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Browsing School of Arts and Social Sciences by Author "Cherui, Rodgers Gowon"
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Item An Analysis of the Extent to which the Government Policies affect the Academic Performance of Learners in Public Primary Schools in Matete Sub County, Kakamega County Kenya.(Elixir International Journal, 2019-04) Rotumoi, Joseph; Cherui, Rodgers Gowon; Pepela, SammyThe performance of pupils at the Kenya Certificate of Primary Education in public schools in Kenya remains a challenge since the number of pupils performing poorly is still high. In Matete Sub County, the performance of pupils at KCPE has been declining from the year 2012-2015, with a mean of 2.48. Therefore, the objective of the study was to find out the extent to which government policies affect the academic performance of primary school learners in Matete sub county, Kakamega county. The study adopted a descriptive survey design. The study population comprised of 49 head teachers, 49 senior teachers, 75 standard eight class teachers, 1759 class eight pupils, and 1 Sub County Quality Assurance Officer. The study sampled 44 head teachers, 44 senior teachers and one sub-county Quality Assurance Officer who were selected through saturated sampling technique. Sixty-three class eight teachers were selected through simple random sampling technique. It also comprised 525 standards 8 pupils, who were selected through stratified sampling technique. Instruments for data collection were questionnaire, interview schedules, focus group discussions and document analysis guide. Face validity of the instruments was ascertained by experts in educational administration. Pilot study was carried out among 15 pupils, 5 head teachers, and 5 senior teachers. A Cronbach’s coefficient alpha of 0.7 was found; hence the instruments were reliable. The quantitative data was analyzed using descriptive statistics. The qualitative data was transcribed and categorized on an on-going process as themes and sub themes emerge. The study showed that Government policies moderately affect academic performance with a mean of 3.39. Staffing policy as one of the government policy profoundly affected KCPE performance with a mean of 4.39.Item The Effect of Teachers’ Motivation on Quality Teaching and Learning in Primary School in Kenya - A Case of Eldoret Municipality(IJSRST, 2016) Cherui, Rodgers Gowon; Choge, SteveThe declaration of Free Primary Education (FPE) in 2003 saw an increase in the enrolment in primary school going children. However, experts suggest that the Free Primary Education has reduced the quality of education in public schools and increased the number of students who transfer from public to private schools in search of better performance. The objective of this study was to determine the effects of resource materials and facilities in primary schools in Kenya. A case of Eldoret Municipality. The study targeted all public primary schools in Eldoret Municipality and the study adopted the theory by Miller-Grandvaux and Yoder, (2002) that alternative schools are inspired to implement innovative approaches to teaching and learning given the background and various characteristics of students. The study employed a descriptive survey research design. Quality assurance officers, headteachers and teachers served as the informants of the study. Questionnaires and interview schedules were used as research tools. Out of 28 primary schools in the Municipality 50% of them were selected through stratified simple random sampling technique using wards as the stratum. The quality assurance officers and headteachers were selected purposively while teachers were selected through both stratified and simple random sampling technique. The study sample population was 132 respondents comprising of 14 headteachers, 70 teachers, 35 pupils and 3 quality assurances officers. Descriptive research methods were employed in data analysis which was then presented in the form of frequency distribution tables, graphs and pie charts. The study concluded that majority of the challenges facing the FPE programme are associated with lack of preparation, planning and consultation with the key stakeholders. The implementation of the policy was rushed through without carrying out situation analysis. There was neither clear strategy nor clear communication and the result is that a majority of the stakeholders were confused due to lack of clarity about the entire policy. For instance, after the political declaration of the policy, school heads were expected to implement it without prior preparations therefore school heads and education officers were caught unaware. The government itself was unprepared for the policy because it was started on a short notice. The study recommended that the fund allocated to each child/pupil per year has been criticized as being insufficient. Each child was allocated 1020 per year and therefore there is need to be increased substantially in order to improve the teaching- learning resources in schools. This calls for a review of the current disbursement of funds policy. The