http://ir.mu.ac.ke:8080/jspui/handle/123456789/41 2026-04-07T18:41:37Z http://ir.mu.ac.ke:8080/jspui/handle/123456789/10108 Title: CHALLENGES FACED BY TERTIARY TRAINEES IN SPEAKING ENGLISH AND THE STRATEGIES EMPLOYED TO ENHANCE THEIR SPEAKING SKILLS IN DAILY COMMUNICATION IN THE ELDORET NATIONAL POLYTECHNIC, KENYA Authors: NYAMWAYA, JUDITH Abstract: English is a language of instruction and a subject of study in Kenya. It is also an official language spoken by a fairly large population of Kenyans. It remains unclear why trainees in tertiary institutions, who have undergone 12 years of basic education, still struggle with their oral communication skills. It is observed that a strong command of spoken English can open up more career pathways for these trainees when they graduate. The purpose of the study was to examine the challenges faced by trainees at The Eldoret National Polytechnic in the spoken English and, the strategies they employ to enhance their oral skills in the institution context. The objectives of the study were to: identify common mistakes in the use of oral English among trainees; examine the effect of common errors in spoken English on learning by trainees; find out linguistic strategies used to cope with errors in their spoken language. The study was guided by Stephen Krashen’s theory, known as the Monitor Model or the Input Hypothesis. A descriptive survey design was used applying both qualitative and quantitative approaches to investigate the errors in spoken English and strategies used by the trainees to enhance their speaking skills in daily communication. The target population of the study was 1331 trainees and 10 communication skills trainers of the 10 academic departments at The Eldoret National Polytechnic. The sample size of the study was 308 determined by using Yamane sample size determination formula, 30 trainees were sampled randomly from each department while 10 trainers were sampled purposively. Data was collected by use of questionnaire for the trainees and interview for trainers. Quantitative data was analyzed using statistical analysis software while qualitative data was analyzed thematically and presented in narrations. The study found that the trainees’ common mistakes in spoken English primarily centered around vocabulary deficiency, tense usage, subject-verb agreement, pronoun allocation, misunderstandings in questioning, and the use of question tags. The study also found out that there were several effects of common errors in spoken English on learning particularly the lack of active participation in class, breakdown of communication due to grammatical errors, and the fear of asking questions which reduces learner engagement in learning. Lastly, the study found out that trainees used a number of linguistic strategies to cope with errors in their spoken English. These strategies included the use of non-verbal cues, fillers and, code-switching in conversation. The study concludes that the trainees filter what to learn which results to low self-esteem and demotivation in recognizing their true potential in the courses they are undertaking. The study recommends that the Communicative Language Teaching should be embraced by all trainers in the teaching of communication skills. 2025-01-01T00:00:00Z http://ir.mu.ac.ke:8080/jspui/handle/123456789/10074 Title: Perception of stakeholders on dual vocational education and training at selected Tvet institutions and Companies In Western Region, Kenya Authors: Juma, Claude Ochwila Abstract: The Dual Vocational Education and Training (VET) model is a training program that methodically integrates the benefits of in-company training with vocational school education to train skilled workers. Despite the significance of dual instruction programs in improving the job placement of graduates, TVET data have shown that the dual instruction model's implementation suffers from the unwillingness of relevant stakeholders and their lack of involvement in the process. This study aimed to assess stakeholders‟ perceptions of the dual training model‟s implementation in TVET institutions and companies in Western Kenya. The following research objectives guided the study: to determine the perception of trainers on the introduction of the dual VET model; to assess the perceived involvement of companies in the implementation of the dual VET; to examine the perception of trainees on the introduction of dual training; and to establish the stakeholders‟ perception of government involvement in dual training. This study was based on the social cognitive learning theory approach. The target population was drawn from TVET institutions and companies in Busia, Bungoma, Kitale and Kisumu counties. The choice of study area was informed by the selected institutions‟ involvement in the piloting phase of the dual training model by the Ministry of Education. The sample size of 144 respondents was determined using Slovin‟s formula, and the study adopted a quantitative research approach using a cross-sectional survey design. Purposive sampling was used to select the relevant respondents. Data were collected using a self-administered, closed-ended questionnaire. Data were analyzed using descriptive statistics to determine frequencies, percentages, means, and standard deviations, and inferential statistics using multiple linear regression analysis, which is suitable for testing the relationship between independent and dependent variables. This study found that trainees reported generally positive perceptions (m = 3.91) of the dual training model's introduction. The trainees (m = 4.23) and trainers and supervisors (m = 3.53) expressed positive views on company involvement in the training process. Government involvement received moderately positive views from the trainees (m = 3.72) and trainers/supervisors (m = 3.78). Regression analysis revealed potential links between respondents' demographics and perceptions, with varying significance. For instance, older trainers and supervisors were less likely to believe that training followed the plan (p = 0.009) but more likely to believe that the training matched industry needs (p = 0.032). The study concludes that while trainees, trainers, and supervisors generally hold positive views on the introduction of the dual VET model, continued engagement and collaboration among stakeholders is necessary for effective implementation of dual instructions. Based on the results, this study recommends developing policies and regulations that foster accountability among all relevant stakeholders of Dual VET in the Kenyan TVET system. 