School of Education

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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.
Entrenching Ethical and Professional Teaching Through Teacher Performance Appraisal and Development in Public Primary Schools, Migori County, Kenya
(International Journal of Research and Innovation in Social Science (IJRISS), 2024-08-23) Ogalo, Elizabeth; Khalili, Ombito Elizabeth; Simatwa, Enose M. W
Teacher conduct is instrumental in enhancing national values in teaching and learning. The teacher is a role model to learners and society at large; as an epitome of ethics. In Kenya, teacher conduct is a key element of teacher professionalism which can affect teacher performance in service delivery. The Teachers Service Commission has handled numerous cases of professional misconduct leading to termination of services of the affected teachers. Professional misconduct of the teacher has impacted negatively to the learner leading to high drop - out rates. Between the years 2019 and 2021, 59 teachers had indiscipline cases in Migori County. To curb the malpractice, TSC introduced Teacher Performance Appraisal and Development (TPAD) to appraise teachers on adherence to recommended teacher conduct and professionalism as a key indicator in teacher performance. This study sought to evaluate the contribution of TPAD to teacher conduct and professionalism towards enhancement of teacher performance in public primary schools, Migori County, Kenya. The study was guided by the Goal setting Theory which requires teachers to set performance targets at the start of the school term regarding adherence to the recommended teacher conduct and professionalism parameters. The set targets are then utilized as a measure of teacher performance during appraisal at the end of the school term. The study adopted a descriptive survey design. Simple random sampling and random sampling techniques were used to select 30 Curriculum Support Officers, 240 deputy head teachers and 362 teachers for the study. Fischer’s Formula was used to select the sample size of 632 participants from a population of 7038, comprising 637 deputy head teachers, 6362 teachers and 39 Curriculum Support officers in Migori County. Data collection was done using questionnaire for deputies and teachers; Focus group discussion guide for Curriculum Support officers, and document analysis guide for school records. Quantitative data was analyzed using Descriptive Statistics in the form of frequency counts, mean and percentages as well as Inferential Statistics of T- Test and Correlation Coefficient. Qualitative data was cleaned, coded, transcribed and analyzed thematically. Findings from the study indicate that TPAD Implementation contributed highly to teacher performance, with regard to punctuality, ethics, and compliance to legal and professional requirements on conduct and professionalism in public primary schools.
Use of ict and knowledge management to strengthen universities’ position in the society in Kenya
(African Journal of Emerging Issues, 2024-11-29) Onditi, Sharon; Onunga, Jeremiah; Olal, Francis Ongachi
Statement of the Problem: The problem identified in this study is the lack of full integration and application of Information Communication Technology (ICT) and Knowledge Management (KM) activities in Kenyan universities, which affects their ability to strengthen their societal position as leaders in research, teaching, learning, and community service. Purpose of the Study: The purpose of the study was to explore the integration of ICT and KM in Kenyan universities and their role in strengthening these universities' position in society. The paper aimed to provide insights into how ICT and KM could be innovatively managed within the universities to better serve societal needs and enhance their academic and community roles. Research Methodology: The study employed a non-probability sampling method to collect data. The researcher analyzed statements, open-access journals, and electronic documents relevant to ICT, KM, and technological innovation in Kenyan universities. The research methodology involved examining the applicability of KM pillars and the current status of ICT and KM integration in these institutions. Findings and Discussion: The findings showed that the current use of ICT and KM in Kenyan universities had not been fully exploited. The research highlighted the importance of ICT infrastructure and KM practices for the universities’ societal positioning. It also revealed several barriers to the effective use of ICT and KM, including inadequate technological infrastructure and insufficient knowledge-sharing practices. Conclusion: The study concluded that ICT and KM could play a significant role in improving the societal position of Kenyan universities. However, for these benefits to be realized, universities needed to enhance their ICT infrastructure, better manage knowledge, and develop skills related to KM.
