School of Education

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Academic Dean and the Challenges of Meeting Changing Expectations within a Competitive Higher Education Environment in Africa
(Scientific Research An Academic Publisher, 2015) Otara, Alfred
This article looks at the challenges involved and seeks to provide guidelines for leadership decisions and practices for the Deans that can be effective in institutions of higher learning. This paper provides an overview of academic leadership by faculty deans, and assesses the degree to which deans exhibit the behaviors embedded in this leadership in addressing the challenges and expectations of this century. Deanship is therefore treated as the academic act of building programs and a community of scholars to set direction and achieve the expectations of stakeholders in the current challenging economic times. The need for transformational leadership is emphasized. The paper shows how academic leaders must be the purveyors of ideas and knowledge that shape managerial thought and practice. Further, academic leadership needs to develop a human resource network inside and outside the departments and university and at the local, national, and international levels. Academic leadership needs to have a clarified program for faculty and staff promotion and development, and it should be placed on a priority list and agenda. Deans will need to use technology effectively and communication innovations to improve access to knowledge. Keeping pace with change in the world of work means offering education programmes that are relevant, are of high quality and, increasingly, include practical or work experience, as well as working more closely with stakeholders such as employers in course design or delivery. They will also need significantly to streamline their operations by incorporating new teaching and learning delivery mechanisms. Finally it is observed that academic leaders should take the initiative by adopting measures of success that are truly useful management tools for their institutions and that have credibility with the institution’s external stakeholders.
Application of Rules and Regulations on Students’ Involvement in Arson at public boarding secondary schools in Migori County, Kenya
(International Journal of Research and Innovation in Social Science, 2022-05) Okello, Lazarus Millan; Otengah, Wilson A. P.; K’oder, Jannes Okinyi
In the last 20 years there has been global increase of episodes of school unrests characterized with violence and arson attacks. They resulted to destruction of schools’ property and death. Arson persists with latest cases seen in 2021. Past studies have not focused on social and cultural aspects in learning institutions as possible causes of arson. The study focused on the application of rules and regulations on students’ involvement in Arson at public boarding Secondary schools in Migori County. Descriptive Cross-sectional survey design. It involved 380 students of form 3 and 4 from 28 public boarding secondary schools which had experienced Arson from 2017 to 2020; and 28 KII’s. Probability sampling techniques were used to arrive at the respondents, KII’s were purposively selected. Questionnaires and FGDs were used on main respondents; and interview schedule for KIIs. Quantitative data was analyzed using Pearson’s product moment correlations and presented in graphs, tables and charts. Qualitative data was analyzed thematically. It was revealed that utilization of school rules and regulations had a positive significant relationship (r= .447, p<.05) with students’ involvement in arson. Further, informal discussion on school rules and regulations had a positive significant relationship (r= .487, p<.05) with students’ involvement in arson. The study recommends that the ministry of education should outline the guidelines for formulation of school rules and regulations.
Assessment of management of feeding program in pre-schools
(International Journal of Science Academic Research, 2021-05) Wasonga Ouko, Gervas; Murundu, Zadock; Odhiambo, Rodah; Habwenje, Henry
Management of feeding program is a crucial aspect of implementation of pre-school curriculum in pre-schools and if it is done keenly and in a proper way, then both enrolment and academic achievement of pupils will be enhanced. Despite the impotence that may accrue from proper management of feeding programs, many stakeholders in pre-schools don’t utilize it effectively leading to poor academic achievement of pupils in Pre-schools. The purpose of the study was to assess the management of feeding program in pre-schools. It was based on descriptive survey research design. It consisted of one (1) Sub-County Program Officer, 78 Head teachers’ and 156 preschool teachers. Saturated sampling technique was used to select one (1) Sub-County Program Officer and simple random sampling technique used to select a sample size of 26 pre- school head teachers and 52 pre-school teachers. Data was collected using; questionnaires and interview schedule. The study found out that; administration of feeding program in pre-schools was low and challenged with inadequate finances to facilitate provision of required facilities, clean water, and balanced nutritious diet. The study recommended that; The Ministry of Education in partnership with County Governments should instate proper policies to facilitate establishment of proper feeding program in pre-school in order to promote both enrolment and academic achievement of pupils in pre-schools.
