Faculty of Education and Community Development Studies
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Item DETERMINING INSTITUTIONAL CAPACITY OF VOCATIONAL TRAINING CENTERS TO PROMOTE AGRICULTURAL MECHANIZATION AMONG SMALL HOLDER FARMERS IN KISUMU COUNTY, KENYA(Egerton University, 2024-10) MATETE, ERASTUS KENS NYAIDHOThe global emergence of vocational education worldwide remains a strategy of creating relevance in education and Kenya is not excluded. Despite the benefits offered by vocational education including skills about agricultural mechanization, Small Holder Farmers are yet to benefit from vocational training centers with regard to agricultural mechanization. The purpose of this study was Determining Institutional Capacity in Vocational Training Centers to promote agricultural mechanization among Small Holder Farmers (SHF) in Kisumu County. The study objectives examined were courses in curriculum, qualifications of tutors, facilities in training centres, equipment owned by SHF and outreach services by public Vocational Training Centers (VTC). Target population consisted of 149,983 SHF in the County, 23 VTC principals selected by census and 109 heads of departments (HoDs) selected purposively. The accessible population were 138 SHF made up of 3 male and 3 female (to balance gender viewpoint), selected within radius of 5 kilometers from a VTC and who had demonstrated interest in training and agricultural mechanization. The Sample size was 110 SHF, 21 principals and 21 HoDs respondents. Piloting involved 40 participants, comprising of 30 SHF who are not among accessible population, 5 principals and 5 HoDs purposively selected from non-public VTCs to prevent contamination. Cronbach‘s alpha coefficient was used to calculate the data. The reliability coefficient of instrument was 0.713. The data collected was modified to improve their reliability. A coefficient of 0.70 was accepted as reliable. Interview guides for principals and Focus Group Discussion, facilities observation guides, questionnaires for HoDs were used to collect data. Descriptive statistics of mean, frequency and percentages were applied to analyze data. Findings can enable VTCs to empower SHF, get more facilities and to form income generating units. Study established that VTCs curriculum offer fourteen courses that are related to promotion of agricultural mechanisation. Findings also established that qualifications in terms of highest level of training, professional qualification, competencies, experience of tutors was relevant. It also determined that hand tools, equipment, machinery and physical facilities in VTCs were relevant but inadequate, that SHF used hand tools for manual labour whereas electricity was the most available facility while wheelbarrows, petrol pumps, chicken drinkers and knapsacks were the most available equipment. Finally, study established that outreach and awareness of services offered by VTCs is very minimal among SHFItem INFLUENCE OF SELECTED FACTORS ON THE PERFORMANCE OF YOUTH OWNED ENTERPRISES IN NAKURU MUNICIPALITY, KENYA(Egerton University, 2024-04) KIPKEBUT, JELAGAT MARIONYouth entrepreneurship is paramount in creating employment opportunities, generating income and alleviating poverty in Kenya. Micro and Small Enterprises (MSEs) employ 14.9 million persons in Kenya. The government of Kenya came up with institutional financing mechanisms like the Youth Enterprise Development Fund (YEDF) and UWEZO fund to provide youth in Kenya with access to finance for self-employment in small and micro activities and entrepreneurial skill development. However, numerous youth-owned micro and small enterprises continue to close shop in less than five years of establishment. This study aimed to determine the influence of socio-demographic factors, sources of business capital, type of training and type of market research on the performance of youth-owned enterprises in Nakuru Municipality. The Neoclassical Analysis Theory guided this study. This study adopted a predictive correlational research design to determine whether there were predictive relationships between independent variables (socio-demographic factors, sources of business capital, type of training, and type of market research) and dependent variables (performance of youth-owned enterprises). The target population was 8312 youth-owned enterprises in Nakuru Municipality registered with the County Council of Nakuru. Ronda, Central Business District, Kaptembwo, Lanet and Shabab host a quarter (25%) of all the youth-owned enterprises (2,076) in Nakuru Municipality and these were chosen as the accessible population of the study. The sample size of 145 youth-owned enterprises was selected from the 2,076 youth enterprises in the five estates using the formula by Creswell. Data was collected using a questionnaire piloted at Njoro Town to ascertain its reliability. The Cronbach’s Alpha coefficient for the data collection instrument was found to be 0.769, which was above the threshold value of 0.7. Data were analysed using inferential statistics, particularly multiple regression analysis. Statistical Package for Social Science (SPSS version 26) aided data analysis. The study established that the socio-demographic, type of enterprise training, sources of business capital, and type of market research were significant predictors of the performance of youth-owned enterprises in Nakuru Municipality (R² = 0.1117, F = 6.19, p < 0.05), (R² = 0.0838, F = 8.2, p < 0. 05), (R² = 0.1205, F = 4.79, p < 0.05) and (R² = 0.0608, F = 4.59, p < 0.05) respectively. The study's findings could inform policymakers in national and county governments concerning the implications of socio-demographic factors, entrepreneurship skills, access to financial services, and market research on the performance of youth-owned enterprises countrywide.Item INFLUENCE OF DISSATISFIERS AND MOTIVATORS ON LEVEL OF JOB SATISFACTION OF TEMPORARY AGRICULTURE TEACHERS IN PUBLIC SECONDARY SCHOOLS IN HOMA-BAY COUNTY, KENYA(Egerton University, 2023-10) MAKOLA,OTIENO WILLISGlobally, teacher job satisfaction has been positively related to school reform issues such as participative decision-making, teacher growth and empowerment, collegiality, and workplace conditions which in turn improves the school effectiveness as a whole. A satisfied employee is more motivated and shows commitment to duty. Job dissatisfaction on the other hand has been associated with absenteeism, poor collegial relations and low motivation. In Kenya, labour turnover in public secondary schools among agriculture teachers has been common. This situation could be related to presence of dissatisfiers and absence of some motivators leading to lack of job satisfaction among these teachers. In Homa-Bay County however, there was little that was known about the level of job satisfaction of temporary agriculture teachers that schools hired to alleviate teacher shortage and the dissatisfiers and motivators that influenced their job satisfaction. This study therefore sought to analyse