This descriptive-correlational study examined whether the level of parental involvement in type 1-6 of Epstein typologies influenced the level of parents’ education knowledge base in Mathematics curriculum content. Data was collected from selected Seventh - day Adventist primary schools in Central Kenya Conference. Questionnaires were used to collect data from 291 parents. The study suggests that there is a significant relationship between the level of parental involvement in the parenting typology and the level of parents’ education knowledge base in Mathematics curriculum content in grade group A, parenting typology was the best predictor for the level of parents’ education knowledge base in Mathematics curriculum content in grade group A, learning at home typology was the best predictor for Mathematics curriculum content in grade group B and decision-making typology was the best predictor for mathematics curriculum content in grade group C. The study recommended that parents, teachers and communities manifest themselves into cultivating partnerships to enable all stakeholders to participate in decision making, which will empower the learner to sail through learning process.
这项描述性相关研究探讨了爱泼斯坦类型学 1-6 型中家长的参与程度是否会影响家长在数学课程内容方面的教育知识基础水平。数据从肯尼亚中部会议选定的基督复临安息日会小学收集。对 291 名家长进行了问卷调查。研究表明，在 A 年级组，家长参与养育类型的程度与家长在数学课程内容方面的教育知识基础程度之间存在显著关系，养育类型是 A 年级组家长在数学课程内容方面的教育知识基础程度的最佳预测因素，在家学习类型是 B 年级组数学课程内容的最佳预测因素，决策类型是 C 年级组数学课程内容的最佳预测因素。研究建议，家长、教师和社区应建立伙伴关系，使所有利益相关者都能参与决策，这将增强学习者在学习过程中的能力。
{"title":"Practices in Parental Involvement in Type 1-6 of Epstein Typologies Significantly Predicting the Level of Parental Education Knowledge Base in Mathematics Curriculum Content","authors":"D. Gitonga","doi":"10.59765/pfy7p58z","DOIUrl":"https://doi.org/10.59765/pfy7p58z","url":null,"abstract":"This descriptive-correlational study examined whether the level of parental involvement in type 1-6 of Epstein typologies influenced the level of parents’ education knowledge base in Mathematics curriculum content. Data was collected from selected Seventh - day Adventist primary schools in Central Kenya Conference. Questionnaires were used to collect data from 291 parents. The study suggests that there is a significant relationship between the level of parental involvement in the parenting typology and the level of parents’ education knowledge base in Mathematics curriculum content in grade group A, parenting typology was the best predictor for the level of parents’ education knowledge base in Mathematics curriculum content in grade group A, learning at home typology was the best predictor for Mathematics curriculum content in grade group B and decision-making typology was the best predictor for mathematics curriculum content in grade group C. The study recommended that parents, teachers and communities manifest themselves into cultivating partnerships to enable all stakeholders to participate in decision making, which will empower the learner to sail through learning process.","PeriodicalId":305882,"journal":{"name":"Journal of Research Innovation and Implications in Education","volume":"81 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139530530","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 difficulty with service delivery remains a hard task to determine amongst devolved governments and as such there are mixed reactions in the implementation of devolution. This paper aimed at analyzing the effect of devolution system of governance on service delivery in Nyamira County, Kenya. Various theories were explored including the Soufflé theory, the social capital theory, The Principal Agent theory and the Accountability theory. The soufflé theory was selected since it gives the best explanation on linkages between various variables of devolved system of governance and how they are related to service delivery. The study took a quantitative approach and adopted a descriptive and correlation research designs to facilitate determination and explanation of variable relationships and used a simple random sample of 154 respondents obtained from a target population of 3,125 employees of Nyamira County. Regression analysis, multiple regression and correlation were run to determine the relationship between resource distribution, citizen participation, accountability and transparency and service delivery. It was found out that devolved system of governance predicts service delivery. The study concludes that devolution devolved system of governance (R-square of 0.482; p value <0.05) has effect on service delivery and can be a crucial model of improving public service delivery in Kenya. The paper recommended that devolved system of governance can be effective model for improving service delivery
{"title":"Devolved Governance Approach and Improved Service Delivery in Nyamira County, Kenya","authors":"A. Nchaga, Esau Murongo","doi":"10.59765/bgty7329","DOIUrl":"https://doi.org/10.59765/bgty7329","url":null,"abstract":"The difficulty with service delivery remains a hard task to determine amongst devolved governments and as such there are mixed reactions in the implementation of devolution. This paper aimed at analyzing the effect of devolution system of governance on service delivery in Nyamira County, Kenya. Various theories were explored including the Soufflé theory, the social capital theory, The Principal Agent theory and the Accountability theory. The soufflé theory was selected since it gives the best explanation on linkages between various variables of devolved system of governance and how they are related to service delivery. The study took a quantitative approach and adopted a descriptive and correlation research designs to facilitate determination and explanation of variable relationships and used a simple random sample of 154 respondents obtained from a