Faculty of Education and Community Studies

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    Assessing the Uptake of System of Rice Intensification Practices
    (Egerton University, 2021-06) Ouma, Marilda Auma
    Globally, sustainable intensification in rice growing systems and practices has been accelerating in response to the declining productivity trends and the high market demand, particularly in Sub-Saharan Africa where uptake of improved technology is low. However, in Oluch irrigation scheme, Rangwe Sub-County, Kenya, weak networks and low innovative capacity are associated with smallholder rice farmers’ which has significantly contributed to limited uptake of system of rice intensification (SRI) technology. This study sought to assess the uptake of SRI through a facilitated innovation platform (IP) to promote uptake of the technology in an interactive manner, with an aim of boosting the knowledge and skills in the intensification of rice production. The study adopted action learning research design where an IP was established to facilitate participatory learning and uptake of SRI in the scheme. A sample size of 101 farmers were selected from a population of 369 smallholder rice farmers to participate in the baseline survey. Out of the 101 farmers sampled for the baseline survey, 24 farmers were selected for the IP. Data was collected using structured questionnaires, FGD guides, observation checklists, and key informant interviews. Tests for validity and reliability were conducted using Cronbach’s Alpha (coefficient of 0.82). SPSS was used for quantitative data analysis, while R-software was used for Social Network Analysis. Inferential statistical approaches used were Chi-Square, Correlation and Multiple Linear Regression models were used for the analysis of quantitative data. All statistical tests were conducted at the 5% level of significance. At baseline, farmers identified several complex and competing challenges that required the action of multiple stakeholders. Study findings showed very limited implementation of SRI practices. Integration of SRI through IP approach was found to be effective among smallholder rice farmers in Oluch. The IP, and the establishment of rice growing demonstration plot in a commonly identified Block BL 5.1 enabled stakeholders to work in a structured, more effective manner with greater effect towards SRI uptake. Given this observation, the study concluded that if facilitated properly through the IP, farmers who normally experience low productivity and earn low income can overcome challenges and increase their productivity thus enhancing their income. Similarly, farmers would have a greater opportunity to interact among themselves and with other stakeholders to address production challenges associated with demands of food and nutrition insecurity, SDGs and Vision 2030. Based on the findings, this study recommends a need for policies within the rice sector that supports facilitation of stakeholder networks such as IP approaches to enhance farmers’ innovative capacities to promote production.
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    Drought Drivers, Projection and Effects on Cereal Yields and Smallholder Farmers’ Adaptation Strategies in Makueni County, Kenya
    (Egerton University, 2024-09) Ondiko, Jackob Haywood Jack
    Increasing frequency and severity of drought is a major challenge to rain-fed cereal production in Arid and Semi-Arid Lands globally. Frequent and severe droughts affect cereal production and food security resulting in increased vulnerability, malnutrition and even human deaths in the affected regions in Kenya. The specific objectives of the study were to: project drought trends in Makueni County between 2024 to 2054; determine the influence of Indian Ocean Dipole on occurrence and nature of droughts; examine the effect of drought on cereal yields; find out the drought adaptations practiced in Makueni County and evaluate outcomes of drought adaptation strategies among smallholder cereal farmers in Makueni County. The study adopted Explanatory Sequential Mixed Methods Research Design. Five data sets were used in the study: Rainfall data (1990 to 2020), Indian Ocean Sea Surface Temperatures data (1990 to 2020), cereal data (1990 to 2020), household data (N=225) and key informants (N=16). Extraction from secondary sources, content analysis, triangulation, survey and key informant interviews were used in data collection. Standardized Precipitation Index, Autoregressive Integrated Moving-Average Models, Coefficient of determination Pearson’s r and descriptive techniques were used in data analysis. There were erratic, unpredictable and fluctuating rainfall patterns accompanied by 20 episodes of near-normal droughts, 5 mild droughts and 3 severe droughts between 1990 and 2020. An increasing trend of seasonal droughts was projected due to declining March-April-May seasonal rainfall. An upward trend in October-November-December seasonal rainfall was projected from 2024 to 2054. Sea Surface Temperatures in Equatorial Western Indian Ocean and Equatorial Eastern Indian Ocean influence occurrence of drought in Makueni County whereby R2 values of 0.580 (58%) and 0.674 (67.4%) were established, respectively. There was a significant, positive correlation between rainfall and sorghum, finger millet and maize yields. More females than men adapted to droughts through use of Indigenous Knowledge: drought prediction and monitoring (61%), bio-control of weeds (57%), use of farm manure (54%), supplementary irrigation (51%) and early planting of seeds (51%). Most of the smallholder farmers who adopted small farm sizes for sorghum (43%), finger millet (42%) and maize (60%) recorded low yields between 1 and 10 bags. Information and data generated by the study are expected to result in improvement in drought adaptation policy formulation and adaptive capacity of the smallholder cereal farmers hence improvement in food production and security.
