to determine the relationship between teacher quality and learners performance in different subjects in Kenya Certificate of Secondary Education examination Mathioya, Kenya. The study used qualitative and quantitative designs. The research population was 114 teachers and a sample of 90 teachers was used. Purposive and Stratified sampling was used. Data collection used questionnaires for teachers the schools who participated in the study. Findings indicated that there is significant relationship between teacher quality and students’ performance. This showed teacher experience, qualification and the motivations had direct relationship with performance of students in different subjects. Study recommended that Government provide facilities in schools for teachers to teach in conducive environment in order to enhance performance in different subjects.
Tibetans, living in the Tibet Autonomous Region and the Tibetan autonomous prefectures and counties in Qinghai, Gansu, Sichuan, and Yunnan provinces in China, have the highest illiteracy rates in Chinese and English in China, and are not doing well in today''s market. The poor quality of education, especially English education, is one of the core factors explaining this phenomenon. The poor quality of English education is caused by the poorly prepared teachers practicing inappropriate leadership styles and by teachers'' inability to properly address educational challenges in teaching. This study focuses on issues related to English teachers'' leadership styles and challenges at schools in Tibetan areas of China. It identifies English teachers'' common challenges and leadership styles in teachings; determines relationships among English teachers'' demographic variables, their leadership styles, levels of practice, and their challenges in teaching; synthesizes these findings; and provides recommendations for improving the quality of English education in Tibetan areas of China.