Research Papers

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RELATIONSHIP BETWEEN FINANCIAL LITERACY AND BORROWING BEHAVIOUROF SMALL-SCALE BUSINESS OWNERS INHOMA BAY TOWN, KENYA
(EPRA International Journal of Economic and Business Review, 2017-03-03) Dickence Aketcha; Dr. Alphonce Odondo
S mall-scale businesses play an important role in the global economy with over 60% of the population depending on them for employment. About 30% of the population in Kenya depends on Small-scale businesses for their livelihoods. However, up to 70% of the businesses are collapsing under the burden of unserviced loans. In Homa Bay town, 60% of the non-performing loans portfolio among commercial banks is from small-scale businesses, suggesting poor borrowing behaviour. While prior studies indicate that financial literacy generally influences borrowing behaviour, there is no clear link between financial literacy and borrowing behavior of small-scale business owners, particularly in Homa-bay town. On this basis, the study sought to establish the relationship between financial literacy and borrowing behavior among the small business owners. It was guided by correlational research design and anchored on the theory of Reasoned Action and the theory of Planned Behaviour. Out of 1220 business, a sample of 301 small scale business owners was taken. Stratified random sampling technique was used to draw individual respondents. Primary data were collected using questionnaires while secondary data were from the business records. Reliability coefficient for the questionnaires was 0.815 and content validity index was 0.723. Peason correlation and multiple regression were used to establish the relationship. The study revealed that 65% and 49.8% changes in the borrowing behaviour were associated with the business owners’ knowledge of key money concepts and knowledge on the financial institutions respectively. The estimated model could explain up to 59.6% variations in the borrowing behaviour of the business owners. The study concludes that borrowing behavior of the small-scale business owner is significantly related to the owner’s financial literacy. It is recommended that the small-scale business owners be educated more on financial matters, particularly the key money concepts and the existing financial institutions. Findings from the study may benefit both the borrowers and lenders in financial planning. Researchers may also use the findings as a source of literature for further research in the field of study.
RELATIONSHIP BETWEEN FINANCIAL LITERACY AND BORROWING BEHAVIOUR OF SMALL-SCALE BUSINESS OWNERS IN HOMA BAY TOWN, KENYA
(EPRA JOURNALS, 2017-03-03) Dickence Aketcha; Dr. Alphonce Odondo
Small-scale businesses play an important role in the global economy with over 60% of the population depending on them for employment. About 30% of the population in Kenya depends on Small-scale businesses for their livelihoods. However, up to 70% of the businesses are collapsing under the burden of unserviced loans. In Homa Bay town, 60% of the non-performing loans portfolio among commercial banks is from small-scale businesses, suggesting poor borrowing behaviour. While prior studies indicate that financial literacy generally influences borrowing behaviour, there is no clear link between financial literacy and borrowing behavior of small-scale business owners, particularly in Homa-bay town. On this basis, the study sought to establish the relationship between financial literacy and borrowing behavior among the small business owners. It was guided by correlational research design and anchored on the theory of Reasoned Action and the theory of Planned Behaviour. Out of 1220 business, a sample of 301 small scale business owners was taken. Stratified random sampling technique was used to draw individual respondents. Primary data were collected using questionnaires while secondary data were from the business records. Reliability coefficient for the questionnaires was 0.815 and content validity index was 0.723. Peason correlation and multiple regression were used to establish the relationship. The study revealed that 65% and 49.8% changes in the borrowing behaviour were associated with the business owners’ knowledge of key money concepts and knowledge on the financial institutions respectively. The estimated model could explain up to 59.6% variations in the borrowing behaviour of the business owners. The study concludes that borrowing behavior of the small-scale business owner is significantly related to the owner’s financial literacy. It is recommended that the small-scale business owners be educated more on financial matters, particularly the key money concepts and the existing financial institutions. Findings from the study may benefit both the borrowers and lenders in financial planning. Researchers may also use the findings as a source of literature for further research in the field of study.
