Ropilo Lanyasunya, Frederick B J A Ngala, B. Tikoko
This study sought to address the persistent low enrolment of girls in rural public primary schools in Samburu County, Kenya. The study targeted all 136 female teachers in rural public primary schools who were interviewed using questionnaires and purposively selected 27 head teachers whose responses were obtained using interview schedules. In the first test (Ho1), the researcher investigated the connection between ecological factors and the enrolment of girls in Samburu County. The Pearson Correlation Coefficient revealed a statistically significant negative correlation of -0.429 with a p-value (Sig.) of 0.025. The second test (Ho2) examined the relationship between economic factors and girls' enrolment in Samburu County. With respect to the Ho3 test, the Pearson Correlation Coefficient revealed a significant negative correlation of -0.537, with a low p-value (Sig.) of 0.005, indicating significance at the 5 per cent level. This similarly indicates that higher levels of inter-group conflict factors are linked to a reduction in girls' enrolment in the region. Pearson Correlation for Ho4 of Socio-cultural factors yielded a value of -.503. The significance level is 0.004, less than the .05 p-value. In a nutshell, all the null hypotheses have been rejected. The study recommends a holistic approach to enhance girls' education in Samburu County. This behoves educational planners, including raising public awareness about the importance of girls' education and challenging traditional beliefs, increasing the presence of female teachers, and addressing economic barriers. Infrastructure improvements, transportation, and safety measures are essential, along with resolving water scarcity issues and expanding access to education in rural areas.
{"title":"Relationship between ecological, economic, conflict, socio-cultural factors and enrolment of girls in rural public primary schools in Samburu County, Kenya","authors":"Ropilo Lanyasunya, Frederick B J A Ngala, B. Tikoko","doi":"10.51317/jel.v2i1.454","DOIUrl":"https://doi.org/10.51317/jel.v2i1.454","url":null,"abstract":"This study sought to address the persistent low enrolment of girls in rural public primary schools in Samburu County, Kenya. The study targeted all 136 female teachers in rural public primary schools who were interviewed using questionnaires and purposively selected 27 head teachers whose responses were obtained using interview schedules. In the first test (Ho1), the researcher investigated the connection between ecological factors and the enrolment of girls in Samburu County. The Pearson Correlation Coefficient revealed a statistically significant negative correlation of -0.429 with a p-value (Sig.) of 0.025. The second test (Ho2) examined the relationship between economic factors and girls' enrolment in Samburu County. With respect to the Ho3 test, the Pearson Correlation Coefficient revealed a significant negative correlation of -0.537, with a low p-value (Sig.) of 0.005, indicating significance at the 5 per cent level. This similarly indicates that higher levels of inter-group conflict factors are linked to a reduction in girls' enrolment in the region. Pearson Correlation for Ho4 of Socio-cultural factors yielded a value of -.503. The significance level is 0.004, less than the .05 p-value. In a nutshell, all the null hypotheses have been rejected. The study recommends a holistic approach to enhance girls' education in Samburu County. This behoves educational planners, including raising public awareness about the importance of girls' education and challenging traditional beliefs, increasing the presence of female teachers, and addressing economic barriers. Infrastructure improvements, transportation, and safety measures are essential, along with resolving water scarcity issues and expanding access to education in rural areas.","PeriodicalId":127625,"journal":{"name":"Journal of Education and Learning (JEL)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138594714","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The study sought to investigate the relationship between the quality of learning and student inter-university transfer in private universities in Kenya. This study targeted 26 registered private universities (including private university constituents where mobility rate records are too high) in Nairobi County, Kenya. The research sample size was 180 private university students and nine registrars. Quantitative data was analysed using Statistical Package for Social Sciences (SPSS) version 22.0. Descriptive analysis, inferential statistics, and regression analysis were used to analyse the findings. Descriptive statistics such as mean scores, percentages, and standard deviation were computed appropriately. Binary logistic regression analysis was adopted to establish the extent of the impact on the dependent variables of independent variables. The study concludes that the quality of learning significantly influences students' mobility in private universities in Nairobi County in Kenya. Students prefer being in institutions of learning that can guarantee them quality education to enable them to get opportunities to thrive in the labour market. The study recommends that private universities invest in their respective infrastructure to ensure superior learning possibilities. There is a need to invest in qualified lecturers, classrooms, libraries, laboratories and many other things that contribute to quality learning. Student's mobility in private universities is in favour of institutions that are perceived to offer quality education.