The challenge of teaching in a second/foreign language and alternative approaches to developing fluency in the languages of instruction
(International Journal of Humanities and Social Sciences, 2016) Kembo, Jane
Teaching at the university makes me realize that something needs to be done in the teaching of language for learning. Observation shows that students arrive at university without the requisite language skills (Tekeste, 2006; Aspen, et al., 2009), to benefit fully from the kind of independent work that is expected of them, and that should, by and large, be buttressed by ingrained language and study skills which they should have acquired and honed at secondary school. In addition, more than half of the students I teach at university cannot succinctly express themselves in English and are unable to write effectively in English, the language of instruction. The studies cited in the paper are not confined to Kenya; there is the SAQMEC II Study which covered 15 African countries at primary level. The UWEZO study of 2012 covered Kenya, Uganda and Tanzania, while the report on Ethiopia covers the Ethiopian situation. The study covered undergraduate writing errors from 201 students, while the Ethiopian data covers PhD theses from 7 candidates. What the data shows is that mastery of the language of instruction across the board is not what it should be and candidates struggle to express themselves both in writing and speech. In attending PhD vivas, I have come across candidates who are unable to express themselves orally using English, even when they are English language majors. The paper argues, based on existing research, that language is a big determinant of reading (Winne, 1993; Kinstch, 1991; Olshavksy 1977; Kembo, 1994, which, in turn, is a big part of independent learning, thereby determining school success. The paper further contends that in circumstances where input from the environment is limited, as is often the case in most second and foreign language contexts, the student must be aided to get it from alternative sources: extensive reading programs that are monitored until they become habitual, clubs, listening to radio and television as part of teaching and learning, production and use of self-learning materials that learners can utilize in schools and at home at affordable costs. Alternatively, we must revert to the use of African languages because of the benefits accruing: early mastery, conceptualization of the world, fluency, and the freedom to use their mental capacities and resources for grappling with content rather than with mastery of language at the same time.
Challenges in Selection and Utilization of Approved Secondary Kiswahili Course Books in Kenya
(African Journal of Education Science & Technology (AJEST), 2014-12) Ombito, Khalili Elizabeth; Omulando, Carolyne; Luganda, Musavi Massseh
The Ministry of Education, Science and Technology in Kenya launched the multiple-choice textbook policy to be used in selection of course books and other instructional materials in public primary and secondary schools as well as colleges. This was in conformity with globalization of the textbook market which sought to enhance competition in the textbook publishing industry. The result was a list of six approved textbook titles per subject in the school curriculum that would be published in the “Orange Book” annually. Henceforth, public primary and secondary schools are required to select one textbook title per subject which then becomes the course book to be used in teaching of the respective subject. This paper examines the challenges encountered by teachers of Kiswahili in selection and utilization of the approved textbooks as course books for teaching of Kiswahili in public secondary schools in Kenya. Discussions in this paper are based on findings of research done in Webuye Division of present day Bungoma County in Kenya. The study was guided by Robert Gagne‟s Conditions of learning Theory. A survey design was used. Data was collected by interviewing eleven head teachers using a semi structured interview. A questionnaire was used to collect data from eleven teachers of Kiswahili selected randomly from eleven public secondary schools. Findings show that the multiple- choice policy guidelines were not adhered to by teachers; most teachers of Kiswahili were not conversant with policy guidelines regarding course book selection at school level; some Kiswahili textbooks were selected as course books even though they were not listed in the “Orange book”; some selected Kiswahili course books contained insufficient content in oral literature and sociolinguistics and some teachers used the course book as the sole teaching resource in Kiswahili without reference to the syllabus or any other reference book(s). The study recommended: capacity building workshops to sensitize teachers on the selection criteria and proper utilization of textbooks in classroom instruction; regular and thorough monitoring of implementation of the multiple choice school textbook policy to ensure recommended course book: learner ratios are achieved in public secondary schools in Kenya.
