Faculty of Education and Community Development Studies

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    The perceived use of competency-based instruction by physical education teaches
    (Egerton University, 1990-11) Bukhala, Peter W.
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    The study of the factors affecting learning of geography in secondary schools in Teso District A case of six day schools in Amagoro Division
    (Egerton University, 1996-02) Muruga, D.I
    The research study was aimed at establishing the factors that affect learning of geography in secondary schools in Teso District. Six government day schools were selected at random to be representative of the secondary schools in the district. A sample of 120 students, 12 geography teachers and the six head teachers, were picked from each school for the study with 5 students from each of the classes from 1 to 4. Questionnaires and interview schedules were used to obtain data from the students, teachers and head teachers. The data was presented in tabular form and analyzed by percentages. A brief interpretation then followed each table of the results. Research findings were then discussed in detail. It was concluded in these findings that schools did not have among other things, adequate teaching aids, did not utilize field trips, had not enough text books and had poor inter-school relationships among them. Recommendations were put forward to try and improve the learning of the subject-for example, schools should use a lot of aids, utilize field trips and encourage interschool academic relationships for student’s to share ideas. Besides, boarding facilities should be provided in schools so as to save students from working long distances to school. Finally, the research work ended with suggestions for further research in such areas as: “The factors that affect the performance in geography in secondary schools’ National examinations’, or “The study of gender effect in learning of geography in secondary schools”.
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    The Status of Safety Measures in Secondary School Laboratories-Thika District
    (Egerton University, 1996-09) B.C.K, Kinyanjui.
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    Causes of stress among secondary school teachers in Getembe Division
    (Egerton University, 2003-09) Onsarigo, Robert Mecheo
    Teachers serve ODe of the most stressful professions. Extreme levels of stress might be harmful to teachers and affect their teaching, personal lives and, most importantly, their students. Stress can have a negative influence on schools and thus can pose a significant challenge to the future of education in a country. This study investigated the specific causes of stress, which make the work of secondary school teachers in Gcternbe Division in Kisii District demanding. It sought to determine the levels of stress experienced by the teachers hence making them vulnerable to physical as well as psychological ill health and unproductiveness. A finite population of N = 207, Willi involved in the study. Questionnaires were administered to a simple random sample of teachers (n=I 03) and means and standard deviations were calculated to identify the causes and levels of stress inherent in the teachers. Frequency distributions, percentages and a I-lest for independent samples were also used in data analysis. The most important stressors among teachers were: poor pay that was also delayed. low social status of teaching profession, constant change of expectations and roles in work, the feeling that other professionals disregard teachers and poor student performance and progress. There was no significant difference in the stress levels of males and females and 26.2% of the sample population needed stress management therapy. The study recommends that teachers should be empowered through Employment Assistance Programs (EAP) recommended in this study, to recognize and manage their stress levels. One EAP centre would be sufficient for Geternbe Division. Principals need to monitor sick offs and check them against stress symptoms with a view of formulating a proactive intervention. This study recommends more research on the effects of stress on teacher performance in Getembe Division
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    An Investigation on the Attitudes of Teachers and Students towards Christian Religious Education in Selected Secondary Schools in Nakuru District.