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    Effect of cognitive behavioural therapy on clinical depression, art adherence and HIV stigma among HIV-infected outpatients in Uasin-gishu County, Kenya
    (Egerton University, 2017-10) Adina, Japheth Owuor
    Recent statistics indicate that HIV infection prevalence in Kenya is at 5.6 percent. Of note, HIV infection is commonly known for its tendency to present with comorbid conditions including neuropsychiatric disorders. Within this spectrum, depression, which is a mood disorder, is the most common neuropsychiatric disorder among persons living with HIV (PLHIV) occurring at rates 2 to 3 times higher than in HIV-negative persons. Depression contributes significantly to poor health outcomes among HIV-infected individuals by accelerating HIV progression. Evidently, depression has been associated with HIV-related stigma and non-adherence to Antiretroviral Therapy (ART) among PLHIV. However, proper recognition, timely diagnosis and treatment of depression among HIV-infected outpatients in Kenya remain low key. Most importantly, there is substantial evidence to support the use of psychotherapy and in particular Cognitive Behavioural Therapy (CBT) in the management of depression among PLHIV across diverse settings. The purpose of this study was to investigate the effect of CBT on depression, ART adherence and HIV stigma among HIV-infected outpatients in Turbo-Uasin Gishu County, Kenya. An experimental pretest/posttest control group design was adopted in this study, with CBT as the intervention in the experimental condition. The population of this study was 3000 HIV-infected adults attending Turbo Sub-County Hospital. A systematic random sampling was used to obtain an original sample size of 393 which was further subjected to eligibility criteria yielding 53 participants among whom 45 successfully completed the study against the desired powered sample size of 44. All participants were randomly assigned to either treatment or control conditions of the study in the ratio of 1:1. Patients randomised into the control group did not receive any form of psychotherapy during the active phase of the study period. Study variable measures were administered to participants both at baseline (one week before the intervention) and at month-2 post intervention assessment points. Data were collected using a set of instruments (PHQ-9 scale for depression; Patient Adherence Record for ART adherence; and HIV/AIDS-Related Stigma Scale for HIV stigma) and keyed into R version 3.2.5 software for statistical computation. Study instruments had good validity and reliability properties, PHQ-9, r = .74, p = .015; AIDS-related Stigma, r = .85, p =.002 and Patient Adherence Record, κ = .7, p = .010. Data analysis was done using descriptive statistics and inferential statistics including: Mann-Whitney U test, Generalised estimating equations/GEE, Ordinal regression, Shapiro-Wilk W test for normality and Pearson’s χ2. The study established that CBT had a significant clinical effect and remission on depression (a mean drop of 5.8 points in PHQ-9 score from pre-to-posttest, p =.001); increasing ART adherence; OR = 2.14, 95% CI [1.31, 3.46]; and containing the escalation of HIV stigma as well as marginally lowering HIV internalised stigma (p =.051) among participants. The study also found a relatively large treatment effect size, r = .5 for CBT on depression and medium treatment effect size, r = .4 for CBT on ART adherence at month-2 posttest assessment. From the study results, it was concluded that CBT intervention was more effective for depression than the untreated control group, and that CBT participants had relatively better clinical outcomes for depression and medication adherence in the short term assessment. The study findings were important in providing empirical evidence in support for adaptation and application of group CBT as an effective psychological treatment for depression; and as an enhancer for medication adherence among PLHIV attending outpatient clinics in western Kenya. The study recommends that the Ministry of Health and agencies implementing HIV programmes should consider making necessary policies which may facilitate the integration of psychotherapy services into the routine HIV care to help patients deal with mental disorders that usually present along with HIV infection.
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    Effect of gender mainstreaming in education on secondary school girls’ psychological adjustment and career aspirations in selected Counties in Kenya
    (Egerton University, 2016-09) Kiptoo-Tarus, Prisca Jepchirchir
    The ministry of education has a critical role to play in addressing issues of gender equality and equity in Kenyathrough the implementation of gender mainstreaming in schools. It provides a framework for the planning and implementation of gender responsive education. The high girl-child drop-out rates, early and forcedmarriageofgirls, adolescent pregnancyand gender discrimination in Kenyan secondary school have caused prevalent gender inequality. The purpose of this study was to determine the effect of gender mainstreamingin educationon secondary school girls’ psychological adjustment and career aspiration in selected counties in Kenya .The study employed ex postfacto research design. The target population was one hundredand fifty nine thousand and thirty nine (163,748) girls while the accessible population consisted oftwenty five thousand six hundred and fifty four (25,654).The sample size comprised of 378 secondary school girls, 50 counsellorsand 50 head teachers.Stratified and simple random sampling was utilized to select school girls while purposive sampling was adopted to select the head teachers and school counsellors. The data was collected through the administration of questionnaires to students, while questionnaires and interview schedules were administered to school counsellors and head teachers. Validity of the instrument wasascertained with the assistance of the expertsfrom the department of Counselling, Psychology and Education Foundations. The reliability was determined by conducting a pilot study. ACronbach’s alpha was computed to determine the reliability of the instrument.Areliability coefficient of 0.7was established. This was considered to be acceptable and reliable. The data collected was analyzed using chi-square (χ2),ANOVAand Linear RegressionAnalysiswith the aid of statistical package for Social Sciences (SPSS) version 20for windows. Analyzed data was presented usingcumulative frequency tables, ANOVA tables, percentages, bar graphs and pie charts. Hypotheses were tested at the significance level (alpha) of 0.05. The findings of the study indicated that head teachers possessed highlevel ofawarenessgender mainstreamingin educationwhile the level of awareness of schoolcounsellors and girls was moderate and low respectively.Further the findings revealed that gender mainstreaming in educationhas a significant relationship with both psychological adjustment and career aspirations of the secondary school girls.Hypotheses tested showed that there is statisticalsignificanteffect of gender mainstreaming in education on girls psychological adjustment and career aspiration(P-value=0.009). The study recommends gender mainstreaming sensitization among secondary school girls and counsellors, change of public advocacy, carrying out follow-up surveillance, facilitation of a more gender focus career counsellingand mentorship programmes and evaluation of existing policies and practices to identify their shortcomingsand areas of improvement. The study suggests further research on barriers to a gender enabling environment and an assessment of an effective mechanism of implementing, reviewingand monitoringof gender mainstreamingin educationpolicy in schools.