the dissatisfiers and motivators that influenced job satisfaction of temporary agriculture teachers in public secondary schools in Homa-Bay County, Kenya. The study employed a descriptive survey design. The target population was 316 agriculture teachers employed by the Board of Management (BOM) who were in service during the study period. Proportionate stratified random sampling was used to select 176 teachers. A questionnaire with closed ended items was used to collect data. It was given to two experts from the Department of Agricultural Education and Extension, Egerton University and two agriculture teachers from the technical department at Obera secondary school to assist with the validation. Data collection was preceded by a pilot test with 29 temporary agriculture teachers from Migori County, whose analysis resulted in a reliability coefficient of 0.83. Data was analysed using descriptive and inferential statistics on SPSS version 22. Inferential statistic (linear regression) was used to test hypotheses at 0.05α. The study found that 84.6 percent of Temporary Agriculture Teachers in Homa-Bay County were satisfied with their jobs. Among the dissatisfiers, only work condition was found to have independently contributed statistically (β = .398, t = 2.973, p˂ .05), and significantly to temporary agriculture teachers’ job satisfaction. The five predictor variables however jointly contributed statistically (R2=0.09, F=2.976, p˂ .05), and significantly to their job satisfaction. Of the motivators, recognition independently contributed statistically (β =-.385, t=-2.038, p˂ .05), and significantly to temporary agriculture teachers’ job satisfaction. Predictors of motivators however, jointly did not contribute statistically (R2=0.048, F=1.525, p˃ .05), and significantly to job satisfaction of temporary agriculture teachers. The researcher recommends maintenance of good work condition and recognition to sustain higher levels of job satisfaction of Temporary Agriculture TeachersItem A COMPARATIVE ANALYSIS OF PERCEIVED EFFECTIVENESS OF SPECIAL NEEDS EDUCATION POLICY IMPLEMENTATION IN PUBLIC SECONDARY SCHOOLS: A CASE STUDY OF RUIRU AND RARIEDA SUB-COUNTIES, KENYA(EGERTON UNIVERSITY, 2025-09)Learners with disabilities have experienced a myriad of challenges in the education sector ranging from lack of access, inclusion and inadequate trained teachers with relevant skills to meet their unique educational needs. The Special Needs Education Policy (SNEP) was developed to enhance access, inclusion and teacher training of Special Needs Learners (SNLs) among other policy interventions. The policy seems to have not achieved these objectives as evidenced by unsatisfactory provision of education to people with disabilities in Sub-Counties like Ruiru and Rarieda and Kenya in general. This study conducted a comparative analysis of perceived effectiveness of the implementation of SNEP on access, inclusion and training of special needs education teachers between public secondary schools in Ruiru and Rarieda. The study adopted the causal comparative research design. The target population was 33 head teachers, 595 teachers and 261 SNLs. A sample of 10 principals, 82 SNLs and 57 teachers selected using purposive, stratified, proportionate and simple random sampling techniques participated in the study. Data was collected using Four instruments; the Principals’ Interview Guide (PIG), Teacher Questionnaire (TQ), Special Needs Learners Questionnaire (SNLQ) and an Observation Check List (OCL). Construct and face validity of these 4 instruments were checked by experts from the department of Psychology, Counseling and Educational Foundations, Egerton University. The reliability of the teachers’ and students’ questionnaire were estimated and found to be 0.835 and 0.799 respectively using Cronbach Alpha method. The method helped to ensure the items are related and measure the intended construct, contributing to the reliability of research findings. Statistical Package for Social Science version 25 was used to analyze the data. Quantitative and qualitative data was described and summarized by use of frequencies and percentages. Testing of Hypotheses at the .05 level of significance were done using the t-test. The findings showed that the difference in effectiveness of SNE policy in promoting SNLs’ access to education between Rarieda and Ruiru Sub-Counties was statistically significant, t (42) = 2.075, p = .044. However, the difference by Sub-County in effectiveness of SNE implementation in enhancing inclusion of SNLs in regular schools [t (42) = .601, p = .551)] and promoting professional training of teachers [t (42) = .084, p = .934] was not statistically significant. The study concluded that some improvements have been achieved in provision of education to SNLs. Improvement in access to education by SNLs in Ruiru was higher compared to Rarieda. However, inclusion of SNLs in regular schools and professional training of SNE teachers in Ruiru and Rarieda were comparable. The expectation is that the study findings would provide insight to the Education stakeholders on the strengths and the weaknesses of the SNE policy in promoting provision of education. Further the study findings is expected to be used as by researchers in the future as baseline dataItem “EFFECTS OF CONCEPT MAPPING TEACHING APPROACH ON SECONDARY SCHOOL STUDENTS’ ACHIEVEMENT AND MOTIVATION TO LEARN BIOLOGY IN KITUI COUNTY, KENYA(Egerton University, 2025-07) MWAMBUA, BENEDICT M.Science subjects are essential tools for any country’s industrial and technological growth. Biology is an essential discipline in the secondary school science curriculum in Kenya. However, students’ performance in Biology in Kenyan secondary schools is inferior. This poor performance may be partly attributed to the continued use of teacher-centred instructional approaches by Biology teachers, as well as to students’ low motivation. This study assessed how the Concept Mapping Teaching Approach (CMTA) influenced form four students’ achievement and motivation in Biology in selected Kitui County secondary schools. A quasi-experimental research design, employing the Solomon Four-Group model with non-equivalent groups, was used. The target population consisted of all secondary school Biology students in Kitui County. The accessible population consisted of all form four Biology students in co-educational sub-county secondary schools. Purposive sampling was used to select four co-educational secondary schools in Kitui County. The total sample consisted of 173 students, comprising 82 boys and 91 girls. Two schools were randomly designated as experimental groups and taught using the (CMTA), while the other two acted as control groups and received instruction through Conventional Teaching Methods (CTM). The study was guided by four research objectives and four null hypotheses. Data collection tools included the Students’ Motivation Questionnaire (SMQ) and the Biology Achievement Test (BAT), which were validated by two experienced secondary