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This paper provides a critical appraisal of influence of teachers’ characteristics on learning achievement in primary schools in Kenya. The main objective of the study is to analyze the influence of teachers’ characteristics on quality education in primary schools. The paper examined the role played by pedagogy in influencing learning achievement. The paper also assessed the role played staff development in promotion of quality primary education. The paper further investigated the influence of class size in promotion of quality primary education. .Particular attention is given to the crises in inputs and processes that affect the output of quality primary education. This study uses the systems theory. Systems theory was advanced by Ludwig von Bertalnffy (1968). He emphasized that systems are open and interact with their environments to acquire qualitatively properties. Systems theory focuses on the arrangement of relations between the parts which connect them into a whole. It further provides an analysis of an organization. It recognized the influence of personnel in an environment on organizational structure and function. It focuses on environment and how changes can impact on the organizations. The study analyzed challenges that arise due to upsurge of enrolment in primary schools and how they affect quality education in primary schools in Kenya. Particular attention is given to the crises in inputs and processes that affect the output of quality primary education. These crises are reflected in class size, teacher establishment and physical resources that influence quality education. The paper adopted document analysis method. This is drawn from international and local legal instruments on quantitative and qualitative education. Local analysis of the basic education policies and the legal framework in Kenya was conducted. Studies conducted in Kenya on quantity and quality primary education was examined. The study further adopted mixed method approach. Both quantitative and qualitative approaches to research were used. Descriptive survey design was used to collect data from one set of questionnaires. The target population comprised of head teachers and teachers in primary schools. Using the sampling guide developed by Krejcie and Morgan (1970), a sample size of 36 head teachers and 144 teachers was selected. The total sample size for the study was 180. This conformed to the confidence Interval of 0.05, confidence level of 95 percent which is a Z-score of 1.96 and standard of deviation of 0.5. The reliability was estimated through use of Cranach's Alpha Coefficient using Statistical Package for Social Sciences (SPSS) version 19.0. Findings of the study are significant to Kenya in particular and sub Saharan Africa in general, as they would assist to redress challenges of quality education arising from learners characteristics. The findings might help the policy formulators formulate education policies and the legal framework which are skewed towards teachers’ characteristics. The policy implementers would understand and appreciate education policies within which they are supposed to operate in providing effective pedagogical and teacher development practices in the implementation of quality education at primary level. The study is significant to the field of comparative and International education, since it provides data on what the Kenyan government is doing in promoting the development of quantitative and qualitative primary education. The entire education stakeholders would understand how to redress quality issues which arise due to teachers’ characteristics. This study is significant to the field of comparative and International education, since it provides data on how teachers’ characteristics influence quality education in primary schools in Kenya.
2020 •
This paper sought to comparatively interrogate the extent of achievement of quantitative vis-a-vis Quality education in Kenya. It also critically appraised the effect of various resources on the quality of Primary school education in Kenya. Globally, basic knowledge is recognized as the cornerstone of any country with a stable economy. Bearing in mind the role played by school in development, the UN general assembly in 1948 endorsed education as a fundamental human right. The main objective of the study was to analyze the influence of the democratization of education on the quality of primary school education. The paper examined the role played by UNESCO in the democratization of education globally and Africa in particular. The paper further assessed prospects that have arisen in Kenya due to the universalization of education. It further examined the challenges of universalization of education. It, therefore, focused on the issue of quality education after the attainment of EFA and ...
2021 •
ICT integration in educational pedagogy enhances teachers’ content delivery alongside heightening the levels of education. This study was carried out in Machakos County, Kenya to investigate the influence of ICT integration on content delivery by ICT and Non-ICT trained teachers in secondary schools. The study was guided by two objectives; to establish the status of teachers’ integration of ICT in content delivery and to determine the influence of ICT integration on content delivery by teachers. The study embraced descriptive survey design. Ratio proportionate sampling and equal allocation method were employed to get the sample size. Data was collected using questionnaires for the principals, teachers and the students. Test re-test technique was employed to heighten the instruments reliability. Statistical Package for Social Sciences (SPSS) was used to analyse data. Pearson’s Product Moment determined the level of the relationship between the variables. Pearson chi test was employed...