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    Effectiveness of structured group learning model in enhancing acquisition of selected vocational, employability and lifelong learning skills among the vulnerable youth in Nakuru County, Kenya
    (Egerton University, 2019-04) Kamau, Peninah Wakiuru
    The youth regardless of their social background require skills to help them earn a livelihood and participate in National development. Vocational, employability and lifelong learning skills could help out of school youth raise their self-concept and increase their chances to engage in socio economic activities and contribute positively to their personal development. Based on this premise this study intended to introduce Structured Group Based Learning Model (SGLM) and establish its effectiveness in enhancing acquisition of vocational, employability and lifelong learning skills among the vulnerable youth in Nakuru County. Quasi experimental research design with two non-equivalent groups was used on the already constituted vulnerable youth groups. The study involved groups in Molo, Njoro, Subukia and Nakuru East Sub Counties. The target population of the study was (300) constituting 10 vulnerable youth groups in Nakuru County, but the accessible population was only (120) from four groups with characteristics that suited the study. Purposive sampling was used to select four groups of vulnerable youth. The sample size was 60 members drawn from the four groups. Two groups of 30 members each were used for treatment and control. A questionnaire for trainers and trainees was used to collect preliminary data before the training, a questionnaire on challenges encountered during the training while observation check list was used for posttest after the training. The treatment group was trained through SGLM while the control group was trained through traditional methods. Content validity was ascertained by experts from the department. The instruments were pilot tested and a reliability coefficient of 0.89 was obtained. Data obtained from post testing was categorical which was analyzed using descriptive statistic and inferential statistics with the help of a Statistical Package for Social Sciences (SPSS) version 22. The categorical data was then transformed to continuous data to enable a t-test for independent samples. Pearson chi square was used to test for association while t-test for independent samples was used test for difference between the training methods used. A significance level of α 0.05 was set for the study. The study found that SGLM had a statistically significant association with acquisition of specific attributes in vocational, employability and lifelong learning skills. However there was no significant association between SGLM and acquisition of some attributes of vocational and lifelong learning skills. The method may be adopted by community trainers and organizations involved in youth empowerment and rehabilitation programs. As it gives a social approach to learning and triggers the development of some aspects of behavioral change in trainees especially the vulnerable youth.
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    Effects of computer based cooperative mastery learning on secondary school students’ skills acquisition, motivation and achievement in chemistry practicals in Bomet County, Kenya
    (Egerton University, 2018-11) Keter, John K.
    Chemistry occupies a central position among science subjects in the secondary school curriculum. It also takes up a significant place in the curriculum because of its applications in everyday life and the role it plays in enabling students to develop affective intellectual, and practical skills. In spite of this increasing importance in the unfolding world, the academic performance of Kenyan students in the subject in secondary schools has remained poor over the years. The fundamental challenge facing the teaching of Chemistry in Kenyan secondary schools is how to enhance students’ Skills Acquisition, Conceptual understanding and Affective characteristics associated with the teaching and learning process. Innovative, research-based, and learner-centred teaching methods engage the learners in the learning process. Such methods are not only effective for mastery of concepts but also promote Psychomotor, Cognitive, and Affective characteristics of learners. The present study focused on the use of Computer Based Cooperative Mastery Learning (CBCML) in enhancing students’ Skills Acquisition, Motivation and Achievement in chemistry in Bomet County. The study was guided by cognitive constructivist theory advanced by Ausubel and social constructivist theory advanced by Vygotsky. The target population for the study was all students in secondary schools in Bomet County. However, the accessible population was form three students in all co-educational secondary schools in the County. The study used Solomon Four Non-equivalent Control Group Design. Four secondary schools were purposively sampled from the accessible population. Stratified random sampling was used to select one school from each of the four sub-counties of Bomet County. This ensured that the four schools were located far apart from one another to eliminate diffusion of information from the experimental groups to the control groups. This translated to a total of 238 students. The selected schools were randomly assigned to treatment and control conditions. Students in all the four groups were taught the same Chemistry content from the topic Volumetric Analysis. In the Experimental Groups, CBCML was used while Conventional Teaching Methods (CTM) were used in the Control Groups. Groups 1 and 2 were pre-tested prior to the implementation of CBCML treatment which lasted a period of six weeks. At the end of the treatment, all the four groups were post-tested using Chemistry Practical Skills Acquisition Test (CPSAT), Students’ Motivation Questionnaire (SMQ) and Chemistry Achievement Test (CAT). The instruments were validated with the help of experts from the Department of Curriculum, Instruction and Educational Management of Egerton University and Examiners of Chemistry registered with Kenya National Examinations Council (KNEC). The three instruments were pilot-tested to estimate their reliability coefficient before they were used for data collection. The reliability coefficient of the SMQ was estimated using Cronbach’s alpha coefficient while that of CPSAT and CAT were estimated using Kuder-Richardson (K-R21) formula. The reliability coefficients were found to be 0.76, 0.88, and 0.85 for CPSAT, SMQ and CAT respectively. The instruments were therefore suitable for use in the study because the minimum threshold of 0.70 was met. Data were coded and analysed using Statistical Package for Social Sciences (SPSS) version 20. Descriptive as well as inferential statistics were employed in data analysis. These statistics included the mean, t-test, ANOVA and ANCOVA. The findings of the study showed that CBCML has a positive significant effect on students’ Skills Acquisition, Motivation, and Achievement in Chemistry when it is used in teaching Chemistry. Moreover, gender has no significant effect on students’ skills acquisition, motivation and achievement in chemistry when CBCML is used to teach. The results of this study may be beneficial to Chemistry teachers, teacher trainers and curriculum developers in improving the teaching-learning process. Consequently, the level of skills acquisition, motivation and achievement in Chemistry is enhanced. The findings also form a frame of reference for further research on innovative teaching strategies that ensure active participation of learners during the teaching/learning process in Chemistry as well as other science subjects.