{"title":"Relationship between quality of learning and student inter-university transfer in private universities in Kenya","authors":"M. Samuel, Kibaara Tarsilla, P. Gichohi","doi":"10.51317/jel.v2i1.395","DOIUrl":"https://doi.org/10.51317/jel.v2i1.395","url":null,"abstract":"The study sought to investigate the relationship between the quality of learning and student inter-university transfer in private universities in Kenya. This study targeted 26 registered private universities (including private university constituents where mobility rate records are too high) in Nairobi County, Kenya. The research sample size was 180 private university students and nine registrars. Quantitative data was analysed using Statistical Package for Social Sciences (SPSS) version 22.0. Descriptive analysis, inferential statistics, and regression analysis were used to analyse the findings. Descriptive statistics such as mean scores, percentages, and standard deviation were computed appropriately. Binary logistic regression analysis was adopted to establish the extent of the impact on the dependent variables of independent variables. The study concludes that the quality of learning significantly influences students' mobility in private universities in Nairobi County in Kenya. Students prefer being in institutions of learning that can guarantee them quality education to enable them to get opportunities to thrive in the labour market. The study recommends that private universities invest in their respective infrastructure to ensure superior learning possibilities. There is a need to invest in qualified lecturers, classrooms, libraries, laboratories and many other things that contribute to quality learning. Student's mobility in private universities is in favour of institutions that are perceived to offer quality education.","PeriodicalId":127625,"journal":{"name":"Journal of Education and Learning (JEL)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128010958","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
John Karauri Mbaka, B. M. Kanga, R. Mwanzia, James Mwenda Murungi
The study aimed to investigate the extent to which students' epistemological beliefs in the dimension of control of knowledge acquisition relate to performance in the subject of physics. The study used a mixed-methods research approach that included philosophical analysis, a descriptive survey and a correlational analysis. The research was steered by both the implicit intelligence philosophy and the constructivist learning theory. The sample size comprised 310 form two students, 60 physics teachers and 20 heads of the science department. Quantitative data analysis techniques, including correlation and regression analysis, were used to examine the relationships between students’ epistemological beliefs in control of knowledge and physics performance. The qualitative data from interviews provided deeper insights into how students’ experiences and perceptions related to their beliefs about knowledge and physics performance. Data analysis was performed using tools in the SPSS version 26. The study revealed a positive correlation between sophisticated beliefs in control of knowledge acquisition and performance in physics. From the findings of the study, the researcher concluded that sophisticated beliefs in control of knowledge acquisition contribute towards better performance in physics. The study suggests the implementation of strategies aimed at fostering the development and adoption of sophisticated epistemological beliefs in control of knowledge acquisition among students to enhance their performance in physics. The outcome of this study can inform educational policymakers, curriculum developers, and teachers in Kenya to design interventions that promote the development of students’ epistemological beliefs in control of knowledge to stimulate performance in physics.
