Faculty of Education

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ANALYSIS ON RETURNS TO LEVELS OF EDUCATION AND CHALLENGES FACED BY THE COMPUTER URBAN SELF EMPLOYED IN KISII COUNTY, KENYA
(INTERNATIONAL JOURNAL OF CURRENT RESEARCH, 2017-06-18) Eliud Nyakundi; Prof Enose M.W. Simatwa; Prof Theodore M.O. Ayodo
The self-employment sector provides an avenue for workers to earn a living. There exists earning differentials among workers with various levels of education worldwide. In Kisii County there are worker entering into employment with various levels of education. The return to the self-employed varies. The return to the self-employed is important in determining individual and government investment in education. The purpose of the study was to establish education returns to computer selfemployment activities in urban Kisii County. The study objectives were to; determine the returns to education of various levels of education of the self-employed in computer industry, determine the challenges facing the self-employed, determine effectiveness of intervention measures by Kenya government to assist the self-employed in their work. The study used descriptive and correlation design. Human capital theory was used. The population of the study was 11240.That is in computer service industry 6400. The study used Fisher’s model to derive a sample of 384 respondents with 218 computer services Questionnaire and interview schedules were used to collect data for the study. Quantitative data was analyzed using descriptive statistics and regression analysis. Qualitative data was transcribed and analyzed in emergent themes and sub-themes: The study found out that; in computer service industry self-employed respondents with K.C.P.E earned an average Ksh 15,571.17, K.C.S.E earned an average 14,857.08, certificate earned 9364.81 and diploma earned an average of 9364.81 amount of money and bachelor earned 30,293.33. The Pearson’s r results were’ k.c.pe 0.643, k.c.s.e 0.104, certificate 0.128, diploma 0.195 and bachelors degree 0.045. The r2 analysis was: k.c.p.e 2 category the r was 0.0413, k.c.s.e was 0.011, certificate 0.016, and diploma was 0.038 for bachelors. The adjusted R results were:kcpe 0.373, kcse 0.02, certificate 0.002, diploma0.001 and bachelors 0.075 The ANOVA indicated k.c.p.e (F(1,15)10.572,P=0.005), k.c.s.e was (F(1,70)0,761, P=0.386), certificate was (F(1,52,)0.868,P=0.356), diploma was (F(1,28)1.031, P=0.319 and bachelor results were (F(1,13)0.006,P=0.874). Government intervention was not effective in the provision of: market stalls, loans and market for finished products, but effective in provision of: security, electricity and infrastructure. The study concluded that; there was a significant and positive association between returns to education and increasing level of education, and lack of capital was a challenge to the selfemployed. The study recommended government intervention in funding the self-employed in their activities, reduced electricity charges and blackouts. The study is important in formulation of education programmes relevant to the self-employed and government intervention in support of the self-employed.
EDUCATION STAKEHOLDER’S CONTRIBUTION TO MOTIVATION OF TEACHERS AND GIRL STUDENT IN ENHANCEMENT OF QUALITY EDUCATION FOR GIRLS’ IN SECONDARY SCHOOLS:
(INTERNATIONAL JOURNAL OF CURRENT RESEARCH, 2017-06-18) Hellen Adhiambo Ahawo; Enose M.W. Simatwa
The government of Kenya in partnership with religious sponsors, parents, politicians, Board of management and principals provide financial, human and physical resources to enhance education of girls and boys in schools. However with all these measures in place, girls in Siaya County schools performance in Kenya Certificate of Secondary Education was generally low compared to national where few girls have featured in 100 best students. For the last four years in Siaya County the with mean scores of 6.21, 6.90, 6.05 and 6.80 for the years 2011, 2012, 2013 and 2014 compared to the boys schools mean scores of 7.73, 7.73, 7.56 and 8.27 for the same period. What was unknown was the contribution of stakeholders to the provision of quality education to girls in public secondary schools in Kenya. The purpose of the study was to establish motivation of teachers and students in enhancement of quality . A conceptual framework showing the relationship between independent variables (contribution of stakeholders) and dependent variables (motivation was used to guide the study). The study used descriptive survey design. The study ng of principals, Deputy Principals, Directors of Studies, Board of The government of Kenya in partnership with religious sponsors, parents, politicians, Board of management and principals provide financial, human and physical resources to enhance education of girls and boys in schools. However with all these measures in p performance in Kenya Certificate of Secondary Education was generally low compared to national where few girls have featured in 100 best students. For the last four years in Siaya County the performance has been average 2012, 2013 and 2014 compared to the boys schools mean scores of 7.73, 7.73, 7.56 and 8.27 for the same period. What was unknown was the contribution of stakeholders to the provision of qu education to girls in public secondary schools in Kenya. The purpose of the study was to establish contribution of stakeholders to education for girls’ in secondary schools in Siaya County relationship between independent variables (contribution of stakeholders) and dependent variables (motivation was used to guide the study). The study used descriptive survey design. The study population was 155 consisti management chairpersons, Parents Teachers Association rents Teachers Association chairpersons, Sub County Quality Assurance and Standards Officers and Church Education Secretaries. Data collected using questionnaires and interview schedules. Validity of the instruments was determined by experts in Educational Administration. Reliability of the instruments was determined by test re method and Pearson’s r coefficients were .78 an value of .05. Data collected by questionnaire was analyzed using frequency counts, percentages, means and t from interviews and open ended questions was transcribed, analyzed and reported in emergent themes and sub