Journal of Studies in Education
A Teaching Strategy Based Upon a Model of Agentic LearningICT integration in educational pedagogy enhances teachers’ content delivery alongside heightening the levels of education. This study was carried out in Machakos County, Kenya to investigate the influence of ICT integration on content delivery by ICT and Non-ICT trained teachers in secondary schools. The study was guided by two objectives; to establish the status of teachers’ integration of ICT in content delivery and to determine the influence of ICT integration on content delivery by teachers. The study embraced descriptive survey design. Ratio proportionate sampling and equal allocation method were employed to get the sample size. Data was collected using questionnaires for the principals, teachers and the students. Test re-test technique was employed to heighten the instruments reliability. Statistical Package for Social Sciences (SPSS) was used to analyse data. Pearson’s Product Moment determined the level of the relationship between the variables. Pearson chi test was employed...
Sogoni Hardley Musiega [1] Daniel K Gakunga University of Nairobi [2] Musembi Nungu University of Nairobi [3] [ www.ijsr.net /Paper ID: ART2016601] [1]
Journal of Studies in Education
Effect of School Feeding Programme on Pastoralists’ Pupils’ Participation in Regular and Mobile Primary Schools in Turkana County, KenyaKenya’s Turkana County, being an arid area, is faced with numerous challenges that hinder education programs especially among school going pupils. Therefore, the study sought to establish the effectiveness of the government interventions measures on pastoralists’ pupils’ participation in regular and mobile primary schools in Turkana County. Based on the study, this paper explores the effectiveness of the school feeding programme in promoting access to education among pupils from pastoralist communities in the County. The study utilized both descriptive survey as well as mixed methods. It utilised a sample of 75 head teachers, 225 teachers, 375 pupils, 85 parents, 3 education officers (1 from each sub-county), 1 County Director of Education and 1 County Commissioner. For data collection, the study employed questionnaires, interview schedules and focus group discussions. Quantitative data was coded and keyed into the computer using Statistical Package for Social Science (SPSS). In ord...
2016 •
Since the independence movements of the 1960s, educators concerned about the aims of education in Africa have urged African governments to reform formal education systems inherited from European colonizers. The contention here is that colonial education devalued African “traditional epistemology and philosophies” (Abdi, A. A. 2012) and that newly independent African countries need to adopt “indigenous approaches to education” if education is to bring about sustainable development (Owuor 2012). Teachers and teacher education programs are at the center of this project as they are seen as the “hub of transformational education” (Nsamenang and Tchombe 2011). However, this “Africanization” project has failed because “the institutional framework established by colonial governments was left largely intact” (Nungu 2012) and teacher education in many parts of Africa is currently in crisis (Sifuna and Sawamura 2010). Thus, Musembi Nungu (2012) calls for teacher education that is grounded in A...
The main purpose of this study was to investigate the influence of categorization of school on the discipline of boys and girls in public secondary schools. Secondary information was obtained from different scholars to provide review of related literature to the study which was reviewed as per the study objective. Primary data for the study was collected through the use of questionnaires. The study targeted principals, guidance and counselling teachers and form four students (girls and boys) in public secondary schools. Descriptive survey research design was used in this study because it enabled the study to obtain information that described existing phenomena by asking individuals about their perceptions, attitudes, behaviour and values. Simple random sampling was used to sample 5 schools in each category of the schools totalling to 20 schools where 8 students were sampled from each schools. Census sampling was used to identify all the principals and heads of guidance and counselling department from the 20 sampled schools. Therefore the sample population for the study was 20 principals, 20 guidance and counselling teachers and 160 students (80 girls and 80 boys) thus, a total of 200 questionnaires were issued to the respondents. All the questionnaires from all categories of respondents were returned realizing an instrument return rate of 100 percent, which was very satisfactory for the purpose of the study. Data collected was analysed both qualitatively and quantitatively. From the study findings, boys were more affected by discipline issues than girls in all categories of schools. Thus, students in single sex schools had less discipline issues than in mixed sex schools, showing that in mixed schools boys and girls influenced each other. Based on the findings of the study the following conclusions were made; Boys
