Masters Candidates

Thesis / Project  Title: Influence of Information Communication Technology Integration on Quality of Education at Primary Schools in Makindu Sub-County, Kenya.

Project Abstract:

This study focuses on influence of ICT integration on quality of education at primary schools in Makindu Sub County, Kenya.  The study was guided by the following objectives; to establish the influence of teachers’ perceptions on ICT integration in quality of education at primary schools in Makindu Sub County, to examine the influence of availability of infrastructure on ICT integration in quality of education at primary schools in Makindu Sub County,to examine the influence of availability of human resource on ICT integration in provision of quality education at primary schools in Makindu Sub County, to determine the influence of school leadership on ICT integration in quality education at primary schools in Makindu Sub County.  This study focused on teachers and head teachers to establish the influence ofICT integration on quality of education in Makindu Sub County. The sample comprised of teachers and head teachers in selected schools in Makindu Sub County. Data was collected by use of questionnaires and interview guides. Data analysis was done using Statistical Package for Social Sciences (SPSS) and presented in tables. Relevant interpretation, discussions and recommendations were drawn from the analyzed data. A major finding of the study is that ICT integration in Makindu Sub County may take time to be realized due to the fact that, ICT infrastructure in most schools within the region is lacking. The study therefore recommends that, there is need to equip the schools within the region with ICT infrastructure as well as offering in-service training for the teachers and employing qualified ICT personnel. The findings of this study may be an aid to educational planners in identifying the challenges faced during of ICT integration in schools, strategize and come up with frameworks which offer solutions to these challenges.

Thesis / Project Title: INFLUENCE OF PARENTS’ INVOLVEMENT IN EDUCATION ON THEIR CHILDREN’S PERFORMANCE AT THE KENYA CERTIFICATE OF PRIMARY EDUCATION IN NYAKACH SUB-COUNTY, KISUMU, KENYA

Thesis / Project Abstract:

The purpose of this study was to establish the influence of parents’ involvement in education on their children’s’ performance at Kenya certificate of primary education in Nyakach Sub-County, Kisumu, Kenya. The Four objectives were: to examine how parents’ involvement in supervision of their children’s homework, attending school meetings, initiative in the academic follow up of their children and the provision of supplementary learning materials influences their children’s performance. The findings were: 88%of parents were not supervising their children’s homework; 65% created time to attend AGM and PTA meetings,15% attended academic clinic days; 77% did not make initiatives to follow up the academic progress of their children; 65% provided their children with proper uniform; while 75% lacked supplementary books and stationaries. Based on the findings, it was concluded that the parents in this subcounty have not been supervising their children’s homework and this has led to low academic performance witnessed. Parent’s attendance of school meetings did not show a significant influence on their children’s performance. Parents lack of initiatives in the follow up of their children’s education had a significant negative influence on their academic performance. Lack of provision of supplementary learning materials by parents has a significant negative influence on their children’s performance. Recommendations were: Parents should make it their responsibility to supervise their children’s homework; measures should be put in place to ensure parents attend academic clinic days and the school administration should organize trainings to advise parents on ways to initiate follow up on their children’s education.

Thesis / Project  Title: INFLUENCE OF STRATEGIC PLANNING ON STUDENTS’ PERFORMANCE IN KENYA CERTIFICATE OF SECONDARY EDUCATION IN PUBLIC SCHOOLS IN LARI SUB-COUNTY, KIAMBU COUNTY.

Thesis / Project  Abstract:

The purpose of this study was to determine the influence of strategic planning on students’ performance in Kenya Certificate of Secondary Education in public schools in Lari Sub-County, Kiambu County.The study had four objectives; to determine how teacher motivation influences students’ performance, to establish how benchmarking influences students’ performance, to examine how syllabus coverage influences students’ performance and to assess how remedial teaching influences students’ performance in KSCE in Public schools in Lari Sub-County, Kiambu County. The study was guided by the education production function theory. The study employed descriptive survey design targeting 43 principals and 129 Head of Departments. The research instruments were mainly questionnaires and schedule interview guides. Quantitative data obtained was analysed using the statistical package for social sciences (SPSS) for better accuracy of the results and findings. From the study, it was established that; teacher motivation is key for good Kenya Certificate of Secondary Education (KCSE) performance. The study also established that benchmarking is important in performance of KSCE because it improves teaching and learning activities geared towards good performance of KCSE. Schools indicated that the schools had syllabus coverage targets at departmental levels. Syllabus coverage has positive influence on students KCSE performance. The study also established that that schools have remedial teaching programmes. The study findings came up with the following recommendations, schools to ensure they have good working conditions for teacher including strategies for rewarding and motivating performance.Benchmarking programsprovide schools with an opportunity tolearn from other leading performing schools.

Thesis / Project  Title: Teacher related factors influencing implementation of Competency Based Curriculum at the lower primary level in Luanda Sub county, Vihiga County Kenya.

Thesis / Project  Abstract:

Kenya is currently rolling out Competency Based Curriculum(CBC)  at primary school level. The purpose of the study was to investigate teacher related factors influencing implementation of CBC at the lower primary school level in Luanda Sub county Vihiga County Kenya. Four objectives : to determine how teacher professional qualifications , Pedagogical content Knowledge, technological and Perceptions influence implementation of CBC at lower school level . Descriptive Survey design was used. The target population was 50 headteachers, 620 lower school teachers and 900 grade 3 pupils. Respondents were randomly sampled using the sampling technique. The study findings concluded that teacher related factors had abig  influence toward the proper implementation of CBC at the lower school.

THESIS/PROJECT TITLE: INFLUENCE OF LEARNERS’ PARTICIPATION IN DECISION MAKING ON DISCIPLINE IN PUBLIC PRIMARY SCHOOLS IN RARIEDA SUB COUNTY SIAYA COUNTY KENYA