Stakeholders’ engagement making a difference in monitoring and evaluation of secondary school infrastructural projects, in Uriri sub-county, Migori County, Kenya
(International Research Journal of Rongo University (IJORU), 2024-10-16) Ongukah, Jim Odhiambo; Otara, Alfred Shem; Oyoo, Eliud Oure
Stakeholders’ involvement in monitoring and evaluation (M&E) is critical towards completion of infrastructural projects (IPs) in public secondary schools. They influence decision making about improving, re-orienting or discontinuing evaluation interventions. Hence, the need to focus on stakeholders’ engagement as a strategy of making a difference in monitoring and evaluation of secondary school IPs in public secondary schools in Uriri Sub-County. Data was collected through census from 172 respondents consisting of principals, chairpersons to the Boards of Management, chairpersons of school infrastructure committees and deputy principals using questionnaires, while interview guide was administered to 3 purposively selected key informants comprising Sub-County Public Works Officer, Sub-County Director of Education and Sub County Quality Assurance and Standards Officer. The study found that there was high influence of leadership stakeholder’s engagement towards completion of IPs in the study area. The study concludes that M&E leadership stakeholder engagement has statistically significant and weak positive correlation towards completion of IPs. The study recommends that the government should enforce policy framework for stakeholder engagement in public secondary schools.
Effective competency-based assessment model for senior schools in Kenya
(African Journal of Health Sciences and Technology, 2024-11) Oyoo, Eliud O.
The education systems globally are rapidly evolving due to their dynamic nature. This swift transformation necessitates a corresponding pace in assessment models, which should be realistic and effective for the targeted learners. Even before the COVID-19 pandemic, there were concerns about the reliability and validity of the assessment tools used in Kenyan post-primary schools. With the introduction of the Competency-Based Curriculum (CBC) in primary and junior schools, along with lessons learned during the COVID-19 pandemic, there is a pressing need to reassess and develop a realistic and effective model that matches current needs. Moreover, assessment models have always been subject to change. Thus, the time is ripe for a new, workable, and effective assessment model to be developed for use in Kenyan senior schools. This research adopted a literature review and document analysis methodology. The findings indicate that the majority (55%) of the relevant documents analyzed support an integrated model of competency-based assessment as the most realistic and effective approach for Kenyan senior schools. Additionally, the study found that the most suitable method for implementation is a collaborative approach involving all relevant stakeholders. This should be conducted at different intervals, with a cumulative score provided as evidence of the skills assessed. These findings aim to address the gap caused by the time span, the post-COVID-19 era, and the changing education system, which is increasingly geared toward employability.
The Power of Smartphone Use in Enhancing Psychological Well-Being of University Students
(2024-10) Odindo, Zainabu; Oyoo, Eliud; Onyango, Tom
Smartphones are considered a necessity in students’ campus life globally. Several research findings show that students use them for their daily communication, social networking, entertainment, and research, among many others as the main uses. However, there is scanty documentation on its use as an avenue for psychological well-being. The objective of this research was to assess the awareness level of the usability of smartphones for the psychological well-being of university students. This study adopted the cross-sectional survey research design and mixed methods approach. A random sample size of 365 university students of years 2 and 3 from the 4 schools of Rongo University and 10 student counselors of Rongo University were involved in data collection. Quantitative data was collected by use of questionnaires while qualitative data was collected by use of interview guide. Quantitative data was analyzed descriptively into percentages, means, and standard deviations, while the inferential statistical analysis used was t-test and correlation. The analyzed findings were presented in the form of tables. The qualitative data was analyzed through a thematic approach and then triangulated with the quantitative data findings in the discussion. The study established that there is a statistically significant moderate positive influence (r=.391) of the awareness level of usability of smartphones on the psychological well-being of university students (p = .000) at an alpha value of .05. The research findings concluded that awareness level of usability of smartphones can moderately and positively influence the psychological well-being of university students. Thus the study recommended that universities should focus on awareness creation of the usability of smartphones in their students to enhance their psychological wellbeing.