2015 •
Quality Education for Refugees in Kenya: Pedagogy in Urban Nairobi and Kakuma Refugee Camp Settings Author(s): Mary Mendenhall, Sarah Dryden-Peterson, Lesley Bartlett, Caroline Ndirangu, Rosemary Imonje, Daniel Gakunga, Loise Gichuhi, Grace Nyagah, Ursulla Okoth, and Mary Tangelder Source: Journal on Education in Emergencies ̧ Vol 1, No 1 (October 2015), pp 92-130 Published by: Inter-Agency Network for Education in Emergencies Stable URL: http://hdl.handle.net/2451/39669 DOI: https://doi.org/10.17609/N8D08K
The use of Information Communication Technology (ICT) in teaching and learning has become a necessity and an opportunity for improving and enhancing acquisition of knowledge by learners. The integration of ICT in teachers’ pedagogical practices has the potential to transform the teaching and learning process. ICTs have become vital tools for teachers to enhance learning through the teachers’ pedagogical aspect of content preparation in classroom. The purpose of this study was to investigate the influence of ICT integration on content preparation by ICT and Non-ICT trained teachers in secondary schools. The study’s specific objectives were to assess the status of teachers’ integration of ICT in content preparation and to establish the influence of ICT integration on content preparation by ICT and Non-ICT trained teachers in secondary schools. The hypothesis of the study was; ICT integration does not significantly influence content preparation by ICT and Non-ICT trained teachers in secondary schools in Machakos County, Kenya. The study employed descriptive survey research design. The sample size comprised of 180 principals, 360 teachers and 398 students. Data was collected using questionnaires, observation schedule, and document analysis. Content validity of the research instruments was ascertained through analysis by experts in comparative education and piloting of the research instruments. Reliability was ascertained by testing and re-testing the instruments. Data analysis was done by use of the Statistical Package for Social Sciences (SPSS). Responses from the observation schedule and document analysis guide were organized into themes and integrated with rest of the data for purposes of triangulation. Pearson’s Product Moment correlation coefficient was used to determine the level and strength of the relationship between ICT integration and teachers’ content preparation. Pearson chi test was employed to determine the levels of significance between the variables. The study established that ICT trained teachers profoundly embraced the use of ICT skills to prepare e-based learning activities which enhanced their content preparation leading to more innovative lessons due to the acquisition of pedagogical ICT training. The study concluded that ICT integration significantly influenced teachers’ content preparation by ICT and Non-ICT trained teachers. ICT trained teachers’ integration of ICT in their content preparation was significantly higher at (p) 0.002 than their Non-ICT trained counterparts at (p) 0.045. It was concluded that ICT trained teachers integrated ICT in their content preparation more than Non-ICT trained teachers in secondary schools. Hence the null hypothesis was rejected. Based on the findings and conclusions the study recommended that, The Ministry of Education (MOE) and other ICT training agencies should provide ICT in-service training programs to ensure that all teachers acquire ICT skills to utilize ICT in content preparation for quality education.
Journal on Education in Emergencies
Exploring the Enforceability of Refugees' Right to Education: A Comparative Analysis of Human Rights Treaties2020 •
2013 •
European Journal of Education Studies
Availability and Adequacy of Learning Resources for Implementing Inclusive Education in Public Preschools in Belgut Sub-County, Kenya2020 •
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Unraveling the Power of Teachers’ Competency and Teaching Styles in Curriculum Implementation: A Perspective of English Language as a Medium of Instruction2021 •
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2019 •
2014 •
European Journal of Education Studies
Influence of Teachers’ Knowledge Competency on Pupils’ Academic Achievement in Kisumu County, Kenya2021 •
European Journal of Education Studies
Examining the Teachers Use of Instructional Resources in Teaching and Learning Reading with the Grade Three Pupils in Nairobi County, Kenya2019 •
International Journal of Educational Research
Integrity and Financial Accountability in Schools: Role of Principals’ of Schools in Kenya2016 •
Developing Country Studies
Wastage in Schools: What Are The Emerging Internal Efficiency Concerns in Public Primary Schools in Kyeni Division, Embu County, Kenya?2015 •
2018 •