themes. The study established that Principals and Board of Managements contributed highly to motivation of teachers and students as signified by means recommended that all stakeholders should improve on their contributions to enhance the girls’ academic achievement. The findings of this study are significant to stakeholders in education by improving them in area The government of Kenya in partnership with religious sponsors, parents, politicians, Board of management and principals provide financial, human and physical resources to enhance education of girls and boys in schools. However with all these measures in p performance in Kenya Certificate of Secondary Education was generally low compared to national where few girls have featured in 100 best students. For the last four years in Siaya County the performance has been average with mean scores of 6.21, 6.90, 6.05 and 6.80 for the years 2011, 2012, 2013 and 2014 compared to the boys schools mean scores of 7.73, 7.73, 7.56 and 8.27 for the same period. What was unknown was the contribution of stakeholders to the provision of qu education to girls in public secondary schools in Kenya. The purpose of the study was to establish contribution of stakeholders to motivation of teachers and students in education for girls’ in secondary schools in Siaya County. A conceptual framework showing the relationship between independent variables (contribution of stakeholders) and dependent variables (motivation was used to guide the study). The study used descriptive survey design. The study population was 155 consisting of principals, Deputy Principals, Directors of Studies, Board of management chairpersons, Parents Teachers Association rents Teachers Association chairpersons, Sub County Quality Assurance and Standards Officers and Church Education Secretaries. Data collected using questionnaires and interview schedules. Validity of the instruments was determined by experts in Educational Administration. Reliability of the instruments was determined by test re method and Pearson’s r coefficients were .78 and .81 for principals and form four class teachers at p value of .05. Data collected by questionnaire was analyzed using frequency counts, percentages, means and t-test. Quantitative data was analyzed using percentages, means and t rom interviews and open ended questions was transcribed, analyzed and reported in emergent themes and sub themes. The study established that Principals and Board of Managements contributed highly to motivation of teachers and students as signified by means of 4.02 and 3.70 respectively. The study recommended that all stakeholders should improve on their contributions to enhance the girls’ academic achievement. The findings of this study are significant to stakeholders in education by improving them in areas that require doubling their efforts for meaningful contributions. management chairpersons, Parents Teachers Association rents Teachers Association chairpersons, Sub County Quality Assurance and Standards Officers and Church Education Secretaries. Data was collected using questionnaires and interview schedules. Validity of the instruments was determined by experts in Educational Administration. Reliability of the instruments was determined by test re-test d .81 for principals and form four class teachers at p- value of .05. Data collected by questionnaire was analyzed using frequency counts, percentages, test. Quantitative data was analyzed using percentages, means and t-test. Qualitative data rom interviews and open ended questions was transcribed, analyzed and reported in emergent themes and sub themes. The study established that Principals and Board of Managements contributed highly of 4.02 and 3.70 respectively. The study recommended that all stakeholders should improve on their contributions to enhance the girls’ academic achievement. The findings of this study are significant to stakeholders in education by s that require doubling their efforts for meaningful contributions.
EDUCATION STAKEHOLDERS’ CONTRIBUTION TO SCHOOL QUALITY LEADERSHIP IN ENHANCEMENT OF QUALITY EDUCATION FOR GIRLS IN SECONDARY SCHOOLS KENYA:
(INTERNATIONAL JOURNAL OF CURRENT RESEARCH, 2017-06-19) Enose M.W. Simatwa; Hellen Adhiambo Ahawo
The government of Kenya in Parents Teachers Association partnership with religious sponsors, Parents Teachers Association, politicians, Board of Management and principals provide financial, human and physical resources to enhance education of girls and boys in schools. However with all these measures in place, girls in Siaya County schools performance in Kenya Certificate of Secondary Education Examinations was generally low compared to national where few girls have featured in 100 best students. For the last four years in Siaya County the performance has been average with mean scores of 6.21, 6.90, 6.05 and 6.80 for the years 2011, 2012, 2013 and 2014 compared to the boys schools mean scores of 7.73, 7.73, 7.56 and 8.27 for the same period. The objective of this study was to establish contribution of education stakeholders to school quality leadership in the provision of quality education to girls in public secondary schools in Siaya County. A conceptual framework showing the relationship between independent variables (contribution of stakeholders) and dependent variables (quality leadership was used to guide the study). The study used descriptive survey design. The study population was 155 consisting of principals, Deputy Principals, Directors of Studies, Board of Management chairpersons, Parents Teachers Association rents Teachers Association chairpersons, Sub County Quality Assurance and Standards Officers and Church Education Secretaries. Quantitative data was analyzed using percentages, means and t-test. Qualitative data from interviews and open ended questions was transcribed, analyzed and reported in emergent themes and sub themes according to objectives of the study. The study established that the principals and Board of Managements contributed highly to schools’ quality leadership as indicated by means of 4.17 and 3.60 respectively. The areas of contribution included conflict resolution, team teaching and guidance and counseling services. The study recommended that all stakeholders should improve on their contributions to enhance the girls’ academic achievement.