Focusing on Teaching and Learning Resources in Improving Academic Performance of Learners with HI in Inclusive Schools
(African Journal of Education Science and Technology (AJEST), 2024-10) Ogada, Jacinter Auma; Oyoo, Eliud; Onditi, Sharon
Poor academic performance of learners with hearing impairment in inclusive schools is a challenge that has been worrying most of the stakeholders from global to local level. Stake holders are unable to identify the main factors that are responsible for this undesirable trend. The purpose of this study was to examine how focusing on teaching and learning resources can improve academic performance of learners with HI in Rachuonyo East Sub County, Homa Bay County, Kenya. The study was guided by Instructional Design Theory by Charles Reigeluth (1999). The study used a cross-sectional survey research design and mixed research approach. The target population consisted of 17 H/Teachers, 5 CSO’s, 78 teachers and 884 pupils of grade six from inclusive schools in all Zones of Rachuonyo East Sub County in Homa-Bay County, Kenya. A sample size of 370 respondents comprising of 5 CSO’s, 17 H/Teachers, 78 teachers and 270 pupils were selected using census and purposive sampling techniques. The instruments used for data collection were questionnaires for teachers and head teachers, face to face interview for the CSOs and focused group discussions for learners. The reliability coefficient was determined using Cronbach’s Alpha for each Sub-Scale. Test – retest research technique of reliability was administered twice to the same respondents in an interval of two weeks while keeping all the initial conditions constant and an acceptable reliability index of .78 was realized. Quantitative data was analyzed descriptively into frequency counts, mean ratings and percentages; then further inferentially using t-test and correlation methods. Qualitative data was analyzed thematically. The analyzed findings from the different sources were then corroborated and triangulated to bring harmony in the paper. The study finding was that when teaching and learning resources are adequately focused on by teachers, it will have moderate and positive (r = .530) significant influence (p = .000) on academic performance of HI learners. It is therefore recommended that special needs teachers should always use relevant and appropriate teaching / learning resources in the planning and delivery of their lessons. This should also be anchored in the ministry of education policy guiding the training of HI learners in inclusive primary schools.
Influence of Teacher Personality on the Performance of Learners in Kiswahili in Public Day Secondary Schools in Suba South Sub-County, Homa Bay County, Kenya.
(African Journal of Education Science and Technology (AJEST), 2024-10) Onunda, Othoo Duncan; Onditi, Sharon; Okello, Millan
Management of student discipline: does the preventive approach work?
(International Journal of Research in Education Humanities and Commerce, 2021-10) Lynnette, Rakiro A.; Otara, Dr. Alfred; Otengah, Wilson
The purpose of this study was to assess the effectiveness of school principals’ Preventive approach in the management of students’ discipline in public secondary schools. The study adopted a cross-sectional survey design with simple random sampling used to select respondents. Primary data was collected using two questionnaires; one for Principals and deputy principals, and the second one for teachers while an Interview guide was used for Sub County Directors (SCDs) and a focus group discussion guide for student leaders. Findings show that preventive approaches are effective in maintaining students’ discipline.In addition, there is a statistically significant relationship between preventive approaches and the management of students’ discipline. It is therefore recommended that School management create awareness on all stages of disciplinary approaches put in place for students’ discipline. Schools should also consider having a vote head for rewards and motivational talks to students to reinforce student discipline.
Effectiveness of school principals’ positive reinforcement approach on management of students’ discipline in public secondary schools in Migori county, Kenya
(American International Journal of Business Management, 2021-11) Rakiro, A. Lynnette; Otara, Alfred; Otengah, Wilson A. P.