PROJECT ABSTRACT

In Rarieda sub-county seventy percent of primary schools had cases of pupil indiscipline and the records showed that the various discipline problems that existed among  leaners included lateness, truancy , theft , sneaking, cheating, making noise, absenteeism, fighting, bullying, failure to complete assignments, sexual harassment and use of abusive language.  In addition, the Kenya National Examinations Council revealed that between ninety percent and hundred percent of teachers in primary schools in Kenya encountered disciplinary problems among their pupils. Therefore, the purpose of the study was to investigate the influence of learners’ participation in decision making on discipline in public primary schools. The objectives of the study were; to determine the influence of learners participation in the formulation of school rules on discipline, to establish how learners participation in administrative functioning of school influence discipline, to examine the influence of pupils’ involvement in decision making on co- curricular activities influence discipline and to establish how the implementation of pupils’ decision making influence discipline in public primary schools in Rarieda sub-county Siaya County Kenya. This study was based on the ladder participation model. This study adopted a descriptive survey research design where 113 public primary schools, 113 head teachers 791 teachers, 3,729 standard seven pupils only were targeted. A sample of 34 head teachers, 79 teachers and 373 pupils were randomly selected.  Questionnaires for teachers and pupils and interview guides for head teachers were used as methods of data collection and piloting done in two schools with six respondents to ensure reliability of the instruments for this research. Quantitative data gathered from closed and open ended questions was analysed using descriptive statistics such as frequencies, percentages and means. Results of data gathered were presented using frequency tables, cross tabulation tables and explanation of the findings made based on themes. The findings of the study established that teachers, head teachers and pupils agreed that learners’ participation in the formulation of school rules has a significant influence on discipline, learners’ participation in administrative functioning also influenced discipline in leaners. Pupils’ involvement in decision making on co- curricular activities positively influenced discipline and that learners’ participation in making decisions influenced discipline positively in sports clubs and entertainment and that implementation of pupils’ decision making influences discipline in public primary schools positively. The study concluded that learners’ participation in making decisions influenced school discipline in primary schools. The study recommends that the Ministry of Education should provide policy direction to enable active participation of learners in decision making not only in BOM but also in PTA and have representatives in staff meetings in order to air out their class issues. The Ministry of Education (MOE) should also establish a structural enforcement to make sure that all primary schools comply with the policy guidelines of student representation in Boards of Management (BOM).Further studies should be conducted on the factors affecting learners’ participation in decision making in primary schools. It is hoped that the findings of this study will provide baseline data that may be used by policy makers in education such as the Ministry of Education (MOE) in formulating policies that will improve pupils participation in decision making in schools and even management of primary schools.

Project/ Thesis Title: INSTITUTIONAL FACTORS INFLUENCING STUDENTS’ PREPAREDNESS ON INTEGRATION OF INFORMATION AND COMMUNICATION TECHNOLOGY IN TEACHING AND LEARNING: CASE OF EREGI TEACHERS TRAINING COLLEGE, KENYA

Project Abstract:

The study purpose was to determine institutional factors that influence students’ preparedness in integrating Information and Communication Technology (ICT) in teaching and learning: Case of Eregi Teachers’ Training College, Kenya. Study objectives were to evaluate the extent ICT curriculum influence, determine the influence of college ICT infrastructure, and establish the extent of teacher educators teaching approaches on students’ preparedness in teaching and learning with ICT integration at Eregi teachers’ training college. Herein, a case study design was employed. The study population comprised of 565 people having 65 teacher educators and 500 second year students. A representative of 20 and 100% of the 2nd year students and teacher educators, respectively, were purposively sampled. Hence, with the said proportions, a response rate of 95 and 100% for second year students and teacher educators were achieved, respectively. Two sets of questionnaires on respective study participants were used in data collection. The data on college ICT infrastructure and indicators of ICT integration in teacher education were evaluated through a focused group discussion guide and observation checklist. Validity and reliability of research instruments was determined by incorporating recommendations from supervisors and piloted on a few identical subjects not part of sample of the study using 10 percent of the sample size. Based on the reliability, a correlation of 0.88 and 0.84 were obtained from the teacher educators and 2nd year students, respectively. SPSS version 20 was used to analyze the quantitative data and results presented in tables and pie charts, however, content analysis method was used to analyze qualitative data. As of the background information, basing on gender, the teacher educators was skewed towards the male while the student was skewed towards the females. Majority of teacher educators were above 40 years with a certificate in ICT. Notably, 61.6% of the teacher educators had teaching experience of over 20 years with either a Bachelor of Education or Masters in Education. However, with a combination of the factors, teacher educators appreciate the need of skills in teaching and learning using ICT. As worth mentioning, that from the study, students are fully exposed to the ICT curriculum design used; should be oriented in teaching and learning using ICT as it influences their preparedness. With adequate ICT infrastructure in college, students are likely to be trained on them. Despite teaching practice being compulsory in teacher education, ICT use in teaching and learning is not a component in assessment of teaching practice. Moreover, it is handled casually as is never assessed. In adoptive perspective, policy makers and curriculum developers of teacher education can infuse ICT in all subjects but retain ICT subject for basic ICT skills. As a result to make ICT subject examinable in PTE, they should introduce assessment on use of ICT in teaching and learning as a component of teaching practice assessment, invest more in college ICT infrastructure and teacher educators to train on teaching approaches that contribute to ICT use in teaching and learning. Previous studies as demonstrated on other colleges had shown that they influence the teaching practice on teaching and learning integrated with ICT.

Thesis / Project  Title: Influence of teacher preparedness in the implementation of competency based curriculum in public primary schools in Kiambu Sub-county, Kiambu County.

Thesis / Project  Abstract:

The purpose of this study was to investigate the influence of teacher preparedness on implementation of Competency Based Curriculum in public primary schools in Kiambu Sub-County, Kenya. Four objectives guided the study; to determine influence of instructional methodologies in implementation of competency based curriculum at public primary schools; to examine influence of use of instructional materials in implementation of competency based curriculum at public primary schools ; to assess influence of head teachers’ mode of assessment in implementation of competency based curriculum at public primary schools ;to assess digital literacy skills of teachers’ in implementation of competency based curriculum in public primary schools in Kiambu Sub County, Kenya. The study was guided by Vygotsky’s constructivism theory. The study adopted descriptive research design. The study targeted Head teachers, preprimary and grade 1 to 3 teachers in 21 public primary schools, as well as curriculum support officers in Kiambu Sub-County.  The sample size constituted of 11 head teachers, 2 Curriculum Support Officer as well as 83 teachers. Data collection tools were questionnaires, observation check lists and interview schedules. Instrument validity was assured through seeking expert opinion of university supervisors. Instrument reliability was determined through test-retest method. Descriptive statistics was used for analysis of quantitative and qualitative data which included mean and standard deviation, results presented in frequencies and percentages. Statistical Package for Social Sciences version 23.0 was used for data analysis. Key findings of the study were; majority 52(71%) pre-primary teachers who indicated level of agreement were  of the perception that reporting to learners after formative assessment

Thesis / Project  Title: EFFECT OF STUDENTS’ DISCIPLINE ON THEIR ACADEMIC PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN VIHIGA SUB-COUNTY, KENYA

Thesis / Project  Abstract:

