DSpace Collection:

Principals’ perception towards collaborative decision making as An alternative disciplinary method in Kenya

2023-11-30T09:55:10Z

Title: Principals’ perception towards collaborative decision making as An alternative disciplinary method in Kenya Authors: Mulwa, Janet K.; Imonje, Rose Abstract: Discipline is important in any form of management both for teachers, students and the school administration. Students discipline is a global concern. There are various disciplinary methods of managing school discipline. However, governments have come up with alternative disciplinary methods to replace corporal punishment. One of the popular alternative disciplinary methods that have been taken up by educational institutions is collaborative decision making as an alternative disciplinary method to manage discipline in schools in spite of the fact that it has its own challenges in its implementation. This paper is focused on principals’ perception towards collaborative decision making in public secondary schools. The study adopted Ex post facto research design. The target population for the study was 333 public secondary schools. The study used questionnaires and interview guides as tools for data collection. Descriptive statistics was used to analyze, tabulate and present data. The Chi-square (x2) test was used to determine the strength of association between holding class meetings for collaborative decision making and students’ discipline and to test whether the observed relationship is significant or not. The significance level was set at alpha = 0.05. The study established that holding class meetings with students for collaborative decision making had a p-value 0.373 indicated that there is no significant difference between holding class meetings and students’ discipline. The study also established that collaborative decision making was done within the school set up to enhance discipline. The study recommended that all schools should practice holding meetings for collaborative decision making as an avenue which could be used by students to talk freely on issues affecting them and the school administration to implement agreed upon decisions.

Family size and boy-child drop out rate in public day secondary schools in Makueni County, Kenya

2023-11-30T09:35:43Z

Title: Family size and boy-child drop out rate in public day secondary schools in Makueni County, Kenya Authors: Mueni, Rose K.; Maithya, Redempta Abstract: School dropout for both boys and girls is an area of concern not only in Kenya but also in the whole world. The government of Kenya has placed certain measures to give basic education to its citizens by introducing Free Primary Education and Free Day Secondary Education. Despite this effort, students both boys and girls have been dropping out of school. The main purpose for the study was to investigate the influence of family size on boy-child dropout in public day secondary schools in Makueni County, Kenya. The study adopted descriptive survey research design. The target population comprised of all 11 day secondary schools in Kilungu Sub-County, Makueni County. Simple random sampling technique was used to select a sample size of 6 public day secondary schools out of 11; 6 principals and 6 class teachers while 300 boys were selected making a total of 318 respondents. Data was collected using questionnaires, interviews and document analysis. The collected data was analyzed using both descriptive and inferential statistics using the Statistical Package for Social Sciences (SPSS). The findings of the study were that family size influences boy-child drop out from public day secondary schools (r =+0.512). From the findings of this study the researchers recommended that the parents should be sensitized on the importance of boy-child education and that the government should provide funds to support boys-child education from poor families. Description: Proceeding of the 1st Annual International Conference held on 17th-19th April 2018, Machakos University, Kenya

Teachers' willingness to integrate ict tools in classroom teaching among primary school teachers in Msambweni Subcounty Kwale County, Kenya

2023-11-30T09:38:08Z

Title: Teachers' willingness to integrate ict tools in classroom teaching among primary school teachers in Msambweni Subcounty Kwale County, Kenya Authors: Ogembo, John O.; Ayot, Henry O.; Ondigi, Samson R. Abstract: This study sought to explore the extent to which demographic and contextual factors predicted teachers’ willingness to use ICT tools in classroom teaching. Empirical evidence has shown that teachers’ perception of a concept is an important attribute of the success or failure of implementation of the concept. To achieve this, the study sought to find out if demographic factors such as age, gender, years of teaching experience and the teachers area of specialisation (department) influenced teachers' willingness to integrate ICT as well as the extent of the contribution of contextual factors such as teachers’ level of mastery and selfefficacy. The study was conducted among a sample of 126 primary school teachers in Msambweni District in Kwale County, Kenya. Data was collected through a self-report questionnaire constructed by the researchers. The study findings revealed that while age and having access to an internet enabled phone were a negative significant predictor of teachers’ willingness to integrate ICT, gender, teaching experience and teachers’ area of specialisation were positive insignificant predictors. Similarly, teacher’s level of mastery was found to predict their willingness to integrate ICT with teachers’ mastery of ICT in teaching being significant. The study also established that teachers’ level of use of ICT tools was still very low even where ICT tools were already available and therefore recommends that the government supports teachers by in-servicing them on ICT skills to increase mastery thus willingness of use. Similarly, it is important that schools put in place departmental ICT support structures to institutionalize integration of ICT in classroom teaching

Predictors of extent of integration of computers in classroom teaching and learning among science and mathematics teachers in public secondary schools in Kwale County, Kenya

2023-11-30T09:37:52Z

Title: Predictors of extent of integration of computers in classroom teaching and learning among science and mathematics teachers in public secondary schools in Kwale County, Kenya Authors: Ogembo, John O.; Ayot, Henry O.; Twoli, Nicholas W. Abstract: Investment in ICT infrastructure to improve teaching and learning in schools have been initiated by many governments globally with the effects being anticipated more in sciences and mathematics, subjects in whom students have continued to register poor performance year in year out. Despite all these investments, developing countries such as Kenya still report minimal rates of integration of ICT tools such as computers in classroom practice due to varied reasons. This study set out to review the extent to which demographic characteristics, attitude, self-concept and computer anxiety predict science and mathematics teachers extent of integration of computers in the teaching and learning of their subjects. Data were collected from 83 science and mathematics teachers purposively sampled from 24 public secondary school in Kwale County with ICT infrastructure for integration using a selfreport questionnaire adapted from the Teachers Attitude towards Computers Scale (Gattiker & Hlavka, 1992), the Teachers Computer Anxiety Scale (Barbeite & Weiss, 2004) and selfconcept instrument developed by Cambra and Silvestre (2003). The study findings revealed that though almost all the teachers had some basic training in ICT, they reported very low levels of utilisation of computers in classroom teaching. Further, it was observed that while teachers’ qualification and computer attitude were significant predictors of the extent of their integration of computers into classroom practice (p<0.05), their self-concept and computer anxiety were insignificant predictors (p>0.05). Lastly, the study established that teachers’ qualification and computer anxiety had a positive influence on extent of integration though attitude towards computer and self-concept had a negative influence. It is recommended that school administrators and Ministry of Education officers enhance supervision of the integration process to ensure that the ICT infrastructure already in schools are adequately utilised.