Reviewed Journal International of Education Practice

CHALLENGES AND OPPORTUNITIES IN THE USE OF MOBILE DEVICES FOR TEACHING AND LEARNING IN PRIMARY SCHOOLS IN MARANI SUB-COUNTY, KENYA

RACHEL NYAMOITA KEBWARO — 2024-01-09

The government is encouraging the integration of information and communication technology (ICT) in teaching and learning. The most accessible ICT devices are mobile devices such as tablets, smartphones, laptops, and mobile phones. These devices have achieved tremendous popularity in recent years because of their portability, versatility, multi-functionality, adaptability, and ability to customize individual experiences. The requirements of the Competency-Based Curriculum (CBC) are that learners should be meaningfully exposed to digital devices such as mobile phones, smartphones, iPads, tablets, laptops, and desktop computers, so as to acquire digital literacy. This would enhance learners’ acquisition of knowledge, skills, and positive attitudes in Marani sub-county where primary schools perform poorly in the Kenya Certificate of Primary Education (KCPE). The purpose of this study was to explore perspectives, challenges, and opportunities in the use of mobile devices for teaching and learning in primary schools in Marani sub-county, Kenya. The specific objectives of the study were: to find out the challenges and opportunities encountered in the use of mobile devices for the teaching and learning process. The study was guided by systems theory. The target population was 88 head teachers, 88 chairpersons of parents' associations, 234 teachers, 4224 class seven pupils, and a sub-county director of education. The sample consisted of 27 head teachers, 27 chairpersons of PA, 71 teachers, 1268 class seven pupils, and a sub--county director of education. The study employed stratified sampling, simple random sampling, saturated sampling, and purposive sampling techniques. Data were collected using questionnaires, interview schedules, and observation schedules. The research instruments were assessed for validity by the researcher’s peers and supervisors. The reliability of questionnaires was ascertained by Cronbach alpha. The reliability coefficient of the teachers’ questionnaire was .73 and that for the students’ questionnaire was 0.8. Statistical Package for Social Sciences (SPSS) version 27 aided in data analysis. The data were analysed using descriptive statistics such as frequencies and percentages and means and presented in the form of tables. The study revealed that teachers had positive perspectives on the effects of mobile devices on primary school pupils’ academic performance. The study found out that, the challenges encountered in relation to the use of mobile devices were: inadequate mobile devices, unreliable power supply, lack of the necessary ICT skills, and lack of internet connection. On the other hand, the opportunities that accompany mobile device use in teaching and learning were that learners and teachers get exposure to more information and current trends in academics. In addition, learning can take place anytime and from anywhere; makes learning interesting and connecting learners with teachers and other learners, which promotes faster content coverage. The study recommended that, the Ministry of Education should develop clear guidelines on the use of mobile devices in teaching and learning. The government should also facilitate teachers by providing grants and cheap loans for the acquisition and use of mobile devices, regularly review the acquisition and in-service programmes by intensifying the integration of technology with a view of improving the trainees’ skills and attitude on the use of ICT.

SCHOOL BASED FACTORS AND THEIR INFLUENCE ON STUDENTS PERFORMANCE AT KENYA CERTIFICATE OF SECONDARY EDUCATION IN PUBLIC SECONDARY SCHOOLS IN KIAMBU COUNTY, KENYA

CAROLINE WANGARI MIGWI — 2024-05-11

The aim of this study was to examine the influence of school-based factors on students' academic performance at public secondary schools in Kiambu County for the Kenya Certificate of Secondary Education. Specific objectives were to establish the effects of teacher qualification, school facilities, principal supervision practices, and teacher adequacy on student performance in secondary schools in Ruiru Sub-County. The study was anchored on Educational Production Function, also referred to as the Educational Production Theory (EPF). A descriptive survey was used for the study's research design. The study focused on the principals and teachers who work at the 23 public secondary schools in Ruiru Sub County. 522 instructors and 23 principals were therefore the study's population. 545 persons made up the final target population. Purposive sampling techniques was used in the study to sample the respondents. Seven principals and 160 teachers were included in the sample, for a total of 167 responses, or 30% of the intended sample. Teachers' and principals' questionnaires were utilized to collect data. Testing and retesting techniques were used to verify reliability, and pilot studies were used to test validity. Tables, pie charts, and bar graphs were utilized to present the results, and descriptive statistics was used to analyze the research questions. The study found that teachers give correction and advice on assignment given to students. The study also established that the school had provided sufficient classroom which is equal to the number of students. The study concluded that the schools had a steady increase in KCSE mean score for the duration of five years and that the schools are on tract in in meeting its academic performance goals. The study concluded that teamwork was attributed to the students’ academic performance. In order to improve student performance in the KCSE, the study suggested that MOEST give suitable textbooks, instructor reference books, radios, televisions, laptops, and projectors to public secondary schools in Kiambu County.