Students’ discipline is an important aspect for a school to achieve academic excellence. In most public secondary schools, lack of discipline among students is still a threat to their academic performance. Regardless of this, a few studies have attempted to ascertain the relationship between students discipline and their academic performance. The purpose of this study was to determine the effects of students’ discipline on their academic performance in public secondary in Vihiga sub-County, Kenya. The study targeted 27 schools, 326 teachers and 4500 students in Vihiga sub-County. The study adopted descriptive survey design. Stratified random sampling method was used to select the respondents.Questionnaires and scheduled interviewswere administered to the respondents. The data obtained was analyzed quantitatively and qualitatively using Statistical package for Social Sciences (20.0). The study findings showed that truancy was the common form of indiscipline at 50 percent (deputy principles), 32.2 percent (teachers) and 51.9 percent (students). Deputy Principals (87.5%), students (83.3%) and teachers (85%) supported that truancy affects students’ academic performance. Deputy principles (87.5%), teachers (62.07%) and students (71.37%) agreed that there is examination cheating in the schools. Deputy principles at 75 percent and teachers at 92 percent agreed vandalism is common in schools. At p=0.001, vandalism and academic performance correlated at r=0.365. Homework and the academic performance positively correlated at p=0.001and r=0.376. Students’ indiscipline interferes negatively influences leaning and teaching processes which affects their academic performance. There is need for schools to emphasize on students discipline so as to realize their full academic potential.

Project Title:FACTORS INFUENCING PRE-PRIMARY SCHOOL CHILDREN’S ACADEMIC PERFOMANCE IN SCIENCE ACTIVITIES IN IGEMBE SOUTH SUB-COUNTY IN MERU COUNTY

Abstract:

Children’s academic performance depends on the nature of academic delivery by the
children’s teachers. Pre-primary school children’s academic perfomance in science activities
in Igembe south sub-county in Meru County has been below average despite various efforts
to improve teachers experience, working conditions and teachers’ workload. This study
therefore sought to establish the extent to which teacher’s experiences, workload and working
conditions influences pre-primary school children academic performance in science activities.
The objectives of the study were: to establish the extent to which teacher’s experience,
teacher’s working conditions and teacher’s workload affects pre-primary school children’s
academic performance in science activities. The study was anchored on Frederick Herzberg’s
Two –Factor Theory. The target population of the study was the 120 head teachers, 120 pre-
primary school teachers and 120 children in pre-primary schools in the 4 zones that make up
Igembe South sub-county. Kerlinger guideline was used to determine the sample size of 36
head teachers, 36 pre-primary school teachers and 36 children while respondents were
selected using stratified random sampling technique. Questionnaires and interview schedules
were used to collect primary data while test scores were used to collect secondary data. Data
analysis was done through frequencies, percentages, correlation analyses and multiple linear
regression with the aid of Statistical Packages for Social Sciences (SPSS). The correlations
coefficients and P values obtained established by the study indicated that there is a strong
relationship between teachers experience (correlations coefficient of 796 with p –value
0.000), teachers working conditions correlation coefficient was .893 with p -value 0.000),
teachers’ workload (correlation coefficient was 0.706 with p-value 0.000) and children’s
academic performance in science activities in Igembe south sub-county in Meru County.
Further regression analysis revealed teachers experience, teachers working conditions and
teachers workload had a statistically positive significant effect on children’s academic
performance in science activities in Igembe south sub-county in Meru County with
coefficients of 0.7941, 0.675 and 0.833 with p-values of 0.000, 0.000 and 0.000 respectively.
The study is expected to form the basis for policy formulation in the field of early childhood
education management and enhance service delivery among pre-primary schools in Kenya.

Project Title:TEACHER RELATED FACTORS INFLUENCING INTEGRATION OF INFORMATION AND COMMUNICATION TECHNOLOGY IN PUBLIC SECONDARY SCHOOLS IN NAROK NORTH SUB-COUNTY, KENYA

ABSTRACT

The purpose of this study was to examine the influence of teacher related factors on integration of Information and Communication Technology in public secondary schools in Narok North Sub-County. The objectives of the study sought to establish how teachers’ training on ICT, teachers’ age, and teachers’ gender influence integration of ICT in public secondary schools. The study employed Everett Rogers’ Diffusion of Innovation theory. A descriptive survey method was utilized in this research. Target population included the 20 public secondary schools in Narok North Sub County. The research targeted one Sub-County Quality Assurance Officer, 20 principals and 174 teachers. Stratified sampling technique was used for the study to sample the schools. Therefore out of 20 principals a sample equivalent to 30% or 6 principals were selected randomly. Out of a target population of 174 teachers, 52 teachers which forms 30% of the population was randomly selected. Questionnaires were administered to the teachers while interviews were conducted on the principals and the Sub County Quality Assurance and Standards officer (SCQASO). Descriptive statistics involved calculating frequencies, and percentages while the inferential statistics showed the relationship between the independent and dependent variables using Pearson correlation. There was a significant correlation between gender and technology literacy. The findings established that there was a significant correlation exists between training and technology literacy, knowledge deepening and knowledge creation. The level of training affects ICT integration in secondary schools. Based on the study findings it can be concluded that the gender of teachers influences technology literacy but it does not influence knowledge deepening and knowledge creation among teachers in public secondary schools. The age of teachers influences ICT use which relates to technology literacy and also influence knowledge deepening and knowledge creation among teachers 

The level of ICT training influences positively technology literacy, training and knowledge deepening and training and knowledge creation in ICT integration for teaching and learning. The study recommends that the Ministry of Education need to support teachers training in integration of ICT for both male and female teachers to be encouraged to develop ICT literacy through training to enable them integrate ICT for teaching thus enhancing on students’ achievement of set goals. Suggestions for further study recommends that a study on factors influencing the integration of ICT in education in the primary schools.