school Biology teachers and five science education experts. The instruments were piloted, and their reliability was estimated using Cronbach’s alpha, yielding coefficients of 0.81 for the SMQ and 0.78 for the BAT. Data analysis involved calculating means, standard deviations, one-way ANOVA, ANCOVA, and t-tests. All hypotheses were tested at an alpha level of 0.05.The study results showed that, students exposed to CMTA exhibited significant improvements in Biology achievement and motivation compared to those taught with conventional methods. It is recommended that CMTA be integrated into Biology and other science subjects to enhance students’ achievement and motivation. These findings may benefit national curriculum developers and Biology teachers by identifying effective teaching approaches that improve instructional quality and, consequently, enhance students’ achievement.”Item STAKEHOLDERS’ PERCEPTIONS ON THE INFLUENCE OF ENVIRONMENTAL POLICY ADOPTED ON ECONOMIC PERFORMANCE OF SMALL AND MEDIUM SIZED MANUFACTURING ENTERPRISES IN NAKURU COUNTY, KENYA(Egerton University, 2025) KAKAI,FATUMA LINDAHThe adoption of environmental policies by large manufacturing firms has been shown to enhance their economic performance. Small and medium-sized enterprises (SMEs) are now also adopting these policies to reduce their economic footprint. However, there is limited documentation on how these policies affect their economic performance. This study aimed to assess stakeholders' perceptions of the influence of environmental policy adopted on the economic performance of manufacturing SMEs in Nakuru County. Ecological modernization theory guided this study. The study employed an explanatory sequential mixed-method research design. The target population comprised proprietors of 400 registered manufacturing micro and SMEs in Nakuru County, while the accessible population included proprietors of 94 SMEs with 10–99 employees and at least five years of operation. The sample size was 76 SMEs proprietors, and stratified random sampling was used to select participants for the survey. Simple random and purposive sampling were used to select SME proprietors and environmental officers, respectively, for the qualitative component. Data collection tools included SMEs proprietor’s questionnaire, SMEs proprietors’ interview guide, and county environmental officer interview guide and were validated by five policy experts at Egerton University. The questionnaire was piloted, and its reliability was estimated using Cronbach's Alpha, with a coefficient of 0.870 obtained. Descriptive and inferential statistics were used to analyze quantitative data using SPSS version 26. Qualitative data was analyzed using content analysis using MaxQDA. Hypotheses were tested at a 0.05 level of significance. The study found that majority of respondents adopted environmental management practices (EMPs) to appeal to new customers, enhance their firms' image and reduce production costs. Additionally, to a larger extent SMEs adopted regular and routine maintenance of equipment, selling waste to other organizations and use of energy-efficient bulbs. The study also established that stakeholders perceive that energy efficiency practices adopted had a significant influence on the economic performance of manufacturing SMEs. However, stakeholders perceived waste management practices adopted had no significant influence on economic performance of manufacturing SMEs. Overall, it was found that stakeholders perceived that EMPs have a significant influence on the economic performance of manufacturing SMEs. The study concluded that environmental policies have an influence on the economic performance of manufacturing SMEs in Nakuru County from a stakeholder perspective. In this study, it is recommended that the government should raise awareness among SMEs about the importance of adopting EMPs in their operations.Item EFFECTS OF THE PROBLEM-BASED LEARNING APPROACH ON SECONDARY SCHOOL STUDENTS’ MOTIVATION AND ACQUISITION OF CRITICAL THINKING SKILLS IN PHYSICS IN ISIOLO COUNTY, KENYA(Egerton University, 2023-09) SIAD BARREPhysics is an important subject because of the role it plays in the industrial, technological, and economic development of countries. Despite its importance, students’ performance in physics in Isiolo County has generally been low. The unsatisfactory performance could be due to low levels of motivation to learn physics and critical thinking skills. Teaching approaches have been cited as some of the factors that affect students’ motivation to learn and physics critical thinking skills. This study investigated the effects of the problem-based learning (PBL) approach on students' motivation to learn and acquire critical thinking skills in physics. The study employed Solomon's Four Non-Equivalent Control Group design. The target population was 640 form two students in public co-education secondary schools in Isiolo County. The accessible population comprised 265 form two students in public co-education schools in Isiolo Sub County. Simple random sampling technique was used to select four co-educational schools which participated in the study. Two of these schools were in the experimental group while the other two were in the control group. The sample size comprised 128 form two students from the 4 selected schools. Critical Thinking Skills Physics Test (CTSPT) and Learner’s Motivation Questionnaire (LMQ) were used to collect data. Experts in Curriculum and Instruction, Egerton University, examined the content and face validity of the two instruments. The reliability coefficients of CTSPT and LMQ were estimated using the Kuder Richardson (KR) 20 formula and Cronbach Alpha method. The reliability coefficient of CTSPT was 0.741 while that of LMQ was 0.793. Data were analyzed with the aid of the Statistical Package for Social Science version 25. Frequencies and percentages were used to describe and summarize data while the Analysis of Variance (ANOVA) and t-test were used to test the hypotheses at α = .05 level. The findings indicated that PBL led to increased motivation and acquisition of critical thinking skills by students in physics. However the increase in student’s motivation was not statistically significant’. These findings may be used by Physics teachers as reference material to improve learners’ acquisition of physics critical thinking skills. The findings may also assist physics teacher trainers in strengthening their training programs by incorporating PBL in them. This may go a long way in equipping teacher trainees with pedagogical skills that can enable them to motivate and impart critical thinking skills to their learners.Item EFFECTS OF TEMPORARY MARKET RELOCATION ON LIVELIHOODS OF TRADERS IN JUJA MARKET, IN KIAMBU COUNTY, KENYA(EGERTON UNIVERSITY, 2025-10) WANGUI, WANJIKU JOSPHINEThis study examined the effects of temporary market relocation on the livelihoods of traders in Juja Market, Kiambu County, Kenya. Across the country, informal market traders frequently face