Challenges parents face in learning Kenyan sign language: hearing parents of deaf children’s perspectives
(African Journal of Education and Practice, 2020) Onditi, Sharon Anyango; Omolo, Tom Mboya; Luchivya, Rosemary Ogada
Purpose: The purpose of this study was to find out the challenges faced in learning Kenyan sign language from the perspective of hearing parents of deaf learners. Methodology: This study employed case study design, qualitative research approach adopting the interpretive paradigm. The study adopted purposive sampling technique to come up with a study sample of 177 informants. Data was collected using interview schedules, Focus Group Discussion guides and Document analysis guide. Qualitative data was transcribed, coded and organized into themes and reported. Findings: Results revealed that parents had three major challenges in learning Kenyan sign language: that Kenyan sign language was too difficult to learn, it was too costly to learn and that the institutions for parents to learn in were not readily available. Unique contribution to theory, practice and policy: The recommendations of this study were that; hearing parents of children with hearing impairments be given support in the process of learning Kenyan sign language and that parents should make deliberate efforts to learn Kenyan sign language and other modes of communication in order to communicate with their children with hearing impairments.
Characteristics of Distance Learners In The Case Of External Degree Programme of the University Of Nairobi
(International journal of scientific footprints, 2015) Kembo, Jane; Omito, Ouma
The study was based on the characteristics of distance learners at the School of Continuing and Distance Education at the University of Nairobi. The particular case under study was the Bachelor of Education (Arts) students who are taking their studies by distance mode. The study was set to achieve the following objective: To investigate the characteristics of distance learners. The study design used was cross sectional survey with well deigned questionnaires and an interview schedule. The study population was 500 external degree students in their final part of the study. The study sample of 217 students was arrived at by the use of a sample table provided by Krejcie and Morgan (1970).The sampling technique was simple random. To test on validity and reliability a pre-test was conducted, that is split-half method was used to establish the effectiveness and internal consistency of the questionnaire. Content validity was used on the results and comments from the pilot study. The study found that distance learners‟ characteristics are varied. In the first instance, both 59 (51.3%) male and 56 (48.7%) female are almost in equal demand for distance learning. Gender is not a factor when it comes to enrolment in distance learning. It also emerged that distance learners are aged hence are adult learners. Majority of the 41 (35.7%) respondents were aged between 36 and 40 years. On the other hand, 111 (96.5%) distance learners at the University of Nairobi were found to be employed with the majority of the 104 (90.4%) employees drawn from the Teachers Service Commission of Kenya. 102(88.7%) students were found to be married. It was therefore concluded that: •Distance learners cuts across gender (male and female) almost on an equal measure •Majority of distance learners are adults •Majority of distance learners are employed •Majority of distance learners have some work experience. •Most distance learners are married It was recommended that a similar study be extended to other universities and may include the adult teaching and learning styles. Distance learners‟ lifestyle and ability to meet the cost distance learning needs to be investigated.