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    Effects of cooperative e-learning and conventional teaching approaches on secondary school students' achievement and attitude towards chemistry in Koibatek sub-county, Kenya
    (Egerton University, 2019-11) Chebii, Roselyn Jepkosgei
    The study of Chemistry at secondary school level help students in developing basic scientific skills, knowledge and competence required in problem solving in their environment. However, this might not be achieved unless teachers employ effective methods of techniques during instruction. Performance of students in Chemistry in Kenya at the Kenya Certificate of Secondary Education (KCSE) examinations is poor. The poor performance may be partly attributed to teaching methods used by teachers and students‟ negative attitude towards the subject. Therefore, this study was designed to investigate the effect of Cooperative E-learning Approach (CELA) on students‟ achievement and attitude towards Chemistry. The study was carried out in Koibatek sub-county Kenya where a persistent low achievement in the subject has been registered. The study focussed on the mole concept topic in Form three Chemistry syllabus. Solomon Four Non-equivalent Control Group Design was employed in the study. Twelve county schools were purposively selected from the 40 secondary schools in the sub-county and randomly assigned to Experimental Group one (E1), Experimental Group two (E2), Control Group one (C1) and Control Group two (C2). Data was collected from a sample of 489 Form three students two instruments namely, Chemistry Achievement Test (CAT) and Student Attitude Questionnaire (SAQ) were used for data collection. The instruments were pilot-tested in two secondary schools in the county which were not part of the study, but had similar characteristics as the sample schools. This was to estimate the reliability and validity of the instruments. CAT had a reliability of 0.87 while SAQ had 0.78. Two groups the Experimental Group (E1) and Control Group (C1) were pre-tested whereas Experimental Group (E2) and Control Group (C2) were not pre-tested. All groups were taught the same course content for a period of five weeks with the experimental groups receiving their instruments by use of CELA approach and control groups using conventional methods. A post-test CAT and SAQ were administered to all groups after the treatment. Both descriptive and inferential statistics were used to analyse the data using the Statistical Package for Social Sciences (SPSS). One way ANOVA, ANCOVA and t-test were used in data analysis. Hypotheses of the study were tested at α=0.05 level of significance. The finding of the study indicated that students in the experimental groups outperformed the control groups in achievement and in attitude towards Chemistry. Also the study found that gender factor did not affect the achievement and attitude of students towards Chemistry when CELA was used in teaching. School type did not affect the achievement of students in Chemistry. It is therefore recommended that, Chemistry teachers incorporate this method in teaching in secondary school level especially in the topic “The Mole”. Government education agencies and other education stakeholders should organize teachers‟ workshops on the use of CELA strategy to enhance better performance. Teacher education programme in Kenya in Tertiary institutions should be improved to prepare teachers who can apply innovative approaches such as CELA which promotes effective teaching and learning. This could be achieved by practical demonstration of CELA in the classrooms during microteaching and teaching practice exercises.
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    Effects of interactive multimedia simulations advance organizers teaching approach on students’ achievement and motivation to learn secondary school physics in Nyahururu sub-county, Laikipia, Kenya
    (Egerton University, 2019-11) . Ngatia, David G
    Physics knowledge is vital for socio-economic development of any society. Technologies transforming the world are directly linked to physics inventions. Despite its importance, achievement and motivation to learn physics subject at the Kenya Certificate of Secondary Education (KCSE) has remained low in comparison to other science subjects. One of the factors attributed to the low achievement and motivation to learn physics is the poor teaching approaches. There is therefore need for teachers to use teaching approaches that address the problem of the low achievement and motivation to learn physics. Interactive Multimedia Simulation Advance Organizers (IMSAO) is a teaching approach that combines both interactive multimedia simulations and advance organizers in the teaching/learning process which may enhance achievement and motivate learners. However, its effects on achievement and motivation to learn secondary schools physics had not been determined in Nyahururu Sub-County of Laikipia. This study investigated the effects of using IMSAO teaching approach on achievement and motivation to learn physics in secondary schools in Nyahururu Sub-County. The effect of IMSAO on achievement and motivation to learn physics by gender was also determined. Solomon-Four, Non-Equivalent Control groups’ research design was used. The population of study comprised of all form two students in public secondary schools in Nyahururu Sub-County. A sample size of 168 students was used in the study. Four schools were purposefully sampled from the 24 Co-educational Day public secondary schools in the Sub-County. Random sampling was used to assign two schools to experimental groups and two schools to control groups. Experimental groups were taught using IMSAO teaching approach while the control groups were taught using Conventional Teaching Methods (CTM). Physics Achievements Test (PAT) and a Physics Motivation Questionnaire (PMQ) were constructed, validated and pilot tested for use in data collection. The reliability coefficients for PAT and PMQ were 0.83 and 0.79 respectively. Data was analysed using ANOVA, ANCOVA and t-tests. All hypotheses were tested at the coefficient alpha (α) equal to 0.05. The findings of the study showed significant statistical differences in achievement and motivation to learn physics for students exposed to IMSAO and those exposed to CTM, in favour of the experimental groups. The results also indicated a non-significant statistical difference in physics achievement and motivation to learn physics between boys and girls exposed to the IMSAO teaching approach. The researcher recommended the use of IMSAO by physics teachers, curriculum developers, and teacher trainers in order to improve on the achievement and motivation to learn physics in secondary schools.
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    Effects of neurological bimodal teaching approach on learner achievement, motivation and gender in written English language composition in county secondary schools in Roret Division, Kericho County
    (Egerton University, 2016-08) Bett, John
    English language plays a central role at both national and international stage for Kenyans and other world citizens who have to use it for diverse purposes. In Kenya, it is the language of instruction in educational institutions; it is one of the official languages as well as language used commonly in business. Moreover, English language is used in Kenya as a language of international relations and diplomacy. Despite its importance, the performance of students in the subject at the secondary school level has not been satisfactory. Instructional methods and approaches used in the teaching of any subject are critical for learner achievement and motivation. Apparently, the methods currently used in the teaching of the subject have not been effective in producing significantly higher achievement among learners in English language. Alternative methodologies that have shown promising results elsewhere need to be investigated. One such method is Neurological Bimodal Teaching Approach – a teaching approach which entails the use and adaptation of current knowledge about the functionality of the human brain to the teaching of a second language. This study investigated the effects on learner achievement and motivation when Neurological Bimodal Teaching approach (NBTA) is utilized in the teaching and learning of English language composition writing at the secondary school level. A quasi-experimental research design, the non-randomized Solomon 4-group, non-equivalent control group design was used. The target population for the study was 11085 secondary school learners from 12 schools in Roret Division of Bureti sub-county. The accessible population was 1215 form students from the Division. Purposive sampling was used to select the four coeducational schools for the study. This resulted into a sample size of 184 students. The four schools of the study were randomly assigned to the experimental and control groups. Two instruments were used in data collection: the English Language Writing Achievement Test (ELWAT) and the Students‟ Motivation Questionnaire (SMQ). Five experts of educational technology from Egerton University validated the research instruments. SMQ and ELWAT had reliability coefficients of 0.83 and 0.77 respectively. These were higher than 0.7, the threshold acceptable for social science research. The reliability of ELWAT was determined by inter-rater reliability method. The data was analysed using SPSS version 22.0 for Windows to provide both descriptive (means and standard deviations) and inferential statistics (ANOVA, t-test and ANCOVA) to test the hypotheses of the study. The level of significance for acceptance or rejection of the hypotheses was set at α = 0.05. The findings of the study indicated that NBTA promoted higher learner achievement, higher levels of motivation and leveled off gender differences in achievement in English language as compared to the conventional teaching approaches. The findings of the study may lead to well- informed decision making at all levels of educational planning and implementation of the curriculum, especially with regard to the design of instructional strategies for English language education. Secondly, they can be useful in making decisions on the training of teachers; and finally, instructors may utilize them when making choices for classroom teaching and learning activities and techniques.