EDUCATION STAKEHOLDERS’ CONTRIBUTION TO SCHOOL QUALITY LEADERSHIP IN ENHANCEMENT OF QUALITY EDUCATION FOR GIRLS IN SECONDARY SCHOOLS KENYA:
(INTERNATIONAL JOURNAL OF CURRENT RESEARCH, 2017-06-19) Enose M.W. Simatwa; Hellen Adhiambo Ahawo
The government of Kenya in Parents Teachers Association partnership with religious sponsors, Parents Teachers Association, politicians, Board of Management and principals provide financial, human and physical resources to enhance education of girls and boys in schools. However with all these measures in place, girls in Siaya County schools performance in Kenya Certificate of Secondary Education Examinations was generally low compared to national where few girls have featured in 100 st four years in Siaya County the performance has been average with mean scores of 6.21, 6.90, 6.05 and 6.80 for the years 2011, 2012, 2013 and 2014 compared to the boys schools mean scores of 7.73, 7.73, 7.56 and 8.27 for the same period. The objective of this study was to establish contribution of education stakeholders to school quality leadership in the provision of quality education to girls in public secondary schools in Siaya County. A conceptual framework dent variables (contribution of stakeholders) and dependent The government of Kenya in Parents Teachers Association partnership with religious sponsors, Parents Teachers Association, politicians, Board of Management and principals provide financial, human and physical resources to enhance education of girls and boy these measures in place, girls in Siaya County schools performance in Kenya Certificate of Secondary Education Examinations was generally low compared to national where few girls have featured in 100 best students. For the la scores of 6.21, 6.90, 6.05 and 6.80 for the years 2011, 2012, 2013 and 2014 compared to the boys schools mean scores of 7.73, 7.73, 7.56 and 8.27 for the same period. The objectiv to establish contribution of education stakeholders to school quality leadership in the provision of quality education to girls in public secondary schools in Siaya County. A conceptual framework showing the relationship between indepen variables (quality leadership was used to guide the study). The study used descriptive survey design. The study population was 155 consisting of principals, Deputy Principals, Directors of Studies of Management chairpersons, Parents Teachers Association rents Teachers Association chairpersons, Sub County Quality Assurance and Standards Officers and Church Education Secretaries. Quantitative data was analyzed using percentages, means and t ended questions was transcribed, analyzed and reported in emergent themes and sub themes according to objectives of the study. The study established that the principals and Board of Managements contributed hi The areas of contribution included conflict resolution, team teaching and guidance and counseling services. The study recommended that all stakeholders should improve enhance the girls’ academic achievement. The government of Kenya in Parents Teachers Association partnership with religious sponsors, Parents Teachers Association, politicians, Board of Management and principals provide financial, human and physical resources to enhance education of girls and boy these measures in place, girls in Siaya County schools performance in Kenya Certificate of Secondary Education Examinations was generally low compared to national where few girls have featured in 100 best students. For the last four years in Siaya County the performance has been average with mean scores of 6.21, 6.90, 6.05 and 6.80 for the years 2011, 2012, 2013 and 2014 compared to the boys schools mean scores of 7.73, 7.73, 7.56 and 8.27 for the same period. The objectiv to establish contribution of education stakeholders to school quality leadership in the provision of quality education to girls in public secondary schools in Siaya County. A conceptual framework showing the relationship between independent variables (contribution of stakeholders) and dependent variables (quality leadership was used to guide the study). The study used descriptive survey design. The study population was 155 consisting of principals, Deputy Principals, Directors of Studies of Management chairpersons, Parents Teachers Association rents Teachers Association chairpersons, Sub County Quality Assurance and Standards Officers and Church Education Secretaries. Quantitative data was analyzed using percentages, means and t-test. Qualitative data from interviews and open ended questions was transcribed, analyzed and reported in emergent themes and sub themes according to objectives of the study. The study established that the principals and Board of Managements contributed highly to schools’ quality leadership as indicated by means of 4.17 and 3.60 respectively. The areas of contribution included conflict resolution, team teaching and guidance and counseling services. The study recommended that all stakeholders should improve enhance the girls’ academic achievement. variables (quality leadership was used to guide the study). The study used descriptive survey design. The study population was 155 consisting of principals, Deputy Principals, Directors of Studies, Board of Management chairpersons, Parents Teachers Association rents Teachers Association chairpersons, Sub County Quality Assurance and Standards Officers and Church Education Secretaries. Quantitative test. Qualitative data from interviews and open ended questions was transcribed, analyzed and reported in emergent themes and sub themes according to objectives of the study. The study established that the principals and Board of Managements ghly to schools’ quality leadership as indicated by means of 4.17 and 3.60 respectively. The areas of contribution included conflict resolution, team teaching and guidance and counseling services. The study recommended that all stakeholders should improve on their contributions to
ANALYSIS ON RETURNS TO LEVELS OF EDUCATION AND CHALLENGES FACED BY THE MOTOR SPARE PARTS URBAN SELF EMPLOYED IN KISII COUNTY, KENYA
(INTERNATIONAL JOURNAL OF CURRENT RESEARCH, 2017-06-23) Eliud Nyakundi; Prof. Enose M.W Simatwa; Prof Theodore. M. Ayodo; Peter O Nyabera