本研究旨在探讨学生在知识获取控制维度的认识论信念与物理学科成绩的关系程度。该研究采用了一种混合方法的研究方法，包括哲学分析、描述性调查和相关性分析。本研究以内隐智力哲学和建构主义学习理论为指导。调查样本包括310名学生、60名物理教师和20名科学系主任。采用定量数据分析技术，包括相关分析和回归分析，研究了学生知识控制的认识论信念与物理成绩之间的关系。来自访谈的定性数据提供了更深入的见解，了解学生的经历和感知如何与他们对知识和物理表现的信念相关。数据分析使用SPSS version 26中的工具进行。该研究揭示了在控制知识获取方面的复杂信念与物理成绩之间的正相关关系。根据研究结果，研究人员得出结论，控制知识获取的复杂信念有助于提高物理成绩。该研究建议实施旨在促进发展和采用复杂的认识论信念来控制学生的知识获取的策略，以提高他们在物理方面的表现。本研究的结果可以为肯尼亚的教育政策制定者、课程开发者和教师提供信息，以设计干预措施，促进学生在知识控制方面的认识论信念的发展，以刺激物理成绩。
{"title":"Epistemological belief in control of knowledge and performance of Physics among secondary school students in Tharaka Nithi County, Kenya","authors":"John Karauri Mbaka, B. M. Kanga, R. Mwanzia, James Mwenda Murungi","doi":"10.51317/jel.v2i1.369","DOIUrl":"https://doi.org/10.51317/jel.v2i1.369","url":null,"abstract":"The study aimed to investigate the extent to which students' epistemological beliefs in the dimension of control of knowledge acquisition relate to performance in the subject of physics. The study used a mixed-methods research approach that included philosophical analysis, a descriptive survey and a correlational analysis. The research was steered by both the implicit intelligence philosophy and the constructivist learning theory. The sample size comprised 310 form two students, 60 physics teachers and 20 heads of the science department. Quantitative data analysis techniques, including correlation and regression analysis, were used to examine the relationships between students’ epistemological beliefs in control of knowledge and physics performance. The qualitative data from interviews provided deeper insights into how students’ experiences and perceptions related to their beliefs about knowledge and physics performance. Data analysis was performed using tools in the SPSS version 26. The study revealed a positive correlation between sophisticated beliefs in control of knowledge acquisition and performance in physics. From the findings of the study, the researcher concluded that sophisticated beliefs in control of knowledge acquisition contribute towards better performance in physics. The study suggests the implementation of strategies aimed at fostering the development and adoption of sophisticated epistemological beliefs in control of knowledge acquisition among students to enhance their performance in physics. The outcome of this study can inform educational policymakers, curriculum developers, and teachers in Kenya to design interventions that promote the development of students’ epistemological beliefs in control of knowledge to stimulate performance in physics.","PeriodicalId":127625,"journal":{"name":"Journal of Education and Learning (JEL)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116187645","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study sought to examine the influence of sporting activities on academic performance among students in public secondary schools in Imenti North Sub-County, Meru County, Kenya. This study employed a descriptive research design. Fifteen schools were identified in the study using stratified sampling based on the zones. The sample size comprised 15 class teachers, 15 games masters, 15 principals and 225 from three students. Data was obtained through structured questionnaires, oral interviews, and primary and secondary sources to ensure the reliability and validity of the study. Twenty-two from three students from two public secondary schools in Buuri Sub-County were used for the pre-test, which was approximately (10%) of the sample size. After the data was collected, it was sorted, cleaned and coded. Subsequently, the data was keyed into Statistical Package for Social Sciences (Version 27) for processing. Descriptive and inferential statistics were utilised in data analysis. The study established that there was a significant influence of sporting activities on academic performance in public secondary schools. The study concluded that students' involvement in sporting activities had a positive influence on their academic performance among public secondary schools in Imenti North Sub-County, Meru County, Kenya. The study recommends that school administrators should invest in games and enlighten students on the benefits of engaging in sports. Moreover, policymakers should look for measures to encourage students to engage in sports to better attendance rates, lower dropout rates, and improve academic performance.
