School of Education (JA)

Attitude towards mathematics and academic performance among girls in public secondary schools in Mwingi central sub-county, Kitui county, Kenya

Sat, 01 Aug 2026 00:00:00 GMT

Attitude towards mathematics and academic performance among girls in public secondary schools in Mwingi central sub-county, Kitui county, Kenya Mutuku, Nzuki C.; Ngei, Lucia M.; Mwanzia, Ruth Attitude towards Mathematics is an important factor that may influence learners' engagement with the subject and their academic performance. This study examined the relationship between attitude towards Mathematics and academic performance among girls in public secondary schools in Mwingi Central Sub-County, Kitui County, Kenya. The study was guided by the Theory of Planned Behaviour. A descriptive research design was adopted. The target population consisted of Form Three girls in public secondary schools in the sub-county. A sample of 300 girls was targeted, out of which 285 completed and returned the questionnaires, representing a response rate of 95%. Mathematics teachers were also involved in the study to provide complementary information. Data were collected using students' questionnaires, teacher interviews, and documentary analysis of students' Mathematics performance. Descriptive statistics and Pearson product-moment correlation were used to analyse the data. The findings showed that a majority of the girls demonstrated low attitudes towards Mathematics, with 180 (63.3%) respondents falling within the low-attitude category. The study also found a moderate positive relationship between attitude towards Mathematics and academic performance, with a correlation coefficient of r = .58. The study concludes that more positive attitudes towards Mathematics are associated with better academic performance among girls. The study recommends that schools, Mathematics teachers, parents, and education stakeholders should implement strategies that promote positive attitudes towards Mathematics among girls.

Flexible learner progression modular training approach and trainees’ completion rates in technical and vocational education and training. A Case of National Polytechnics in Kenya.

Thu, 01 Jan 2026 00:00:00 GMT

Flexible learner progression modular training approach and trainees’ completion rates in technical and vocational education and training. A Case of National Polytechnics in Kenya. Wambua, Eunice M.; Kasivu, Gideon M.; Kithungu, Rose M. Technical and Vocational Education and Training (TVET) has been viewed as the driving force for sustainable growth by the United Nations Education, Scientific and Cultural Organization ( UNESCO) since it provides an avenue for human capital development. This realization explains the increased Government expenditure in TVET educationand reforms in training programme enshrined in the TVET ACT, 2013. This study sought to establish the influence offlexible learner progression on completion rates in National polytechnics in Kenya. Mixed Method research design was adopted. Numerical data was gathered throughquestionnaires and key informant interviews. The target population was 17,517. Simple random, systematicand census sampling techniques were employed. Data was analyzed quantitatively through descriptive and inferential statistics.Qualitative data was analyzed thematically and reported through direct and indirect statements.The study findings revealed that majority 75 (80.6%) of the HODs and trainees agreed that designing programs in line with consumer needs promoted access and completion of courses, individualized teaching/learning enhances completion rates 72(77.40%) while multiple entry points actualized through the module approach created opportunities for disadvantaged trainees to join the system after dropping out. Correlation analysis indicated that there was strong significant positive correlation (r=0.671, sig. 0.00) between flexible learner progression and completion rates. Flexible learner progression was associated with 45.1% change/variance in completion rates;a unit change in flexible learner progression would result to increased completion rates by 1.4 times. This study recommends the adoption of flexible learning programs towards increased completion rates in National Polytechnics in Kenya. DOI: 10.9790/1813-15082637

Education financing strategies and promotion of quality of education in public secondary schools in Katulani Sub-County, Kitui County

Wed, 01 Jan 2025 00:00:00 GMT

Education financing strategies and promotion of quality of education in public secondary schools in Katulani Sub-County, Kitui County Malombe, K.; Mulwa, Janet K.; Ngei, Lucia M. The study was seeking to examine education financing strategies and promotion of quality of education in public secondary schools in Katulani Sub-County, Kitui County, Kenya. The study objectives were investigating the influence of parental education financing strategies, Non-Governmental Organizations education financing strategies, religious institutions education financing strategies and Income Generating Activities education financing strategies on promotion of quality of education in public secondary schools. The target population for the study consisted of 21 principals, 21 BOM and 21 PA chairpersons from which all the 21 school principals, 21 BOM and 21 PA chairpersons were sampled using census enumeration making a total of 63 respondents. The study used descriptive survey research design. Questionnaires and observation check list were used as tools for data collection. Test re-test technique was used to establish instrument reliability. Correlation coefficient between the first and second results computed using the Pearson product correlation coefficient generated using the Statistical Package for the Social Sciences (SPSS) version 21 determined reliability. A positive coefficient of 0.76 proved substantial agreement between the two sets of the pilot results showing appropriateness of the research tool. Quantitative data was analysed descriptively by use of frequencies and percentages presented in tables, charts and graphs. Qualitative data generated from open ended questions was analysed qualitatively using content analysis based on analysis of meanings and implications emanating from respondent’s information and presented based on themes and patterns according to set objectives. The study concluded that schools require additional support from government, NGOs, religious institutions or income-generating activities to fully bridge financing gaps. The study recommended that school administrators should employ different education financing strategies to complement parental and government financing. The study could form useful reference to various stakeholders and make information available for utilizing different methods of education financing strategies in promotion of quality of education in public secondary schools. DOI: https://dx.doi.org/10.47772/IJRISS.2025.909000671

Modular skill acquisition training: a strategy for improving trainee completion rates in national Polytechnics [TVETs] in Kenya.

Wed, 01 Sep 0202 00:00:00 GMT

Modular skill acquisition training: a strategy for improving trainee completion rates in national Polytechnics [TVETs] in Kenya. Wambua, Eunice M.; Kasivu, Gideon M.; Kithungu, Rose M. Technical and Vocational Education and Training (TVET) plays a critical role in developing skilled human capital necessary for economic growth and industrialization. In Kenya, the adoption of modular training under the Technical and Vocational Education and Training (TVET) Act of 2013 marked a shift towards a competencybased approach. Within the broader framework of Competency-Based Education and Training (CBET) and Vision 2030, modular training emphasizes skill acquisition as a central pathway through which trainees progressively attain industry-relevant competencies. However, despite these reforms, completion rates in National Polytechnics remain inconsistent. This study examined the influence of skill acquisition through modular training on trainees’ completion rates in National Polytechnics in Kenya. Anchored on Production Function Theory, the study adopted a mixed-methods approach incorporating descriptive and correlational research designs. Quantitative data were collected using structured questionnaires and institutional records .Qualitative insights were obtained through key informant interviews. Quantitative data was analyzed using descriptive statistics, Pearson correlation and regression analysis, qualitative data was thematically analyzed. The findings revealed a statistically significant positive relationship between skill acquisition and trainees’ completion rates (r = 0.374, p < .001). Regression analysis further indicated that skill acquisition significantly predicts completion rates, accounting for 13.96% (R² = 0.140) of the observed variation. The study concluded that skill acquisition through modular training enhances competency development and employability, which positively influences trainees’ progression and completion. The study therefore recommends strengthening institutional mechanisms that integrate skill acquisition with clear qualification pathways, for competency acquisition and higher completion rates in national polytechnics. DOI: https://doi.org/10.47772/IJRISS.2026.1026EDU0544