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    Effects of science process skills teaching approach on secondary school students’ achievement and self-concept in chemistry, Nyando District, Kenya
    (Egerton University, 2014-03) Abungu, Hesbon Elly Odhiambo
    Science education is crucial for the understanding of our environment and an essential tool for technological development in any society. Hence nations all over the world continue to ensure that the teaching of science subjects should be done in a manner that enhances the achievement of intended objectives. Science process skills are central to the acquisition of scientific knowledge which is useful in solving problems in our society. In Kenya, students’ achievement in Kenya Certificate of Secondary Education (KCSE) Chemistry is poor. The poor performance could probably be attributed to lack of exposure to science process skills, which may affect students’ achievement and self-concept in chemistry. This study was intended to investigate the effect of the science process skills teaching approach (SPSTA) on students’ achievement and self-concept in chemistry. It was also intended to find out the effect of gender and group composition on students’ achievement and self-concept in chemistry when they taught using SPSTA. The study involved quasi-experimental research where the Solomon Four-Group Non Equivalent ControlGroup Design was employed. The target population consisted of students in the secondary schools in Nyando District. Purposive sampling was used to obtain four district secondary schools in Nyando District to ensure that the number of boys and girls in each school was about the same. The samples consisted of 153 Form Three students drawn from four district secondary schools located in Nyando District. The Form Three classes were randomly assigned to the experimental and control groups. The study covered two topics selected from the KCSE Chemistry syllabus, that is, Volumetric analysis (Titration) and Qualitative analysis. To determine students’ entry point in terms of knowledge on the selected topics and chemistry self-concept, Chemistry Achievement Test (CAT) consisting of calculations, True and False items, Fill in blanks and SSCS questionnaire were used as pre-test. After the administration of treatment, which lasted five weeks, the same test (CAT) was administered to the four groups as post-test. Students’ Self-Concept Scale (SSCS) questionnaire was also used to measure students’ chemistry self-concept. The CAT and SSCS were adapted from the KCSE Chemistry practical past papers and Self-Descriptive Questionnaire II (SDQ) scale respectively. The reliabilities of the CAT and SSCS were estimated using Kuder-Richardson (K-R21) and Cronbach’s alpha coefficient formulae respectively. The reliability coefficient of 0.88 (CAT) and 0.95 (SSCS) were established for the instruments and indeed were accepted as suitable. The instruments were validated by experts from science education and psychology areas of specialisation. The data generated were analyzed using descriptive statistics, t-test, ANOVA, ANCOVA, Pearson correlation coefficient and Multiple Regression. The level of significance for acceptance and rejection of the hypotheses was at  = 0.05. The results revealed that SPSTA had significant effect on students’ achievement and self-concept in chemistry. However, gender and group composition had no significant effect on students’ chemistry self-concept.The outcome of this study may provide an insight for designing instructional strategies that aim to enhance students’ performance and contribute to the improvement of teaching and learning of Chemistry in secondary schools in Kenya. This will be shown by achievements made by the students in practical activities. It is expected that the findings of the study may be used by Kenya Institute of Education, Education Administrators and Quality Assurance Standards’ Officers, who are major stakeholders of the Ministry of Education to re-examine the instructional methodologies of teaching chemistry in the secondary school curriculum.
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    Effects of the use of computer animated loci teaching technique on secondary school students’ achievement and misconceptions in mathematics within Kitui County, kenya
    (Egerton University, 2019-11) Mwangi, Simon Warui
    Mathematics plays an important role in the scientific and development of all nations. In Kenya mathematics is compulsory in all Primary and secondary schools. However the performance in the subject at the National Examinations has remained below average with marked gender differences. The students‘ performance in some mathematics topics such as ―Loci‖ has been wanting. The reason for the poor performance in mathematics and the Loci topic in particular has been attributed to several factors, which may include: poor teaching methods and lack of teaching/learning resources. This study sought to investigate effects of using Computer Animated Loci Teaching Technique on students‘ achievement and mathematics misconceptions held by learners in the mathematics topic. ICT has been used in teaching and learning of chemistry with remarkable improvement. The theoretical framework that guided the study was based on the Constructivist theory of learning where the students constructed new knowledge from real-life experiences. Computer Animations on Loci concepts were constructed to teach Form Four in Co-educational secondary schools. Solomon Four, Non-Equivalent Control Group Research Design was used with two treatment groups E1 and E2. The control groups were also two C1 and C2. Purposive random sampling method was used to choose a school for each group that had evenly distributed gender, graduate teachers teaching Form Four and a computer laboratory with at least ten computers. The two experimental groups were exposed to Computer Animated Loci Teaching Technique as the treatment while the two control groups were taught using the conventional teaching and learning methods. The sample size was 207 students consisting of 95 girls and 112 boys. A Mathematics Achievement Test (MAT), adopted from KCSE past Examinations papers on Loci was used to identify Students‘ mathematics misconceptions. The instrument was pilot tested to estimate its reliability. The instrument-MAT was validated for face and content validity by experts from the Department of Curriculum, Instruction and Educational Management of Egerton University. The reliability coefficient of the instrument was estimated to be 0.8826 using K-R 20 formula. A Pre-test was administered to the two groups (E1 & C1), one experimental and one control before intervention and then the same MAT was administered to all the four groups after intervention as a Post-test. The t-test, ANOVA and ANCOVA were used to test hypotheses at Coefficient alpha (ά) level of 0.05. The results of the research study indicated that Computer Animated Loci Teaching Technique improves students‘ mathematics achievement and reduced mathematics misconceptions. Both female and male students when exposed to the technique performed significantly the same. The findings may be useful to students, teachers, Universities and curriculum developers in secondary schools since the technique may improve the quality of education in the country.