RELATIONSHIP BETWEEN ANNUAL AGE GROUPINGS AND ACADEMIC PERFORMANCE OF PUPILS IN THE PUBLIC PRIMARY SCHOOL IN GARISSA TOWN SUB COUNTY, GARISSA KENYA

SHUKRI ABDULLE BULLE — 2024-05-30

This study's goal was to determine the impact of annual age groupings on students' academic performance in the public primary school in Garissa town sub county, Garissa County. Positivism was used in the investigation. For this study, a descriptive research strategy was used to accomplish the predetermined specified goal. The study was conducted in the County of Garissa, Garissa Town Sub County. The study's target population was the 39 public elementary schools in Garissa Town Sub County, Garissa County. 16,524 students in public elementary schools were the target group for the analytic unit. To collect data from 391 students in class one, 39 instructors from each of the 39 schools contributed. Data was collected from a sample of 391 class one students using simple random sampling. Primary data was gathered via a questionnaire. Validity of the construct and the content was examined. The results of the pilot test were examined using Cronbach's alpha is a measure of the internal consistency or average correlation of survey items used to assess the reliability of an instrument. A coefficient value greater than 0.7 denotes the reliability of the research tool making it suitable for use in this study. Through the use of questionnaires, this study gathered data using both quantitative and qualitative methods, and the data was then analysed with the aid of SPSS version 24 and suitable data analysis tools. Tables and figures were used to display the data. The participants' consent and privacy were respected. The researcher followed the rules of ethical research.

INFLUENCE OF CHILD LABOUR ON THE ENROLMENT AND ACADEMIC LEARNER PARTICIPATION OF PRE-PRIMARY AND LOWER PRIMARY SCHOOL PUPILS IN MURANG’A COUNTY, KENYA

CAROLINE WANJIRU MAINA — 2024-06-22

Child labour poses a significant challenge to the educational participation of young learners in Murang’a County, Kenya. This study investigates the various forms of child labour affecting pre-primary and lower primary school pupils and examines their impact on school enrolment rates. Employing a descriptive survey design, data was gathered from a representative sample encompassing 96 teachers, 192 pupils, 192 parents, and 24 head teachers across 8 sub-counties, totaling 528 respondents. The study utilized questionnaires, focus groups, and interviews to collect qualitative and quantitative data on the causes of child labour, its effects on school participation, and the role of parents. Analysis of the data revealed significant findings: child labour significantly reduces school enrolment rates, predominantly driven by economic factors. Qualitative insights underscored the socio-economic roots of child labour, while quantitative analysis provided statistical clarity on interrelated variables. Spearman’s rank correlation coefficient was employed to evaluate these associations. The study emphasizes the urgent need for coordinated interventions to address child labour and mitigate its detrimental impact on educational outcomes. Recommendations include targeted measures to alleviate economic pressures leading to child labour, enhanced parental engagement in education, and policy initiatives to ensure uninterrupted early schooling for all children. Understanding these dynamics is essential for developing effective strategies that uphold children’s right to education and foster their educational participation in Murang’a County and beyond.

IMPACT OF CHILD LABOUR ON SCHOOL ATTENDANCE AND ACADEMIC PERFORMANCE OF PRE-PRIMARY AND LOWER PRIMARY SCHOOL PUPILS IN MURANG’A COUNTY, KENYA