displacement, either abruptly or through formally planned urban development initiatives. In 2017, traders at Juja Market were temporarily relocated through a planned upgrading process. Despite this structured approach, traders reported various challenges, including loss of income, reduced customer flow, limited consultation, and poor trading conditions. The study analyzed the impact of temporary market relocation on traders’ livelihoods, the influence of trader participation in restoration packages, and the effectiveness of those plans in addressing livelihood disruptions. The study was grounded on the Sustainable Livelihood Theory and the Impoverishment Risk and Reconstruction Model. A mixed-methods research design was adopted, targeting a population of 416 traders who were affected by the relocation. A sample of 125 traders was selected through sstratified random sampling, while 10 key informants were identified through purposive sampling. Data was collected using a structured questionnaire and key informant interviews. Quantitative data was analyzed using descriptive statistics with SPSS version 22, while qualitative data was examined using thematic analysis. The study found that not all traders from the original market were relocated to the temporary site during the construction period. The temporary relocation disrupted social dynamics within the market community, weakened established trader networks, and reduced community cohesion. Additionally, the relocation had significant economic implications, including financial strain due to the disruption of businesses. The study concludes that while temporary relocation is often necessary during infrastructure upgrades, its implementation must be carefully planned to minimize disruptions. Properly equipped and strategically located temporary relocation sites play a critical role in sustaining traders’ livelihoods during transition. The study recommends that county governments ensure temporary sites are adequately resourced with essential infrastructure to facilitate business continuity during market upgrading processes. Further research should examine the long-term effects of repeated displacement of traders, particularly their social resilience, income recovery, and coping strategies, since involuntary displacement continues to threaten the stability of informal livelihoods.Item A COMPARATIVE ANALYSIS OF PERCEIVED EFFECTIVENESS OF SPECIAL NEEDS EDUCATION POLICY IMPLEMENTATION IN PUBLIC SECONDARY SCHOOLS: A CASE STUDY OF RUIRU AND RARIEDA SUB-COUNTIES, KENYA(EGERTON UNIVERSITY, 2025-09) JOSEPH P.O ORIEDILearners with disabilities have experienced a myriad of challenges in the education sector ranging from lack of access, inclusion and inadequate trained teachers with relevant skills to meet their unique educational needs. The Special Needs Education Policy (SNEP) was developed to enhance access, inclusion and teacher training of Special Needs Learners (SNLs) among other policy interventions. The policy seems to have not achieved these objectives as evidenced by unsatisfactory provision of education to people with disabilities in Sub-Counties like Ruiru and Rarieda and Kenya in general. This study conducted a comparative analysis of perceived effectiveness of the implementation of SNEP on access, inclusion and training of special needs education teachers between public secondary schools in Ruiru and Rarieda. The study adopted the causal comparative research design. The target population was 33 head teachers, 595 teachers and 261 SNLs. A sample of 10 principals, 82 SNLs and 57 teachers selected using purposive, stratified, proportionate and simple random sampling techniques participated in the study. Data was collected using Four instruments; the Principals’ Interview Guide (PIG), Teacher Questionnaire (TQ), Special Needs Learners Questionnaire (SNLQ) and an Observation Check List (OCL). Construct and face validity of these 4 instruments were checked by experts from the department of Psychology, Counseling and Educational Foundations, Egerton University. The reliability of the teachers’ and students’ questionnaire were estimated and found to be 0.835 and 0.799 respectively using Cronbach Alpha method. The method helped to ensure the items are related and measure the intended construct, contributing to the reliability of research findings. Statistical Package for Social Science version 25 was used to analyze the data. Quantitative and qualitative data was described and summarized by use of frequencies and percentages. Testing of Hypotheses at the .05 level of significance were done using the t-test. The findings showed that the difference in effectiveness of SNE policy in promoting SNLs’ access to education between Rarieda and Ruiru Sub-Counties was statistically significant, t (42) = 2.075, p = .044. However, the difference by Sub-County in effectiveness of SNE implementation in enhancing inclusion of SNLs in regular schools [t (42) = .601, p = .551)] and promoting professional training of teachers [t (42) = .084, p = .934] was not statistically significant. The study concluded that some improvements have been achieved in provision of education to SNLs. Improvement in access to education by SNLs in Ruiru was higher compared to Rarieda. However, inclusion of SNLs in regular schools and professional training of SNE teachers in Ruiru and Rarieda were comparable. The expectation is that the study findings would provide insight to the Education stakeholders on the strengths and the weaknesses of the SNE policy in promoting provision of education. Further the study findings is expected to be used as by researchers in the future as baseline dataItem THE RELATIONSHIP BETWEEN AVAILABILITY OF INSTRUCTIONAL RESOURCES AND AGRICULTURE CURRICULUM IMPLEMENTATION IN SECONDARY SCHOOLS IN BURET SUB-COUNTY, KENYA(EGERTON UNIVERSITY, 2025-11) BYOMNDO, CHESANG MARGARETProvision and use of agriculture instructional resources is essential in the implementation of agriculture curriculum. Kenya’s secondary school agriculture curriculum emphasizes acquisition of values, attitude, and practical skills in learning of the subject in schools. Adequate exposure of learners to practical related agriculture activities enhances learner’s acquisition of information and skills which translates to good performances in the subject. Regardless of the potential in practical based agriculture, the emerging trends in the learning of agriculture reveal more of theoretical learning approaches than practical. This puts into doubt the accessibility of instructional resources for agriculture curriculum implementation in secondary schools. The intention of this study was to determine the relationship between instructional resources and the implementation of secondary school agriculture syllabus in Buret Sub-County, Kericho County. The study was anchored on Edgar Dale’s cone of experience theoretical framework. It used descriptive survey research design; the target populations were the agriculture students, all principals, and all agriculture