Faculty of Education and Community Development Studies

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    A biography of "Field Marshal" Muthoni Kirima of the Mau Mau Movement, 1930-2015
    (Egerton University, 2016-10) Kiragu, Patrick Kinyua
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    A description of the morphosyntactic structure of the Suba language
    (Egerton University, 2013) Ochieng, Lilian A.
    Suba language has no known documented evidence of a description of any aspect of its grammar. A sytematic description of a language empowers a language for public use gives it a utilitarian value and also preserves it for future generation. This study therefore set out to describe the morphosyntactic structure of the Suba language. The objectives of the study were: To identify the morphological elements of Suba language, to describe the rules of combination of the morphological units in Suba language, to identify the basic syntactic structures of the Suba language and finally to establish the inter-relatedness between the Suba morphology and its syntax. The study took a qualitative approach with the descriptive research design. It was guided by the theory of distributed morphology introduced in 1993 by Morris Halle and Alec Marantz. The theory demonstrates the inter-relatedness between the various components of grammar (phonology, morphology, syntax and semantics). Data was collected in Mfangano Island, which is a homogeneous set up of Suba indigenous people. A sample of forty elders were purposively selected to provide the data Focus group discussion and elicitation methods were used to collect a corpus of the Suba language which was recorded through audio taping and field notes. The recorded data was then analyzed using the item-and-arrangement approach of morphological smicture analysis. This revealed that Suba language is a highly agglutinating language with considerable prefixing and suffixing. The primitives of word formation are the abstract and functional morphanes which undergo morphological altemations and concatenations in the procms of word formation.
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    A Study of appropriate textbooks for secondary schools agriculture
    (Egerton University, 1995) Kobia, Elijah, K.
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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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    A STUDY OF THE EFFECTS OF SELECTED SCHOOL FACTORS ON STUDENTS' SELF ESTEEM: A CASE OF PUBLIC SECONDARY SCHOOLS IN OL-JOROOROK DIVISION, NY ANDARUA DISTRICT, KENYA
    (Egerton University, 2007-06) NDUNG'U, PETER MUCHEMI
    The major purpose of the study was to investigate whether students' self-esteem can be influenced by the conditions prevailing in Kenyan secondary schools. To achieve this objective the conditions in the school environment and students' self-esteem were measured and the data obtained was analyzed. The four school environment factors considered in the study were teachers' classroom management style, principals' school management style, learning facilities and co-curricular facilities available in a school. The aim was to find out whether the selected factors had any influence on students' self esteem. The research was conducted using ex post facto research design. The school environment was seen as a naturally occurring independent variable, which could have an effect on students' self esteem. The population of the study comprised of students in public secondary schools in Ol-JoroOrok Division, Nyandarua District. The Division has 8 public secondary schools; with a student population of 3067.Data relevant to the study was collected using questionnaires prepared by the researcher. The questionnaires were administered to a sample of 240 students selected randomly from the 1320 form two students in the Division. The data was analysed using mean calculations and one-way ANOVA tests. It was found out that a school environment has a significant influence on students' self esteem, either raising or lowering it. Students in schools with teachers and principals who were more democratic in handling students' affairs were found to have a higher self-esteem compared to those in schools with teachers and principals rated as less democratic. Similarly, students in schools with more and better quality learning and co- curricular facilities had a higher self esteem as compared to their counterparts in schools with lesser and low quality facilities. It was therefore recommended that the school environment should be improved in all school categories. Teachers and principals should be sensitized on the role of self-esteem on behaviour and academic perfomance. Learning and co-curricular facilities should be supplied to all public secondary schools in Kenya. Finally, this study suggests that further studies should be conducted to find out whether similar results would be obtained in other Distribts in Kenya, and to find out whether peers, parents and school catering facilities have any significant effect on students' self esteem.
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    A study of the impact of HIV/AIDs on affected families in Nakuru Municipality-Kenya
    (Egerton University, 2005-01) Mbugua, Charles Gitau
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    A STUDY OF THE PERCEPTION OF SELF-ESTEEM AMONG SECONDARY SCHOOL STUDENTS: A CASE OF OTHA YA DIVISION, NYERI DISTRICT, KENYA.
    (Egerton University, 2007-03) MUCHIRI, GACHERU FRANCIS.