Project Title: INFLUENCE OF MOTORCYCLE (BODABODA) BUSINESS ON PUPILS’ DROP-OUT IN THE PUBLIC PRIMARY SCHOOLS IN RANGWE SUB COUNTY, HOMA-BAY COUNTY, KENYA

Project Abstract:

The l purpose l of l the l study l was l to l investigate the l influence l of l motorcycle l (bodaboda) l business l on l pupils’ l dropout l rates l in l primary l education l in l Rangwe l Sub l County l in l Homa l Bay l County. l It l was l guided l by l the l research l objectives l to l determine l how l gender l related l issues, l mode of l transport, l socio-economic l factors l and l school location l influence l pupils’ l dropout l rates l in l primary l education l in l Rangwe l Sub l County. l The l study l was l based l on l Tinto’s l Model l of l student l retention. l The l research l adopted l descriptive l survey l design l with a l target l population l comprising of l 120 l public l primary l schools, l 120 l head l teachers, l 428 l teachers’ l and l 8277 l class l six, l seven l and l eight l pupils’ l as l well l as l an l approximate l of l 600 l boda l boda l operators. l Stratified l random l sampling l was l used l to l arrive l at l schools l to l participate l in l the l study l by l dividing l the l target l population l of l schools l into l six l strata l on l the l basis l of l the l six l zones l in l Rangwe l Sub l County. l Census l sampling l approach l was l used l to l sample l head l teachers l in l the l sampled l schools, whilele l random l sampling l was l used l to l sample l teachers l and l pupils l from l the l selected l schools. l Therefore, l the l total l sample l of l the l study l comprised of l 12 l head l teachers, l 43 l teachers’ l 828 l pupils l and l 60 l boda l boda l operators. l The l researcher l used l questionnaires l to l collect l quantitative l and l qualitative l data. l Validity l was l also l established l by l use l of l expert l judgment l and l piloting l while l the l reliability l was l also l tested l using l test-retest l technique l to l get l a l coefficient l correlation l of l 0.84. l Descriptive l statistics l were l used l to l analyze l qualitative l and l quantitative l data. l The study established that gender related issues had a significant effect on pupils’ dropout rates in primary schools. The study further established that the use of motorcycle transport was a determinant on pupils’ dropout rates furthermore, in primary education. Further, the study established that most parents were unable to raise adequate funds to pay school levies for their children. Moreover, thedistance from home to school,mode of transport,lack of money andinsecurity influenced pupils’ dropout rates in primary schools. The study recommends among others that the school administration and other stakeholders should come up with programs and forums to enlighten parents on the importance and challenges of pupils’ education. A study should be carried out to find out the possible policies that can be put in place to improve the completion rates of pupils in primary schools in Kenya.

Project  Title:School based factors influencing students’ discipline in public secondary schools in seme sub county, kisumu county, kenya.

Thesis / Project  Abstract

This study sought to determine how school-based factors influenced students discipline in public secondary schools in Seme Sub-county, Kisumu county. The study was guided by the following objectives: to examine the influence of peer pressure on students’ discipline, to establish the influence of principals’ democratic leadership style on students’ discipline, to determine the influence of school population on students’ discipline and to establish the influence of Teachers’ drunkenness behavior on students’ discipline. The study employed descriptive survey research design and targeted 281 teachers, 34 principals and1451 form four students. The sample size included 141 teachers,17 principals and 290 form four students. Two sets of instruments were used to collect data. These included the teachers’ and students’ questionnaire and the head teachers’ interview guide which were self-delivered by the researcher and filled. The findings of the study revealed that Principals and teachers warns students against joining peer bad company as shown by (97.9%) of students and (94.8%) of teachers. Peers in the same groups go against the set school rules and regulation as marked by (68.8%) of students and (84.4%) of teachers’ responses. The study further established that defiance to authority is commonly associated with bad peer group among the students It was further established that principals democratic style minimized indiscipline cases in schools as shown by (79.9%) of students, (87.6%) of teachers’ and (70.6%) of principals’ responses. Highly congested class rooms contributed to disorder in classroom cases in school as shown by (67.5%) of students and (71.9%) of teachers’ responses. A large number of teachers 94 (69.6%) agreed that high students’ population in school overwhelmed them thus little attention was paid on discipline.Drunkard teachers are always unprepared for lessons and teachers’ ill preparedness for lesson encouraged indiscipline in school as shown by (54.6%) of teachers’ responses it was affirmed that drunkard teachers cause indiscipline in schools by humiliating and intimidating the students as shown by (54.2%) of teachers, (82.3%) of students and principals’ responses.

Project Title: EFFECT OF FLIPPED LEARNING FACETS ON PRIMARY SCHOOL PUPILS’ ACADEMIC ACHIEVEMENT IN SCIENCE IN ABOTHUGUCHI CENTRAL DIVISION, MERU COUNTY

ABSTRACT

Flipped learning is a learner-centred instructional approach whereby pupils are pre-deposed to new materials and content outside of the classroom and apply them in the next classroom meeting with the teacher playing the role of a facilitator. The pupils are expected to do their research at home and while in the classroom, actively engage in brainstorming, collaborating and reflecting on the concepts with guidance of the teacher. The primary aim of flipped learning is to increase pupils’ achievement through enhancements to homework, to bolster the attitudes surrounding homework, to increase the proportion of pupils submitting quality homework and to foster independent learning. The purpose of this study was to establish the effect of flipped learning facets on class seven pupils’ academic in science in Abothuguchi Central Division, Meru County. The study sought to address the following objectives; establish whether there is a significant difference in the science subject mean scores of pupils taught using educational videos and traditional methods; examine whether there is a significant difference in the science subject mean scores of pupils taught using out-of-class text reading and traditional methods; evaluate whether there is a significant difference in the science subject mean scores of pupils taught using video and out-of-class text reading and traditional methods; determine whether there is a significant difference in the science subject mean scores of pupils taught using blended learning and traditional methods. The objectives were formulated into four hypotheses. The sample consisted of 4 teachers, 4 head teachers and 103 class seven pupils from the 4 primary schools sampled for the study. The instruments used to collect data were: questionnaires for science teachers and pupils, interviews for the head teachers, observation schedule and pre and post achievement test. The objectives were analysed via inferential and descriptive statistics and presented via frequencies and percentages while the hypotheses were analysed through use of a computer program, SPSS version 23 and Microsoft Excel 2010. An independent-samples t-test was conducted to determine whether there was a statistically significant difference between the means in the control and the experimental groups. It is expected that the outcome of the study will be beneficial to both stakeholders and policy makers in matters of education. One of the key findings of the study was that flipped learning improved academic achievement in science. The key recommendation of the study is that the Government through the Ministry of Finance and Ministry of Education should allocate adequate funds for acquisition of IT resources in school.

EFFECTS OF EARLY MARRIAGES ON THE EDUCATION OF PRIMARY SCHOOL GIRLS IN BUNA SUB-COUNTY, WAJIR COUNTY, KENYA.