teachers in public secondary schools in Buret sub-county. The accessible populations were form three agriculture students, the principals, agriculture teachers. Stratified proportionate sampling technique and simple random sampling was used to get a sample size of 366 participants. The sample size comprised of 328 agriculture students from form three, 19 agriculture teachers and the 19 school principals in the chosen schools. Survey was used to collect information using questionnaires. The instruments were proved by research experts from the department of agricultural education and extension in the faculty of education and community studies of Egerton University. Cronch Bach’s alpha (coefficient) was used in estimating the consistency of the instruments. Consistency of the coefficients estimated to be 0.853 and 0.736 which are higher than the threshold of 0.7 hence was accepted for the study. Both quantitative and qualitative information were collected. Computer software, Statistical Package for Social Sciences (SPSS version 25) was used to analyze the data collected. Qualitative data collected was analyzed using descriptive statistics and spearman correlation for quantitative data. The findings of the study may help advance the implementation of agriculture subject in secondary schools; may also inform the school administration, the teacher’s service commission, and the Kenya Institute of Curriculum Development on the necessity of providing the appropriate instructional resources for the implementation of agriculture subject in secondary schools.Item PERFORMANCE STATUS OF WARD AGRICULTURAL RESOURCE CENTRES IN EXTENSION SERVICE DELIVERY AMONG SMALLHOLDER FARMERS IN BABATI DISTRICT, TANZANIA(EGERTON UNIVERSITY, 2025-09) MKUKI, ZAHARA HASSANIn the year 2006-2007 the government of Tanzania introduced the Ward Agricultural Resource Centres (WARCs) to complement the existing institutions in extension service delivery to smallholder farmers. Currently, there are 278 WARCs in the country. Despite the good intentions of the Government of Tanzania to establish the WARCs for the purpose of filling the gap in extension services among smallholder farmers, there is a limited study on their performance status in which this study aimed to fill. The study used descriptive research design. The study targeted 13,500 smallholder farmers in four Wards in Babati District. The accessible population was 5,537 from four WARCs, and a total of sample size of 189 respondents were selected using proportionate and simple random approach. Researcher administered questionnaire, key informant interviews (KIIs), focus group discussions (FGDs) and observation checklist were used to collect data. A pilot study was conducted in Morogoro district, where a questionnaire was administered to 30 smallholder farmers from Ngerengere WARC. Cronbach’s alpha coefficient was used in estimation of reliability. Alpha coefficient of 0.783 was obtained and accepted as it met the minimum threshold of 0.7 recommended for social sciences. For the FGD and KII, the formulated questions were tested to ten group of smallholder farmers, and two Key informants were interviewed respectively, where few questions were rephrased after the interviews.Descriptive statistics was used to summarize the quantitative data while the qualitative data was analysed thematically. The findings revealed that training programs offered at WARCs focused mainly on crop production and relied heavily on private stakeholder support. The study concluded based on training areas that crops receive more priority in WARC training programs over entrepreneurship, and livestock. Training on record keeping, and fishery were not offered at all. With these findings, it is evident that the WARCs are not functioning as outlined in the government guidelines for their establishment. The guidelines specify that training should be comprehensive and address various aspects of improving the living standards of smallholder farmers in their specific contexts. Despite this, WARCs continue to play a vital role in providing training. To enhance their sustainability and effectiveness, WARC supervisors need to mobilize resources by fostering partnerships and securing funding from key agricultural stakeholders.Item Analysis of prevalence and hiv risk factors among adolescents and young people in Kisumu and Homa Bay Counties, Kenya(Egerton University, 2025-11) Ouma,JoyceThis 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.Item Relationship between students’ self-efficacy, gender, perceptions of teaching methods and academic achievement in kiswahili languagege skills in public secondary schools Nakuru County, Kenya(Egerton University, 2025-10) Kariuki,Anne KabutuKiswahili language plays an important role in communication among people and promotes cohesiveness in Kenya and the Eastern African region where it is spoken. It is an official language alongside English in Kenya. It is also a compulsory subject at both primary and secondary school levels. Despite this, secondary school students’ academic achievement in Kiswahili language has continually been low especially in Nakuru County. This could be due to learner characteristics such as; attitude, motivation to learn, their gender or their perceptions of teaching methods among other factors. This study investigated the relationship between secondary school students’ self-efficacy, gender, their perceptions of teaching methods, and academic achievement in Kiswahili language. The study adopted a correlational research design. The target population was 158,619 students of all public secondary schools in Nakuru County. The accessible population was all the 43,190 form three students in Nakuru County. Stratified proportionate and simple random sampling techniques were used to select 394 students who participated in the study. Data was collected using Students’ Questionnaire (SQ), Kiswahili Language Skills Achievement Test (KLSAT) and an Observation Schedule (OS). The reliability of SQ and KLSAT were estimated using the Cronbach’s Alpha method and the Kuder-Richardson (KR21) formula. SQ and KLSAT were deemed reliable since their reliability coefficients were .812 and .756 respectively. Simple and multiple linear regression were used to test the study hypotheses at .05 level of significance. A statistically significant relationship was observed between students’ self-efficacy and achievement in Kiswahili language skills. The relationship between gender and academic achievement in Kiswahili language was statistically insignificant. A statistically insignificant relationship between students’ perceptions of teaching methods and Kiswahili language skills achievement. The findings further showed a statistically significant relationship between students’ self-efficacy, gender, perceptions of teaching methods all combined and Kiswahili language skills academic achievement. This statistically significant relationship implies that teachers of Kiswahili should consider a more holistic approach to