The purpose of this study was to assess the effectiveness of school principals‘ approaches on management of students‘ discipline in public secondary schools in Migori County, Kenya. The objective of the studywas to determine effectiveness ofpositive behaviour reinforcement on students discipline and establish factors influencing effectiveness of school principal‘ approaches on students discipline in public secondary schools in Migori County. The studyadopted a cross-sectional survey design with a population consisting of 271 principals, 271 deputy principals, 1759 teachers and 10 Sub-county Directors of Education (SCD). Simple random sampling pegged at 30% was used to select 74 principals, 74 deputy principals, 74 student leaders, 8 SCDs and 317 teachers from Krejcie and Morgan; a total of 473 respondents. Primary data was collected using 2 questionnaires; one for Principals and deputy principals, and the second one for teachers while an Interview Schedule for SCDs and FGD guide for student leaders. Piloting, involving 10% from each category of the respondents, was done to determine reliability and validity of the research questionnaires. Test-retest method was used to establish reliability by employing Pearson‘s r with a reliability threshold of .70 and above. Validity was determined by experts in Educational Management and Policy. Quantitative data was analysed using frequency counts, percentages, means, standard deviation and T-test while qualitative data was coded, transcribed and organized thematically. Research ethics were observed during both data collection and reporting of findings. The study established that positive behavior reinforcement was very effective (mean = 3.51) as thevariable had positive and statistically significant correlation with management of student discipline. Findings of this study may be important to educational administrators, policy makers and planners in understanding how positive behavior reinforcement approachis effectively used to manage students‘ discipline.
Head Teachers’socio-Demographic Factors Influencing Job Performance in Public Primary Schools in Suba South sub-County, Homa - Bay County, Kenya
(Journal of education and practice, 2022) Muo, Pamela Atieno; Otara, Alfred; Kute, Berther
Administrators, including all head teachers are expected to achieve organizational goals through efficient job performance. The purpose of the study was to establish personal factors influencing head teachers ' job performance in public primary schools . The study adopted a mixed method approach with a descriptive research survey design. The study sample was selected by saturated sampling. Findings indicate that a combination of personal factors influence different aspects of job performance. Age of head teachers alone was not a significant factor influencing maintenance of school physical infrastructure, management of school finances and effectiveness of curriculum supervision. Gender of head teachers was also not seen as influencing maintenance of school physical infrastructure, management of school finances and effectiveness of curriculum supervision. It is recommended that the level of educational attaintment for a head teacher in considering promotion of primary teachers to headship. Further, consistent of training and remuneration of package of head teachers should be considered as a motivating factor in job performance
Sources of conflicts in selected secondary schools in Uriri and Nyatike sub-counties, Kenya
(International Journal of Research in Education Humanities and Commerce, 2020-10) Farhya, Pamela Alabu; Kembo, Jane; Alfred, Otara
The purpose of this study was to investigate the sources of conflicts that commonly arise in the selected secondary schools in Uriri and Nyatike Sub-Counties, Kenya. The target population was 1960 teachers, 87 principals and 87 senior teachers in 87 secondary schools in Uriri and Nyatike Sub Counties. The study relied on self- administered questionnaires and focus group discussions. The sample consisted of: 392 teachers, 29 principals and 29 senior teachers. The main data collection instruments were questionnaires and focus group discussion. From the research instruments, the researcher sought to elicit information about the sources of conflicts that commonly arise in selected secondary schools. The findings showed that conflicts in the selected secondary schools were both relationship and task related. The study was conducted using a descriptive survey design which can be used to describe aspects of the population which include opinions, attitudes and beliefs. Stratified random sampling was used to improve the representativeness of the sample and to reduce error. To enhance the reliability of the instruments, a pilot was conducted in 3 secondary schools in the Sub Counties-those outside the sample. The research yielded both qualitative and quantitative data. Quantitative data was be analyzed using Statistical Package for Social Sciences (SPSS). Qualitative data was analyzed in form of frequencies and percentages, while qualitative data from open-ended questions were analyzed according to the themes. The findings revealed that conflicts in the selected secondary schools sometimes emanated from work-related disagreements between teachers and the administration, distribution of scarce resources, communication breakdown and different views on the preferred outcome. The study proved to be significant for the following reasons: it adds to the existing knowledge in the area of conflict management, it may be useful in developing guidelines for principals and other stakeholders to enable them to manage schools effectively, it may help the Ministry of Education to formulate training materials for school managers to enable them to manage conflicts effectively and it may enable teachers and educators to improve and to manage conflicts in schools more effectively and efficiently.