The self-employment sector provides an avenue for workers to earn a living.. There exists earning differentials among workers with various levels of education worldwide In Kisii county there are worker entering into employment with various levels of education. The return to the self-employed varies. The returns to the selfemployed are important in determing individual and government investment in education. The purpose of the study was to establish education returns spare parts self-employment activities in urban Kisii County. The study objectives were to; determine the returns to education of various levels of education of the self-employed in motor spare parts industry, determine the challenges facing the self-employed, determine effectiveness of intervention measures by Kenya government to assist the self-employed in their work. The study used descriptive and correlation design. Human capital theory was used. The population of the study was 11240.That is in computer service industry 6400 and spare parts 4840 workers. The study used Fisher’s model to derive a sample of 166 spare parts self-employed workers. Questionnaire and interview schedules were used to collect data for the study. Quantitative data was analyzed using descriptive statistics and regression analysis. Qualitative data was transcribed and analyzed in emergent themes and sub-themes. Government intervention was not effective in the provision of: market stalls, loans and market for finished products, but effective in provision of: security, electricity and infrastructure. In spare parts the results showed that on average; respondents with KC.P.E earned Ksh 16, 786.3636, K.C.SE earned 16855.8140; certificate earned 16825.9259 qualifications earned nearly similar amount of money. Diploma graduates earnings were 22584.2105 and bachelors earned 29,150.000. Analysis of pearson’s r indicate; For k.cpe was 0.617, k.c.se 0.009, certificate 0.130, diploma 0.129 and bachelors 0.297. The Pearson’s r2 results were: kcpe was 0.413, kcse 0.011, certificate 0.016, diploma 0.038 and degree 0.002. The adjusted R results were: kcpe 0.373. kcse 0.002, certificate 0.002, diploma 0.001 and degree 0.075. The ANOVA results were: For kcpe(F(1,20)12.282, P=0.002), kcse (F(1,84)0,007, P=0.935), certificate was (F(1,25,) 0.428,P=0.519), diploma was (F(1,17)1.290, P=0.597) and bachelors degree was(F(1,10)0.0.964,P=0.349).The Pearson’s r results were’ kcpe 0.643, kcse 0.104, certificate 0.128, diploma 0.195 and bachelors degree 0.045. The Pearson’s r2results were: kcpe was 0.413, kcse 0.011, certificate 0.016, diploma 0.038 and degree 0.002.The r adjusted results were :kcpe 0.373. kcse 0.002, certificate 0.002, diploma 0.001 and degree 0.075. The ANOVA results were computed as: For kcpe (F(1,15)10.572,P=0.005), kcse was (F(1,70)0,761, P=0.386), certificate was (F(1,52,)0.868, P=0.356), diploma was (F(1,28)1.031, P=0.319 and bachelor results were (F(1,13)0.006,P=0.874). The model summary indicated that the independent variables (K.C.P.E, K.C.S.E, Certificate, Diploma and Undergraduate levels of education) explained up to 22.6% of the variation of average earnings 77.4% remained unexplained. The study concluded that; there was a significant and positive association between returns to education and increasing level of education, and lack of capital was a challenge to the self-employed. The study recommended government intervention in funding the self-employed in their activities, reduced electricity charges and blackouts. The study is important in formulation of education programmes relevant to the self-employed and government intervention in support of the self-employed.
IMPACT OF FREE SECONDARY EDUCATION POLICY ON SECONDARY SCHOOL STUDENT ACADEMIC PERFORMANCE IN KENYA:
(INTERNATIONAL JOURNAL OF CURRENT RESEARCH, 2017-06-25) Maurice Aoko Ndolo; Prof. Enose M.W Simatwa
Immediate Free Secondary Education policy was introduced in Kenya in 2008 with an aim of making secondary education affordable to enhance student academic performance. The influence seem to have been low in Mbita and Suba Sub- Counties where the academic performance mean scores in Kenya Certificate of Secondary Education for the period 2011 to 2014 were low at 5.0 and 5.1 for Mbita and Suba Sub counties respectively. The objective of this study was to determine the influence of Free Secondary Education policy on student academic performance in Mbita and Suba Sub- Counties. A conceptual framework based on the Psacharopoulous and Woodhall (1985) concept of investment choices was adopted to determine the influence of Free Secondary Education policy on student academic performance. The study adopted ex-post facto and correlational research designs. The study population consisted of 37 principals, 2775 form four students of 2014, 1 Sub-County Schools Auditor and 2 Sub –County Quality Assurance and Standards Officers. The study sample consisted of 34 principals, 1 SCSAs, 2 Sub –County Quality Assurance and Standards Officers. Questionnaire, Interview Schedule and Focused Group Discussion were used to collect data. Face and content validity were established by supervisors whose input was included. Reliability coefficient of principal’s questionnaire was established using test re-test method and correlated using Pearson’s r. The outcome was that the reliability coefficient was 0.8 at the set p-value of .05 meaning that it was reliable. The study findings revealed that Free Secondary Education policy accounted for 31.2% of variation in student academic performance as signified adjusted R square by coefficient of 0.312. This means that increase in Free Secondary Education funding of Kshs. 10,265 resulted in increase in academic performance as indicated by the coefficients. The study concluded that Free Secondary Education policy influenced student academic performance. The study recommended that, the government should therefore increase capitation fees for each student to increase student academic performance. The findings of the study are significant to the Ministry of Education, planners, educators, parents and policy makers by informing them on the need to develop strategies to improve or redesign Free Secondary Education policy so as enhance further access, transition and student academic performance.