teaching/learning process rather than focusing on content delivery. The findings will inform educators and policymakers that they should consider these psychological and social factors when designing and implementing Kiswahili instructional programs. Additionally, these results show the need to enhance students’ self-efficacy, being aware of their perceptions of teaching methods may contribute to improved academic achievement in Kiswahili language skills and overall academic achievement.Item Teachers’ perception of selected mitigation measures on teenage pregnancy in public primary schools in Nandi North Sub-County, Kenya(Egerton University, 2025) Cherop, Milcah KimetoTeenage pregnancy continues to be a significant concern in Kenya and around the world. Mitigation measures have been adopted to curb this problem, including policies and programmes that governments establish to address teenage pregnancy. However, the effectiveness of such measures is a result of numerous forces, including teachers who deal directly with teenagers on a daily basis. Consequently, this study’s goal was to look at instructors’ perception of selected mitigation measures (digital sexual literacy, sexual abstinence programmes, life skills education and parental closeness) regarding teenage pregnancy in Nandi North Sub-County, Nandi County, Kenya’s early childhood and primary schools. The target population was 1387 teachers, l72 assistance and direction for instructors from 172 public primary schools in Nandi North Sub-County. Krejcie and Morgan formula was used to sample 301 teachers from the target of 1387. A total of 24 guidance and counselling teachers were chosen from 172 representing 14% through the rule of thumb for data saturation. A total of 301 teachers were selected from the six education zones, namely Kabisaga (50), Sang’alo (53), Kabiyet (48), Kabyemit (52), Kurkung (46) and Chepterwai (51), using a proportionate stratified random sampling method. Counselors and qualified counsellors were chosen through proportionate methods of sampling that are stratified and random. A survey for educators and a timetable for guidance and counselling instructors were used for the purpose of gathering data. The reliability of research instruments was ascertained both in terms of appearance and substance. How dependable are the research instrument was determined through test and re-test technique? Information Management Software (SPSS Version 25.0) was used for descriptive statistical analysis of quantitative data. Qualitative data from Interviews with important informants were analysed using a thematic approach. The study found out that teachers had positive perceptions of selected mitigation measures on teenage the Nandi North Sub-County area’s public elementary schools and parenthood in the following order: sexual abstinence programmes (mean=3.92, standard deviation=l.l2), parental closeness (mean=3.84 Std. dev=l.24), life skills education (mean=3.80, Std. dev=l.24) and digital sexual literacy (mean=3.75, standard deviation=l.l3) in that order. Thus, most instructors believed that chosen mitigation strategies reduce adolescent pregnancy in public elementary schools. Teachers should leam digital sexual literacy to help teens. Schools should incorporate sexual abstinence programs with comprehensive sex education, including life skills instruction in the school schedule, and foster strong adolescent-parent connections to reduce teen pregnancyItem Effects of concept mapping teaching approach on secondary school students’ achievement and motivation to learn biology in Kitui County, Kenya(Egerton University, 2025) Mwambua,Benedict M.Science subjects are essential tools for any count1y’s industrial and technological growth. Biology is an essential discipline in the secondary school science curriculum in Kenya. However, students’ performance in Biology in Kenyan secondary schools is inferior. This poor performance may be partly attributed to the continued use of teacher-centred instructional approaches by Biology teachers, as well as to students’ low motivation. This study assessed how the Concept Mapping Teaching Approach (CMTA) influenced form four students’ achievement and motivation in Biology in selected Kitui County secondary schools. A quasi-experimental research design, employing the Solomon Four-Group model with non-equivalent groups, was used. The target population consisted of all secondary school Biology students in Kitui County. The accessible population consisted of all form four Biology students in co-educational sub- county secondary schools. Purposive sampling was used to select four co-educational secondary schools in Kitui County. The total sample consisted of 173 students, comprising 82 boys and 91 girls. Two schools were randomly designated as experimental groups and taught using the (CMTA), while the other two acted as control groups and received instruction through Conventional Teaching Methods (CTM). The study was guided by four research objectives and four null hypotheses. Data collection tools included the Students’ Motivation Questionnaire (SMQ) and the Biology Achievement Test (BAT), which were validated by two experienced secondary school Biology teachers and five science education experts. The instruments were piloted, and their reliability was estimated using Cronbach’s alpha, yielding coefficients of 0.81 for the SMQ and 0.78 for the BAT. Data analysis involved calculating means, standard deviations, one-way ANOVA, ANCOVA, and t-tests. All hypotheses were tested at an alpha level of 0.05.The study results showed that, students exposed to CMTA exhibited significant improvements in Biology achievement and motivation compared to those taught with conventional methods. It is recommended that CMTA be integrated into Biology and other science subjects to enhance students’ achievement and motivation. These findings may benefit national curriculum developers and Biology teachers by identifying effective teaching approaches that improve instructional quality and, consequently, enhance students’ achievement.»Item TEACHERS’ PERCEPTIONS ON EFFECTIVENESS OF THE KCSE BIOLOGY PRACTICAL ASSESSMENT APPROACH IN TESTING SCIENCE PROCESS SKILLS IN SECONDARY SCHOOLS IN SIAYA COUNTY, KENYA(Egerton University, 2017-04) OUKO, FRANCIS O.Assessment is an important aspect of teaching - learning process in secondary schools. The Kenya Certificate of Secondary Education (KCSE) biology practical assessment approach introduced in the year 2005 is one in which out of the three questions tested, only one question, mostly food tests involve handling apparatus and specimens by the candidates. In the other two questions, the candidates observe photographs and photomicrographs presented and then answer questions. The approach was adopted with an aim of reducing the problems of cheating in biology practical examinations. However, its effectiveness in the assessment of Science Process Skills had not been ascertained. The purpose of this study was to establish the perceptions