{"title":"Influence of participation in sports on academic performance among students in public secondary schools in Imenti North Sub-County, Meru County, Kenya","authors":"Ezekiel Nyagah Shem, Kaberia Limukii","doi":"10.51317/jel.v2i1.372","DOIUrl":"https://doi.org/10.51317/jel.v2i1.372","url":null,"abstract":"This study sought to examine the influence of sporting activities on academic performance among students in public secondary schools in Imenti North Sub-County, Meru County, Kenya. This study employed a descriptive research design. Fifteen schools were identified in the study using stratified sampling based on the zones. The sample size comprised 15 class teachers, 15 games masters, 15 principals and 225 from three students. Data was obtained through structured questionnaires, oral interviews, and primary and secondary sources to ensure the reliability and validity of the study. Twenty-two from three students from two public secondary schools in Buuri Sub-County were used for the pre-test, which was approximately (10%) of the sample size. After the data was collected, it was sorted, cleaned and coded. Subsequently, the data was keyed into Statistical Package for Social Sciences (Version 27) for processing. Descriptive and inferential statistics were utilised in data analysis. The study established that there was a significant influence of sporting activities on academic performance in public secondary schools. The study concluded that students' involvement in sporting activities had a positive influence on their academic performance among public secondary schools in Imenti North Sub-County, Meru County, Kenya. The study recommends that school administrators should invest in games and enlighten students on the benefits of engaging in sports. Moreover, policymakers should look for measures to encourage students to engage in sports to better attendance rates, lower dropout rates, and improve academic performance.","PeriodicalId":127625,"journal":{"name":"Journal of Education and Learning (JEL)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122165628","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study explores the opportunities and challenges presented through harnessing technology and innovation to address COVID-19 as an emerging issue in higher education institutions in Kenya. COVID-19 pandemic has presented unprecedented challenges to higher education institutions in sub-Saharan Africa, specifically in Kenya. The pandemic forced institutions to migrate to online learning, impacting the quality of education, enrollment rates, and mental health challenges students face. The study used a mixed-methods approach, incorporating secondary sources of information and primary data from experts such as Ministry of Education officials, university management, students' counsellors, and teaching staff from Kenyan universities. It focused on teaching and assessment delivery, enrollment rates, education quality, ICT infrastructure access, and mental health challenges. The study revealed that universities with established e-learning support departments were better equipped to transition to online learning, with the level of preparedness of teaching staff for online delivery is a significant factor in enhancing performance. However, enrollment rates did not increase significantly, and mental health challenges were common among students due to the digital divide. Higher education institutions in Kenya should invest in e-learning support departments and bridge the digital divide to prepare teaching staff for better online delivery. Universities should also consider a hybrid approach to teaching and learning that combines online and face-to-face delivery modes to ensure better learning outcomes.
{"title":"Harnessing technology and innovation to address emerging issues: Covid-19: Opportunities and challenges","authors":"Samuel Mercy Igoki, J. Langat","doi":"10.51317/jel.v2i1.350","DOIUrl":"https://doi.org/10.51317/jel.v2i1.350","url":null,"abstract":"This study explores the opportunities and challenges presented through harnessing technology and innovation to address COVID-19 as an emerging issue in higher education institutions in Kenya. COVID-19 pandemic has presented unprecedented challenges to higher education institutions in sub-Saharan Africa, specifically in Kenya. The pandemic forced institutions to migrate to online learning, impacting the quality of education, enrollment rates, and mental health challenges students face. The study used a mixed-methods approach, incorporating secondary sources of information and primary data from experts such as Ministry of Education officials, university management, students' counsellors, and teaching staff from Kenyan universities. It focused on teaching and assessment delivery, enrollment rates, education quality, ICT infrastructure access, and mental health challenges. The study revealed that universities with established e-learning support departments were better equipped to transition to online learning, with the level of preparedness of teaching staff for online delivery is a significant factor in enhancing performance. However, enrollment rates did not increase significantly, and mental health challenges were common among students due to the digital divide. Higher education institutions in Kenya should invest in e-learning support departments and bridge the digital divide to prepare teaching staff for better online delivery. Universities should also consider a hybrid approach to teaching and learning that combines online and face-to-face delivery modes to ensure better learning outcomes.","PeriodicalId":127625,"journal":{"name":"Journal of Education and Learning (JEL)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123490812","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study sought to find out the predictive capacity independent variables on the retention of pupils with disabilities in mainstreamed primary schools in Bomet County, Kenya. The study adopted a survey research design. The target population consisted of 840 teachers. Yamane formula was used in getting a sample size of 271 teachers. The multi-stage sampling procedure was used. After collecting, coding and analysing the raw data, the study revealed information as follows: provision of appropriate instructional and physical resources significantly influences the retention of pupils with disabilities by 19.2 per cent and 42.1 per cent, respectively. The study findings indicated that there was evidence of a positive and statistically significant relationship between the provision of appropriate physical resources and the retention of disabled pupils (r = 0.828** p < 0.05). Similarly, there exists a positive and statistically significant relationship between the provision of appropriate instructional resources and the retention of pupils with disabilities (r = 0.842**; p < 0.05). Moreover, the findings indicated that there was strong evidence of a statistically significant and positive relationship between appropriate recreational resources and the retention of pupils with disabilities (r = 0.846**; p < 0.05). Finally, the findings indicated that there was strong evidence of a statistically significant and positive relationship between appropriate human resource skills and the retention of disabled pupils (r = 0.866**; p < 0.05). The study recommended that in-service training should be conducted for all regular teachers to enhance knowledge, skills and attitude toward special needs education.