EFFECT OF FOREIGN REMITTANCES ON SELECTED MACROECONOMIC VARIABLES IN EAST AFRICA COMMUNITY
(International Journal of Economics, Commerce and Management, 2017-05-20) Penuel Nyaanga Ondieng’a; Alphonce Juma Odondo; Benjamin Owuor Ombok
Over the years, remittances in East Africa Community (EAC) have grown remarkably becoming the second largest capital flow after Official Development Assistance (ODA). However, most of the studies conducted on its effects are non EAC specific and have not expanded the analysis beyond output to other macroeconomic variables like consumption, investment and imports. This study therefore, sought to empirically test the link between remittances and its effect at macro level in EAC. The study was anchored on the Keynesian model of Economic growth and was guided by correlational research design. Panel data set for the period 1985-2014 from theWorld Bank database for the five EAC countries consisting of Kenya, Uganda, Tanzania, Rwanda and Burundi were used. The study used Two Stage Least Square (TSLS) method of estimation and established that foreign remittances have positive effects in EAC, an increase ofremittances by one dollar, through impact and dynamic multiplier effects increased consumption, investment, import and output. However, the impact is in the first year and wears out in the subsequent years with exception of Rwanda where it reduces gradually over a fouryear period. The study concludes that foreign remittances have significant positive effects on consumption, investment, import and output. Macroeconomic policies should therefore, focus on its sustainability to promote economic growth. At the end, study makes implications for policy and further research.
EFFECT OF FOREIGN REMITTANCES ON PRIVATE CONSUMPTION, INVESTMENT, IMPORT AND OUTPUT IN EAST AFRICA COMMUNITY
(International Journal of Social Science and Economic Research, 2017-06-06) Penuel Nyaanga Ondieng’a; Dr. Alphonce Juma Odondo (PhD); Dr. Benjamin Owuor Ombok (PhD)
Foreign remittances to East Africa Community (EAC) have increased considerably in the past two decades becoming one of the largest sources of foreign currency earnings. However, despite the remarkable growth of remittances in EAC, little has been researched on its effect on consumption, investment, import and output at macro level. Most of the available literatures concentrates on its effect on poverty reduction at household levels. This study, therefore, sought to empirically test the link between remittances and consumption, investment, import and output. The study used correlational research design anchored on a linear Keynesian macroeconomic model with a dynamic outlook. Panel data set for the period 2000-2014 from the World Bank database for the five EAC countries, namely; Kenya, Uganda, Tanzania, Rwanda and Burundi were used. The study used a Two Stage Least Square (TSLS) method of estimation and established that of foreign remittances have a positive effect on private consumption, investment, import and output in EAC. The study recommends that macroeconomic policies should focus on its sustainability to promote economic growth and makes implications for policy and further research.
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
The Link Between Food Import and Cereals Production in Kenya: Evidence from Cointegration and Granger Causality Analysis Using Time Series Data .
(International Knowledge Sharing Platform., 2017-07-15) Dr. Alphonce Juma Odondo (PhD)
Kenya is the leading economy in the East African Community (EAC) and its economy significantly depends on agriculture both directly and indirectly. Approximately 45% of her revenue is derived from agriculture. Besides employing about 60% of her populace, the sector provides over 75% of industrial raw materials and slightly above 50% of the economy’s export earnings. This sector is however, facing a myriad of challenges such as low purchasing power of the population due to high poverty level, frequent drought, high cost of inputs and high global food prices. This situation among other factors, has forced the government to rely on food aid and to divert her foreign exchange reserves and resources earmarked for development to procurement of food. However, the underlying question would be, if Kenya is relying on food aid which is noted to have little effect on local production of food but rather displaces imports, what then is the causality between the food import and foodproduction? This paper sought to address the above question. The study was anchored on the ideas of classical economists, particularly the concepts of production and consumption. It was based on diagnostic research design. Time series data from the World Bank for the period 1976 to 2013 were employed. Granger causality test was undertaken to establish the directional causality between food import and cereals production. This was done by estimating Vector Autoregressive (VAR) models. Vector error correction (VEC) models were also estimated to assess the possibility of long run relationship between the variables and Wald statistics for possible short run relationships. Other econometric tests included: Normality using Jarque-Bera statistics, Breusch-Godfrey LM Test for serial correlation and the ARCH test for Heteroskedasticity. The study revealed bidirectional causality between food import and cereals production in Kenya. In addition, food import had long run causality on cereals production. On the other hand, cereals production had no long run causality on food import, though there was short run causality running from cereals production to food import. The negative significant short runrelationship between cereals production and food import imply that food import may react to cereals production, a likely indication that cereals production my alter food import in the long run. The country should thus enhance cereals production to reduce food imports which could be ascribed to food shortage in the economy. This study may be a source of literature for econometricians and help in policy formulation to address the food insecurity situation in the country.