    This study intended to analyse the perceptions of self-esteem among secondary school students of Othaya Division, Nyeri District and its relationship to their academic performance. Self-esteem developed in a secondary school impact greatly on the academic performance whether higher or low. In case of underperformance the student fails to pursue a career fit for him/her. This would render him/her unproductive even when he has the capacity because of landing into inappropriate career. The study was a survey, in which 240 respondents were sampled out of7259 students of public secondary schools in Othaya Division. Sampling was done after stratifying students into three categories; Boys schools, Mixed schools and Girls schools. However, it was only 2 L 9 students out of 240 students sampled out that responded to all questions asked in the questionnaire representing 91.25 % of sampled population, while 8.15% failed to respond to all questions asked and some did not hand in questionnaire to the researcher when asked to do so. A total of 136 girls and 103 boys were all given questionnaires. The data obtained through questionnaires were analysed by use of descriptive analyses using Statistical Package for Social Science computer package. The study established that all boys from public secondary schools of Othaya Division had a high self-esteem. Boys recorded high self-esteem than girls and no much difference between self-esteem of students in boarding and day schools. It was also revealed that there was a direct relationship between self-esteem and academic performance of secondary school students. Consequently it was concluded that social interaction of students with other attributes of self-esteem should be strengthened. More boarding schools should be established. The Ministry of Education should come up with a better method of discipline maintenance in schools. There is need to establish and strengthen Guidance and Counselling department in secondary schools where students can be offered emotional and psychological support through professional counselling so as to raise and maintain high self-esteem for better academic performance
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    Adequacy and quality of teaching and learning resources in public primary schools in Ndaragwa Division, Nyandarua County, Kenya
    (Egerton University, 2015-10) Muthima, Ndirangu Wahome
    The Free Primary Education (FPE) programme was commissioned in January 2003 to provide basic education to all Kenyan children of school going age and to ease the burden of cost sharing from the parents. The public primary school class teachers were to shoulder the greatest responsibility in the implementation of this programme but the assessment of the success of this programme has not involved the class teachers who are the main stakeholders. The study therefore aimed at assessing the adequacy and quality of FPE based on the perceptions of the class and head teachers in public primary schools in Ndaragwa Division, Nyandarua County. The assessment of the programme was based on four aspects of the programme which included: the provision of teaching / learning materials, provision of physical facilities, provision of teachers, and the roles played by the School Management Committees. A survey was conducted to collect information from 130 class teachers and 23 head teachers who were purposively selected from 23 schools. A structured questionnaire consisting of 38-items was used to gauge the perceptions of the respondents on each item on a five point Likert scale (1=Very Inadequate to indicate lack of enough materials, 2=Inadequate, 3=moderately adequate, 4=Adequate and 5=Very Adequate, to indicate satisfactory levels of the materials). The data was analyzed using descriptive statistics for objective one to four (means and frequency distributions) and inferential statistics for objective five (t-test). This was done with the aid of the Statistical Package for the Social Science (SPSS version 21). The results of the study revealed that there existed a variation in the adequacy and quality of the items provided by the FPE programme in Ndaragwa division. The quality of teaching and learning materials, physical facilities, and management committees was found to be Moderately Adequate, while that of the teachers was found to be Adequate. The adequacy of the teaching and learning materials, physical facilities, and management committees was found to beModerately Adequate, while that of the teachers was found to be Adequate. Significant differences (p≤ 05) were found between the class teachers and head teachers’ assessment of the adequacy of the learning and teaching resources, while no significant differences (p≥.05) were found in quality. Implementing the recommendations of this research could assist push the country closer to achieving Universal Education For All (UFA) by 2015 which is one of the Millennium Development Goals (MDGs).
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    Adolescent's Knowledge and practise on sexuality and HIV/AIDS
    (Egerton University, 2007) Kang'ara, Juliah R.
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    Agriculture in Secondary Schools in Mukaa Sub-County of Makueni County, Kenya
    (Egerton University, 2021-05) NZOMO, ESTHER MUMBI
    This study determined students’ attitude towards selected agriculture teaching methods; cooperative, demonstration, field trips and lecture in secondary schools in Mukaa Sub-county of Makueni County, Kenya. This study was guided by the following specific objectives: To determine; students’ attitude towards use of cooperative method of teaching agriculture, students’ attitude towards the use of demonstration method of teaching agriculture, students’ attitude towards use of field trip method of teaching agriculture, students’ attitude towards the use of lecture method of teaching agriculture and the difference in the attitude of students towards the various teaching methods in agriculture between Sub-county, County and extra County secondary schools in Mukaa Sub-county. This study was informed by the theory of reasoned action. descriptive research design was adopted.four wards in ukaa Sub Countyere selected by use of purposive random sampling. The target population of the study consisted of 12,963 all agriculture students in secondary schools in Mukaa Sub County. A sample size of 120 respondents was randomly selected from accessible population of 1,773 Form Three students in the four wards in Mukaa Sub-county. Both quantitative and qualitative data were collected using semi structured questionnaire. Statistical Package for Social Sciences (SPSS) was used to analyze the data. The results were presented using frequencies, means, percentages, independent sample t-test and one way ANOVA. The study results established that the attitude of students towards the four selected methods, cooperative, demonstration, field trips and lecture was positive, and was the same for male and female students across subcounty, county and extra county schools. The most commonly used method of teaching agriculture was established to be lecture method, followed by demonstration, although with a large difference between the two. The third commonly used was the cooperative method and the last was field trips. The most preferred method of teaching by agriculture students was established to be field trips and the least preferred was demonstration method. The study recommends that the Ministry of Education (MoE) through the Teachers Service Commission (TSC) should formulate policies that will enable teachers to use student centered methods in teaching of agriculture. It also recommends agriculture teachers to combine various methods of teaching agriculture as the situation demands, to make teaching and learning more effective.