target population of 3,125 employees of Nyamira County. Regression analysis, multiple regression and correlation were run to determine the relationship between resource distribution, citizen participation, accountability and transparency and service delivery. It was found out that devolved system of governance predicts service delivery. The study concludes that devolution devolved system of governance (R-square of 0.482; p value <0.05) has effect on service delivery and can be a crucial model of improving public service delivery in Kenya. The paper recommended that devolved system of governance can be effective model for improving service delivery","PeriodicalId":305882,"journal":{"name":"Journal of Research Innovation and Implications in Education","volume":" 22","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139623328","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 Zimbabwean Primary School Education system in this 21st century caters for the new syllabus which is competence based and requires learners at all levels of education to have an exit profile. This study aims to explore the major challenges that primary school teachers in Zimbabwe face in their classrooms to keep up with Continuous Assessment Learning Areas (CALAs) which are project based. This study is hinged on a qualitative research approach which is interpretive. A case study with five purposively sampled teachers and grounded on a constructivist theory was undertaken. Semi-structured interviews and document analysis of the questions were used to collect data. Collected data which was analysed inductively, answered the study research question. Findings indicate that although CALAs is an innovative method and an emerging trend in pedagogy that allows learners to have an in-depth understanding, they pose challenges to teachers. Their downside is that they are time consuming and learners without ICT resources fail to cope. Schools and learners’ guardians/parents lack adequate resources to do CALAs which are project based and also embrace the use of technology. Teachers have negative attitudes towards CALAs and they also lack adequate technological pedagogic skills to assist the learners adequately. The study recommends that Ministry of Primary and Secondary Education (MoPSE) undertake a massive technological project to assist teachers and schools to have adequate and efficient resources that are compatible with the 21st century demands.
{"title":"Current Safety and Hygiene Practices and Trends in Primary Schools in the Midlands Province of Zimbabwe","authors":"Mildred Shingirirai Nyamayedenga","doi":"10.59765/953hyf8t","DOIUrl":"https://doi.org/10.59765/953hyf8t","url":null,"abstract":"The Zimbabwean Primary School Education system in this 21st century caters for the new syllabus which is competence based and requires learners at all levels of education to have an exit profile. This study aims to explore the major challenges that primary school teachers in Zimbabwe face in their classrooms to keep up with Continuous Assessment Learning Areas (CALAs) which are project based. This study is hinged on a qualitative research approach which is interpretive. A case study with five purposively sampled teachers and grounded on a constructivist theory was undertaken. Semi-structured interviews and document analysis of the questions were used to collect data. Collected data which was analysed inductively, answered the study research question. Findings indicate that although CALAs is an innovative method and an emerging trend in pedagogy that allows learners to have an in-depth understanding, they pose challenges to teachers. Their downside is that they are time consuming and learners without ICT resources fail to cope. Schools and learners’ guardians/parents lack adequate resources to do CALAs which are project based and also embrace the use of technology. Teachers have negative attitudes towards CALAs and they also lack adequate technological pedagogic skills to assist the learners adequately. The study recommends that Ministry of Primary and Secondary Education (MoPSE) undertake a massive technological project to assist teachers and schools to have adequate and efficient resources that are compatible with the 21st century demands.","PeriodicalId":305882,"journal":{"name":"Journal of Research Innovation and Implications in Education","volume":"30 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139532321","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 descriptive-correlational study examined whether the level of parental involvement in type 1-6 of Epstein typologies influenced the level of parents’ education knowledge base in English curriculum content. Data was collected from selected Seventh - day Adventist primary schools in Central Kenya Conference. Questionnaires were used to collect data from 291 parents. The findings suggested that 19 % of the variance in English curriculum content in grade group A was explained by the learning at home typology, the level of parental involvement in the communications typology, has a statistically significant impact on parent’ education knowledge base in the English curriculum content in grade group B and Communications typology was distinguished as the best predictor of English curriculum content in grade group C. The study recommended that parents, teachers and communities manifest themselves into cultivating communication channels which allow free conversations with the aim of sharing learning initiatives in schools
这项描述性相关研究探讨了爱泼斯坦类型学 1-6 型中家长的参与程度是否会影响家长在英语课程内容方面的教育知识基础水平。数据从肯尼亚中部会议选定的基督复临安息日会小学收集。对 291 名家长进行了问卷调查。研究结果表明，家庭学习类型解释了 A 年级组英语课程内容 19% 的差异，沟通类型中家长的参与程度对 B 年级组英语课程内容中家长教育知识基础的影响具有统计学意义，而沟通类型则是 C 年级组英语课程内容的最佳预测因素。