CAROLINE WANJIRU MAINA — 2024-06-22

Understanding the complex interplay between school attendance, academic performance, and child labour is crucial for addressing educational challenges faced by young learners in Murang’a County, Kenya. This study investigates how school attendance and academic performance are influenced by child labour among pre-primary and lower primary school pupils. Employing a descriptive survey design, data was collected from 528 respondents including teachers, pupils, parents, and head teachers across 8 sub-counties using questionnaires, focus groups, and interviews. Analysis of the data revealed significant findings: child labour negatively impacts both school attendance and academic performance, primarily driven by socio-economic factors. Qualitative data highlighted the underlying causes and motivations behind child labour practices, while quantitative analysis provided statistical insights into correlations between variables, supported by Spearman’s rank correlation coefficient. The study underscores the urgent need for coordinated efforts to combat child labour and its detrimental effects on educational outcomes. Recommendations include targeted interventions to address socio-economic drivers of child labour, enhanced parental involvement in education, and policy measures to ensure uninterrupted early schooling for all children. This research contributes to the formulation of effective strategies aimed at safeguarding children’s right to education and promoting their academic participation in Murang’a County, Kenya, and beyond.

INFLUENCE OF TEACHER VALUE ON THE PROVISION OF VALUE-BASED EDUCATION IN MUSLIM PRIVATE SECONDARY SCHOOLS IN MOMBASA COUNTY, KENYA

ZAFER ELEN — 2024-07-10

This research investigated the effect of teacher value on the provision of value-based education in Muslim private secondary schools in Mombasa County. The theoretical framework incorporated Fethullah Gulen’s Theory of Education. Employing a descriptive survey design, the study aimed to gather data depicting the current status of variables or conditions within the context under investigation. The population of the study consisted of 366 respondents (97 Board members, 17 Principals, and 252 Teachers) from all 17 private Muslim-based secondary schools in Mombasa County. The study used a stratified random sampling technique to select 30 percent of the Board members and teachers (107 respondents) and census sampling to select 17 Principals. A total of 124 respondents were included in the study, comprising 29 Board members, 78 teachers, and 17 principals. Data from teachers and principals were collected using questionnaires, while board members were interviewed using a structured guide. The validity of the research instruments was ensured through expert scrutiny in the field, with adjustments made based on their feedback. Reliability was established by pre-testing 10 teachers from private Muslim secondary schools in Kwale County. Both quantitative and qualitative data analysis techniques were utilized. Quantitative data were analyzed using the Statistical Package for Social Sciences (SPSS) version 27. Qualitative data were analyzed thematically by reviewing recorded data. The study revealed a positive and significant relationship between teachers’ values, the provision of value-based education in Muslim private secondary schools in Mombasa County. The study suggests that it would be beneficial for the management of Muslim schools to implement ongoing professional development initiatives. These programs would aim to equip teachers with the requisite skills and knowledge to harmonize their values with the cultural and religious norms of the community they serve.

EFFECT OF TEACHING MATERIALS ON THE PROVISION OF VALUE-BASED EDUCATION IN MUSLIM PRIVATE SECONDARY SCHOOLS IN MOMBASA COUNTY, KENYA

ZAFER ELEN — 2024-07-10

This research investigated the influence of teaching material on the provision of value-based education. The theoretical framework incorporated the Social Learning Theory. Employing a descriptive survey design, the study aimed to gather data depicting the current status of variables or conditions within the context under investigation. The population of the study consisted of 366 respondents (97 Board members, 17 Principals, and 252 Teachers) from all 17 private Muslim-based secondary schools in Mombasa County. The study used a stratified random sampling technique to select 30 percent of the Board members and teachers (107 respondents) and census sampling to select 17 Principals. A total of 124 respondents were included in the study, comprising 29 Board members, 78 teachers, and 17 principals. Data from teachers and principals were collected using questionnaires, while board members were interviewed using a structured guide. The validity of the research instruments was ensured through expert scrutiny in the field, with adjustments made based on their feedback. Reliability was established by pre-testing 10 teachers from private Muslim secondary schools in Kwale County. The researcher employed a drop-and-pick method to distribute and collect questionnaires from the targeted sample of respondents. Both quantitative and qualitative data analysis techniques were utilized. Quantitative data were analyzed using the Statistical Package for Social Sciences (SPSS) version 27, allowing for the computation of descriptive statistics such as mean, mode, median, percentages, and standard deviation based on the well-completed questionnaires. Qualitative data were analyzed thematically by reviewing recorded data. The study revealed a positive and significant relationship between teaching materials and the provision of value-based education in Muslim private secondary schools in Mombasa County. The study realized that the alignment of teaching materials with the local Muslim community's values is crucial for an authentic and meaningful integration of cultural and religious principles into the curriculum.