Comparative perceptions on the physical signs of onset of unrest at universities
(2019) Oyoo, Eliud Oure
University students’ unrest is a common problem all over the world but it is more serious in the developing countries. Most Universities find it a perennial crisis. There is no documentation of comparative perceptions on the physical signs of onset of unrest. The study purposed to investigate these perceptions from different respondents on the basis of physical indicators of mental status of University students at the onset of unrest. It was a survey research design which used mixed research methods. Questionnaires and interview schedules were used for data collection. The research population comprised Security officers and secretaries working in sampled public Universities in Kenya in the year 2016. Simple random sampling was used which gave a total sample size of 145 which was obtained from a target population of 177. Quantitative data collected was analyzed descriptively into frequency counts, percentages, means and inferentially into independent sample t-test analysis and rank order correlation. The main physical indicators of mental status of unrest are: Yelling emotional expressions, violent tendencies, hostile attitude manifestations and anger gestures, but in slightly varied order among different respondents. Generally, for all the main physical indicators of mental status of university students’ at the onset of unrest, there is no statistically significant difference in influence of perceptions of security officers and secretaries on mental status of University students’ at onset of unrest. Therefore, all public universities should adopt the use of the invented mental status examination tool to detect the onset of unrest with the aim of forestalling the unrest
Concept Mapping: an interactive teaching strategy that enhances active learning and students' achievements in Biology
(2011) Ongowo, Richard Owino; Keraro, Fred N; Okere, Mark O
Contribution of Home-Based Psychosocial Issues on Students Academic Performance in Public Secondary Schools in Migori County, Kenya.
(Advances in Social Sciences Research Journal, 2020-07-25) Okongo, Calvince; Odera, Prof. Florence; Sichari, M. Dr.
The home environment plays pivotal role in determining children’s future. Every other parent strives to be a role model to be emulated by the children right from childhood to maturity level when these children can now stand strong to respond to the societal demands of life. However, when the home environment is not cordial to the children, this could lead to psychological, biological, mental and social dysfunction a reflection of cognitive disorientation especially for the students in secondary schools. The above situation would undoubtedly lead to a performance which does not measure to the threshold of the learning institutions in which the children have been admitted pursuing their studies. Students in high schools are in critical periods with myriads of psychological, social and academic issues which affect them most of which require personal and confidential psychotherapeutic interventions that the parents themselves could avert to ensure successful completion of secondary education. The key objective of the study was to establish the contribution of home-based psychosocial issues on the students’ academic performance in public secondary schools in Migori County. The paper explores the extent to which parental attachment, socio economic status of parents and parental involvement which are all home-based psychosocial factors contribute to the academic performance of both boys and girls . The study findings will challenge the caretakers who in this case are the parents and guardians and teachers to understand the psychosocial turmoil students face as they struggle to make ends meet educationally. The findings of this study may assist the Government, NGOs, Principals and all the education stakeholders to understand and create more resources preferably trained personnel who could be knowledgeable in therapeutics skills to best manage students who might not have had the best home-based care and attention.
Contribution of Picture Communication Boards on expressive Language Skills of Learners with Hearing Impairment
(African Journal of Education Science and Technology (AJEST), 2024-10-01) Adhiambo, Oronge Evernate; Onditi, Sharon; Otara, Alfred
The most effective tool for human advancement is communication, encompassing the expressive aspect, which is crucial in various life aspects, demonstrating its importance in communication skills. Picture communication boards include sheets of symbolic presentation, letters, and real life pictures that a learner may point to communicate with others. Guided by Albert Bandura’s Social Learning Theory, the objective of the study was to determine the contribution of picture communication boards on the expressive language skills of learners with hearing impairment using a mixed-method approach within a descriptive survey design. The target population comprised 73 learners, 46 teachers, 7 headteachers, and 5 Educational Assessment and Resource Centre officers (EARCs), selected purposely. Quantitative data from the main respondents were collected through questionnaires and observation checklists. Simultaneously, interview guides were utilized to gather qualitative data from key informants. Quantitative data were analyzed descriptively based on means, frequencies, and standard deviation, and inferentially based on Pearson Correlation, presented in tables. Qualitative data were presented in narratives after thematic analysis. The study concludes that the utilization of communication boards enhances the expressive language skills of learners with hearing impairment through the use of pictures, charts, relevant books, and tables. The study recommends that the Ministry of Education, through the Directorate of Special Needs Education, should upscale the use of communication boards as a teaching aid for learners with hearing impairment.