of teachers’ on the effectiveness of the assessment approach in testing science process skills. Descriptive survey research design was used in this study. The target population comprised all trained secondary school biology teachers in Siaya. Accessible population were a total of 108 secondary school biology teachers in Siaya County. Proportionate stratified sampling and simple random sampling were used to select the subjects of the study. Proportional stratified sampling was used to ensure the study sample were derived from all the six sub-counties that constitute Siaya County, while simple random sampling was used to obtain study sample from each sub-county. A total of 90 teachers formed the study sample. Biology Practical Teachers’ Questionnaire (BPTQ) was used to generate data from the respondents. Five research experts from the Faculty of Education and Community Studies, Egerton University, validated the instrument. The reliability of the instrument was estimated using Cronbach’s Alpha coefficient. Pilot-testing was conducted in the neighbouring Kisumu sub-county, Kisumu County. Reliability coefficient for the questionnaire was 0.85. Data analysis was carried out using descriptive statistics which were frequencies, means and percentages. The findings of this study indicated that, from teachers’ perceptions, the assessment of science process skills is ineffective in the KCSE Biology Practical Assessment Approach. It was concluded that in the perceptions of teachers, the KCSE Biology Practical Assessment Approach has not contributed much to the testing of science process skills in Biology practical Examinations. It was therefore recommended that a lot of hands-on activities, manipulation of specimens and handling of apparatus be reinforced in the testing of biology practical skills. The findings of this study are important in improving the testing of Biology practical paper by KNEC and teaching laboratory lessons by Biology teachersItem TEACHERS’ AND PRINCIPALS’ ATTITUDES TOWARDS SCHOOL INSPECTION IN SELECTED PUBLIC SECONDARY SCHOOLS IN KENYA’S NYANDARUA DISTRICT(Egerton University, 2007-10) WANJOHI, SIMON MWANGI.Great emphasis has been placed on the quality of education in Kenya. The procedure used in quality assurance has been a subject of debate among educationists. Over the years, teachers and principals held negative attitudes towards the approach used in school inspection. They complained that the approach lacked clear objectives and was fault finding rather than trying to identify and improve standards. However, the Ministry of Education, Science and Technology published a handbook for inspection in the year 2000, which spelt out the uniform approach to inspection of schools. This study aimed at determining the attitudes of public secondary school teachers towards inspection of schools since the new approach was introduced. The study adopted a cross-sectional research design. Principals and teachers from public secondary schools in Nyandarua District formed the population of the study. A sample of 12 schools was purposively selected out of 34 schools that had been inspected at least once between the year 2000 and 2004. All teachers and principals from selected schools were respondents, forming a sample size of 204. Teachers‟ and Principals‟ Attitudes towards School Inspection Questionnaire (TPASIQ) was used to determine the attitudes of teachers and principals towards school inspection by experience, designation, type of inspection approach and professional qualification. Principals‟ Attitudes towards Inspection on School Management (PAISM) was used to determine principals‟ attitudes towards inspection on school management by size of the schools they headed. A panel of experts in education from Egerton University was used to establish validity of the instrument. The instrument had an α reliability coefficient of 0.795. Descriptive and inferential statistics were used in data analysis from TPASIQ and PAISM. A one way ANOVA, Pearson Product Moment Correlation Coefficient and t-test were used to test the null hypotheses at α = 0.05. The findings of the study showed that there was a significant relationship between type of inspection approach and attitudes of teachers and principals towards inspection. The reseacher concluded that the old approach to school inspection is still in use despite the Ministry‟s new initiative. It is recommended that inspectors require further training and sensitization on the current approach to inspection.Item SOCIAL, CULTURAL AND ECONOMIC CAUSES OF SECONDARY SCHOOL GIRLS PREGNANCIES: IMPLICATION FOR COUNSELLING IN POKOT SOUTH SUB COUNTY OF WEST POKOT COUNTY, KENYA(Egerton University, 2018-08) WARAGA, NJERI THERESIAPregnancies among secondary school girls are on the rise globally and in Kenya. As a social problem, it has adverse effects on the girls‟ academic performance, and career development as it results in girls dropping out of school and some are forced to early marriages. Despite efforts to prevent girls dropping out of school due to pregnancies, there is still evidence of high prevalence of pregnancy among girls in secondary school. This study therefore sought to establish social, cultural and economic causes of secondary school girls‟ pregnancies: Implication for counseling in Pokot South Sub County of West Pokot County, Kenya. The researcher adopted ex-post-facto survey research design. There were 18 public Secondary Schools in Pokot South-Sub County which had target population of 2436, constituted 18 head teachers, 18 head teacher counselors and 2400 students. Six girls‟ schools were purposefully chosen with population of 462 forms twos and threes who were enrolled by March 2017. A sample size of 210 students, in addition of 6 head teachers and 6 head teacher counselors to a total of 222 who participated in the study. A similar questionnaire for all respondents and oral interview schedule for teacher counselors and head teachers was used to generate the data. Reliability value obtained was 0.82. The content validity of the instrument was ascertained with the assistance of the supervisor and experts from the Department of Psychology, Counseling and Educational Foundations of Egerton University. Data collected was analyzed with the help of Statistical Package for Social Sciences (SPSS) computer program and presented in tables of frequencies and percentages. The study established, Social causes of pregnancy in the area of study as peer influence, media influence, neglect by parents, dating early and low self-esteem. Cultural causes as silence behaviour, it is taboo to talk about sex and sexuality matters, polygamous families and preserving tradition. Economic causes as poverty, unemployment, girls living high lives, for their parents to meet, bride wealth and infrastructure as among the factors predisposing Secondary School girls to pregnancy. The study recommends that the government, the Ministry of Education, School administrator, teacher counselors, parents and the entire community to