2025-01-01T00:00:00Z http://ir.mu.ac.ke:8080/jspui/handle/123456789/10057 Title: Effect of school based factors on learners’ academic achievement in mathematics in public mixed day secondary schools in Marigat Sub-County, Kenya Authors: Rop, Ronald R. Abstract: Mathematics forms foundation of both scientific and technological knowledge. It determines learners career options in tertiary education and beyond. Kenya National Examination Council reveals that national learners‘ achievement in Kenya Certificate of Secondary Education Mathematics examination since 2019 to 2023 has been a mean grade of D and below. Similarly, in Marigat Sub County, Mathematics mean grade between 2019 and 2023 was D minus. Learners in Marigat Sub-County are achieving a low mean grade. This study, therefore, sought to investigate the effect of school-based factors on learners‘ academic achievement in mathematics in public mixed day secondary schools in Marigat Sub-County, Kenya. The specific objectives of the study were to: establish the effect of learning environment factors, the curriculum implementation factors, the teacher related factors, and learner related factors on academic achievement in mathematics in public mixed day secondary schools in Marigat Sub County. The study utilized the Gagne's Theory (1985) which holds that event in the surrounding influence the process of learning. The study adopted a mixed methods research design. The target population was 616 subjects comprising 18 principals, 44 mathematics teachers and 554 form four learners from 18 public mixed day secondary schools in Marigat Sub County. The study utilized purposive and simple random sampling techniques in selecting the sample for the study. Twelve (12) schools were purposively selected from the target population of 18 public mixed day secondary schools. All the 12 principals of the schools were included in the study while simple random sampling was used to select 24 mathematics teachers and 120 learners which made a sample of 156 respondents. Data was collected by a questionnaire, an interview schedule, and document analysis. Reliability of research instruments was ensured by using internal consistency which yielded a Cronbach‘s alpha of 0.861 and test re-test methods where the questionnaire for teachers had a reliability coefficient of 0.791 while the questionnaire for students had a reliability coefficient of 0.812 which surpassed the commonly accepted threshold of 0.70. Validity was tested using content, construct and face validity. Content validity index yielded an index of 0.861 against the set threshold of 0.8. Analysis of data was done using both descriptive and inferential statistics with the help of the statistical package for social science (SPSS). For descriptive statistics, frequency and percentages were used while Pearson‘s correlation and regression analysis were used for inferential statistics. The regression analysis revealed that learning environment factors (r= 0.054, p= 0.560) and (β= .056. p>0.05) do not have a significant effect on mathematics achievement in public mixed day secondary schools in Marigat Sub-County. However, curriculum implementation factors (r= 0.551, p<.05) (β= .530. p<0.05), teacher-related factors (r= 0.308, p=.001), (β= .158, p<.05) and learner-related factors (r=0.466, p<.05), (β= .243, p<.05) have a significant and positive effect on mathematics achievement. Based on the findings from regression analysis, the study recommends investment in teaching infrastructure and resources, improvement of teacher staffing level, establishment of remedial classes for struggling learners, encouraging active learning strategies that are learners centred and exposing learners to successful role models. 2026-01-01T00:00:00Z http://ir.mu.ac.ke:8080/jspui/handle/123456789/10051 Title: Novice teachers’ experiences of classroom management skill development during teaching practice programmes in public junior secondary schools in Kisumu Central Sub-County, Kenya Authors: Ogollah, Diana Achuch Abstract: Classroom management is a critical component of professional teacher competence and is strongly emphasised in Kenya’s competency-based teacher education framework. Teaching Practice Programmes (TPPs) serve as a key opportunity for novice teachers, those who have taught for up to 3 years after completing their teacher education course at the university, to build these skills. However, many novice teachers report struggling to maintain classroom discipline, organise instruction, and engage learners effectively in their career. This study therefore sought to explore novice teachers’ experiences of developing classroom management skills during TPPs in public junior secondary schools in Kisumu Central Sub-County. The objectives of the study were: to explore how novice teachers understand classroom management during TPP; to establish novice teachers experiences constructing classroom management competencies during TPP; and to illuminate the conditions that enable or constrain their skill development. Guided by Marzano’s classroom management framework and Kolb’s experiential learning theory, the study adopted a phenomenological design within an interpretivist paradigm. 15 novice teachers from 13 public junior secondary schools in Kisumu Central Sub-County were purposively sampled and data were collected through semi- structured interviews and semi-structured FGDs. Data were analysed thematically using Braun and Clarke’s six-phase approach. The findings showed that novice teachers initially understood classroom management mainly as discipline and control, but their understanding broadened during TPPs to include instructional organisation, learner engagement, teacher-student relationships, emotional regulation, and reflective practice. Experiences of skill development were uneven, shaped by both supportive mentorship and constraining conditions such as large classes, limited resources, and inadequate guidance. Classroom management development was also closely connected to emerging teacher identity, with some novices experiencing confidence gains while others struggled with identity uncertainty, including challenges linked to linguistic and migration-related backgrounds. The study concludes that TPPs are central to the development of classroom management and professional identity among novice teachers and highlights the need for strengthened mentorship, realistic TPPs conditions, and structured reflective support, as well as further attention to identity-related and migration-informed experiences within career preparation programmes. 2025-01-01T00:00:00Z