PERCEPTIONS OF WOMEN ON MANAGEMENT POSITIONS IN GOVERNMENT AIDED SECONDARY SCHOOLS IN UGANDA: AN ANALYTICAL STUDY
(INTERNATIONAL JOURNAL OF CURRENT RESEARCH, 2017-06-28) Hannah Lunyolo Gidudu,; Betty Tikoko; Enose M.W. Simatwa
Women’s perceptions on minimal occupation of management positions in Government Aided secondary schools in Eastern Uganda were explored. The Uganda National Gender Policy was formulated in 1997 and revised in 2007 to address the gender imbalance in the management of educational institutions and other public institutions for the purpose of enabling women to access justice in workplaces so as to enable them to be part of the mainstream in Uganda’s socio-economic development in the women’s empowerment initiative. The objective of this study was therefore to examine women participation in management positions in government aided secondary schools in Uganda. The study revealed that the commitment of women serving in management positions is sometimes betrayed by various factors ranging from internal to external. A spirit of family responsibilities and challenges, corruption by some male appointing officials, limited qualifications and exposure, limited support coupled with political, religious, cultural, and societal norms and African beliefs is a hindrance to women’s access. In addition, this type of commitment has been abused in various forms. The female teachers’ overall perception on occupation of management positions in government Aided secondary schools is that male head teachers are more preferred to female ones. Therefore, the overall conclusion on perception on women’s minimal occupation of management positions in Government Aided secondary schools in Eastern Uganda shows a pattern that women do not have equal access to management positions in the specified study area. The researcher recommends that: the Government should increase the number of female head teachers, balance interviewing panels, discipline culprits, streamline roles of politicians in schools, sensitize stake
MAINSTREAMING, DISCRIMINATION AND ACADEMIC PERFORMANCE OF CHILDREN WITH DISABILITIES IN UGANDA: A CASE STUDY OF MBALE DISTRICT
(INTERNATIONAL JOURNAL OF CURRENT RESEARCH, 2017-08-17) Grace Angwech; Hannah Lunyolo Gidudu; Enose M.W. Simatwa
Children with Mbale District, Uganda is not an exception. actively in their education. The consequences are that they underperform or d together. The many challenges faced include discrimination, negative attitude of teachers and normal fellow children, unsupportive roles of parents, lack of specialized services, unfriendly environment and infrastructure. academic performance of children with disabilities in mainstreamed District, Uganda. The study adopted a cross sectional survey research design. study included 3 Boards of Directors, 100 Headteachers. 1,600 Teachers, and 75,000 pupils. The study established that discrimination accounted for 94.9% of the variation in academic performance of children with disabilities. This means that discrimi the children with disabilities in academic performance. The other 5.1% was due to other factors which were not the subject of this study. In essence, discrimination is a major factor in determining academic performance of children with disabilities in mainstreamed schools. The findings of this study are significant to stakeholders in Special Needs Education as they inform the way forward for successful inclusive education. refresher courses for teachers teaching children with disabilities, and the Directorate of the Education Standards should enhance standards in schools that handle children with disabilities.
INFLUENCE OF SCHOOL FACTORS ON TEACHER STRESS IN PUBLIC SECONDARY SCHOOLS IN KENYA: A CASE STUDY OF KAKAMEGA NORTH SUB-COUNTY
(International Journal of Current Research, 2017-08-30) Olive Taabu Baraza; Enose M.W. Simatwa
The teaching profession is one of the professions that are considered stressful. This revealed by many studies worldwide. It is asserted that school factors influence teacher stress more than any other factors. However, some studies have contradicted these assertions indicating that schools are haven of peace and therefore do not generate teacher stress. Therefore, the purpose of this study was to establish the influence of school factors on teacher stress using Kakamega North Sub County as the site of the study. A conceptual framework based on Bray, Camlin, Fairbank, Dunteman and Wheeless (2001) concept that stress is influenced by work factors which in turn influences performance of workers was adopted to guide the study. The study established that school factors influenced teacher stress. The influence was however weak with a .238 and was significant. School factors accounted for 4.6% of variation in teacher stress as was signified by Adjusted R square .46. School factors were also found to be significant predictors of teacher stress. (F (6, 92) = 2.028, P < .05). As specifically the school factors that influenced teacher stress were; location of the school, evaluation policy on students, gender parity of students, bench marking policy, Board of Management and school ethos, customs and tradi had little influence on teacher stress included; class size of below 45 students, class size of 45 and above students, entry behaviour of below 250 marks being the average Kenya Certificate of Secondary education examinations, delegation policy, communication policy, gender parity of teachers, teacher students ratio, school routine, teacher –students relationship, office space, sanitation and students dress code. The study concluded that school factors influenced teachers stress i Kakamega North sub-county. The study recommended that stress audits need to be conducted in schools with a view to improving stress levels among teachers to the benefit of students academic performance. The findings of this study are significant to educa deal with stress levels among secondary school teachers in enhancement of students’ academic performance in the Sub County.
INFLUENCE OF SCHOOL FACTORS ON TEACHER STRESS IN PUBLIC SECONDARY SCHOOLS IN KENYA: A CASE STUDY OF KAKAMEGA NORTH SUB- COUNTY
(INTERNATIONAL JOURNAL OF CURRENT RESEARCH, 2017-08-30) Olive Taabu Baraza; Enose M.W. Simatwa
The teaching profession is one of the professions that are considered stressful. This revealed by many studies worldwide. It is asserted that school factors influence teacher stress more than any other factors. However, some studies have contradicted these assertions indicating that schools are haven of peace and therefore do study was to establish the influence of school factors on teacher stress using Kakamega North Sub County as the site of the study. A conceptual framework based on Bray, Camlin, Fairbank, Dunteman and Wheeless (2001) concept that stress is influenced by work factors which in turn influences performance of workers was adopted to guide the study. The study established that school factors influenced teacher stress. The influence was however weak with a .238 and was significant. School factors accounted for 4.6% of variation in teacher stress as was signified by Adjusted R square .46. School factors were also found to be significant predictors of teacher stress. (F (6, stress were; location of the school, evaluation policy on students, gender parity of students, bench marking policy, Board of Management and school ethos, customs and tradi had little influence on teacher stress included; class size of below 45 students, class size of 45 and above students, entry behaviour of below 250 marks being the average Kenya Certificate of Secondary education examinations, dele teachers, teacher students ratio, school routine, teacher and students dress code. The study concluded that school factors influenced teachers stress i Kakamega North sub schools with a view to improving stress levels among teachers to the benefit of students academic performance. The findings of this study are significant to educa deal with stress levels among secondary school teachers in enhancement of students’ academic performance in the Sub County.