Influence of Teachers Service Commission Incentives on Teachers’ Performance in Public Secondary Schools in Migori County, Kenya
(International Journal of Advance Research in Education & Literature, 2022-03) Omollo, EvelineAtieno; Getange, Dr. Kennedy N.; Otengah, Prof. Wilson A. P.
The study sought to establish the influence of Teachers Service Commission incentives on teachers’ performance. The study adopted cross sectional survey design with a population of 3010 teachers who are the main respondents, 271 secondary school principals and 10 Teachers Service Commission Sub-County Directors of Education. Simple random sampling pegged at 30% was used to select 81 principals, 10 TSC Sub-County Directors of education through purposive sampling and 357 teachers from Krejcie and Morgan table, making a total of 448 respondents. The research questionnaires were administered to teacher and the principals, Focus Group Discussion to the teachers while the interview guide was used to collect data from TSC Sub-County Directors of Education. Piloting, involving 10% from each category of the respondents was done to establish validity and reliability of the research questionnaires and 36 teacher, 8 principals and 2 Sub-County Directors of Education were included. Validity was determined by supervisors and experts in Educational Management and foundation department. Test-retest method was used to test reliability and Pearson’s product moment correlation coefficient was further used to determine the reliability coefficient of .70 and above ascertaining the reliability of the instruments. Quantitative data was analysed using descriptive and inferential statistics where; frequency counts, percentage, mean and standard deviation was used, while qualitative data was coded, transcribed and organized thematically.. The study established that; Incentives offered by the employer can motivate the teachers with overall mean rating of 2.45. From the findings, the null hypothesis stated was rejected. The findings of the study may be of value to the Education developers and stakeholders to help improve the reward system and invest significantly on the teachers who enhance improvement and the best results on learners’ academic achievements.
Influence of Teachers Service Commission’s Career Progression on Teachers’ Performance in Public Secondary Schools in Migori County, Kenya
(2019) Omollo, Evaline Atieno; Getange, Dr. Kennedy N.; Otengah, Prof. Wilson A. P.
The study sought to establish the influence of Teachers Service Commission’s career progression on teachers’ performance. Cross sectional survey design was adopted with a population of 3010 teachers, 271 secondary school principals and 10 Sub-County Directors of Education. Simple random sampling was used to select 81 school principals’, purposive sampling to select 10 TSC Sub-County Directors of Education and Cluster sampling was used to select 357 teachers. Questionnaires were administered to teacher and principals, Focus Group Discussion to the teachers while the interview guide was used to collect data from Sub-County Directors of Education. Piloting was done and 36 teacher, 8 principals and 2 Sub-County Directors of Education were included. Validity was ascertained by expert judgement and reliability determined using test retest technique. Quantitative data was inferentially analysed using Independent two sample t test while qualitative data was thematically analysed. The study established that; Teachers Service Commission career progression prospects have very low positive motivational influence (r=0.246, p<.05) on teachers’ performance and the null hypothesis stated was rejected. The findings of the study may be of value to the Education developers to help improve the reward system and invest significantly on the teachers who enhance improvement on learners’ academic achievements.