have collective responsibility and realistic policies to address the surge of adolescents pregnancies. This implies that a combination of strategies with stakeholder involvement is needed to come up with a comprehensive solution to these early pregnancies.Item SECURITY IMPLICATIONS OF OIL EXPLORATION ON SOCIO-ECONOMIC ACTIVITIES IN SOUTH LOKICHAR BASIN, TURKANA COUNTY, KENYA(Egerton University, 2019-10) KAMAIS, EKWOM COSMASThis study attempted to explore the security implications of oil exploration on the socio-economic activities in south Lokichar basin, Turkana County, Kenya. Motivation for the study was drawn from manifest disputes between the county government and the national government on the exploration, extraction, production sharing of Oil benefits. This study was based on the Resource curse theory and Environmental justice theory. The research objectives were; to analyse the security implications of oil exploration on social activities; to evaluate the security implications of oil exploration on economic activities and; to examine emerging security management issues due to oil exploration. Cross-sectional survey design was used for the study. A sample of 382 respondents was drawn from a population was 8,493 adult residents of south Lokichar basin, Turkana County. A total of 32 key informants were drawn from the expatriate employees of Tullow PLC, administrators and community elders for Focus Group Discussion (FGD). Indigenous respondents were sampled using cluster area sampling, while the key informants/FGD participants were purposively sampled. Primary data was collected using semi-structured interview schedule and FGD sessions; while secondary data was collected through thematic review of relevant literature. Qualitative data was analysed using thematic analysis of excerpts; while quantitative data analysed using Excel and Statistical Package for Social Science (SPSS) and presented through descriptive frequencies, charts and tables. The study found that oil exploration had both positive and negative implications on the socio-economic activities of Lokichar community. The negative implications were mostly security in nature and arose from poor management of the community‟s expectations as regards expected benefits for oil exploration activities. The lack of proper management of the high expectations led to adversarial relations between the Lokichar community and the oil exploration company resulting in facility takeovers and disruptions in exploration operations. Besides, influx of people from outside Lokichar for oil related engagements led to a rise in crime; further adding to security burden. The study concluded that oil exploration has affected the socio-economic lives of the Lokichar residents and if not well managed, will lead to more confrontations adding to insecurity in the region. The study recommended that measures to manage expectations need to be undertaken by stakeholders. These include; increased community participation to encourage transparency, civil societies involvement to expose abuses, inclusive policy reviews on security, natural resource management and revenue sharing, exploration of alternative energy sources, institution of development and poverty eradication measures, and employment of alternative dispute resolution mechanisms in dealing with disputes arising from oil explorationItem ROLE OF INDIGENOUS EDUCATION IN MITIGATION OF YOUTH UNEMPLOYMENT: A CASE OF THE ABAGUSII COMMUNITY OF SOUTH-GUCHA SUB-COUNTY, KENYA, 1905 - 1940(Egerton University, 2015-01) OINO, ARORI JAREDYouth unemployment is a world-wide concern that is experienced in both developed and developing countries. In Kenya for example, 24% of youth aged between 18-35 years are unemployed. This is one of the reasons why today’s youth engage in certain vices or crimes and other unethical activities that were not experienced in the African traditional societies. In these societies, the issue of unemployment was rare and consequently, the rate of crimes was minimal. Several factors contributed to the low levels of unemployment and crime rates and African indigenous education. However, the Abagusii community, which is not only one of the most densely populated communities in Kenya but also one of the communities with high unemployment rates in the country, has gradually been abandoning its indigenous education. This is despite the fact that the indigenous education prepared youth for future roles. This study was aimed at critically examining the role of indigenous education in mitigation of youth unemployment among the Abagusii community of South-Gucha Sub-county from 1905-1940. In particular, the study sought to examine the values, attitudes, skills (content), methods of teaching and training as well as validation modes that underpinned the Abagusii indigenous education and the role indigenous education played in mitigation of youth unemployment. The study was informed by structural-functionalism theory. This theory enriched the study through the various structures that indigenous had and how each functioned in mitigation of youth unemployment. An ethno-historical research approach was employed with greater emphasis on with emic and etic research designs. To attain systematic collection of data, a combination of purposive and snowball sampling techniques were used. The targeted population was 2.2 million people where accessible population was 3000 people aged 70 years and above. The actual research sample was 35 informants. This study used interview schedules and some archival sources to collect primary data. To supplement the primary data, secondary data was obtained from published books, unpublished articles, government reports and records, internet sources, journals and periodicals. The validity and reliability of the instruments was determined through member checks, triangulation, external and internal criticism approaches. Data collected through oral interviews was transcribed and then translated to English language after which was coded, analysed and then interpreted. The results of the study revealed that there was a clear link between the Abagusii indigenous education and youth unemployment. It was revealed in the discussion that traditional Abagusii people highly valued their indigenous education as it played a major role in mitigation of youth unemployment through its values, attitudes and skills. Furthermore, the results of this study emphasized that indigenous education was the only channel through which youths attained values, skills and attitudes through myriad methods of instruction and validation modes that were applied. Hence indigenous education had a great impact on collective behaviour on youth so as to mitigate unemployment. The study recommends the integration and harmonization of best indigenous education elements within the modern system so as to make it more viable to curb youth unemployment in Kenya. More specifically emphasis should be to develop a concrete and all inclusive as well as an acceptable curriculum