PERCEPTIONS OF WOMEN ON MANAGEMENT POSITIONS IN GOVERNMENT AIDED SECONDARY SCHOOLS IN UGANDA: AN ANALYTICAL STUDY
(2017-08-31) 1Hannah Lunyolo Gidudu; Betty Tikoko; 3Enose M.W. Simatwa Enose M.W. Simatwa
Women’s perceptions on minimal occupation of management positions in Government Aided secondary schools in Eastern Uganda were explored. The Uganda National Gender Policy was formulated in 1997 and revised in 2007 to address the gender imbalance in the management of educational institutions and other public institutions for the purpose of enabling women to access justice in workplaces so as to enable them to be part of the mainstream in Uganda’s socio-conomic powerment initiative. The objective of this study was therefore to Women’s perceptions on minimal occupation of management positions in Government Aided secondary schools in Eastern Uganda were explored. The Uganda National Gender Policy wasformulated in 1997 and revised in 2007 to address the gender im educational institutions and other public institutions for the purpose of enabling women to access justice in workplaces so as to enable them to be part of the mainstream in Uganda’s socio development in the women’s em examine women participation in management positions in government aided secondary schools in Uganda. The study revealed that the commitment of women serving in management positions is sometimes betrayed by various factors ranging from internal to external. A spirit of family responsibilities and challenges, corruption by some male appointing officials, limited qualifications and exposure, limited support coupled with political, religious, cu African beliefs is a hindrance to women’s access. In addition, this type of commitment has been abused in various forms. The female teachers’ overall perception on occupation of management positions in government Aided second female ones. Therefore, the overall conclusion on perception on women’s minimal occupation of management positions in Government Aided secondary schools in Eastern Uganda shows a pattern that wom researcher recommends that: the Government should increase the number of female head teachers, balance interviewing panels, discipline culprits, streamline roles of politi stake holders, and implement gender equality policies. Women’s perceptions on minimal occupation of management positions in Government Aided secondary schools in Eastern Uganda were explored. The Uganda National Gender Policy was formulated in 1997 and revised in 2007 to address the gender im educational institutions and other public institutions for the purpose of enabling women to access justice in workplaces so as to enable them to be part of the mainstream in Uganda’s socio development in the women’s empowerment initiative. The objective of this study was therefore to examine women participation in management positions in government aided secondary schools in Uganda. The study revealed that the commitment of women serving in management positions is imes betrayed by various factors ranging from internal to external. A spirit of family responsibilities and challenges, corruption by some male appointing officials, limited qualifications and exposure, limited support coupled with political, religious, cu African beliefs is a hindrance to women’s access. In addition, this type of commitment has been abused in various forms. The female teachers’ overall perception on occupation of management positions in government Aided secondary schools is that male head teachers are more preferred to female ones. Therefore, the overall conclusion on perception on women’s minimal occupation of management positions in Government Aided secondary schools in Eastern Uganda shows a pattern that women do not have equal access to management positions in the specified study area. The researcher recommends that: the Government should increase the number of female head teachers, balance interviewing panels, discipline culprits, streamline roles of politi stake holders, and implement gender equality policies. examine women participation in management positions in government aided secondary schools in Uganda. The study revealed that the commitment of women serving in anagement positions is imes betrayed by various factors ranging from internal to external. A spirit of family responsibilities and challenges, corruption by some male appointing officials, limited qualifications and exposure, limited support coupled with political, religious, cultural, and societal norms and African beliefs is a hindrance to women’s access. In addition, this type of commitment has been abused in various forms. The female teachers’ overall perception on occupation of management ary schools is that male head teachers are more preferred to female ones. Therefore, the overall conclusion on perception on women’s minimal occupation of management positions in Government Aided secondary schools in Eastern Uganda shows a pattern en do not have equal access to management positions in the specified study area. The researcher recommends that: the Government should increase the number of female head teachers, balance interviewing panels, discipline culprits, streamline roles of politicians in schools, sensitize stake holders, and implement gender equality policies
COMPOSITION-DIFFERENTIATION OPERATOR ON THE BERGMAN SPACE
(Pan-American Journal of Mathematics, 2023) K. O. ALOO1; J. O. BONYO2; I. OKELLO1
We investigate the properties of composition-differentiation operator Dψ on the Bergman space of the unit disk L2 a(D). Specifically, we characterize the properties of the reproducing kernel for the derivatives of the Bergman space functions. Moreover, we determine the adjoint properties of Dψ whenever ψ is self analytic map of the unit disk D.