    (Egerton University, 2003-09) Githaiga, Pauline Wanjiku
    Christian Religious Education (CRE) has been offered for a long time as a subject of study in secondary schools in Kenya. At the beginning, it was taught for the conversion of Africans to Christianity. However; after independence, it gained a new orientation of an academic subject that could be used to achieve the national goals of education such as moulding of students' behaviour and fostering respect for human personality. The 8-4-4 system of education introduced in 1985. placed a premium on science and technical subjects which could be directly or indirectly used for self-employment. Consequently, CRE assumed a low status due to its limitation in the provision of opportunities for self- employment. Hence, the subject became an elective which few students chose. However, in the last decade, there have been many student riots, which have led to the destruction of property, loss of school time due to unprecedented closures, and loss of life. This may be an indicator of the lack of emphasis on core moral values that CRE was expected to instil in students. This study investigated the attitudes of teachers and students towards CRE as a tool for shaping moral values of students and it also sought the suitability of the teaching methods used in CRE in meeting objectives within the affective domain in which attitudinal changes lie. Ex-post facto research design was adopted. The srudy was carried out among CRE teachers and Form Four students in 10 selected secondary schools in Nakuru District. The sample size for this study comprised of 307 students and 31 CRE teachers. Teachers Attitude Questionnaire (TAQ) and Students' Attitude Questionnaire (SAQ), containing both closed and open-ended items were used to collect data. Data were analysed through the Statistical Package for Social Sciences (SPSS) version 9.0. Descriptive and inferential statistics were used. Tests of significance were performed at== 0.05. The results of the study indicated that the study of CRE is important and relevant in the world today due to its contribution to moral and spiritual development and provision of career opportunities. However, the wide nature of the syllabus. peer pressure, lack of suitable adult role models and human weakness affected its effectiveness in bringing about positive behavioural change to all students. The results could therefore be useful to policy makers in the Ministry of Education, curriculum developers at the KJE in that they can revise the syllabus to suit the current moral needs of the students. CRE teachers may also benefit in that the results may help them to adjust their instructional strategies. Counsellors may help students to come out of the web of peer pressure and human weakness.
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    A Study of the Counseling needs of the Elderly in Funyanyala Division Busia District and Nakuru Municipality, Kenya
    (Egerton University, 2003-09) Nabwire-Mwaro, C.,J.
    The psychological and physical changes that take place in the lives of the elderly people have a direct impact on their ability as individuals. Counselling is an important and integral part of the life of the aging members of our society. Counsellors are important in these people's lives as they are charged with the duty of guiding and counselling the elderly. This research project was aimed at assessing the nature of guidance and counseling provided to the elderly persons in our Kenyan society. The study also looked into the facilities provided, the basis for the appointment of those charged with counseling the elderly, the methods used today in the provision of adequate care in counseling of the elderly. The purpose of this research project was to assess the nature of preparedness made for these elderly by our Kenyan society and the facilities provided to them; the competence and efficiency in handling the changes that come in their lives as a result of their advanced age. The study looked at the counsellor qualifications in a ance to helping the aged as a special population within the country. The study was a survey, which involved a sample size of thirty elderly persons, fifteen caretakers and five counselors. It focused on institutions and home based care for the elderly. The population was looked at in three categories: men and women, under home based care, and in the home for the aged. Data was collected using questionnaires, responded to by both the caretakers of the elderly, the available counsellors and the elderly. The data collected was analyzed by use of descriptive statistics. The statistical package for social sciences was used to analyze data. The study revealed that most of the elderly were depressed and had physical disabilities. The subjects were unable to cope with psychological and physical changes that had taken place in their lives. It was also reported that both the caretakers and the counsellors were not adequately prepared to take care of the psychological needs of the elderly. The results of this study will be used to recommend how the lives of the elderly can be improved and how the society as a whole can support guidance and counselling of the elderly by providing time and facilities to make their lives comfortable
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    The impact of stress management programmes on form four students in public day secondary schools in Nakuru Municipality, Kenya
    (Egerton University, 2003-10) Kariuki, Jacinta Njeri
    Due to current and emerging problems in Kenya, changes have arisen which have exposed students to various problems. These changes include urbanisation, economic hardships, technological impact and freedom due to the collapse of traditional social systems. These problems are too much for the students to handle, especially when academic work is also involved. Due to these situations, stress is a common phenomenon among students. Day school students have more re more exposure to these problems, because of the many hours they spend out of school. When they get stressed even their academic performance together with their social and psychological wellbeing is affected. It is therefore important for schools to come up with proper ways of aiding these students cope with their stress. This study was aimed at assessing ways in which schools helps cope with stress. It was focused on the various programmes prepared by the schools and administered to the students, to help them cope with stress. The focus on the srudents was to find out whether they utilised these programmes, and how effective these programmes were, that is, if these programmes had a positive impact on the students. The study aimed at assessing stress management programmes, with a view of strengthening them and making them more effective. The study was a survey in which form four students in public day secondary schools in Nakuru municipality were sampled randomly, and the research design utilized was the ex-post facto. Data was collected using a questionnaire, which the students responded to. Data collected was analysed by use of descriptive statistics, using the statistical package for social sciences. The study found that there is stress influence on the students' well-being and academic performance. The researcher recommends that schools need effective stress management programmes, to enable students cope effectively with stress.