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    Evaluation of the implementation of guidance and counselling programme aspects in Baringo County extra secondary schools, Kenya
    (Egerton University, 2016-11) Boitt, Monicah Lydia J.
    The need for guidance and counselling services in all learning institutions cannot be overstated. In response to this demand, guidance and counselling programme has been implemented since 1971 and more emphasis on its services in 2001 through Legal Notice, No. 95 of the Kenya Gazette that recommended the implementation of guidance and counseling by establishing counseling departments in all secondary schools. A well implemented guidance and counselling programme should be very clear on keys aspects that include the conceptual framework, structural framework, service delivery and teacher counsellor performance among many other key aspects. However, despite its implementation students still experience problems in form of school indiscipline, school unrest, and increased examination cheating which is a clear indication that there is a lapse in the implementation of the guidance and counselling programme. Thus there was a need to evaluate the conceptual framework and structural framework, service delivery and teacher counsellors‟ performance in the implementation of guidance and counselling programme in Baringo county secondary schools. This study employed a descriptive survey design. The population of the study was 23 extra county secondary schools with a population of 3211 form three students, 23 teacher counsellors and 23 head teachers. Purposive sampling was used to select the number of schools, head teachers and teacher counsellors; stratified random and proportionate sampling was utilized to select the number of students to be included in the study. The sample size comprised of 23 schools, 330 form three students, 23 head teachers and 23 teacher counsellors. A total of 376 respondents constituted the study sample. The data was collected through questionnaires, document analysis and a check list. Piloting of the instrument was done to improve validity and the test items were validated by experts in the Department of Counselling, Psychology and Educational Foundations. Reliability of the Principal Questionnaire, Teacher Counsellor Questionnaire and Student Questionnaire was established by use of Cronbach‟s alpha method and reliability coefficients of 0.75, 0.86 and 0.79 respectively were obtained. Descriptive statistics and inferential statistics were utilized to analyse the data with the aid of SPSS version 20 for windows. The level of significance was tested at 0.05. An analysis of the findings indicated that the conceptual framework, service delivery was not fully implemented and teacher counsellor‟s performance was fair in the implementation of G&C programme. The findings also showed poor implementation of the structural framework in all the secondary schools. Further, the findings showed that there was statistically significant difference between the implementation of the conceptual framework, structural framework, service delivery and teacher counsellor‟s performance in the guidance and counselling programme. Further, lack of time, funding, inadequate facilities, uncooperative clients and qualified personnel were among the challenges facing the implementation of the guidance and counselling programme. It was concluded that guidance and counselling programme in Baringo county extra secondary school is not fully implemented. The study recommended that guidance and counselling conceptual framework, service delivery should be enhanced. The study also recommended the provision of adequate human and physical resources to strengthen the structural framework and employment of more professional counsellors in secondary schools on full time basis to enable them to perform their duties and responsibilities effectively.
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    Impartation of students’ moral reasoning through secondary school Christian religious education curriculum in Nakuru County, Kenya
    (Egerton University, 2018-11) Githaiga, Pauline Wanjiru
    Moral reasoning is important as it equips students with knowledge and skills to distinguish between right and wrong. Moral reasoning taught in Kenyan secondary schools through Christian Religious Education (CRE) and other carrier subjects. Despite exposure to moral reasoning content, moral judgement of students is generally unsatisfactory as demonstrated in the acts of lawlessness in schools. This suggests that moral education imparted through the carrier subjects has not achieved its objectives. This study investigated the impartation of secondary school students‟ moral reasoning through the Christian Religious Education Curriculum in Nakuru County, Kenya. The study adopted the ex- post facto research design, correlational type. The target population comprised all secondary school teachers and their students while accessible population composed of 332 CRE teachers and 10,603 Form Four students who were studying the subject. A sample of 186 CRE teachers and 386 students was selected using stratified, proportionate and simple random sampling techniques. Four instruments namely; CRE Teachers‟ Curriculum Perceptions Questionnaire (CRETCPQ), CRE Students‟ Moral Reasoning Test (CRESMRAT), Moral Reasoning Methods Observation Schedule (MRIMOS) and Curriculum Content Analysis Matrix (CCAM) were used to gather data. The face and content validity of the four instruments were examined by five research experts from the Department of Curriculum Instruction and Educational Management of Egerton University. CRETCPQ, MRIMOS, CCAM and CRESMRAT were piloted for reliability. Their coefficients were estimated using the Cronbach‟s, Krippendorff‟s Alpha method; and the Kuder Richardson‟s formula (KR20) respectively. The reliability coefficients of the three tools were 0.897, 0.803, 0.831 and 0.801 respectively. Data was analysed with the aid of Statistical Package for Social Sciences (SPSS) version 20.0. Qualitative data was analysed and described using frequencies and percentages. The study hypotheses were tested using simple linear and multiple regression at α = ≤ .05.The results of the study indicated that moral reasoning content coverage in the CRE curriculum and students‟ moral reasoning level were average. The results also indicated that the instructional methods used by CRE teachers to enhance moral reasoning knowledge and skills to students significantly imparted their moral reasoning. The results further indicated that teachers‟ perceptions of CRE curriculum do not impart students‟ moral reasoning. The results of the study can be used by Kenya Institute of Curriculum Development (KICD) to enhance moral reasoning content of the CRE curriculum while teacher training institutions can use them to strengthen moral education and methodologies in their programmes. The results can also be used by teachers to enhance moral education content delivery. Lastly, the results can be used by the other religions such as Islam and Hindu among other and; the society at large to mould young youths into responsible citizens.