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    Agriculture Teachers’ Perceptions on the Inclusion of Indigenous Technical Knowledge in Secondary School Agriculture Curriculum, In Njoro Sub-County, Nakuru County, Kenya
    (Egerton University, 2024-09) Samoei, Monica Chepngetich
    Indigenous knowledge had existed for centuries in Africa before the introduction of formal schooling by missionaries and British colonial. Unlike indigenous knowledge, formal education was not part of peoples‘ economic life and did not serve the African community. The current curriculum of 8-4-4 as well as the restructured curriculum of 2-6-3-3 has embraced less of indigenous technical knowledge yet this knowledge can be crucial in agricultural sector. This study generated information on teachers‘ perceptions on the inclusion of indigenous technical knowledge in crop and livestock production. The study employed Cross-sectional survey research design. It was carried out in Njoro sub-county, Nakuru County. The target population comprised of 90 agriculture teachers in Njoro sub-county. A questionnaire was used to collect data. In order to ascertain the content, construct and face validity, the instrument was subjected to scrutiny by peers, supervisors and other members of Egerton University in the department of agricultural education and extension. The instrument was pilot tested in Rongai sub-county with 30 agriculture teachers. The reliability of the instrument was estimated to be 0.785 which is above the 0.7 threshold hence it was considered acceptable. The data was analyzed using descriptive statistics. The findings of the study indicate that more than 50% of the agriculture teachers were aware of the different indigenous practices that are carried out in both crop and livestock production, the findings also reveals that more than 50% of the teachers agreed that ITK is: cheap, reliable, enriches students with a wide range of knowledge, friendly and easy to use. 82% of the teachers were of the perception that ITK should be included in secondary school agriculture curriculum because of its value, 18% were of the perception that agriculture curriculum was already bulky and that indigenous technical knowledge is outdated hence it should not be included in the curriculum. The results of the study reveal that most of the teachers were positive about taking ITK into consideration while teaching agriculture. Basing on the value of indigenous technical knowledge, the researcher suggests to curriculum developers to research on ideas and practices related to indigenous technical knowledge that could be beneficial to learners, develop them and incorporate them in the learning and teaching process.
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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) GITHAIGA, WANJIRU PAULINE
    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 co 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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    ANALYSIS OF PEACE EDUCATION CONTENT COVERED IN THE UPPER PRIMARY SCHOOL SOCIAL STUDIES CURRICULUM IN KENYA
    (Egerton University, 2016-03) ONYANGO, KONGERE MARGARET SALLYNE.
    Peace Education in Kenya is one of the programmes in the primary school curriculum initiated by the Ministry of Education in February 2008. Peace Education is aimed at preparing learners to deal with contemporary social challenges in society. Peace Education Programme (PEP) is integrated into a comprehensive programme of substantive peace education content and pedagogy. PEP consists of basic principles and their application to real life. Peace Education aims at empowering learners with problem solving skills, ability to address conflicts peacefully, and thus promote tolerance for diversity, cultural differences and human dignity. Although pupils in Kenyan primary schools are expected to receive their Peace Education through primary school social studies curriculum but the approach seems not to provide pupils with necessary knowledge, skills and development of attitude and values conducive for social transformation. This implies that promoting peace is a major challenge in Kenyan primary schools through the carrier subjects such as social studies. This study therefore sought to analyse Peace Education content covered through the School Social Studies Curriculum (SSC) in terms of objectives of Peace Education and Citizenship Skills in order to find its status. The study adopted exploratory research design. Data was collected through content analysis using two tools, namely Peace Education objective analysis matrix (PEOAM) and citizenship skills analysis matrix (CSAM). Experts from Faculty of Education and Community Studies (FEDCOS) of Egerton University validated the instruments. Reliability of data analysis was done through inter-coder agreement by different research experts. Their comments were incorporated by the researcher after sufficient coding consistency was achieved. Descriptive Statistics such as frequency mean and percentage were used to analyse data with the help of Statistical Package for Social Science (SPSS). The study revealed that Peace Education content covered through the primary school SSC in terms of objectives of peace education and citizenship skills for peace education is of average status. The findings of the study will be of great value to all stakeholders in the education sector namely; the school administrators and teachers since they will be aware of how much peace education are covered in the curriculum. It will also benefit curriculum developers at Kenya Institute of Curriculum Development (KICD) in ensuring Peace Education contents are adequate and well infused in Social Studies Curriculum. Eventually, pupils having been imparted with adequate peace education knowledge and citizenship skills will become peaceful members of the society.