Kenya has performed fairly well in promoting the education of her people especially at the basic level nationally. However, impressive as it is, this picture hides major disparities in the regions especially in the arid and semi-arid areas (ASALs). Gender disparities are quite glaring because of the effects of some of the harmful and retrogressive traditional practices like female genital mutilation/cutting (FGM/C and early marriages that girls are subjected to at a tender age. This study examined the effects of early marriages on the primary education of girls in Buna Sub-County, Wajir County. Apart from establishing the causes of early marriages, the study also looked at its impact on participation and completion of girls in the sub county as well as establishing some of the possible solutions to the problem of early marriages and the education of girls in Buna Sub County. The descriptive research design was used to execute the study. The simple random sampling method realized a sample size of 159 (114 standard seven and eight pupils, 39 teachers, and 6 head teachers) drawn from six schools. The total respondents for the study were 133 (97 pupils, 30 teachers, and 6 head teachers) which were drawn from the four schools that participated in the study. Data was collected by use of three sets of questionnaires (pupils, teachers and head teachers), and analyzed by Statistical Package for Social Sciences (SPSS). The findings were mainly presented in the descriptive statistical format using tables, pie charts and graphs. The study revealed that early marriages were real in Buna Sub-County and they have negatively affected the education of girls. This resulted from poverty, high levels of illiteracy, regional customs as well as the retrogressive traditional customs. The Somali community generally socializes its girls for domestic duties so that they make good wives once they get married. Girls are generally viewed negatively by members of the community who feel that educating them is like educating someone else’s wife and therefore preference will be given to the boys over girls when both cannot be supported in school. The predominant Muslim religious beliefs in the area also subject these girls to retrogressive practices such as FGM/C that is commonly seen as an immediate preparation for early marriages. The completion rates were found to be poor due to early Marriages which happen when girls are between the age 14 and 17 years. The girls are kept out of school despite free primary education and terminate their schooling before completing 12 years of compulsory learning. Unfortunately, this works against the high hopes and aspirations that many primary school pupils in Buna Sub-County hold. Some of the key intervention measures to the problem of early marriages are; strengthening guidance and counseling services in schools to offer support to girls, offering conditional cash transfers both to the girls and parents, increasing the number of female teachers in schools to incentivize the girls as role models, sensitizing parents and the entire community on the risks that girls get subjected to by engaging in early marriages, and punishing the offenders. The study recommended punitive measures be put in place for deterrence purposes. A part from this the community ought to be sensitized, first on the harmful effects of early marriages and secondly on the need to change the negative attitude they hold not just towards the girls but to their education in particular.

Project title: INVESTIGATING INTEGRATION OF DIGITAL LITERACY IN THE TEACHING OF AUTOMOTIVE ENGINEERING IN TVET INSTITUTIONS IN BUNGOMA COUNTY, KENYA.

Abstract:

With increasing global demand of institutions for higher learning to produce skilled graduates who are market ready with creative, technical and functional digital skills that could add value to any initiative, the study set out to investigate the integration of digital literacy in the teaching of automotive engineering in public and private at both levels of study in diploma and certificate in Technical Vocational and Education Training institutions in Bungoma County, Kenya. Guided by Technological Acceptance Model and Diffusion of Innovation theory, the study focused on four objectives of integrating digital tools, digital infrastructure, digital literacy skills of students and digital elements in teaching of automotive engineering. Sample size was 200 students and 30 trainers. The study employed descriptive research design approach where the researcher sought to systematically measure and quantify elements of digital literacy in relation to a discipline in TVET. The data collected was analyzed based on the responses from the completed research instruments in the study. The collected data for the four objectives of this study was analyzed quantitatively using SPSS statistical package (version 21).This was significant for descriptive statistics. This involved the use of frequencies, percentages and total scores. While tables, pie-charts, bar and column charts were used to present the analyzed results. The study found out that trainers and students in public TVET institutions in Bungoma County have integrated digital literacy in teaching and learning more than their counterparts from Private TVET. This is because of government support in laying digital infrastructure. That students’ level of study whether certificate or diploma and age have a bearing on integration of digital literacy skills, tools and application of digital elements in the teaching of automotive engineering. Study recommended the review of automotive engineering curriculum on new digital technologies, upgrade of digital infrastructure by TVET institutions, capacity building for trainers on new technologies, need for a study to be done on digital literacy tools for other subjects and a further study on digital devices influence on student performance in institutions of higher learning.

Thesis / Project  Title:Cognitive Styles in Secondary Schools In Kenya: Comparing Gender and Discipline areas

Thesis / Project  Abstract

This study sought to find out patterns that arise in different discipline areas taught in secondary schools in Kenyan in the context of cognitive styles. Cognitive styles is an aspect of cognition that measures of how brain perceives, manipulates, encodes, decodes and retrieves information.

 The objectives included: To a) Determine what cognitive styles arise looking at field dependent and independent cognitive styles; b) Determine the gender perspective and cognitive styles and c) Determine patterns of learning arising from discipline areas Mathematics, English, Biological Sciences and History in the context of Field dependent/Field Independent Cognitive styles. Descriptive research design with a quantitative approach was used. Random purposive sampling was done to select classrooms of form three students. Participants responded to Group Embedded Figures Test (GEFT) questionnaire.  Students’ scores from Continuous Assessment Tests were also extracted and compared with their respective Cognitive Styles.

Data analysis involved frequencies and percentages for the first objective. Analysis for the second and third objectives involved frequencies, percentages and t-Test analysis to test the hypotheses. The data was subjected to hypothesis testing at α=0.05 to determine the mean, standard deviation and t-Test results in the disciplines and Mean Academic achievement scores. Results revealed presence of Field Dependent and Field Independent Cognitive styles among learners. Gender was found to have no statistically significant influence on learners’ cognitive style. Cognitive styles was also had a statistically significant influence on the students’ performance in Mathematics, Biological Sciences and Mean Achievement. However, it’s Influence on English and History was found to be statistically insignificant.

PROJECT TITLE:

COMPUTER BASED PEDAGOGY AND PUPILS' ACADEMIC PERFORMANCE IN SCIENCE IN PUBLIC PRIMARY SCHOOLS OF MUMIAS WEST SUBCOUNTY,KAKAMEGA COUNTY

ABSTRACT

Computer invention being one of the most epoch-making invention of the 21st century, computers

have fundamentally altered every aspect of people’s lives, including the education domain. The

purpose of this study was to establish the influence of the computer-based pedagogy (CBP) on

pupil’s academic performance in science in public primary schools of Mumias West sub county,

Kakamega County. The study sought to examine the following: use of computer-based pedagogy

(CBP) on pupils’ performance in science; relevance of computer-based pedagogy on effective

teaching and learning of science; influence of teachers’ attitude towards computer-based pedagogy

(CBP) on pupils’ performance; and in public primary schools in Mumias West sub county,