{"title":"School Practices in Parental Involvement in Type 1-6 of Epstein Typologies Significantly Predicting the Level of Parents’ Education Knowledge Base in English Curriculum Content in Grade group A, B and C","authors":"D. Gitonga","doi":"10.59765/jfir9647","DOIUrl":"https://doi.org/10.59765/jfir9647","url":null,"abstract":"This descriptive-correlational study examined whether the level of parental involvement in type 1-6 of Epstein typologies influenced the level of parents’ education knowledge base in English curriculum content. Data was collected from selected Seventh - day Adventist primary schools in Central Kenya Conference. Questionnaires were used to collect data from 291 parents. The findings suggested that 19 % of the variance in English curriculum content in grade group A was explained by the learning at home typology, the level of parental involvement in the communications typology, has a statistically significant impact on parent’ education knowledge base in the English curriculum content in grade group B and Communications typology was distinguished as the best predictor of English curriculum content in grade group C. The study recommended that parents, teachers and communities manifest themselves into cultivating communication channels which allow free conversations with the aim of sharing learning initiatives in schools","PeriodicalId":305882,"journal":{"name":"Journal of Research Innovation and Implications in Education","volume":"58 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139533025","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}
Onesme Niyibizi, Marie Claudine Uwitatse, Joseph Sibomana, Védaste Mutarutinya
Studying students' perception toward the use of ICT tools to learn mathematics is significant for improving education, informing policy decisions, and ensuring that students are adequately prepared for the digital age. It can contribute to more effective teaching and learning strategies. Within the purpose of determining how students felt about using ICT tools to learn mathematics, the present investigation was carried out in two public secondary schools in Rwanda's Gasabo District. A survey design was used for the investigation. The population of the study was 241 students. A simple random sampling technique was employed to select the sample of 150 students in the senior six who participated in this study. Questionnaires were used to collect the data that was displayed. The collected data was weighed using the mean. The 136 students who handed back the questionnaires for the current study had an average mean of 3.66, indicating that they had an overall positive perception of using ICT tools to learn mathematics. Nevertheless, the ability to learn mathematics using ICT tools remained below baseline. The results of this study add to the body of knowledge on the efficient use of ICT tools in mathematics teaching and learning
{"title":"The Perception of Students on the Use of ICT Tools to Learn Mathematics in Gasabo Selected Public Secondary Schools","authors":"Onesme Niyibizi, Marie Claudine Uwitatse, Joseph Sibomana, Védaste Mutarutinya","doi":"10.59765/fea393i5.","DOIUrl":"https://doi.org/10.59765/fea393i5.","url":null,"abstract":"Studying students' perception toward the use of ICT tools to learn mathematics is significant for improving education, informing policy decisions, and ensuring that students are adequately prepared for the digital age. It can contribute to more effective teaching and learning strategies. Within the purpose of determining how students felt about using ICT tools to learn mathematics, the present investigation was carried out in two public secondary schools in Rwanda's Gasabo District. A survey design was used for the investigation. The population of the study was 241 students. A simple random sampling technique was employed to select the sample of 150 students in the senior six who participated in this study. Questionnaires were used to collect the data that was displayed. The collected data was weighed using the mean. The 136 students who handed back the questionnaires for the current study had an average mean of 3.66, indicating that they had an overall positive perception of using ICT tools to learn mathematics. Nevertheless, the ability to learn mathematics using ICT tools remained below baseline. The results of this study add to the body of knowledge on the efficient use of ICT tools in mathematics teaching and learning","PeriodicalId":305882,"journal":{"name":"Journal of Research Innovation and Implications in Education","volume":"77 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139261817","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}
Academic performance is key to the success of any education system in a country. The Church of Uganda has been instrumental in supporting education systems in Uganda. It is against this context that this study set out to review of church’s effort the ts in the academic performance of students in the church of Uganda-founded secondary schools. The main objective of the study was to review of church’s efforts in academic performance of students in church of Uganda founded secondary schools.The study used both qualitative and quantitative research design that involved the use of primary and secondary data. Primary data was purposively collected from 60 respondents. The findings were that much as the church tries to uplift academic performance in her founded secondary schools, it faces numerous challenges that include limited funding to mention but a few.It is recommended that Church of Uganda whose role it to conduct continious assessmet should take kin interest in improving the performance of students in its schools by availing continuous trainings to teachers, conducting continuous assemments of learners and availing adequate funding to support the school’s academic activities.