Contribution of teacher attitude to management of student safety in emergency incidents in public secondary schools in kenya
(International Journal of Current Research, 2018-07-30) Kute, Berther Atieno; Enose, Simatwa; Odera, Florence
Parents expect a secure learning environment for their children while in teachers’ custody, yet threats to student safety are increasing globally, and Kenya is no exception. In Kisumu County, incidents of floods, criminal activity, community conflicts, fires and strikes continue to be recorded in schools. Due to legal responsibility and their position as first responders in school emergency, teachers have a crucial role in ensuring student safety, yet little has been done to explore teacher attitude towards management of student safety in emergency incidents in public secondary schools. The objective of this study was to establish the contribution of teacher attitude to management of students’ safety in emergency incidents in public secondary schools in Kisumu County. The study established that teacher attitude highly contributed with overall mean rating of 3.60. Findings of this study are important to educational administrators, policy makers and planners in understanding how teacher attitude contributes to management of students safety in emergency incidents in public secondary schools in Kisumu County.
Contributions of Physical Facilities on Effective Management of Public Secondary Schools in Uriri Sub-County, Migori County, Kenya
(Scholars Middle East Publishers, Dubai, United Arab Emirates, 2018-11-30) Otieno, Omolo H; Deya, Derrick Okinyi
The purpose of this study was to examine the contributions of physical facilities on effective management of public secondary schools in Uriri Sub-county, Migori County, Kenya. The research question was; How does thephysical facilities contribute to the management of public secondary schoolsin Uriri Sub-County, Migori County, Kenya? The study employed survey design. The study population included all head teachers, all PA chairpersons and all BOM members in the 18 public secondary schools. Purposive sampling was employed in the study. The sample therefore comprised of 18 principals, 18 PA chairpersons and 64 BOM members. Data was collected by use of questionnaires and interview guide. Four of the schools outside the study area was used in piloting the study to act as pre-test to the instruments of data collection to ensure their reliability. Face validity of the instruments was determined by three experts in the department of Educational Leadership and Policy Studies, Rongo University Collegeand the impressions on the instruments improved based on the supervisors’ advice before using them for data collection. Quantitative data was analyzed by use of descriptive statistics in form of frequency counts, percentages. Statistical Package for Social Science (SPSS) software was used for data analysis. Findings revealed that there was a problem in cooperation among the members caused by lack of team work and financial knowledge which was 51 (85.0%). It was recommended that the BOM members should be involved in regular financial training and budgeting.
Data use practices in English secondary schools
(2019) Omoso, Elisha
English schools work under complex New Public Management (NPM) environment, in which teachers are required to collect and use volumes of data for many reasons especially for accountability. Data is thus likely to control the 'life' of English schools with arguments for and against its use. This qualitative case study explored in-depth, how teachers interpret and use data within five English secondary schools. Data was collected via interviews, school documents and questionnaires. Qualitative data was coded into themes in 'NVivo' program in line with the research questions and the conceptual framework of the study. Questionnaire data was analysed descriptively in SPSS program and triangulated with qualitative data for confirmability. For internal and external validity, tables of specific case and cross-case analyses were constructed. The results show four new findings. That is, (1) pastoral data is not a stand-alone data (2) schools do not partner with each other around data use (3) state schools are more constrained in data use than the independent school and (4) data collection and access are hierarchical. Other findings are that English schools collect large amounts of data with most pupil-related data being quantitative to allow ranking and comparison of students' academic and non-academic performance. Teachers also seem to be shifting focus from teaching to data collection and that data collection serves as a form of surveillance where teachers use data to set targets for pupils, monitor and report academic progress to school leaders and parents. Also, there is superficiality in data collection, interpretation and use. For example, teachers use data to determine which pupils should have certain resources as interventions, but the study did not find compelling evidence that teachers use data to improve their teaching methods or to evaluate what they do. Finally, data use in the schools spread through hierarchies from the government to school leaders, middle leaders and class teachers then all the way up again with teachers responding positively and negatively to data use. In terms of support, schools mostly support access and internal collaboration around data. Performativity, as discussed for example by Stephen Ball, has been used to interpret these findings.