Kakamega County. The study employed a descriptive research design. The data was analyzed with

the help of a computer program, SPSS version 23 and Microsoft Excel. The sample consisted of

eight science teachers, 8 head teachers, one SCQASO and 312 class eight pupils from the 8 primary

schools sampled for the study. A total of 329 participants from the anticipated 384 respondents

participated in the study representing a return rate of 86%. Two sets of questionnaires for science

teachers and pupils were used to collect data for the study. Head teachers and SCQASO were

interviewed. On the use of computer-based pedagogy in schools on pupils’ performance the study

established that there was a lower usage of CBP in public primary schools of Mumias West Sub-

county in Kakamega County. Unavailability of ICT resources in public primary schools was a

major hindrance toward computer-based pedagogy in the teaching of science in public primary

schools. The major learning outcomes created when science teachers use computer based

approaches in teaching sciences included: pupils became more interested to learn if materials from

the internet were used in teaching; computer programs helped in saving time in classroom

activities; weak pupils become more interested to learn if teachers use a computer in teaching;

computer based teaching motivated pupils to learn and participate in classroom activities;

computer based teaching provided greater attention and discipline of pupils in the learning process

than the traditional way of teaching; computer based teaching application did not inhibit teachers’

creativity; use of computers in education increased the amount of human interaction; use of

computer technology in classroom activities helped to improved pupils’ scores.

Teachers’skill level in IT had a significant influence in predicting the attitude of science teachers

in the use of computer-based pedagogy in the teaching of sciences in public primary schools in the

sub-county. Majority of the science teachers had a positive attitude toward CBP. Teachers’ positive

attitudes toward CBP could be attributed to their vision of technology itself, their experiences with

it and cultural conditions surrounding its introduction in schools and its subsequent diffusion into

their educational practice. Use of computer-based technology required high administrative support

in terms of acquisition of necessary devices and materials such as the projector, laptops, internet

and others that complement the approach. All pupils in schools using CBP had a positive attitude

towards the approach compared to traditional approaches. CBP as a teaching approach aroused

pupils’ interest in learning science, made learning more enjoyable, led to greater pupils’

involvement, encouraged commitment in the subject and enable pupils to grasp science concepts

easily which further translated to pupils registering improved scores in sciences.In order to

enhance the use of computer based pedagogy (CBP) on pupil’s academic performance in science

in public primary schools, the recommendations were in three folds: at government level through

the Ministry of National Treasury and Ministry of Education should allocate adequate funds for in

its national budgetary allocations for acquisition of CBP materials like a projector, laptop, desktop,

photocopier, digital camera, science software/CD ROM and internet connectivity in all public

primary schools; the school level through its BOM by mobilizing funds for the acquisition of CBP

materials; and at teachers level by co-opting pupils in the use of CBP programs/practices for any

meaningful science activity in order to make science lessons more interesting, more involving and more rewarding to the pupils.

Project Title: EFFECT OF STUDENT SELF-ASSESSMENT ON ACADEMIC PERFORMANCE

Abstract:

There is a paradigm shift in thinking which requires authentic learning that has led to focus on
formative assessment. This has caused a challenge to educators. Educational experts have
recommended for the integration of student self-assessment in learning process to address this
challenge. Self-assessment is a process where learners reflect on the worth of their work,
compare their work to the standards, identify gaps and revise appropriately. The purpose of this
study was to determine the effect of student self-assessment on academic performance in
secondary schools and if it ensures quality education. This was studied considering mathematics.
The objectives of this study were: a) to determine the classroom assessment practices that arise
while teaching mathematics; b) to determine the effectiveness of student self-assessment in
improving performance in mathematics; c) to determine the perception of teachers and students
towards student self-assessment as a tool for formative assessment, and d) to determine the
attitude of students towards mathematics since attitude towards mathematics is an attribute that
affects mathematics performance. This study adopted a quasi-experimental, pretest-posttest,
nonequivalent control group design for students, survey design for teachers and students. The
study was carried out in secondary schools in Homa Bay County. The study population consisted
of secondary school learners’ context, while the sample consisted of 60-form three learners. The
instruments were determined as validated having been used in previous thesis studies after
getting permission to use. The findings were that, the major classroom assessment practices in
use were discourse, own production and observation. Self-assessment and other alternative
assessment strategies were rarely used. Student’ self-assessment strategy was not effective in
improving academic performance in mathematics. Teachers held mixed perceptions towards self-
assessment strategy with the behavioral feelings being the major reasons for integrating the
strategy while the control feelings formed the major reasons for not implementing the strategy.
Majority of the students applauded self-assessment strategy. Most of the students had positive
attitude towards mathematics. The study concluded that the integration of student self-
assessment promoted better performance in mathematics to the extent desirable. The study
recommends that there is need for a policy in education on the integration of the alternative
assessment strategies in the classrooms as formative assessment methods to enhance more
meaningful learning especially student self-assessment. A connection exists between attitude,
learning, performance, and practical use of mathematics competencies. This study recommends
that such a connection be identified at the early stages in a child’s mathematics education.

Thesis/Project Title:INFLUENCE OF SCHOOL WORKING CONDITIONS ON TEACHER JOB SATISFACTIIN IN PUBLIC PRIMARY SCHOOLS,EAST POKOT SUB-COUNTY, BARINGO COUNTT,KENYA

Abstract:

In most Institutions, the major remedy for teacher’s performance and job satisfaction remains to be the type of motivation that is used by the management for the employees.  The purpose of this study was to investigate the influence of school working conditions on teacher job satisfaction in public primary schools in East Pokot Sub-County in Baringo County, Kenya.  The objectives were to determine the influence of head teachers’ working inter-relationships on teachers’ job satisfaction, the influence of the availability of Professional Teacher Development programmes on teachers’ job satisfaction, the extent to which teachers’ perception of the adequacy of medical allowance influences teachers’ job satisfaction and the influence of adequacy of school facilities on teachers’ job satisfaction. The study was guided by two factor theory by Fredrick Herzberg.  Descriptive survey design was adopted. Stratified proportionate sampling was used to select 11 schools from the three divisions. Census sampling was used to select 11 head teachers in the sampled schools and one TSC Human Resource officer.  Out of 210 teachers, 126 teachers were sampled which translates to 33 percent. The data from the head teachers, TSC official and teachers was collected using questionnaires. A pilot study was done to check on the reliability and validity of the research instruments. The values of r from the head teachers’ interviewguide scored a coefficient correlation of 0.78, teacher’s questionnaire, 0.73, and TSC official’s questionnaire scored 0.77.Descriptive statistics (frequencies, percentage and mean scores) were used in the analysis.  From the findings the study found the majority of the head teachers working relationships with teachers’ maintained transparency which influenced the teacher’s job satisfaction. A mean of 4.68 indicated that teachers relied on the N H I F and other medical insurance cover is offered.  A mean score of 4.61 indicated that the teachers were satisfied with the school facilities that were readily available and enhanced teachers’ job satisfaction like being able to use Stationery and teaching materials which should be provided by the school head teachers. A mean score of 3.754 indicated that teachers were relieved that the commission approves training institutes to conduct teacher development programmes.