{"title":"A Review of Church Efforts in Students Academic Performance in the Church of Uganda Founded Secondary Schools","authors":"Aggrey Aggrey","doi":"10.59765/gwex6920","DOIUrl":"https://doi.org/10.59765/gwex6920","url":null,"abstract":"Academic performance is key to the success of any education system in a country. The Church of Uganda has been instrumental in supporting education systems in Uganda. It is against this context that this study set out to review of church’s effort the ts in the academic performance of students in the church of Uganda-founded secondary schools. The main objective of the study was to review of church’s efforts in academic performance of students in church of Uganda founded secondary schools.The study used both qualitative and quantitative research design that involved the use of primary and secondary data. Primary data was purposively collected from 60 respondents. The findings were that much as the church tries to uplift academic performance in her founded secondary schools, it faces numerous challenges that include limited funding to mention but a few.It is recommended that Church of Uganda whose role it to conduct continious assessmet should take kin interest in improving the performance of students in its schools by availing continuous trainings to teachers, conducting continuous assemments of learners and availing adequate funding to support the school’s academic activities.","PeriodicalId":305882,"journal":{"name":"Journal of Research Innovation and Implications in Education","volume":"94 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139264474","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}
Rebecca Arupe Lomong, P. Oino, Mildred Fedha Lumayu
Global advances have been made towards the recognition of the principle of women’s political, socio-economic and equity in governance. However, some counties, including Baringo have not fully implemented the gender rule as provided for in the Kenyan 2010 constitution, hence little has changed. This study sought to analyze the influence of gender mainstreaming policy implementation on women political representation in Baringo County Assembly. The study was guided by Equity Feministic Theory by Sommers (1994). The study used cross-sectional survey design and mixed method approach where both quantitative and qualitative data collection and analysis approaches were utilized. The target population was 2446 respondents comprising of employees, members of the County Assembly and Members of the Public Service Board. The sample size was based on Krejcie and Morgan (1970) where a sample size of 329 respondents was attained. Questionnaires, Interview guides and FGDs were used to collect data. The quantitative data were analysed using frequencies, percentages, mean and Standard deviation. Qualitative data were thematically classified and arranged before they were reported in narrations and quotations as per the research objectives. The study found out that there was a significant positive correlation between gender mainstreaming policy implementation on women political representation and women governance (r = .581; p = .000). The study recommends that there is need for streamlining of women appointment to senior positions in the county to allow for efficiency and inclusivity in governance.