Detection of Main Physical Indicators of Mental Status of University Students’ at Onset of Unrest
(International Knowledge Sharing Platform, 2017) Oyoo, Eliud Oure; Kodero, Hezbon; Sichari, Manson
This paper presents the detection tools of mental status of University students at the onset of unrest. Many factors which includes biological or environmental, influence variation in the mental status of an individual if they are exposed to them. Negative factors are the root cause of mental status at the onset of unrest and this can have specific manifestations. During social unrest, people’s entire way of life is torn apart. In such scenario, there will be clear and predictable observable manifestations which may exhibit themselves physically since the body language is the most reliable sign of internal state of affairs. Several research findings show that University students’ unrest is a common phenomenon all over the world and that most Universities are focused on the aftermath of students’ unrest. However, studies have not been done on detecting the onset of students’ unrest and then implementing appropriate preventive measures to forestall University students’ unrest. The objective of the study was to identify the main physical indicators of mental status of University students’ at onset of unrest. It was a survey research design which used mixed research method approaches. Data was collected using structured questionnaires. The research population included Security officers, secretaries, of selected public Universities in Kenya. Simple random sampling was used which gave a total sample size of 145 which was obtained from a target population of 177. The quantitative data collected was analyzed using SPSS programme into frequency counts, percentages, means and independent t-test analysis. From the findings, the main physical indicators of mental status of University students’ at onset of unrest were identified as: Yelling emotional expressions, violent tendencies, hostile attitude manifestations and anger gestures, in that order.
Dhuluma kama kichocheo cha mzinduko wa wanawake katika riwaya ya kiswahili
(International Journal of Social Sciences and Information Technology, 2018-11) Mboya, Lucy A.; Mohochi, Sangai; Kisurulia, Simiyu
Kwa kipindi kirefu wanawake wametwezwa na kudunishwa kutokana na dhuluma wanazofanyiwa na jamii inayotawaliwa na mfumo wa kuumeni. Dhuluma wanazopata wanawake zinatokana na asasi tofauti tofauti ambazo ndizo zinapaswa kudumisha mshikamano wa kijamii. Tahakiki na tafiti nyingi zinaonyesha athari ya ukandamizaji wa jinsia ya kike na hali ya kuzimwa kwa juhudi zake katika kupigania nafasi yake. Mwanamke anavyoitikia hali hii kwa njia inayomzindua na kumfaidi ni suala ambalo halijaangaziwa pakubwa. Ni kutokana na msingi huu ambapo makala hii inachunguza namna dhuluma wanazopata wanawake zinavyowazindua na kuwapa motisha ya kujikomboa na kujinasua kutokana na hali hii ya kusakamwa na asasi kandamizi za kijamii. Kwa njia hii, wanawake wanapata nafasi ya kujiendeleza katika nyanja mbalimbali ikiwemo kujieleza kimapenzi badala ya kuridhia kuishi vivulini mwa waume zao dhalimu. Hali hii inampa mwanamke taswira mpya kama kiumbe mwenye thamani na mchango mkubwa katika kuongoza juhudi za ufanisi wa jamii yake. Uchunguzi huu umeegemea fasihi andishi ya Kiafrika kwa kurejelea kazi mbili: Nyuso za Mwanamke (Mohamed, 2010) na Heri Subira (Babu, 2010). Riwaya hizi ziliteuliwa kwa kutumia mbinu ya uteuzi wa kimakusudi. Riwaya hizi zimesheheni hali ngumu ya maisha wanayopitia wahusika wa kike hasa katika harakati zao za kujinasua kiuchumi na kujisaka kimapenzi. Aidha zimeangazia masuala ya wanawake kwa uangavu na kwa namna inayopanua nafasi ya jinsia ya kike katika dunia ya kisasa. Kutokana na mchango mkubwa wa wanawake katika shughuli mbalimbali za ujenzi wa jamii, ni bayana kuwa matumizi ya fasihi
Digital Platform Skills for Teachers in Public Primary Schools in Homa Bay County, Kenya
(Journal of Education and Practice, 2022-12) Omito, Ouma; Kembo, Jane