KEYNOTES: INTER-RELATIONSHIP, WORKING CONDITION, MEDICAL INSUARANCE

TITLE OF THE THESIS: INFLUENCE OF FORMATIVE ASSESSMENT ON ACHIEVEMENT IN BUSINESS STUDIES IN PUBLIC
SECONDARY SCHOOLS IN KITUI COUNTY, KENYA

Abstract:

Authentic formative assessment is a kind of alternativeassessment whereby teachers ask learners to
do real life activities to demonstrate right application of required knowledge and skills.Formative
assessment involves engaging in real world tasks or meaningful questions in which learners are
required to use knowledge and skills acquired to improve performance effectively and creatively.
Teachers assign learners tasks which are the same as the problems faced in real life
situation.Formative assessment helps teachers and learners identify what the learners can do
effectively and what they cannot do well. It is investigative in nature. Formative assessment requires
learners to make decisions on their own learning by answering the following questions; where do I
want to go? How far have I gone? How do I complete the journey? Formative assessment helps
teachers to know the progress of the learners and areas of difficulty. This helps teachers to make
instructional adjustments such as remedial teaching, varying methods of teaching and providing
learners with more engaging tasks. The mentioned activities lead to improved performance of
learners. The performance of business Studies has been dropping since 2013 to 2017 with means of
47.12 and 31.06 respectively. Still the performance is very poor in Mumoni Sub County. This
aroused the curiosity of the researcher to conduct the study on influence of formative assessment on
achievement in public secondary schools in Mumoni Sub County. The researcher wants to determine
whether assignments, feedback, continuous assessment tests and their frequency influence the
learner’s performance in Business Studies. The Vygotsky’s social constructive theory guided this
study. Vygotsky argued that human mind is constructed through interactions with the environment or
world. Vygotsky stated that, a child entirely dependents on other people during early stages as they
present variety of tasks and engaging the child in his or her sociocultural environment. This study
used mixed design that is descriptive research design and experimental design. A descriptive survey
design involves application of questionnaires or conducting interviews to a representative sample to
collect information from a common group. Pretest and posttest technique were used. The researcher
used stratified random sampling technique to select sample group. Descriptive survey research is
reported by use of frequency distribution tables, percentages and then tabulating them accordingly.
Teachers should vary their teaching strategies and also give authentic tasks to meet learners’
differences. Integration of teaching, learning and assessment helps learners to grasp new concepts
easily and apply them to solve real life problems. Teachers should offer timely feedback to learners
to know their strong and weak areas, make decisions on how to improve weak areas and evaluate
their progress. Feedback should always motivate learners to study tirelessly. It should provoke
students to learn. Assignments and continuous assessment tests should consist of authentic tasks
which gives learners an opportunity to practice learnt concepts. Assignments and CATs should
provide learners with chance to practice learnt skills and knowledge to solve real life problems in
order to construct new knowledge. Assignments and CATs should be offered in a friendly
environment to enhance motivation of learners to study Business studies. Business studies teachers
should offer variety of formative assessment techniques to motivate learners and enhance learning
process by providing a more focused application for learners. Teachers should provide a well-
designed assignments and CATs with carefully planned authentic tasks to motivate learners to learn
Business studies. To be effective all formative assessment tools should be informative. They should
help the teacher to monitor learner’s progress and point out areas’ students did not grasp the concept
well. They should identify student’s individual differences for the teachers to vary instructional
strategies to meet learner’s differences. Offering many formative assessments gives students an
opportunity to practice learnt concepts leading to mastery of the concepts hence improved academic
achievement. As students perform authentic tasks in solving problems in real world situation, they
construct new knowledge

Thesis / Project Title: Effect of Closed Circuit Television (CCTV) on School Safety in Public Boarding Secondary Schools in Igembe South Sub-county, Meru County. Kenya

Abstract:

Technology has influenced every sphere of human life, including education. Schools have
continually used technology in various spheres of their operation around the world (Squelch,
2001). The purpose of the study was to investigate the effect of CCTV surveillance technology on
school safety in public boarding secondary schools in Igembe South sub-county, Meru County,
Kenya. Using a descriptive survey research design, the study sought to examine: the role of CCTV
surveillance technology in student safety; the perception of students towards CCTV surveillance
technology; and to find out the challenges faced in implementing CCTV surveillance technology
in schools for safety. Interview schedules and questionnaires were administered to students,
watchmen and principals to help gather the relevant data. The target population was 2416
respondents. The data was analyzed with the help of a computer program, SPSS version 23 and
Microsoft Excel. From the analysis, the study established that all the schools were located in a safe
area from both internal and external threats. The dormitories, toilets and near the fence were the
most unsafe areas in the school. Schools had embraced CCTV surveillance as a measure of
ensuring that every student enjoyed an environment that is physically safe, emotionally secure and
psychologically enabling. The main role of CCTV surveillance technology was in deterring
offenders and monitoring students’ activities. The study established that CCTV surveillance
cameras were perceived positively by a large number of students and the cameras were linked with
keeping the school safe.

The challenges facing implementation of CCTV surveillance technology for school safety included: cameras breaking down, the CCTV system being expensive to maintain and inadequate personnel to man CCTV cameras effectively in schools. In order to make schools safe, there should be effective use of CCTV cameras. Other measures that were suggested included: proper fencing of schools, additional security personnel, improved discipline among the students, reducing teacher restrictions by encouraging teachers to be more friendly, proper screening of outsiders and parental involvement. Government should also finance public boarding secondary schools to acquire CCTV surveillance technology for safety.

PROJECT TITLE: ASSESSMENT FOR LEARNING AND MATHEMATICS ACHIEVEMENT IN PUBLIC SECONDARY SCHOOLS IN NAIROBI COUNTY, KENYA

ABSTRACT
The paradigm shift in educational evaluation as well as assessment in educational system is to
ensure that assessment achieves its basic purpose and objective, which is to improve students’ learning.