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
An Investigation of the Relationship between Government Spending and Private Consumption in Kenya.
(SAS Publishers (Scholars Academic and Scientific Publishers), 2017-09-30) Kametu Evans Ndia; Dr. Nyongesa Destaings Nyenyi; Dr. Odondo Alphonse Juma
Over the past years, the relationship between government spending and private consumption remains one of the contentious issues in macroeconomics literature. The question of whether public expenditure is neutral or crowds in or out private consumption has dominated theoretical and empirical debate. Three major schools of thought on the issue are observed in the literature, these are the Ricardian equivalence theorem, the Keynesian framework and the Substitutability hypothesis each with a distinct set of explanations. These contrasting schools of thought have triggered several empirical studies attempting to investigate the relationship between government spending and private consumption. However, conclusions from the empirical studies are inconclusive. Most of the empirical studies, on the subject have mainly focused on the high-income countries which have different structural properties in their economic structure and government spending patterns. There is scanty literature on the relationship between private consumption and government spending in the less developed economies. In Kenya, most of the studies focus on the relationship between government expenditure and economic growth. The government expenditure in Kenya has been increasing gradually over the years. The average value of government expenditure was 9.96 billion U.S. dollars with a minimum of 0.56 billion U.S. dollars in 1961 and a maximum of 50.29 billion U.S. dollars in 2015. On the other hand, the private consumption, average increment was 2.06 billion U.S. dollars with a minimum of 0.09 billion U.S. dollars in 1960 and a maximum of 9.19 billion U.S. dollars in 2015. Though there is upward trend of both private consumption and public spending in Kenya, the relationship between the variables is not clear. This study sought to investigate the relationship between government spending and private consumption in Kenya. The specific objectives of this study were to; determine the correlation between government spending and private consumption, establishthe long run equilibrium linkage between government spending and private consumption and determine the causality link between government spending and private consumption in Kenya. This study was based on correlational research design and used the Autoregressive Distributed Lag (ARDL) estimation technique. The model was subjected to several diagnostic tests, Breusch- Godfrey serial correlation LM test, CUSUM test and Bound test to ensure validity and reliability. The results of the study revealed that government spending has a significant positive effect on private consumption both in short run (= 0.376,) and long-run (= 0.888,). The results also indicated that the variables had a positive trend with a strong, statistically significant positiveassociation (0.998,). The Granger causality test results indicate that there is long run unidirectional causal relationship running from government consumption to private consumption. Based on the results, this study recommends the enhanced use of public spending to stimulate the private consumption.
Logit Analysis of the Relationship between Interest Rate Ceiling and Micro Lending Market in Kenya
(Canadian Center of Science and Education, 2018-07-10) Onyango Barnabas Ochieng; Alphonce Juma Odondo
Interest rate ceilings have been declining over the past decades as most developing countries continue liberalizing their financial policies. Prior to 2015, Kenya‟s banking sector was vibrant and highly profitable. The sector loan book grew at an impressive compound annual rate of 16% in 2011 to 35% in 2015. However, after interest rate cap in 2016, there has been a general slowdown in micro lending and rise in non-performing loans. Some studies argue that the ceiling protects consumers from exploitation and guarantees access to credit while others observe the contrary. This study sought to establish the relationship between interest rate ceiling and micro lending in Kenya. It was anchored on financial accelerator effect theory and the theory of financial repression. The study relied on secondary data from Banks and Micro Entrepreneurs. Logit models were estimated to establish the relevant relationships. It was established that interest rate ceiling had significant negative association with credit supply and default rate. However, it had a significant positive association with cost of Credit. Both Nagelkerke‟s R2 and Cox and Snell‟s showed that the estimated model fitted well. The Wald criterion demonstrated that credit supply, costs of credit and default rate were significantly different from zero. Thus, the independent variables were significantly affected by interest rate ceiling. It is recommended that banks pursuing policy of increasing credit supply and reducing cost of credit should advocate for the repeal of interest rate ceiling while those interested in reducing default rate should advocate for its retention.