Purpose: The purpose of this study was to establish the readiness of headteachers and teachers in integrating the Digital Literacy Programme (DLP) in teaching and learning in public primary schools in Homa Bay County, Kenya. The Digital Literacy Programme was a project that was introduced and funded by the Government of Kenya for all public primary schools in Kenya. Methodology: The study adopted both qualitative and quantitative survey research designs. A population of 845 head teachers and 6529 teachers were involved in the study. Some 85 head teachers and 362 teachers were sampled for the study. Questionnaires and interviews were the main research instruments used for the study. The reliability coefficient for the pilot teachers stood at 0.96, while that of the head teachers’ coefficient was reported at 0.95. The quantitative research data was analyzed using SPSS and presented in tables, frequencies,, and percentages. Interviews were recorded, transcribed, organized into main themes, and reported. Findings: The majority of the respondents who were teachers, (41.6%), could only write using a digital device. Most head teachers, (34.2%), preferred tablets contrary to the preference of the majority of teachers, 31.4%, who cited desktop computers for online teaching and learning. The study also revealed that the majority of teachers and head teachers felt insecure with the digital devices in schools.Unique Contribution to Theory, Policy and Practice: Introduction of digital learning in the Kenyan education sector did not meet the required threshold but was timely. Challenges were met here and there. Both teachers and headteachers were struggling to cope with the modern teaching and methods that required the integration of technology in the teaching and learning process. However, with continuous practice, the digital gaps were set to close in Kenyan schools. In line with the Kenyan ICT Policy of 2006 on electronic learning, the promotion and development of content to address the educational needs of primary, secondary and tertiary institutions in Kenya needed to be emphasized.
The effect of class repetition on the academic performance of pupils in lower primary schools in Homa-Bay
(International Journal For Research In Educational Studies, 2019) Aduda, Philip Otieno; Kodero, Hezbon; Sichari, Manson
Class repetition is used as a strategy of improving academic performance in schools in Kenya. The study objective was to examine the effect of class repetition on pupil’s academic performance in public lower primary schools in Homa-Bay Sub-county. The study employed descriptive survey design and document analysis. The analysis of data was done using descriptive statistics as well inferential statistics using Statistical Package for Social Sciences (SPSS). The target population entailed all the class three repeaters in the 67 public primary schools in Homa-Bay Sub-County. Head teachers and class three teachers also took part in the study as informants. To obtain the desired number of schools out of the 67 public primary schools in Homa-Bay Sub-County from which the researcher obtained the respondents, the Krejcie and Morgan Sample Size Table (1970) was used. Simple random sampling was adopted in selecting 30 schools to include in the sample. In these 30 schools, there were a total of 42 class three repeaters all of them were involved in the study through the whole population purposive sampling. The study found that class repetition has a positive effect on the academic performance of lower primary pupils in that pupils perform better after repeating a class as indicated by a paired sample statistics which showed that on repeating a class, the pupils’ academic performance (m=263.38, sd=128.92) was higher than their mean academic performance before repeating (=178.07, sd=68.55).This difference in the mean scores is statistically significant, t(41)=4.949, t<0.001. It was further noted that more than half of the respondents(headteacher and class teachers) (80%) agreed that class repetition indeed has a positive effect on academic improvement, compared to only 20% of the respondents who stated that there is no effect on academic improvement after repetition. The researcher recommends that the Ministry of Education should review the policy that outlaws class repetition and allow teachers, parents and other educational stakeholders to consultatively make decisions on whether a pupil should repeat a class or not. The researcher suggests that a study should be carried out on the impact of ‘no repetition’ policy on children’s behaviour and academic performance.