COMPETENCY-BASED LEARNING AND ENTREPRENEURIAL INTENTION IN UNIVERSITY TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING INSTITUTIONS IN KENYA

FRIDA W. SIMBA, PhD — 2024-08-11

The purpose of this study was to examine the effect of competency-based learning on entrepreneurial intention in university technical and vocational education and training institutions in Kenya. Specifically, the study examined the effect of problem-based learning and project-based learning on entrepreneurial intention in university technical and vocational education and training institutions in Kenya. The theoretical framework of the study was grounded on the theory of planned behavior. Drawing on the positivist research philosophy, the study utilized the quantitative non-experimental research methodology. The study employed the correlational, cross-sectional survey research design to test non-causal relationships between the study variables. The proportionate stratified random sampling technique was utilized to select a sample size of 394 students from a target population of 24680 students in university technical and vocational education and training institutions in Kenya. A structured self-administered survey questionnaire was used as the means of collecting primary data. The study utilized a cross-sectional survey-based approach to collect data. The collected data was processed and entered into the statistical package for social sciences (SPSS) version 26 to create a data sheet used for analysis. Data was analyzed using descriptive statistics and inferential statistics. The Pearson’s product moment correlation results indicated that problem-based learning and project-based learning had positive and significant relationship with entrepreneurial intention in university technical and vocational education and training institutions in Kenya. A standard multiple linear analyses was conducted with entrepreneurial intention as the dependent variable and problem-based learning and project-based learning as predictor variables. The regression results indicated that problem-based learning and project-based learning had positive and significant effect on entrepreneurial intention in university technical and vocational education and training institutions in Kenya. The study recommends that it is imperative for the management to implement competency-based learning to foster entrepreneurial intention in technical and vocational education and training institutions. The policy makers should consider initiating policy review to encourage the management to implement competency-based learning to foster entrepreneurial intention in technical and vocational education and training institutions. The study points to several intriguing paths for future research. Future researchers should examine the mediating effect of entrepreneurial competencies on the relationship between competency-based learning and entrepreneurial intention in other sectors or contexts.

FACTORS RELATED TO TEACHERS TRANSFER IN PUBLIC SECONDARY SCHOOLS IN KAJIADO COUNTY, KENYA

JANIS KAIMURI MARANGU — 2024-09-25

This paper presents findings from a larger study that investigated factors related to teachers transfer in public secondary schools in Kajiado County. The study was guided by the following research question: What are the factors related to teachers transfer in public secondary schools in Kajiado County? The research applied Herzberg’s theory of motivation. The study adopted a convergent research design with a mixed-method approach with a parallel database variant. The target population comprised of 6 sub-counties, 95 public secondary schools, 1615 TSC teachers in secondary schools, 95 principals of secondary schools, and 6 TSC sub-county education officials. The sampling techniques used were probability and non-probability to obtain a sample size of 29 schools, 320 teachers, 9 principals, and 3 TSC officials. Data were collected through a semi-structured questionnaire, a semi-structured interview guide, and a document analysis guide. Validity of quantitative instruments was ascertained through content and face validity, while reliability was determined by use of Cronbach’s alpha. The Cronbach Alpha reliability coefficient of the teachers’ questionnaire was 0.706. Trustworthiness of qualitative research was determined through credibility and dependability where prolonged engagement, triangulation, and member checking were applied. Quantitative data were analyzed through SPSS version 26, and descriptive statistics comprising of means, standard deviations, and percentages were obtained. Testing of study hypotheses was determined using the Pearson Moment correlation coefficient. Qualitative data were analyzed thematically and presented in the form of narratives and direct quotes. Data were merged at the interpretation stage. Ethical considerations were taken into account before and during the research process. Key findings indicated that teachers transfer in Kajiado County is caused by students’ indiscipline, lack of involvement in school decision-making, poor housing and location of the school, lack of social amenities, lack of teaching-learning resources, career growth, and lack of supportive environment, family ties, and poor school performance. The study concluded that teacher transfer in public secondary schools is caused by pull and push factors within Kajiado County. The study recommended TSC, the Ministry of Education, Science, and Technology, the Kajiado County government, and school principals’ to put measures within their respective jurisdictions to address the teachers transfer for effective teaching and learning in schools. The findings can be used by the stakeholders to take necessary measures and strengthen the existing policies on teacher transfers to minimize the transfers in schools.