{"title":"Finding out the predictive capacity independent variables on retention of disabled pupils in mainstreamed primary schools in Bomet County, Kenya","authors":"D. Ngeno, H. Kiplangat, F. Ngala","doi":"10.51317/jel.v1i1.314","DOIUrl":"https://doi.org/10.51317/jel.v1i1.314","url":null,"abstract":"This study sought to find out the predictive capacity independent variables on the retention of pupils with disabilities in mainstreamed primary schools in Bomet County, Kenya. The study adopted a survey research design. The target population consisted of 840 teachers. Yamane formula was used in getting a sample size of 271 teachers. The multi-stage sampling procedure was used. After collecting, coding and analysing the raw data, the study revealed information as follows: provision of appropriate instructional and physical resources significantly influences the retention of pupils with disabilities by 19.2 per cent and 42.1 per cent, respectively. The study findings indicated that there was evidence of a positive and statistically significant relationship between the provision of appropriate physical resources and the retention of disabled pupils (r = 0.828** p < 0.05). Similarly, there exists a positive and statistically significant relationship between the provision of appropriate instructional resources and the retention of pupils with disabilities (r = 0.842**; p < 0.05). Moreover, the findings indicated that there was strong evidence of a statistically significant and positive relationship between appropriate recreational resources and the retention of pupils with disabilities (r = 0.846**; p < 0.05). Finally, the findings indicated that there was strong evidence of a statistically significant and positive relationship between appropriate human resource skills and the retention of disabled pupils (r = 0.866**; p < 0.05). The study recommended that in-service training should be conducted for all regular teachers to enhance knowledge, skills and attitude toward special needs education.","PeriodicalId":127625,"journal":{"name":"Journal of Education and Learning (JEL)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121063159","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study sought to determine the impact of the use of the Kodály pedagogical approach (KPA) on teacher trainees' performance in basic music skills. The study was guided by Music Learning Theory by Gordon and complemented by the theory of Multiple Intelligences by Gardner. The study adopted mixed methods quasi-experimental research design. The target population was 344, comprising 341 teacher trainees in their second year and 3 college music tutors. Purposive sampling was used to draw participating tutors teaching music, while census sampling was used to select teacher trainees studying music in the second year. A sample of 3 tutors teaching music and 170 teacher trainees studying music in the second year participated in the study. Questionnaires, an interview schedule, and pre-test and post-test evaluations were used in the collection of data for the study. Frequencies, percentages and means were used to summarise and describe data, whereas Analysis of Variance (ANOVA) and T-test were used to establish the impact. The study concludes that the practical aspect of music in the PTE music curriculum should also be examined because Kenyan education is examination-based, and examination is used as a way of improving college pass rates. The study recommends more planning and preparation on the use of KPA by music tutors for continual improvement in music development in teacher training colleges. Aspects of KPA should be polished from time to time; for instance, music tutors' re-training should be ongoing.