The effect of class repetition on the academic performance of pupils in lower primary schools in Homa-Bay
(International Journal for Research in Educational Studies, 2019-09) Aduda, Philip Otieno; Kodero, Prof. Hezborn M. N.; Sichari, Dr. Manson
Class repetition is used as a strategy for improving academic performance in Kenyan schools. The study objective was to examine the effect of class repetition on pupils' academic performance in public lower primary schools in Homa-Bay Sub-county. The study employed a descriptive survey design and document analysis. The analysis of data was done using descriptive statistics as well inferential statistics using Statistical Package for Social Sciences (SPSS). The target population entailed all the class three repeaters in the 67 public primary schools in Homa-Bay Sub-County. Head teachers and class three teachers also took part in the study as informants. To obtain the desired number of schools out of the 67 public primary schools in Homa-Bay Sub-County from which the researcher obtained the respondents, the Krejcie and Morgan Sample Size Table (1970) was used. Simple random sampling was adopted in selecting 30 schools to include in the sample. In these 30 schools, there were a total of 42 class three repeaters; all of them were involved in the study through the whole population purposive sampling. The study found that class repetition has a positive effect on the academic performance of lower primary pupils in that pupils perform better after repeating a class as indicated by a paired sample statistics which showed that on repeating a class, the pupils’ academic performance (m=263.38, sd=128.92) was higher than their mean academic performance before repeating (=178.07, sd=68.55).This difference in the mean scores is statistically significant, t(41)=4.949, t<0.001. It was further noted that more than half of the respondents(headteacher and class teachers) (80%) agreed that class repetition indeed has a positive effect on academic improvement, compared to only 20% of the respondents who stated that there is no effect on academic improvement after repetition. The researcher recommends that the Ministry of Education should review the policy that outlaws class repetition and allow teachers, parents and other educational stakeholders to consultatively make decisions on whether a pupil should repeat a class or not. The researcher suggests that a study should be carried out on the impact of ‘no repetition’ policy on children’s behaviors and academic performance.
Effect of Literacy in Kenyan Sign Language on Academic Performance of Pupils with Hearing Impairment in Primary Schools in Kenya
(The International Journal Of Humanities & Social Studies, 2019-05) Wawire, M Tom; Namunga, Nick
The purpose of this study was to establish the relationship between literacy in Kenyan Sign Language (KSL) and academic performance of pupils with hearing impairment (HI) in public primary schools in western Kenya. Study objective was to find out the effect of pupils’ literacy in Kenya sign language on academic performance. The study employed a mixed research approach and a descriptive survey design to collect qualitative and quantitative data. Using purposive sampling technique, 12 head teachers, 93 teachers and 108 pupils with HI forming a sample size of 213 respondents. Research instruments used were a Likert scale questionnaire and interview schedule. Piloting of the questionnaire was done in a public special primary school for the pupils with HI in Birunda School for the Deaf Trans Nzoia. The collected data was analyzed using descriptive statistics of frequencies, percentages, means, standard deviation and Pearson correlation coefficient and inferential statistics of chi-square using the statistical package for social sciences [SPSS] program of version 23. Qualitative data was analyzed by describing the emerging themes in relation to the study objectives. The study established that there was significant relationship between pupils’ interpretation of KSL, literacy in KSL and challenges in using KSL and academic performance, all at p<0.05. Therefore, the null hypothesis was rejected and concluded that literacy in KSL significantly influences academic performance. The results will help stakeholders in the education sector to establish how KSL is used in the teaching of pupils with HI in schools, hence providing valuable data on the current policy and practice in the field of education and training of teachers of the learners with HI. The following recommendations were made: pupils should be equipped with more literacy skills for the KSL and adequate resources and support services be given to the learners.

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