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    Influence of 2007 post election violence level on emotional wellbeing and academic performance among secondary school students in Nakuru County, Kenya
    (Egerton University, 2015-05) Muchai, Lydiah Njeri
    Political violence has negative influences on peoples’ wellbeing. The emotional wellbeing of people is of great significance if they are to remain healthy. This is particularly so with the 2007 Post-Election Violence (PEV) that was experienced in Kenya. Nakuru County was oneof the areas that were affected by 2007 PEV. The study aimed at establishing the influence of PEV level on emotional wellbeing and academic performance of secondary school students in Nakuru County, Kenya. Molo, Njoro and Kuresoi districts were adversely affected. The 2007 PEV claimed about 1,200 lives, others got injured and over 350,000 got displaced while property of unknown value was destroyed. Among the displaced were 1331 students from Molo, Njoro and Kuresoi. An ex-post-facto causal comparative research design was utilized in this study. Nakuru County had 210 secondary schools with a population of 12,189 form four students and 210 teacher counsellors. Molo, Njoro and Kuresoi had 75 secondary schools and a population of 6,380 form four students and 75 teacher counsellors. Purposive sampling was used to select the 3 districts that were adversely affected by PEV. Simple random sampling was used to select 187 boys and 173 girls for the study. Two questionnaires were used to collect data from the students and teacher counsellors. The instruments were pilot tested using 30 students and 30 counsellors from Naivasha District, that experienced similar events. Cronbach’s alpha coefficient was used to establish the reliability coefficients of the research instruments. The instruments were considered reliable after they yielded reliability coefficients of 0.72 and 0.76 respectively. Frequencies, percentages and mean were used to analyse descriptive statistics while ANOVA was used to establish the influence of PEV on emotional wellbeing and academic performance of the students. The t-Test was used to determine gender differences in emotional wellbeing and academic performances. All the hypotheses were tested at a 0.05 level of significance. Data was analysed with the aid of Statistical Package for Social Science (SPSS) version 17.0 for windows. The study reported that the 2007 PEV led to increased emotional concerns such as anxiety, low selfesteem and lowered academic performance among the secondary school students. It was established that the female students were more affected emotionally than their male counterparts. There were no statistically significant gender differences in academic performance. The research recommended that the secondary school students who experienced PEV be provided with more enhanced counselling services. There is need for the Ministry of Education to avail more finances for guidance and counselling departments and enhance security.
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    Influence of co-educational secondary school gender streamed classes on mathematics teacher’s attitudes, perceptions and classroom practices in four counties of Kenya
    (Egerton University, 2016-06) Barmao, Anne C.
    The major goal of most developing countries including Kenya is to achieve high levels of technological advancement. In order to achieve this goal, the citizens of these countries should among other skills be competent in mathematics. This is because the skills acquired in the subject provide the country with a human resource that is highly educated and able to tackle most of the country‟s problems. Hence, it is imperative that students excel in the subject especially in secondary school, since a good grade in the subject at this level is a criterion for enrollement in advanced science, mathematics and technology courses in colleges and universities. However, the performance of students at the Kenya Certificate Secondary Education (KCSE) mathematics examinations in Kenya has been dismal since 1989. Further statistics indicate that girls perform poorly than their male counterparts. Studies conducted in Kenya to establish the cause of this have concluded that teachers in mixed sex classroom learning environments foster unequal treatment of male and female students. As a possible remedy to this, single sex classes within co-educational secondary schools were created. There is however limited research, which has been carried out to establish the impact of this intervention on mathematics teachers‟ attitude, perceptions and classroom practices. Therefore, this study sought to determine the influences of the intervention within public co-educational secondary schools. Since it was not possible to manipulate the independent variable, the study adopted an ex post facto causal comparative research design. A sample of 203 mathematics teachers and 516 form four students drawn from co-educational secondary schools (those with mixed sex classes and single sex classes) in Nakuru, Kericho, Baringo and Uasin Gishu counties of Kenya participated in the study. Data were obtained using self-report questionnaires for mathematics teachers and a student‟s questionnaire for the purposes of triangulation. The instruments were validated and pilot tested to improve them before actual data collection. Chronbach alpha reliability coefficient of 0.87 for Mathematics Teacher Questionnaire and 0.82 for Mathematics Student Questionnaire were obtained. These were considered appropriate as they were within the accepted threshold of 0.70 and above in social science research. The collected data were then analyzed using descriptive statistics which included means, standard deviation and percentages and inferential statistics which were t-tests and ANOVA at a statistical significance of alpha equal to 0.05.The findings indicate that mathematics teachers‟ perceptions of their classes are favourable irrespective of the class gender composition.The statistical tests of significance show that there were no statistically significant differences in their perceptions and classroom practices in both the sub-county and county schools. However, the mathematics teachers‟ attitudes towards girls‟ only classes were lower than towards boys‟ only and mixed sex classes. These differences in attitudes were also statistically significant at coefficient alpha (α) equal to 0.05. The results from the study have yielded valuable information that may inform the intervention in Kenya‟s co--educational secondary schools and advice policy makers, teachers and administrators of the schools on appropriate measures to undertake to enhance its effectiveness in the teaching and learning of mathematics.
