http://erepository.uonbi.ac.ke/handle/11295/8016 Sun, 07 Jun 2026 23:45:07 GMT 2026-06-07T23:45:07Z http://http://erepository.uonbi.ac.ke:80/bitstream/id/42be9bba-0a7e-4a8a-9e98-2f9e85546590/ http://erepository.uonbi.ac.ke/handle/11295/8016 http://erepository.uonbi.ac.ke/handle/11295/168190 Influence of Socio-economic Factors on Students’ Academic Performance in Public Day Secondary Schools in Cherangany Constituency, Trans-nzoia County Kenya Nekesa, Charity Education is an essential human right and a critical factor in the production and development of an economy. This elucidates why nations globally strategize and augment budgetary provisions to finance diverse educational initiatives annually. Concerns exist regarding students' performance in their national examinations. The study aimed to examine the socio-economic factors affecting students' academic performance in public day secondary schools in Cherangany Constituency, Trans-Nzoia County, Kenya. The study aimed to: ascertain the impact of parental income on students’ academic performance and transition, examine the effect of parental education on students’ academic performance and transition, evaluate the role of parental involvement in students’ academic performance and transition, and determine the influence of parents’ marital status on students’ academic performance and transition. The research employed a descriptive survey design. The study's target audience comprised 48 school principals, 67 class instructors, 336 Board of Management members, and 432 Parent Association members. The sample was obtained using simple random sampling, stratified random sampling, and purposive selection. The study employed interviews and questionnaires as research instruments, achieving a response rate of 70.2%. The study employed SPSS to evaluate data through descriptive statistics, producing frequencies and percentages. The study's primary findings indicate that parental income levels affect students' academic achievement and transition. The study determined that the educational attainment of parents and their engagement in their children's education significantly impacted students' academic performance and transition. Marital status was determined to have no significant impact on students' academic performance and transition. In light of these observations, the subsequent recommendations were proposed: It is essential for government agents to sensitize parents to the significance of their involvement in their children's education to enhance their engagement. School management should promote parent-school collaboration, and parents should be urged to procure essential support items to enhance academic success. Parents ought to be urged to purchase additional textbooks and supplementary educational resources for pupils' home usage. The government ought to supply textbooks and other educational resources necessary for secondary school students at all secondary institutions. The government must offer financial bursaries to underprivileged pupils, as most parents are unable to pay school fees promptly due to inconsistent income and poverty. Consequently, given the study was conducted in a rural district, it is imperative to undertake a comparable investigation in an urban context within different districts to ascertain whether same results will be achieved. Mon, 01 Jan 2024 00:00:00 GMT http://erepository.uonbi.ac.ke/handle/11295/168190 2024-01-01T00:00:00Z http://erepository.uonbi.ac.ke/handle/11295/168177 Determinant Factors and Their Effect on Students’ Academic Performance in Christian Religious Education in Public Secondary Schools in Transmara West Sub County, Narok County Nanyokie, Daniel P The purpose of this study is to investigate determinant factors and their effect on students academic performance in Christian Religious Education in public secondary school in Transmara West Sub County, Narok county. The study was guided by the following specific objectives, namely; to establish the extent to which students’ attitudes; socio-economic status, gender and age affect students’ academic performance in Christians Religious Education. This theory was grounded on self- perception theory, which provided an understanding of student’s self-perception based on their age, gender, attitudes and social economic background might affect their academic performance in CRE. The research used descriptive survey design and targeted form three students from 20 public secondary schools in Trans Mara West Sub County (1 national, 1 extra county, 8 county, 10 sub-county schools); 6,000 students (3,600 female and 2,400 male students) 42 CRE teachers and 20 principals. The researchers used purposive sampling techniques to select 15 teachers and 10 principals and random sampling methods used to select 500 students giving a total sample size of 625 Questionnaires and interviews were used to collect data from teachers, principals and students. An introductory letter from the University of Nairobi and authorization permit from National Commission for Science and Technology was obtained. Consent letters were further obtained from the District Education officer Transmara subcounty and were sent in advance to participants providing an explanation pertaining the purpose of the research. Quantitative data got from the questionnaires were coded and analyzed via SPSS. The qualitative data obtained were subject to descriptive statistics. Descriptive analysis entailed involved transfer of raw data in tables, figures, percentage and in order to make sense from the gathered data. Quantitative data were subjected regression analysis to establish the link between the research variables. Findings revealed that students attitude, student socio – economic status, gender and age affected students performance in CRE. Students with positive attitude towards CRE performed better when compared to those who had negative attitude due to peer pressure, an alternative source of fulfilling unmet needs, surrounding self with negative role model, unstable thinking and uncontrolled environment. Differences in social economic classes affected students’ performance in CRE due to poor living condition, inadequate household income and parental engagement. Gender (being a male or female students) had elements such as gender roles, school internal and external environment and social economic status that affected performance of CRE. Age affected CRE performance since it had elements linked to rates of assimilation, motivation, commitment and life experience that affected students performance in CRE. The research recommends that CRE teachers should use teaching pedagogy that is memorable and enjoyable to enhance motivation and enable students acquire positive attitude towards CRE. Mon, 01 Jan 2024 00:00:00 GMT http://erepository.uonbi.ac.ke/handle/11295/168177 2024-01-01T00:00:00Z http://erepository.uonbi.ac.ke/handle/11295/168115 Influence of Headteachers’ Administrative Practices’ on Teachers’ Job Performance in Public Junior Schools in Mwala Sub County, Kenya Mwiwa, Meercy