CAUSALITY BETWEEN REAL INTEREST RATE AND GROSS CAPITAL FORMATION IN KENYA: THE HICKSIAN HYPOTHESIS
(EPRA JOURNALS, 2018-09-10) Ochieng Otieno Benjack; Dr. Odondo Alphonce Juma
In 2016, the Government of Kenyan introduced interest rate cap of 14% per annum to spar investments through cheaper credit acquisition from commercial banks. This objective was not realized as evidenced by deteriorating levels of investments as reported by the Central Bank of Kenya (CBK) in 2017. In response to this incongruity, causal relationship between Real Interest Rate (RIR) and Gross Capital Formation (GCF) together with the relevance of Hicksian Hypothesis was tested in Kenya. Correlational research design was adopted and World Bank Time series data from 1980 to 2017 was used. Long run causality was tested using Vector error correction model (VECM) and revealed a long run causality with the speed of adjustment towards equilibrium = 1.696590 at p =0.0061. Wald test pointed to the existence of short run causality between the two variables. The study found a bi directional causality between RIR and GCF in the short and long-run periods. Consequently, investments decisions in Kenya closely follow the Hicksian hypothesis. Although bidirectional causality was established, a weak negative association existed between the two variables, suggesting the existence of other factors which determine GCF in Kenya given the outlined incongruity. Hence, the two variables should be jointly considered together with other GCF determinants during policy formulation in order to enhance investment activities in the economy.
EMPLOYEE COMPENSATION ON JOB PERFORMANCE IN THE COUNTY GOVERNMENT OF KAKAMEGA, KENYA
(strategicjournals.com, 2019-08-13) Puka, S.; Wanyama, K. W.; Aliata, V. L.
Despite the fact that County Governments have been investing heavily in staff empowerment strategies since inception its effect on job performance still remains vague. Several studies have been conducted on this subject and their results were diverse. More than 25% of organizations reported no significant empowerment-oriented practices in their organizations. The main purpose of this study was to investigate the effect of employee compensation on job performance among staff in the County Government of Kakamega, Kenya. This study was anchored on the Resource Based View Theory. A correlation research design was adopted for the study and the study targeted 242 respondents, drawn from all the county departments in the County Government of Kakamega. A sample size of 171 respondents was used. The questionnaire was the main instrument for data collection. Reliability analysis results illustrated that Cronbach alpha coefficients were above 0.7. The study employed criterion validity, construct validity of the instruments, and face validity. Data analysis and interpretation were based on descriptive statistics as well as inferential statistics using SPSS version 22. The findings of the study illustrated that employee compensation and employee performance were found to be linear, positive and significant (p-value less than 0.05). It was concluded that employee compensation accounted for 62.1% variation of job performance among staff of the County Government of Kakamega. This implied that if employee compensation were enhanced in the County Governments, employee job performance will be automatically improved. It was recommended that the county governments should fairly remunerate their employees through use of various types of bonuses like annual/year-end bonus and incentive bonus to motivate employees to better performance. The output of the study would be utilized by the Department of Human Resources Management by the County Governments of Kenya in the formulation of a systematic process of applying employee compensation. It would further guide formulation of policy in the key areas of employee compensation by County Governments and other policy makers. Finally, it would also contribute to scientific knowledge base for academic purposes for researchers in the area of employee compensation.