This leads to real life competencies, better discourse in discipline area, more collaborative learning, self-
evaluation principles, and better assessment for learning pedagogic practices. The study’s purpose was

to determine if assessment for learning makes a difference in learner’s mathematics performance.
The study’s objectives were: a) to determine if feedback provision to learners has an effect on their
achievement in mathematics; b) to assess if active involvement of students improves their
performance in mathematics; c) to establish the challenges encountered by instructors when
implementing AFL in mathematics; d) to determine if self-assessment has an influence on the
student’s math attainment. The outcomes of the study provide information to teachers concerning
their teaching success which is essential for modifying their teaching method to suite the learners,

helps administrations in identifying difficulties encountered by educators when implementing the
assessment for learning and therefore hence provide adequate facilities and approaches in
enhancing their teaching process which may finally improve overall school performance, the
findings assists curriculum developers in evaluating the curriculum and put emphasis on AFL
practices, enable the teachers to know the learners views and incorporate them in their teaching by
developing appropriate approaches to meet the learner’s needs and the outcomes sustain and
strengthen learners’ effort and motivation in order to build up the self-esteem of low achieving
learners. The research was directed by constructivist theory which is a philosophical theory about
how it is the learners come to know things. The study employed descriptive design in form of
questionnaire and quasi-experimental, utilizing pretest posttest equivalent group. Pretest and
posttest were from surds and commercial arithmetic II topics respectively. The target population
involved the public high schools within Nairobi County while the research population was math
teachers and learners of form three. Sampling technique of purposive was utilized to obtain 5
public secondary schools with average performance. Content and face validities were used to
validate the instruments and test-retest approach was utilized for reliability estimation. Statistical
Package for Social Sciences (SPSS version eleven.5) was utilized for data analysis by comparing
the mean scores of the control and experimental groups. The outcomes were organized into charts
and graphs. According to outcomes where the experimental group showed an improvement of
+7.675 as mean score, it was concluded that AFL contributes significantly to learner’s achievement
in mathematics.

Project Title: INFLUENCE OF MODELLED TEACHING RESOURCES ON LEARNER ACHIEVEMENT IN COUNTING NUMBERS IN EARLY YEARS EDUCATION IN MUKURU KAYABA, NAIROBI COUNTY

ABSTRACT

The purpose of this study, Influence of modeled teaching resources on learner achievement in counting numbers in early year’s education in Mukuru Kayaba informal settlements, Nairobi County, is to determine the effect of modeled instructional resources on preschooler’s performance in counting numbers in Mukuru Kayaba. The study is anchored on the constructivist theory, whose proponent Jean Piaget, suggests that learners construct knowledge and meaning from their experiences and teachers act as facilitators and not main source of knowledge. In order to achieve this, the study is guided by the following objectives: to investigate motivation methodology, to determine the influence of modeled teaching resources on learner achievement in counting numbers, to establish the frequency of use of modeled teaching resources on learner achievement in counting numbers, to examine the influence of teacher attitude on modeled teaching resources in learner achievement in counting numbers and to determine learner performance in counting numbers using modeled teaching resources. In order to address the objectives, the study adopted a descriptive research design. Three public early year education schools were systematically sampled, while 48 preschool learners and 8 teachers were selected using random sampling technique. The research used pretest and posttest, classroom observation schedule and interview guide as research instruments to collect the data. The research instruments were first appraised by the supervisors for validity, then pilot tested for reliability. Data analysis and processing involved editing, coding and thematic categorization of data. Quantitative data was pooled for overall scores, ran through SPSS version 17 for frequencies and percentages and was then presented in tables. Qualitative data was however, summarized, thematically, arranged and presented in narrative form. The findings establish that modeled teaching resources are effective instructional tools for delivering mathematical concepts such as counting. All teachers (N=7, 100%) in Mukuru Kayaba use modeled instructional resources in their mathematical lessons. The major challenges towards the usage of modeled instructional resource are inadequate storage facility (N=6, 86%), small class room size (N=2, 29%), non-uniform enrollment (N=4, 57%), lack of time for developing modeled instructional resource (N = 3, 43%) and lack of class control (N = 3, 43%). The results further establish that the usage of modeled instructional resources has a significant effect on early year learner’s performance in counting numbers (r = 0.599, p-value = 0.009). The study recommends that the county governments in Kenya and other policy institutions on early year education should develop effective policies, support and training on the importance of modeled teaching resources towards preschooler’s attainment and mastery of mathematical concepts.

Thesis / Project  Title: Assessment For Learning (AFL) as a Tool for English Language Performance.

Abstract:

This study was on Assessment For Learning (AFL) using Self-assessment as a Tool to enhance learning, in this case, the learning of English Language. AFL is a process that involves obtaining and using assessment information to adjust teaching and learning strategies in order to optimize learning (Black & William, 1998). The study was prompted by persistent poor performance of secondary school students in English Language examinations of the Kenya Certificate of Secondary Education (KCSE). The purpose of this research project was to determine the extent to which AFL as a tool for academic performance can help to optimize language proficiency. The objectives of the research project were: a) to determine if there is any improvement in the writing of students if self-assessment is used during writing process; b) to determine the attitude of students toward the use of self-assessment in writing; c) to determine the perception of teachers on the use of self-assessment technique in the classroom; and d) to make recommendations on the use of AFL in the classroom. The study adopted quasi-experimental research design. A sample of 80 form three students was selected purposively to take part in this research project. The data was collected using four tools: a) two sets of students’ written compositions serving as pre-test and post-test b) self-assessment sheets to guide the students in their writing; (c) post study feedback forms for capturing students’ attitude towards the use of self-assessment in writing, and (d) teacher questionnaires to highlight teachers’ perception towards the use of self-assessment technique in the classroom. The results after fieldwork showed that students in the experimental group who used self-assessment sheet during their writing made greater improvements on the content and organization of their compositions. The group registered a positive mean deviation of 10.45 marks in their post-test scores. The researcher also observed that majority of the students who used the self-assessment sheet had positive attitude towards the use of self-assessment strategy in writing. Teachers also perceived self-assessment in a positive way. The researcher recommends that teachers adopt AFL strategies in the classroom as self-assessment technique used in this study has proven to be a suitable tool for enhancing English Language writing proficiency.

Abstract:

Learners living with physical disabilities need a lot of support from education stake holders. Their academic achievements vary in schools depending on morale, material and financial support given. This are factors that need attention from headteachers’ as supervisors of curriculum implementation in schools. Thus, this study sought to determine the headteachers’ related factors influencing academic performance of learners with physical disabilities at Kenya Certificate for Primary Education in Bondo sub-county, Kenya. The objectives of this study were to investigate how headteachers classrooms lessons observation, engagement in instructional materials influence the performance of learners living with disabilities.