{"title":"Influence of Gender Mainstreaming Policy Implementation on Women Political Representation in Baringo County Assembly","authors":"Rebecca Arupe Lomong, P. Oino, Mildred Fedha Lumayu","doi":"10.59765/vbae9126","DOIUrl":"https://doi.org/10.59765/vbae9126","url":null,"abstract":"Global advances have been made towards the recognition of the principle of women’s political, socio-economic and equity in governance. However, some counties, including Baringo have not fully implemented the gender rule as provided for in the Kenyan 2010 constitution, hence little has changed. This study sought to analyze the influence of gender mainstreaming policy implementation on women political representation in Baringo County Assembly. The study was guided by Equity Feministic Theory by Sommers (1994). The study used cross-sectional survey design and mixed method approach where both quantitative and qualitative data collection and analysis approaches were utilized. The target population was 2446 respondents comprising of employees, members of the County Assembly and Members of the Public Service Board. The sample size was based on Krejcie and Morgan (1970) where a sample size of 329 respondents was attained. Questionnaires, Interview guides and FGDs were used to collect data. The quantitative data were analysed using frequencies, percentages, mean and Standard deviation. Qualitative data were thematically classified and arranged before they were reported in narrations and quotations as per the research objectives. The study found out that there was a significant positive correlation between gender mainstreaming policy implementation on women political representation and women governance (r = .581; p = .000). The study recommends that there is need for streamlining of women appointment to senior positions in the county to allow for efficiency and inclusivity in governance.","PeriodicalId":305882,"journal":{"name":"Journal of Research Innovation and Implications in Education","volume":"105 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139265619","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}
There is a worldwide concern about academic dishonesty and more so in African countries. The main purpose of this study was to investigate the influence of students’ personality traits on academic dishonesty in public secondary schools in Makueni County, Kenya. This study was informed by Psychosocial Dynamic Theory and Theory of Planned Behaviour. The investigation used mixed methodology and the concurrent triangulation design. The sample size was 802 which consisted of 750 students sampled randomly, 25 principals and 25 teachers sampled purposively. There was 1 SCDE and 1 CDE purposively sampled. The research tools utilized were questionnaires for principals, teachers and students, and interviews for SCDEs and the County Director of Education. The study findings were that, personality traits significantly influence academic dishonesty. The study established that there was need to improve on the students’ personality traits. It was recommended that integrating interventions like introduction of competent, experienced and professional counsellors in schools was necessary to eliminate academic dishonesty
{"title":"Influence of Students’ Personality Traits on Academic Dishonesty in Public Secondary Schools in Makueni County, Kenya","authors":"L. M. Kimanzi, A. Muiru, R. Thinguri","doi":"10.59765/hvae9941","DOIUrl":"https://doi.org/10.59765/hvae9941","url":null,"abstract":"There is a worldwide concern about academic dishonesty and more so in African countries. The main purpose of this study was to investigate the influence of students’ personality traits on academic dishonesty in public secondary schools in Makueni County, Kenya. This study was informed by Psychosocial Dynamic Theory and Theory of Planned Behaviour. The investigation used mixed methodology and the concurrent triangulation design. The sample size was 802 which consisted of 750 students sampled randomly, 25 principals and 25 teachers sampled purposively. There was 1 SCDE and 1 CDE purposively sampled. The research tools utilized were questionnaires for principals, teachers and students, and interviews for SCDEs and the County Director of Education. The study findings were that, personality traits significantly influence academic dishonesty. The study established that there was need to improve on the students’ personality traits. It was recommended that integrating interventions like introduction of competent, experienced and professional counsellors in schools was necessary to eliminate academic dishonesty","PeriodicalId":305882,"journal":{"name":"Journal of Research Innovation and Implications in Education","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139263574","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}
Rebecca Arupe Lomong, P. Oino, Mildred Fedha Lumayu
The need to visibly engender women's participation in decision-making became a growing global concern through the Convention on the Elimination of All Forms of Discrimination against Women (CEDAW). Despite the Kenyan 2010 constitutional provisions for gender mainstreaming, little has changed. This study sought to examine the level of women involvement in gender mainstreaming policy implementation on decision making in Baringo County. The study was guided by Equity Feministic Theory by Sommers (1994). The study used cross-sectional survey design and mixed method approach. The target population was 2446 respondents comprising of employees, members of the County Assembly and Members of the Public Service Board. The sample size was based on Krejcie and Morgan (1970) sample size determination to arrive atsample size of 329 respondents. Questionnaires, Interview guides and FGDs were used to collect data. Reliability was determined through test-retest approach. The quantitative data were analysed using frequencies, percentages, mean and Standard deviation. Pearson Correlation and linear regression analysis were employed to determine relationship that exists between the independent and dependent variables. Qualitative data were thematically classified and arranged before they were re ported in narrations and quotations as per the research objectives. The study found out that there was a significant positive correlation between gender mainstreaming policy implementation on women political representation and women governance (r = .581; p = .000). The study recommends that there is need for streamlining of women appointment to senior positions in the county to allow for efficiency and inclusivity in governance