Factors influencing academic performance of learners with visual impairment integrated in public primary schools in Rongo sub-county, Migori county, Kenya
(2017) Riwa, Norah A; Namunga, Dr Nick; Juma, Dr. Stella
Visual impairment impacts an individual’s ability to successfully complete the activities of everyday life. This study investigated factors influencing academic performance of learners with visual impairment integrated in Public Primary schools in Rongo Sub-County, Migori County, Kenya. The objectives of the study were: to investigate the impact of instructional methods on academic performance of learners with visual impairment; to establish the effect of teacher training on academic performance of learners with visual impairment; to find out the effect of teachers’ attitude on academic performance of learners with visual impairment and to determine the influence of teaching learning materials on academic performance of learners with visual impairment in Rongo Sub-County. The study employed mixed method approach. The target population included 29 head teachers of public primary schools with integrated program, 40 Special Needs Education (SNE) teachers and 5 Curriculum Support Officers (CSOs) giving a total of 74 respondents. Purposive and Saturated sampling techniques were used to get a sample size of 29 Head teachers, 40 SNE teachers and 5 CSOs respectively. Questionnaires and interview schedule were used to collect data.. Quantitative data was analyzed using descriptive statistics of frequencies, percentages and means and Inferential of Pearson Correlation Coefficient and Chi square. Qualitative data was analyzed based on emerging themes generated from the study objectives. The study established that there was significant relationship between instructional methods, teacher training, teachers’ attitude and teaching learning materials and academic performance all at p <0.05.
Influence of the roles of the CSO’s, head teachers and deputy head teachers in the supervision of curriculum implementation in class four in public primary schools in Rongo sub-county Kenya
(2019-07) Ochieng, Joshua Olela; Ogogo, Collins; Odera, Florence
Supervision of teaching and learning in public primary schools in one of the most important functions of the Ministry of Education in Kenya. The ministry appoints the Quality Assurance and Standards Officers to monitor the quality of Education in schools. The Teachers Service Commission (TSC) also appoints the Curriculum Support Officers (CSOs) to monitor the quality of teaching and learning in schools. The main work of those two from the Ministry of Education and the Teachers Service Commission is to supervise the actual teaching and learning in Public Primary School. However, in recent years instructional supervision seems not to have been given a great deal of attention because the academic performance in schools and especially in class four which is a transition class from lower primary to upper primary has been very low in Rongo Sub-county. Few research studies have been carried out or conducted towards the dismal or poor performance of class four in Public Primary Schools in Rongo Sub-county. This study was uncured on General System theory by Von Bettalafy 1956. The study was guided by one objective that states: The influence of the roles of the supervisors in supervision of curriculum implementation in class four in public primary schools in Rongo Sub-county. The study adopted a descriptive survey design. The purpose of the study was to investigate the influence of the supervisors’ roles in the supervision of curriculum implementation in class four in public primary schools in Rongo Sub-County. The larger population was 603 whereby 74 were headteachers, 80 deputy headteachers, 444 class four teachers and 5 C.S.O. A sample size of 72 head teachers, 78 deputy headteachers, 133 class four teachers and 5 CSO (Curriculum Support Officers). Saturation sampling was used on head teachers, deputy head teacher and CSO, while random sampling was used on class four teachers because the number was more. Data was collected by the use of questionnaires for deputy head teachers and class four teacher and in-depth interview scheduled was used to collect data from CSO and head teachers. The data collected was analyzed through the use of descriptive statistics and according to themes. From the study it emerged that the roles of the supervisors in the supervision of curriculum implementation has a great influence in the implementation of curriculum. It was also established that the supervisors does not give attentions to class four being especial class of transition from lower Primary to upper primary. They rarely supervise the teachers handling class four and they even do not check the pupil’s books. The CSO major in the lower classes for the programme of TUSOME and EGMA which are new methods of teaching reading and new mathematics. The study therefore recommended that the supervisors give attention to class four being that it’s a class where there is change on medium of instruction from the language of the catchment to English and Kiswahili.
Influence of subjective norms of family members on students’ performance in mathematics in public secondary schools in Migori County, Kenya
(International journal of research in education and psychology (IJREP), 2020-09-30) Etshiano, Hamisi S.; Kembo, Dr. Jane; Othuon, Prof. Lucas O.,PhD.