M This study aimed to determine the impact of head teachers' administrative methods on the job performance of junior secondary teachers in public primary schools within Mwala sub-county, Machakos. Four objectives were established to direct the study: To evaluate the impact of head teachers' provision of teaching and learning resources on teachers' job performance, to ascertain the effect of head teachers' regular classroom visitation on teachers' job performance, to assess the influence of head teachers' facilitation of teachers' professional development on teachers' job performance, and finally to analyze the effect of head teachers' provision of a conducive working environment on teachers' job performance. The research was founded on McGregor's XY theory. The study focused on a total population of 103 head teachers and 299 junior secondary teachers. A sample of 103 public primary schools was chosen using basic random selection. The study findings regarding the provision of teaching and learning materials indicated that such materials were insufficient in schools. The study indicated that students were more open to informed teachers regarding the impact of facilitation on professional growth. This indicates that the professional development of educators positively influences students' comprehension of the material. This aligns with a study by Darling-Hammond, L., et al. (2023), which indicated that teacher professional development markedly improves job performance by enhancing instructional methods and student learning results. The study indicated that in-service programs and benchmarking with other schools were essential for enhancing teachers' knowledge and skills, hence improving their daily interactions with pupils. This aligns with a study conducted by Joshua et al. (2017). The study indicated that classroom visits are essential for head teachers' supervisory techniques in several respects. The study demonstrated that head teachers in junior schools who conducted regular classroom visits saw reduced absenteeism among both instructors and students. The majority of respondents concurred that classroom visits by head teachers are not punitive measures but rather facilitate the enhancement of the learning process. The study aimed to comprehend the impact of the environment on the JS teachers. It considered numerous environments, including social and physical aspects. The findings indicated a deficient link between JS teachers and lower grade teachers. The conformability of the JS teachers was minimal, given that most schools employ only three JS teachers. Antagonistic behavior between the two tiers of instructors resulted in a negative attitude among the JS teachers, who provided justifications for their tardiness and strained relationships in the staff room. The study indicated that institutions with regular class visits had professors who maintained current professional documents, which are essential for effective content delivery. The government, via the Ministry of Education, should engage junior secondary teachers as stakeholders in budget allocations and planning to ensure institutions receive adequate funds for teaching and learning resources. Schools ought to conduct team-building events to foster positive relationships among participants. This will mitigate the adverse relationship observed between junior secondary teachers and other elementary school educators. School infrastructure must be improved, and the integration of new and developing learning technologies, such as e-learning, should be expanded in public schools where it is now limited. Certain schools possess inadequate infrastructure, including substandard classroom furniture, playgrounds, laboratory equipment, classrooms, and restrooms, among others. The government should endeavor to digitize educational materials and make them accessible to educational institutions. This is due to the fact that most schools have not yet adopted technology in their teaching and learning, while being in a rapidly evolving technological period.. Mon, 01 Jan 2024 00:00:00 GMT http://erepository.uonbi.ac.ke/handle/11295/168115 2024-01-01T00:00:00Z http://erepository.uonbi.ac.ke/handle/11295/167999 Influence of Reflective Supervision Approaches on Effectiveness of Language Activities in Early Childhood Education in Nyakach Sub-county, Kenya Otieno, Martin A The 21st century teacher is faced with myriad new demands and complex challenges pertaining to professional and organizational development in the education community globally which beckon for a critical reflection by teachers about their daily practices in the classroom. Reflection is an integral part of the teaching-learning process and it aids in exploration of experiences in one‟s own teaching strategies to develop awareness and change for professional competency and intellectual growth; and academic skills improvement. This study sought to find out the influence of reflective supervision approaches on effectiveness of language activities in early years of education in Nyakach Sub-County, Kenya. The specific study objectives were: to determine the extent to which reflective approach influence language activities effectiveness, to examine the extent to which consultative approach influence language activities effectiveness, to assess the extent to which collaborative approach influence language activities effectiveness and to establish the extent to which regularity of interactive approach influence language activities effectiveness in early years of education in Nyakach Sub-County. The study was anchored on Kolb‟s (1984) Experiential Learning Model and Constructivism Theory by John Dewey (1933). The study adopted descriptive survey research design in collecting data from respondents. The study targeted 135 preprimary centers. Stratified, purposive and simple random sampling techniques were employed to obtain a sample size of 56 study respondents consisting of 14 head teachers and 42 preschool teachers. The instruments of data collection were questionnaires and interview schedules. Validity of the instruments were determined by the expert views and judgment of the supervisors and reliability of same were assessed appropriately. Descriptive statistics and inferential analysis of Pearson correlation and linear regression were used to analyze quantitative data through Statistical Package of Social Sciences and presented in accordance with the variables and themes of the study. The study was an important source of information to policymakers and educators who sought to stimulate ways to utilize reflective supervision approaches in achieving quality education for children. The study filled the gap in research and thus added to the existing body of knowledge on the reflective supervision approaches; and formed a basis for further research leading to generation of new pragmatic ideas and paradigm shift in teaching and learning languages in education system Wed, 01 Jan 2020 00:00:00 GMT http://erepository.uonbi.ac.ke/handle/11295/167999 2020-01-01T00:00:00Z