{"title":"Determining the impact of the use of Kodály pedagogical approach (KPA) on teacher trainees’ performance (TTP) in basic music skills","authors":"DO Okeyo, Wilson Shitandi, Lydia Kanake","doi":"10.51317/jel.v1i1.308","DOIUrl":"https://doi.org/10.51317/jel.v1i1.308","url":null,"abstract":"This study sought to determine the impact of the use of the Kodály pedagogical approach (KPA) on teacher trainees' performance in basic music skills. The study was guided by Music Learning Theory by Gordon and complemented by the theory of Multiple Intelligences by Gardner. The study adopted mixed methods quasi-experimental research design. The target population was 344, comprising 341 teacher trainees in their second year and 3 college music tutors. Purposive sampling was used to draw participating tutors teaching music, while census sampling was used to select teacher trainees studying music in the second year. A sample of 3 tutors teaching music and 170 teacher trainees studying music in the second year participated in the study. Questionnaires, an interview schedule, and pre-test and post-test evaluations were used in the collection of data for the study. Frequencies, percentages and means were used to summarise and describe data, whereas Analysis of Variance (ANOVA) and T-test were used to establish the impact. The study concludes that the practical aspect of music in the PTE music curriculum should also be examined because Kenyan education is examination-based, and examination is used as a way of improving college pass rates. The study recommends more planning and preparation on the use of KPA by music tutors for continual improvement in music development in teacher training colleges. Aspects of KPA should be polished from time to time; for instance, music tutors' re-training should be ongoing.","PeriodicalId":127625,"journal":{"name":"Journal of Education and Learning (JEL)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115463966","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Mercy Igoki Samuel, Kibaara Tarsilla, Paul Gichohi
This paper aims to establish the relationship between students’ economic status and mobility in private universities in Nairobi County, Kenya. A descriptive survey design was employed to accomplish this objective by targeting 26 registered private universities (including private university constituents where mobility rate records are too high) in Nairobi County, Kenya. A sample of 180 private university students and nine registrars was obtained using a multi-stage sampling technique at three different stages. Statistical Package for Social Sciences (SPSS) version 22.0 was used in analysing the collected data, from which descriptive statistics such as mean scores, percentages, standard deviation, and linear regression were computed. This study found that economic status does not influence student mobility in private universities in Nairobi County, Kenya. This study recommends the involvement of government agencies, including the Ministry of Education (MOE), Kenya Universities and Colleges Placement Service (KUCCPS), Commission for University Education (CUE), and Higher Education Loans Board (HELB), to figure out the origin of this mobility and effectively control the alarming student mobility cases.
{"title":"Relationship between economic status of students and inter-university transfers among private universities in Nairobi County, Kenya","authors":"Mercy Igoki Samuel, Kibaara Tarsilla, Paul Gichohi","doi":"10.51317/jel.v4i1.264","DOIUrl":"https://doi.org/10.51317/jel.v4i1.264","url":null,"abstract":"This paper aims to establish the relationship between students’ economic status and mobility in private universities in Nairobi County, Kenya. A descriptive survey design was employed to accomplish this objective by targeting 26 registered private universities (including private university constituents where mobility rate records are too high) in Nairobi County, Kenya. A sample of 180 private university students and nine registrars was obtained using a multi-stage sampling technique at three different stages. Statistical Package for Social Sciences (SPSS) version 22.0 was used in analysing the collected data, from which descriptive statistics such as mean scores, percentages, standard deviation, and linear regression were computed. This study found that economic status does not influence student mobility in private universities in Nairobi County, Kenya. This study recommends the involvement of government agencies, including the Ministry of Education (MOE), Kenya Universities and Colleges Placement Service (KUCCPS), Commission for University Education (CUE), and Higher Education Loans Board (HELB), to figure out the origin of this mobility and effectively control the alarming student mobility cases.","PeriodicalId":127625,"journal":{"name":"Journal of Education and Learning (JEL)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120864113","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study sought to determine rehabilitation centre administrators’ preparedness for adequate teaching and learning for effective management of formal education in juvenile centres—the case of Kabete and Dagoretti in Nairobi and Kiambu counties, Kenya. The study used a case study research design. The target population was 144 juvenile delinquents, 13 welfare officers, 18 class teachers and 4 school administrators. The data collection instruments were questionnaires, interview schedules and personal observations piloted at the Shikusa rehabilitation centre in Kakamega. Data were analysed using descriptive statistics using Statistical Package for Social Sciences (SPSS) version 20. The findings showed that the majority of the administrators had no training in leadership and management, the majority of the teachers had not undergone training on curriculum implementation and workshops on improvisation of teaching and learning resources, there were inadequate classrooms and libraries, and none of the centres had all textbooks for all subjects. It is hoped that the findings of the study might be useful to the staff working in the juvenile rehabilitation centres, parents of juvenile delinquents, curriculum developers and the Ministry of Education, science and technology as it reveals the specific factors related to effective management of formal education in the juvenile centres in Kenya.