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    Analysis of prevalence and hiv risk factors among adolescents and young people in Kisumu and Homa Bay Counties, Kenya
    (Egerton University, 2025-11) Ouma,Joyce
    This study explored the extent to which adolescents and young people aged 15-24 have been affected by the HIV epidemic in Homa Bay and Kisumu counties, Kenya. Both Homa Bay and Kisumu are among the top five counties with the highest HIV prevalence in Kenya, together with Siaya, Migori, and Busia. In 2018, HIV prevalence was 20.7% in Homa Bay and 16.3% in Kisumu. Young people, especially adolescent girls and young women, remain highly vulnerable due to various intersecting social, economic, cultural and behavioural influences. The study aimed to establish the HIV prevalence among this age group, identify the major risk factors driving infection between both genders, and assess how effective the current existing HIV prevention programs are, to guide more focused and sustainable interventions in the two regions. A total of 118 participants were selected for this study based on Cochrane’s formula, using Kenya’s HIV prevalence rate of 4%. A mixed-methods approach, combining both quantitative data from county health records and a structured survey involving 118 respondents (64 AGYW and 54 ABYM) was used. The qualitative bits were also obtained from four focus group discussions held and three key informant interviews. The results from the questionnaires were entered into data analysis software and were processed to produce table frequencies and percentages, whereas the verbal responses were transcribed, coded and analysed thematically to highlight behavioural and structural factors shaping risk patterns. The findings of the study indicated a gender imbalance in HIV burden, with AGYW, particularly those aged 20-24, recording higher infection rates than the boys. From this study, the identified risk factors for AGYW included economic hardship, limited access to higher education, intergenerational and transactional relationships, gender-based violence, and reduced power in sexual negotiation. For ABYM, the most outstanding risk factors were the social pressures tied to masculinity, substance use, and their poor health-seeking behaviour. The results also proved that HIV among adolescents in the two counties remains exceedingly high and different between the two genders despite the interventions put in place. To solve this, the HIV response requires integrated approaches that use both biomedical interventions with economic empowerment, gender violence response, youth-friendly services and active community participation. Sustainable solutions should aim to reduce economic vulnerability, empower young women, involve young men and enhance accessibility and cultural suitability of prevention services to curb new infections in HIV endemic areas.
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    Analysis of quality control in the informal seed sector. Case of smallholder bean farmers in Bondo Sub-county, Kenya
    (Egerton University, 2016-11) Ouko, Wilfred Odhiambo
    The contribution of common bean to nutrition and income has not been fully felt by smallholder farmers in western Kenya due to low yields. Good quality seed, if used with complementary practices can increase bean productivity. This study was conducted in Bondo sub-County to determine the methods used by farmers in seed quality control; factors affecting the choice preferences for informal bean seed sources; the structure and contribution of social networks in seed quality control. Primary data were collected from 100 respondents through scheduled interviews using structured questionnaires. STATA and UCINET computer packages were used to run data. A multinomial logit model was used to analyse the effects of socio-economic characteristics on the choice of seed sources. The nature of social networks was determined using measures of centrality and brokerage and visualized through network graphs. The results showed that smallholder bean farming was male dominated (57%) with average of 1.19 ha landholding and 0.34 ha under beans. Majority (90%) of farmers assessed quality characteristics while sourcing seed, with 46% considering seed free from insect attack as being of good quality. Majority (84%) of farmers never treated seed at planting, but practiced weeding (84%), timely harvesting (87%), cleaning (90%) and proper storage (92%) for quality control. The study revealed that farmer-to-farmer social networks exhibited the highest degree (48), betweenness (2690) and lowest closeness (169) centrality measures. Majority (97%) of farmers relied on informal sources for seed. The preferences for the informal seed sources are influenced by age, family size, area under beans, distance to nearest seed source, nature of land ownership, occupation and group membership; all of which were statistically significant at 0.05 levels. Therefore, the study suggests policy interventions to design locally-based bean seed system which utilizes farmer-to-farmer social networks to enhance supply of quality seed to smallholder farmers. Preference for certain bean varieties should be used for strategic varietal development. Finally, youth groups should be used as springboards for seed related interventions.