Performance in Mathematics has been poor at secondary level in Kenya despite initiatives like Strengthening Mathematics and Science Studies Education (SMASSE), providing text books and employing trained mathematics teachers by the Government. In view of the aforementioned problem; the purpose of the study was to investigate the influence of home based factors on students’ performance in Mathematics in selected public secondary schools in Migori County, The objective of the study was to investigate the effect of subjective norms on students’ performance in Mathematics in Public Secondary Schools. The study was guided by Ajzens theory of planned behavior. The study adopted mixed methods approach and its research design was descriptive survey. The targeted population was 17000 form IV students. Using simple random sampling, purposive sampling techniques and Glen’s Israel formula of getting the sample size was used to get a sample size of 56 schools and 800 students. Data was collected using a questionnaire for selected students analyzed by descriptive statistics of mean, frequency, standard deviation, correlation coefficient and inferential statistics (ANOVA).SPSS Program version 23 was used in the analysis of data. The study has revealed that, subjective norms significantly predicts performance in mathematics among secondary school students, F(1, 690) = 436.580, p< .05.
Factors Influencing Academic Performance of Learners with Visual Impairment in Inclusive Primary Schools in Uriri Sub-County, Migori County, Kenya
(The International Journal of Humanities & Social Studies, 2021-02) Ochieng, Beatrice Adhiambo; Namunga, Nick; Ongowo, Richard O.
Learners with Visual Impairment have varied nature of difficulties that require special attention in curriculum implementation if they have to achieve good academic performance. These learners require comprehensive educational programs such as individualized techniques and services, appropriate assessment and instructional adaptation that enable them to complete current and future tasks in the school, home, workplace and community. Academic performance of learners with visual impairment is measured through examination (KCPE) in inclusive primary schools in Uriri sub - county. The poor performance has raised concern and effort has to be made to find out factors leading to this problem. Therefore, the purpose of this study was to find out factors influencing academic performance of learners with visual impairment in inclusive primary schools in Uriri sub-county, Migori County, Kenya. Objectives of the study were to determine the influence of teachers’ and parents’ attitude on academic performance of learners with visual impairment. The research hypotheses were drawn from the objectives of the study. The study adopted a descriptive survey research design. Saturated and purposive sampling techniques were used to select 3 head teachers, 28 teachers and 23 parents, giving a study population of 54 respondents. Piloting was done in one of the integrated public primary schools in Rongo sub-county to establish the reliability of the instruments where 1 head teacher 4 teachers and 3 parents were used in piloting. Internal consistency reliability coefficient was used to determine reliability of the instruments. Cronbach’s reliability coefficient of above 0.70 was obtained for teacher’s and parent’s questionnaire, hence was considered reliable. Validity was determined by the supervisors and lecturers from the department of Educational Psychology, Rongo University. The analysis of the data was performed using Statistical Package for the Social Sciences (SPSS) version 20. Quantitative data was collected using a questionnaire. Qualitative data was collected using interview schedule. The quantitative data obtained was analyzed using percentages, means, standard deviation, weighted averages, Pearson’s correlation, and binary logistics regression while qualitative data was coded, transcribed and organized thematically. Lev. Vygotsky social cultural theory was applied. The theory considers the society and its culture as the main source of child’s development. Ethics was observed during both data collection and reporting of findings. The study established that; teacher attitude had a positive moderate significant influence (r= .537, p< .05), parent’s attitude had a positive weak influence which was not statistically significant (r= .243, p< .05) on academic performance of learners with visual impairment. Based on the odds ratio, teachers’ attitude had an odds ratio of 3.337, and parental attitude had the least odd ratio of 1.5. This implied that teachers attitude had the greatest influence on the performance of learners with visual impairment. Parental attitude had the least influence which was not statistically significant. The study therefore concluded that teachers’ attitude is the key driver of the performance of learners with visual impairment and parents’ attitude towards learners with visual impairment should be enhanced as reflected by the ratings. The study is significant to education policy makers, planners and implementers on how to organize seminars and workshops on attitude change, will help teachers and other stakeholders change their attitude towards learners with visual impairment and lastly give baseline to other researchers to carry out further research on the same topic. Based on the study findings it is recommended that teachers and parents of learners with visual impairment be encouraged to be more positive and closer to the children.