{"title":"Level of women involvement in gender mainstreaming policy implementation on decision making in Baringo County","authors":"Rebecca Arupe Lomong, P. Oino, Mildred Fedha Lumayu","doi":"10.59765/cbvu2518","DOIUrl":"https://doi.org/10.59765/cbvu2518","url":null,"abstract":"The need to visibly engender women's participation in decision-making became a growing global concern through the Convention on the Elimination of All Forms of Discrimination against Women (CEDAW). Despite the Kenyan 2010 constitutional provisions for gender mainstreaming, little has changed. This study sought to examine the level of women involvement in gender mainstreaming policy implementation on decision making in Baringo County. The study was guided by Equity Feministic Theory by Sommers (1994). The study used cross-sectional survey design and mixed method approach. The target population was 2446 respondents comprising of employees, members of the County Assembly and Members of the Public Service Board. The sample size was based on Krejcie and Morgan (1970) sample size determination to arrive atsample size of 329 respondents. Questionnaires, Interview guides and FGDs were used to collect data. Reliability was determined through test-retest approach. The quantitative data were analysed using frequencies, percentages, mean and Standard deviation. Pearson Correlation and linear regression analysis were employed to determine relationship that exists between the independent and dependent variables. Qualitative data were thematically classified and arranged before they were re ported in narrations and quotations as per the research objectives. The study found out that there was a significant positive correlation between gender mainstreaming policy implementation on women political representation and women governance (r = .581; p = .000). The study recommends that there is need for streamlining of women appointment to senior positions in the county to allow for efficiency and inclusivity in governance","PeriodicalId":305882,"journal":{"name":"Journal of Research Innovation and Implications in Education","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139264382","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 examined effects of cooperative learning strategy on Students’ Academic Achievement in work, energy and power in 12YBE secondary schools of Gasabo district. This study employed quasi-experimental design, using non-equivalent quasi-experimental design. Purposive sampling technique was used to select two schools for the study. One intact class in each school was used as the control group and the other class as the experimental group. The sample size consisted of 200 students comprising 94 in the control group and 106 in the experimental group. The experimental group was taught work, energy and power using cooperative learning ( learning together) while the control group was taught using the traditional way of teaching work, energy and power. Research instrument used for the study for data collection was Physics Achievement Test (PAT). The instrument was developed by the researcher in order to measure the rate of students’ academic achievement in physics. The instrument was administered to the students before treatment to determine the level of knowledge about the subject matter (pre-test). Then, the same instrument administered again after the treatment had been given to obtain the post test scores. The scores of the students were analysed using mean and standard deviation. The hypotheses were tested at .05 level of significance using t-test. The study found that Cooperative learning method enhances active student participation and interaction. This quality led to significant learning effect in Physics. It was recommended that science teachers should be encouraged to adopt cooperative teaching/learning strategy so as to enhance active students’ participation in scientific operation
{"title":"Effects of Cooperative Learning Strategy on Students’ Academic Achievement in Physics","authors":"Ephrem Shaban Mbarute, Liberatha Masengesho, Celestin Ntivuguruzwa","doi":"10.59765/nbcp2943.","DOIUrl":"https://doi.org/10.59765/nbcp2943.","url":null,"abstract":"The study examined effects of cooperative learning strategy on Students’ Academic Achievement in work, energy and power in 12YBE secondary schools of Gasabo district. This study employed quasi-experimental design, using non-equivalent quasi-experimental design. Purposive sampling technique was used to select two schools for the study. One intact class in each school was used as the control group and the other class as the experimental group. The sample size consisted of 200 students comprising 94 in the control group and 106 in the experimental group. The experimental group was taught work, energy and power using cooperative learning ( learning together) while the control group was taught using the traditional way of teaching work, energy and power. Research instrument used for the study for data collection was Physics Achievement Test (PAT). The instrument was developed by the researcher in order to measure the rate of students’ academic achievement in physics. The instrument was administered to the students before treatment to determine the level of knowledge about the subject matter (pre-test). Then, the same instrument administered again after the treatment had been given to obtain the post test scores. The scores of the students were analysed using mean and standard deviation. The hypotheses were tested at .05 level of significance using t-test. The study found that Cooperative learning method enhances active student participation and interaction. This quality led to significant learning effect in Physics. It was recommended that science teachers should be encouraged to adopt cooperative teaching/learning strategy so as to enhance active students’ participation in scientific operation","PeriodicalId":305882,"journal":{"name":"Journal of Research Innovation and Implications in Education","volume":"18 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139265814","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：