{"title":"Rehabilitation Centre administrator’s preparedness on adequate teaching and learning for effective management of formal education in juvenile centres; A case of Kabete and Dagoretti in Nairobi and Kiambu counties Kenya","authors":"Chumo J. Kimutai, M. Ngunjiri, I. G. Gitogo","doi":"10.51317/jel.v4i1.246","DOIUrl":"https://doi.org/10.51317/jel.v4i1.246","url":null,"abstract":"This study sought to determine rehabilitation centre administrators’ preparedness for adequate teaching and learning for effective management of formal education in juvenile centres—the case of Kabete and Dagoretti in Nairobi and Kiambu counties, Kenya. The study used a case study research design. The target population was 144 juvenile delinquents, 13 welfare officers, 18 class teachers and 4 school administrators. The data collection instruments were questionnaires, interview schedules and personal observations piloted at the Shikusa rehabilitation centre in Kakamega. Data were analysed using descriptive statistics using Statistical Package for Social Sciences (SPSS) version 20. The findings showed that the majority of the administrators had no training in leadership and management, the majority of the teachers had not undergone training on curriculum implementation and workshops on improvisation of teaching and learning resources, there were inadequate classrooms and libraries, and none of the centres had all textbooks for all subjects. It is hoped that the findings of the study might be useful to the staff working in the juvenile rehabilitation centres, parents of juvenile delinquents, curriculum developers and the Ministry of Education, science and technology as it reveals the specific factors related to effective management of formal education in the juvenile centres in Kenya.","PeriodicalId":127625,"journal":{"name":"Journal of Education and Learning (JEL)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132911991","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study's objective was to determine the influence of gender on stress among the non-teaching staff of Egerton University. Stress affects an individual's physical and mental health, performance and interpersonal relationships. This study involved a survey of 100 non-teaching staff of the Njoro Campus. A proportionate random sample was obtained after the stratification of employees by cadre and gender. The questionnaire was pre-tested, and necessary modifications were implemented before the actual data collection. Data on employee personal traits, job cadre, educational background, attitude to work and stress coping strategies were collected using a questionnaire and self-report test. Data collected were analysed by use of descriptive and inferential statistics. The research established that gender has no effect on stress among the non-academic staff of Egerton University. There is a need to establish a staff-support centre at the University, where employees can be offered emotional and psychological support through professional counselling.
{"title":"Influence of gender on stress in a work environment: A case of university staff members in Kenya","authors":"Paul Makono Ombati","doi":"10.51317/jel.v4i1.189","DOIUrl":"https://doi.org/10.51317/jel.v4i1.189","url":null,"abstract":"This study's objective was to determine the influence of gender on stress among the non-teaching staff of Egerton University. Stress affects an individual's physical and mental health, performance and interpersonal relationships. This study involved a survey of 100 non-teaching staff of the Njoro Campus. A proportionate random sample was obtained after the stratification of employees by cadre and gender. The questionnaire was pre-tested, and necessary modifications were implemented before the actual data collection. Data on employee personal traits, job cadre, educational background, attitude to work and stress coping strategies were collected using a questionnaire and self-report test. Data collected were analysed by use of descriptive and inferential statistics. The research established that gender has no effect on stress among the non-academic staff of Egerton University. There is a need to establish a staff-support centre at the University, where employees can be offered emotional and psychological support through professional counselling.","PeriodicalId":127625,"journal":{"name":"Journal of Education and Learning (JEL)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127049152","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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