Emerging Issues of Curriculum Implementation Policies and Their Influence on Management Roles of Primary School Managers
(Journal of Education and Practice, 2022-06-30) Auko, Jackline; Oyoo, Eliud; Juma, Stella
Emerging issues are concepts or ideas that may perhaps fringe thinking today and could develop into a critical mainstream issue in the future. The study investigated influence of emerging issues of curriculum Implementation Policies on management roles of public primary school head teachers in Nyatike sub-county, Kenya. The sub-county had the highest number (19. 1%) of demoted head teachers in Migori County due to improper implementation of curriculum policies in the years 2018/2019. The study was guided by the objective that stated ‘to assess the influence of emerging issues of curriculum implementation policies on management roles of public primary school head teachers in Nyatike sub-county’. The study used cross sectional descriptive survey research design and a mixed research approach. Contingency theory of management was used to guide the study. Out of targeted 129 public primary schools in Nyatike sub-county and a target population of 1169, the total sample size was 58 respondents. Purposive and stratified sampling technique was applied. Validity was established through expert judgment from the department of educational management and foundations.’ The content validity index was computed to determine the level of accuracy of the instruments which was .81. Reliability as established using the split half method and a reliability coefficient computed using Spearman’s Brown prophecy formula. The instrument was used after it attained a Cronbach’s Alpha reliability index of .80. The main data collection instruments were questionnaires and interview schedule. The study used both quantitative and qualitative data analysis. The researcher accorded due respect to the respondents’ privacy and treated them with utmost confidentiality. The analyzed findings of the objective showed that emerging issues of curriculum implementation policies have significant and average positive influence (r = .482) on management roles of public Primary school head teachers. There is statistically significant evidence of influence of the emerging issues of curriculum implementation policies on management roles of public primary school head teachers. The study findings will guide policy makers on the need of preparing public primary school head teachers on emerging issues of curriculum implementation policies on management roles upon being appointed into the positions. It will also contribute to a pool of knowledge on the same
Learners’ Views Towards The Use of KSL As A Medium of Instruction in Primary Schools For Learners with Hearing Impairment, Homabay County.
(International Journal of Arts and Entrepreneurship, 2021) Ngala, Masline Achieng
Kenyan Sign Language (KSL) is visual gestural language used by people with hearing impairment in Kenya it can also be learnt and used by people who have hearing ability. KSL plays a critical role in the academic world in the education of learners with hearing impairment as it is used for self expression and in communicating with others. Policy documents such Kenyan Constitution (2010) and Ministry of Education (2004), recognized KSL as a third national language, use of KSL as medium of instruction in schools for learners with hearing impairment and first language to HI learners, therefore factors influencing its growth and development in Homa Bay County should have a bearing on medium of instruction in the educational institutions for learners with HI. Scarcity of empirical evidence in respect to the topic of the study further necessitated conducting this study on Factors Influencing use of KSL as a medium of Instruction in primary schools for the hearing impaired in Homa bay County: A case of Nyangweso Special school for the Deaf. The objectives of the study were; Establish teachers’ ability to use KSL as a medium of instruction, Determine how classroom facilities affect KSL as a medium of instruction and Identify learners’ views towards the use of KSL as a medium of instruction. Qualitative research design was used, tools used for data collection were; interview schedules, questionnaires and classroom observation checklist. The main study was carried out at Nyangweso special school for the Deaf while piloting was carried out Lambwe Christian School for the Deaf and the findings were not included in the main study. Study targeted a population of 147 participants which comprised of 1 head teacher, 16 teachers and 130 learners. Stratified random sampling was used to get a sample size of 76 participants which comprised of 1 head teacher, 16 teachers and 59 learners. Reliability of the instruments was done through test-retest method and for valid information about the study, researcher made teachers part of the participants and data collected was analyzed using descriptive statistics, tables and graphs.

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