Exploring the Potential of Immersive Technologies to Enhance Online Learning Experiences and Engagement: A Systematic Literature Review
(International Journal of Innovative Science and Research Technology, 2024-09) Salmon Oliech Owidi* 1; Kelvin K. Omieno2; Joanne Nabwire Lyanda3
The purpose of this research is to find out how immersive technology can improve online learning and student engagement. The study investigates howimmersive technologies, for example augmented reality (AR) and virtual reality (VR) can be incorporated into online learning environment using a case study methodology. The paper explores how immersive technologies affect online course satisfaction among learners generally through learning results, and student involvement. By conducting a comprehensive literature review, the paper synthesizes existing knowledge and identifies gaps in the literature. In the systematic review in which exclusion and inclusion criteria was used to identify the suitable articles to be analyzed based on the study questions. The outcome of the study revealed that immersive technologies significantly boost learner engagement, improving the student learning outcomes thereby increasing their overall course satisfaction with online courses. However, it also identifies challenges and gaps in current research, emphasizing the need for further exploration. Recommendations for educators and policymakers include investing in immersive technologies learning tools, providing adequate training, fostering collaboration, and addressing issues of access and affordability. This paper sough to enhance the comprehension of how immersive technologies can be strategically leveraged to revolutionize online learning environments. By exploring the integration of advanced digital tools and techniques, the study uncovered various ways in which virtual and augmented reality can significantly improve the effectiveness and engagement of online learning. Ultimately, the findings provide valuable insights that can guide educators, institutions, and educational technology developers in optimizing online learning environments through the thoughtful application of immersive technology
Comparative Study on Accuracy of Responses by Select AI Tools: ChatGPT and Perplexity AI Visa Vee Human Responses
(International Journal of Innovative Science and Research Technology, 2024-11) *1Salmon Oliech Owidi; 2 Joanne Nabwire Lyanda; 3 Eric W. Wangila
This study explored questions whose solutions were provided by human experts, ChatGPT, and Perplexity AI. The responses were triangulated in discussions to identify oversights, alternative frames, and biases against human-generated insights. ChatGPT and Perplexity AI were selected due to their popularity, with ChatGPT gaining over 100 million users and Perplexity AI 87 million within a year. Educational specialists submitted questions across various fields, along with their responses, which were subsequently posed to the AI tools. These responses were coded and evaluated by twelve educational specialists and subject matter experts (N = 24) based on scientific accuracy, actionability, and comprehensibility. Descriptive statistics indicated that Human Experts achieved significantly higher mean scores in both Scientific Accuracy (M = 7.42, SD = 0.65) and Actionability (M = 7.25, SD = 0.77) compared to ChatGPT (M = 6.25, SD = 0.71; M = 5.42, SD = 0.99) and Perplexity AI (M = 4.33, SD = 0.79; M = 4.17, SD = 1.06). In terms of Comprehensibility, ChatGPT led with a mean score of 6.58 (SD = 0.99) compared to Human Experts (M = 7.08, SD = 1.24) and Perplexity AI (M = 5.43, SD = 0.55). Kruskal-Wallis tests revealed significant differences across all dimensions (p < 0.001 for Scientific Accuracy and Actionability; p = 0.015 for Comprehensibility). Post-hoc Dunn's tests confirmed that Human Experts outperformed both AI tools, while ChatGPT was significantly more comprehensible than Perplexity AI. These findings highlight the limitations of AI in delivering scientifically accurate and actionable insights due to factors like lack of emotional intelligence and common sense. The study recommends careful evaluation of AI integration in academic and research
Towards Integration of AI Driven Predictive Model in identifying At-Risk Students in Online Learning Platforms
(African Journal of Computing, Data Science and Informatics (AJCDS, 2025-06) 1Dr. Salmon Oliech Owidi; 2Prof. Elyjoy M. Micheni
The rapid growth of online learning environments presents both opportunities and challenges in student engagement and performance. Predictive modeling using artificial intelligence (AI) has emerged as a promising tool to identify atrisk students and personalize learning experiences. However, the influence ofvarious factors, such as engagement metrics, interventions, and demographicvariables, on student success in online education remains underexplored. This study aims to examine the impact of engagement metrics and targeted interventions, as well as explore the role of demographic variables in predictive modeling within online learning environments. This study employed a simple random sampling method, collecting data from 200 students enrolled in an online learning environment. Data on engagement, interventions, demographic variables, and academic performance were analyzed using descriptive and inferential statistical methods. The findings highlight the importance of engagement metrics in predicting academic success and the effectiveness of personalized interventions such as feedback and tutoring. Integrating personalized interventions can further support at-risk students, creating a more inclusive and effective educational experience. This study underscores the need for continuous development of AI models to better serve diverse student populations and improve educational outcomes.
Contribution of The Catholic Church to Instructional Resources and Appointment of School Administrators in Public Secondary Schools in Kenya. A study across Public Secondary Schools in Kisii Central Sub - County
(2025-07-07) David Radeny Odhiambo1; Enose M.W. Simatwa2
Kenya’s Legislation on Basic Education directs religious sponsors to participate in appointment of principals and provision of instructional materials to schools. In Kisii Central Sub-County, the Catholic Church participates in management of 29(39.7%) secondary schools. However, queries were being raised on the current contribution of the church as it had come to the fore that most sponsored schools were experiencing crises that had tended to be linked to the church’s participation in school management. For instance, out of 29 principals in the sub-county, 18 (62.07%) new principals; 23 (79.31%) deputy principals and 5 (17.24%) BOM chair persons were rejected by the church from assuming their positions between 2010 - 2013 in the Sub-County which was higher compared to neighbouring Sub-Counties, that is, Marani 1(4.54%) and Kisii South 2 (7.41%) Principals; while Masaba 3 (12%) and Sameta 3 (13.04%) both involving Board of Management. The objectives of the study were to establish the contribution of Catholic Church to instructional resources and to find out the contribution of the Catholic Church in appointment of school administrators to management positions of public secondary schools in Kisii Central Sub - County. The findings of this study indicated that the Catholic Church contribution to instructional resources was 50.8% in terms of laboratory equipment, text books and teaching materials and appointment of school administrators was 25%. This had positive influence on management Quality Index.