research findings will enable the stakeholders and policy makers in improving the methods as to enhance the quality of teaching and learning.Item Implementation Strategies of the Re-Entry Policy of Teenage Mothers to School in Bungoma County, Kenya(Elixir International Journal, 2018-11) Cherui, Rodgers Gowon; Kitainge, Kisilu; Kipkoech, LydiaThe Kenyan government developed the policy of the re-entry of the teenage mothers to school in 2001. The policy allows teenage mothers to re-enter schools after delivery. Despite the policy being in place, very few teenage mothers have been returning to school. This study sought to assess the implementation strategies of the re-entry policy of teenage mothers to school in Bungoma County. The main objective of the study was to assess the implementation strategies of the re-entry policy of teenage mother to schools in Bungoma County. The critical theory by Habernes was adopted as the theoretical framework. The convergent parallel mixed method research design was used. The research population comprised of teenage mothers, student girls, head teachers, principals, Guiding and Counselling teachers, Sub County Quality Assurance and Standards Officers. The main data collection instruments were Questionnaires and Interview schedules. Questionnaires were administered to the Teenage mothers, school girls, Guidance and counselling teachers, while the interview schedule were administered to Sub County Quality Assurance and Standards Officers and head teachers. Pilot study was carried out in Trans Nzoia County. Reliability index of 0.79 was obtained. Quantitative data was coded and presented using tables and analyzed through frequency distribution and percentages. Qualitative data was organized and broken into themes synthesized to search for patterns and meaning. This study was significant for it identified various strategies that are used in implementation of the re-entry policy. The study revealed that there are a number of strategies that are used in articulating the policy, support that are given to the teenage mothers and the enforcement of the policy. There is need to harmonise the implementation strategies so that the various stakeholders are reading form the same script.Item Perception of Various Stakeholders on the Re-Entry Policy of Teenage Mothers to School in Bungoma County, Kenya(Elixir International Journal, 2019-01) Cherui, Rodgers Gowon; Rotumoi, JosephThe relationship between the girl’s education and economic development has received a worldwide attention for quite sometimes. A number of global organization have been formed to address the issue of girl’s education. However, the issue of teenage mothers remains a thorny issue in most developing countries. This category of learners undergo a number of challenges to access and continue with education. Reentry policy of teenage mothers to school mooted in Beijing conference of 1995 is one intervening policy to help address the needs for the teenage mothers. The Kenyan government adopted the policy in 2001. Despite the policy being in place, very few teenage mothers have been returning to school. The objectives of this study to determine the perception of various stakeholders on the re-entry policy of teenage mothers to school in Bungoma County. The critical theory as modified by Habernes was used as the theoretical framework. The convergent parallel mixed method research design was used. The research population comprised of teenage mothers, student girls, head teachers, principals, Guiding and Counselling teachers, Sub County Quality Assurance and Standards Officers. The data collection instruments were Questionnaires and Interview schedules. Questionnaires were administered to the Teenage mothers, school girls, Guidance and counselling teachers, while the interview schedule was administered to Sub County Quality Assurance and Standards Officers and head teachers. Pilot study was carried out in Trans Nzoia County. Reliability of the research instruments was tested using Spearman Rank Order correlation coefficient. A value of 0.79 was obtained and was considered high enough for the instruments to be judged to be reliable. Validity was determined by expert judgment in the School of Education in the University of Eldoret. Quantitative data were coded and presented using tables and analyzed through frequency distribution and percentages. Qualitative data were organized and broken into themes synthesized to search for patterns and meaning. This study was significant for it shed light on the level of awareness among various stakeholders of the re-entry policy of teenage mothers to school, the perception of the various stakeholders on the re-entry policy, identified aspects of culture that affected the implementation of the re-entry policy and the implementation strategies that are in place to implement the policy. The various stakeholders have a negative perception and attitude towards the teenage mother. Its recommended that there should be a national debate on teenage motherhood to increase awareness of the policy and address the issue of perception and the change in attitude towards the teenage mothers.