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    The impact of stress management programmes on form four students in public day secondary schools in Nakuru Municipality, Kenya
    (Egerton University, 2003-10) Kariuki, Njacinta Njeri
    Due to current and emerging problems in Kenya, changes have arisen which have exposed students to various problems. These changes include urbanization, economic hardships, and technological impacand freedom due to the collapse of traditional social systems. These problems are too much for the students to handle, especially when academic work is also involved. Due to these situations, stress is a common phenomenon among students. Day school students have more exposure to these problems, because of the many hours they spend out of school. When they get stressed even their academic performance together with their social and psychological wellbeing is affected. It is therefore important for schools to come up with proper ways of aiding these students cope with their stress. This study was aimed at assessing ways in which schools help students cope with stress. It was focused on the various programmes prepared by the schools and administered to the students, to help them cope with stress. The focus on the students was to find out whether they utilised these programmes, and how effective these programmes were, that is, if these programmes had a positive impact on the students. The study aimed at assessing stress management programmes, with a view of strengthening them and making them more effective. The study was a survey in which form four students in public day schools in Nakuru municipality were sampled randomly, and the research design utilized as the ex post facto. Data was collected using a questionnaire, which the students responded to. Data collected was analysed by use of descriptive statistics, using the statistical package for social sciences. The study found that there is stress influence on the students' wellbeing and academic performance. The researcher recommends that schools need effective stress management programmes, to enable students cope effectively with stress.
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    Influence of intellectual and cultural environments on students conceptions of the topic heat in secondary school and University physics education
    (Egerton University, 2003-10) Kaboro, Peter Githae
    The topic of heat forms an important part of the science curriculum at all levels in the education system. However the poor perfomiance on questions involving heat in examinations suggests that students have difiiculties in conceptualizing heat and could have ideas that are incompatible with the accepted physical theories. This study investigated the kinds of ideas that students use to explain heat and its associated physical phenomena and sought to establish whether students‘ conceptions are influenced by their level of intellectual development, gender and cultural beliefs. Such information would be helpful to physics curriculum developers and teachers in planning and developing teaching strategies to present the concept of heat to students. The data was collected from 269 Form One and 225 Form Three students in 15 randomly selected schools from all mixed, district secondary schools in Nyandarua district and also from 68 Egerton University second year B.Ed - (science) and B.Sc - (physics) students. Hence a total of 562 students were involved. However to investigate influence of cultural beliefs on students conceptions only the secondary students of Kikuyu ethnic community were involved. A simultaneous cross-sectional survey research design was used. The research instruments comprised two questionnaires, one to solicit students‘ ideas on the physical phenomena associated with heat (QSPIH) and the other to assess influence of cultural beliefs on students conceptions of heat (QICBSCH). The questionnaires were pilot tested to detemiine their validity and reliability. Descriptive and inferential statistics were used for data analysis. Chi-square tests of analyses were used to determine whether the distribution of conceptions was dependent on students’ level of intellectual development and gender. The hypotheses were tested at oi = 0.05. The findings obtained indicated that students in secondary schools and University have some misconceptions on the concept of heat. When students‘ conceptions were categorized in terms of the prevailing theories of heat namely caloric, pre-kinetic and kinetic, the results indicated that the distribution of conceptions was dependent upon the students’ level of intellectual development but not gender. The findings further indicated that a particular metaphor concerning heat exists in the conceptions of the secondary students of Kikuyu ethnic community in Nyandarua District, Based on these findings, the study concludes that students‘ conceptions concerning heat are influenced by their level of intellectual development and to some extent by their cultural beliefs but not gender. The study recommends that the topic of kinetic theory of matter be taught to primary pupils before being introduced to the topic of heat. The study further recommends that misconceptions be emphasized in the science curricula of schools and teacher training institutions so that students‘ altemative conceptions on various concepts like heat can be addressed. Lastly the study proposes that aspects of indigenous culture that interactvin a manner complementary to the accepted science be included in the curricula of schools. Further research should be conducted to investigate existence of cultural metaphors concerning heat in other ethnic communities living in Kenya.
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