The Influence of Individual Career Counselling Strategy on Career Choices among Students in Secondary Schools in Homa Bay County, Kenya
(INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS), 2025-07-21) Linet Akinyi Elisha; Joab M. Kinzi PhD; Lilian C. Kimaiyo PhD
The Kenya government has a policy for career guidance and counselling which is meant to help provide a robust and professional career guidance and counselling to students. The policy aims at creating adequate human resource and reducing the mismatch between career choices and demand for labour. This is the rationale behind provision of career guidance services to students in schools. Most Secondary school counsellors have adapted individual career counselling strategy to help adhere to the policy. Despite the effort made by the the guidance counsellors to manage career guidance and counselling in secondary school, many school leavers continue to display lack of awareness in kind of career that would be suitable for them after school. The objective of this study was to investigate the influence of the individual career counselling strategy used on career choice among secondary school students in Homa Bay County, Kenya. The study employed ex-post-facto research design and sampled 372 form three students. The Hollands theory of career decision guided the study. Data was collected using questionnaires. The instruments were validated by experts and reliability of .78 obtained. The analysis was by calculating percentages, correlation and regression. Results findings were that individual counselling strategy was frequently used at 47 % in terms of percentages. It was also established that individual counselling strategy had statistically significant influence on career choice with Pearson correlation coefficient (r) of 0.65, which was a strong positive relationship. The coefficient determinant (R²) obtain was 0.4225 which was meant that individual counselling strategy influenced career choice by 42.25%. It was concluded that individual counselling significantly influenced career decision among students in homabay county. This also increased the chance of a student making right decision on career choices by almost 50 percent.
Group Career Counselling and its Influence on Students’ Career Choices in Homa Bay County, Kenya
(INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS), 2025-09-04) Linet Akinyi Elisha; Joab M. Kinzi, Phd; Lilian C. Kimaiyo, Phd
The society expect students to make career choices that not only make them employable but also suitable by the end of their schooling. According to Kenya National Bureau of Statistics (2024), 75% of the unemployed youth did not know what career would suit them by the time they left school. Making career choices is known to be one of the most difficult decisions. This means that students require guidance and counselling in career failure to which they may end up in unsuitable career with lifelong frustrations. Effort have been made by the school career counsellors to manage career guidance and counselling, however, many school leavers continued continued to display lack of career awareness in kind of jobs that would suit them after school. The study objective was to investigate the influence of both peer and professional led group career counselling on career choice among secondary school students in Homa Bay County, Kenya. This was a quantitative study that adopted correlational research design. Form three students were targeted and a sample of 379 participants obtained using proportional sampling. Data was collected using a 5-point scaled questionnaire validated by experts and whose Cronbach's alpha calculated reliability was .78. The analysis included calculation of Means,percentages, correlation and regression. It was found that group counselling has statistically significant influence on career choice with correlation (r) of 0.50 and (R2) of 0.25. This was interpreted to mean the relationship was positive and moderate and the (R2) value, meant that group counselling strategy influenced career choice by 25%. In conclusion there is a significant positive relationship between group career counselling and career choice. Regression analysis revealed influence of group career counselling on career choice. This suggest that improving counselling strategies also improves student career choices.
The Dark Side of Generative AI in Higher Education: Challenges, Ethical Concerns, and Implications
(East African Journal of Arts and Social Sciences, 2025-09-23) Salmon Oliech Owidi1*; Joanne Nabwire Lyanda2; Elijah Owuor Okono2; Elyjoy Muthoni Micheni1
This paper presents a meta-analysis of literature examining the dark side of generative artificial intelligence (GenAI) in higher education, with a focus on the ethical, pedagogical, and institutional challenges arising from its rapid integration. Drawing from a comprehensive review of 300 peer-reviewed articles, reports, and policy documents published between 2018 and 2024, the study synthesises key concerns across academic integrity, algorithmic bias, data privacy, faculty roles, and policy development. Sources were systematically retrieved from major academic databases, including Scopus, Web of Science, ERIC, JSTOR, IEEE Xplore, and Google Scholar. The literature was selected based on inclusion criteria that emphasised peer-reviewed status, relevance to higher education, and a clear discussion of the ethical or practical challenges of GenAI deployment. Exclusion criteria involved studies focused solely on K–12 education, regions outside of Africa without relevance to the African higher education context or works that concentrated purely on the technical development of AI without exploring its pedagogical, ethical, or institutional implications within educational environments. The meta-analysis employed a thematic coding approach, identifying recurrent concerns in areas such as accountability, fairness, accessibility, assessment validity, and institutional readiness. The appropriate and improper uses of ChatGPT and related technologies in academic work, including assignments, research, and tests, should be clearly defined in these rules. The study highlights the necessity of structured training programs for teachers and students in addition to policy creation. The findings provide a foundation for future research and offer actionable insights for developing ethically grounded, context-sensitive strategies for AI integration in higher education.
Gender and Language Practices in Female Circumcision Ceremonies in Kuria Kenya