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    Influence of HIV/AIDS counselling services on the quality of life of church members in selected churches in Nakuru east Sub- County, Kenya
    (Egerton University, 2016-06) Njenga, Eunice Wambui
    Globally and in the continent of Africa HIV/AIDS has become a pandemic that has affected more than 38 million people. The world has responded to this pandemic in many ways including creating counselling services to improve the quality of life. In Nakuru East Sub County churches are increasingly getting involved in HIV/AIDS counselling services to help improve the quality of life of its members. However, no studies have been conducted to assess the influence of HIV/AIDS counselling services on the quality of life of the church members. The purpose of this study was to assess the influence of HIV/AIDS counselling services on the quality of life of church members in selected churches in Nakuru East Sub County. This study was guided by crisis theory and humanistic theory. This research adopted an ex Post facto causal comparative research design. The target population of the study was Shabab Africa Inland Church, Nakuru West -Presbyterian Church of East Africa- and Christ the King Cathedral- Catholic Church with a population of five thousand, six hundred and forty three (5643) members. The churches were selected through purposive sampling based on the fact that they had established and running counselling services. A sample of 225 respondents were involved in the study this involved 3 pastors,48 men,110 women,49 youth and 3 counsellors drawn from the three churches. Questionnaires were used to collect data and a pilot study was conducted at Deliverance Church Nakuru. The reliability of questionnaires was estimated by use of Cronbach alpha reliability coefficient where values of the coefficient above 0.70 were accepted. Data was analysed using descriptive statistics (frequencies and percentages) and inferential statistics such as chi-square, spearman’s rho correlations, Linear by linear association and McNemar Bookers test using the Statistical Package for Social Science (SPSS) programme. This study found out that, many people infected and affected still experience various issues that can be addressed by accessing and utilising more counselling services. In addition, many people are not aware of the counselling services available. This study recommends an increase of awareness of the available counselling services in the church and the community. There is a need for the church and government to establish more counselling services to improve the quality of life of the people.
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    Influence of non-governmental organizations’ education interventions on community empowerment in nakuru county, kenya
    (Egerton University, 2023-09) Mutiga, Mary wangari
    Non-governmental organizations are key development actors through various strategies. Education is one of the strategies and an integral part in realization of sustainable development goals. Education interventions include financial, basic needs, capacity development and character-building. However, there are challenges in terms of social economic development. Education as an empowerment tool is deemed effective through empowering both individuals and communities. However, success of education interventions has been measured using individual empowerment indicators, as a result, an empirical knowledge gap exists on their influence on community empowerment, a prerequisite for community development. The study sought to investigate the influence of non-governmental organizations education interventions on community empowerment in Nakuru County. This study was guided by Social Capital Theory, Empowerment Theory and General Systems Theory. The study adopted correlational research design and an ex-post facto research design. Stratified random samplings, simple random sampling and purposive sampling were used in the study. Thirteen social workers one from each selected organizations and 101 beneficiaries were involved in the study. Data was collected using questionnaires. Reliability of the research instruments was estimated using Cronbach’s alpha coefficient formulae and was found to be 0.792 for the beneficiaries and 0.846 for the social workers. The research instruments attained a reliability coefficient above the required threshold of 0.70 for social sciences, thus acceptable. The data obtained through this study was analysed using descriptive and inferential statistics (linear and multiple regression). Factor analysis was used to create factor scores for inferential analysis. The study results indicate the influence of education interventions at 95% confidence level were as follows: financial interventions, R2 = . 065, F (1, 99) = 6.855, p = .010; basic needs interventions, R2 = . 068, F (1, 99) = 7.207, p = .009; capacity development interventions, R2 = . 051, F (1, 99) = 5.315, p = .023; character-building interventions, R2 = . 052, F (1, 99) = 17.749, p = 0.000. The combined influence of education interventions was also significant at 95% confidence level, R2 =.219, F (4, 96) = 6.740, p = 0.000. The study concluded that non-governmental organizations’ education interventions; financial, basic needs, capacity development and character-building had statistically significant influence on community empowerment. The study recommends adoption of the education for community empowerment model developed through this research for non-governmental organizations and other stakeholders supporting education as a strategy for sustainable community development
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    Influence of school factors on the implementation of secondary school agriculture curriculum in arid and semi-arid lands of Kenya Case of Baringo, Makueni and Narok Counties
    (Egerton University, 2017-09) Kyule, Miriam Nthenya
    Introduction and implementation of secondary school agriculture curriculum in Kenya was an endeavor in meeting the developmental needs of the surrounding communities and the country at large. In the case of Arid and Semi Arid Lands (ASALs), there is need for human resource that can improve agricultural productivity of the area. Implementation of agriculture curriculum has not sufficiently integrated agricultural activities in the curriculum within the school in preparation of competent human resources. This inadequacy which is partly attributed to weak curriculum implementation strategies has resulted in under exploitation of ASALs agriculturally. This study sought to determine the influence of student, teacher, teaching resources and funding related factors on implementation of agriculture curriculum in ASAL secondary schools. The study used descriptive survey research design. The target population was 6,883 comprising agriculture teachers, agriculture students and school heads from Baringo, Makueni and Narok counties. Multi-stage sampling was used to select a sample of 88 agriculture teachers, 271 Form Three agriculture students, 29 secondary school heads and five experts in the Department of Agricultural Education and Extension. Four questionnaires and a content analysis check list were used to collect data from the four groups of respondents. A pilot study was carried out in Laikipia West Sub-county to determine the instruments' reliability. Cronbach’s alpha of 0.76 and 0.79 were obtained for the agriculture teachers and students’ questionnaires respectively. Reliability of the principals’ questionnaire was determined qualitatively by discussing the items with the supervisors. Data were analyzed using both descriptive and inferential statistics aided by the Statistical Package for Social Sciences (SPSS) version 20. The inferential statistics used were Simple and Multiple Linear Regressions. Null hypotheses were tested at α = 0.05 level of significance. The study findings showed that learner related factors, teaching resources and funding positively influenced agriculture curriculum implementation in ASAL schools. The study concludes that student related factors namely learning resource availability, adequacy and frequency of use have a significant influence on agriculture curriculum implementation in ASAL secondary schools. The study recommends that the Government through the Ministry of Education, teachers of agriculture and all other stakeholders need to ensure improvement in the provision of agriculture learning resources in ASAL schools. Agriculture teacher training need to be innovative and practical oriented to enable them to translate and implement the agriculture curriculum in ASAL schools practically.