http://ir.mu.ac.ke:8080/jspui/handle/123456789/41 Wed, 05 Aug 2026 11:07:58 GMT 2026-08-05T11:07:58Z http://ir.mu.ac.ke:8080/jspui/handle/123456789/10412 Title: Reconceptualizing school discipline in Kenya as pedagogical care in the light of care ethics theory Authors: Muhanji, Francis Omulando Abstract: Indiscipline among learners is a major and perennial educational problem in schools in the world, Kenya being no exception. The persistence of indiscipline among learners in schools in Kenya calls into question school discipline policies, practices and their theoretical underpinnings. The purpose of this study was to position school discipline in Kenya as pedagogical care, an alternative to traditional punitive approaches. The specific study objectives were: to evaluate the adequacy of different conceptions of school discipline within major philosophical frameworks, analyze the suitability of the philosophical frameworks that underpin school discipline policies and practices in Kenya; and position school discipline in the country as pedagogical care. The study was informed by care ethics theory developed by Carol Gilligan and Nel Noddings. The study was library based; it did not involve a target population and a specific sample. The study adopted a desktop or secondary research design. The specific philosophical methods the study employed in order to satisfy the three objectives were the analytic, critical and evaluative methods. Being a library-based study, data required were collected by evaluating school discipline ethical frameworks and analyzing school discipline policy documents and guideline in Kenya. The five key legal and policy documents analyzed were The Constitution of Kenya (2010), The Children’s Act (2022), The Basic Education Act (2013), The Basic education regulations of 2015 and The Basic Education Curriculum Framework (2019). The data were analyzed and interpreted thematically using philosophical frameworks. The results of these philosophical analyses, evaluations and critiques were presented thematically in prose form as arguments and discussions. The validity and soundness of the arguments were determined on the bases of their logical procedures and inferences. The key findings and conclusions of the study were as follows: The evaluation of school discipline philosophical frameworks revealed that pedagogical care grounded in care ethics is a comprehensive approach that integrates some of the best elements of competing school discipline approaches in different frameworks. The analysis of school discipline polices, guidelines and practices in Kenya revealed that they are largely anchored on deontological and human rights-based ethical frameworks with traces of restorative justice ethics that are not harmoniously blended in both policy and practice. The study also found that the integration of pedagogical care discipline aligns with the broader goals of Competency-Based Education (CBE) in Kenya and concluded that its integration in the curriculum can potentially improve the levels of discipline among learners thereby greatly minimize the perennial problem of unrest and indiscipline among learners in schools. The study recommends that the Government of Kenya through the Ministry of Education should develop a care-centered framework for school discipline that is explicitly grounded in care ethics theory. The study also recommends the adoption and integration of pedagogical care discipline into school discipline policies guidelines and practices in the context of the current CBE in the country. Thu, 01 Jan 2026 00:00:00 GMT http://ir.mu.ac.ke:8080/jspui/handle/123456789/10412 2026-01-01T00:00:00Z http://ir.mu.ac.ke:8080/jspui/handle/123456789/10286 Title: Economic factors determining poverty levels among women in Langas, uasin gishu county, Kenya Authors: Soy, Mary Jelangat Abstract: Women’s role within society has a remarkable impact on poverty alleviation, though they are susceptible to gender-based inequalities, uncompensated caregiving, and domestic duties. This study examined the socio-economic factors influencing poverty among women in Langas, Uasin Gishu County. The specific objectives were: (i) to examine the socio-demographic factors affecting women in Langas, (ii) to determine the income levels and patterns that impact household poverty, (iii) to assess household expenditure levels and patterns that influence poverty, and (iv) to analyze women’s economic status in relation to household poverty. Guided by Sen’s Capability Approach, the study adopted a descriptive research design with a sample of 380 women selected through stratified and simple random sampling. Data were collected using structured questionnaires and analyzed using descriptive statistics, chi-square tests, and binary logistic regression. The regression results revealed that several socio demographic and economic factors significantly predict household poverty. Employment status was a significant determinant (β = -0.061, p = 0.048), suggesting that women engaged in stable employment face reduced poverty risk. Savings emerged as a protective factor (β = -0.385, p = 0.020), while reliance on credit increased vulnerability to poverty (β = 0.556, p = 0.013). Household expenditure adequacy strongly predicted poverty likelihood (β = 0.714, p = 0.001), as did disproportionate spending on food and beverages (β = 0.856, p = 0.045). Women’s economic empowerment reduced poverty risk (β = -0.537, p = 0.016), while the ability to earn income significantly lowered poverty incidence (β = 0.516, p = 0.031). Access to savings/loans for emergencies (β = -0.473, p = 0.043) and current economic knowledge/skills (β = -0.535, p = 0.027) were also protective. These findings underscore that wage stability, prudent income patterns, adequate household expenditure, and women’s empowerment collectively shape poverty outcomes. The study concludes that policy interventions should focus on enhancing women’s access to stable employment, savings opportunities, and financial literacy while reducing dependence on informal credit systems. Strengthening women’s empowerment programs can significantly reduce poverty vulnerability and improve household welfare. Wed, 01 Jan 2025 00:00:00 GMT http://ir.mu.ac.ke:8080/jspui/handle/123456789/10286 2025-01-01T00:00:00Z http://ir.mu.ac.ke:8080/jspui/handle/123456789/10221 Title: Effectiveness of the cooperative learning approach in teaching literature in english in secondary schools: a case study of St. Thomas amagoro Secondary school, Teso North sub-county, Busia County, Kenya Authors: Omasete, Leah Abstract: Despite the significant role of Literature in English in fostering critical thinking, creativity, and language performance among secondary school students, many learners continue to struggle with comprehension, interpretation, and engagement with literary texts. Traditional teacher-centered instructional methods, such as lecture-based approaches, have been predominant, resulting in passive learning, low motivation, and limited interaction with texts. Consequently, this has led to poor academic performance and a lack of appreciation for literature among students. This study therefore aimed to examine the effectiveness of the cooperative learning approach for teaching Literature in English in secondary schools. The objectives of the study were to find out the strategies used by teachers in teaching literature among Form Three students, to identify the student-centered methods of teaching employed by teachers, to discuss the Cooperative Learning Approach as a teaching method, and to analyze the performance of students taught using the Cooperative Learning Approach. The study was guided by Johnson and Johnson’s Social Interdependence Theory and adopted a quasi-experimental sequential explanatory mixed-methods design targeting 172 Form Three students at St. Thomas Amagoro Secondary School in Teso North Sub-County, Busia County. Data were collected using pre-tests, post-tests, content analysis, and interview schedules. Quantitative data were analyzed using descriptive statistics with SPSS, while qualitative data were analyzed thematically. Findings revealed that teachers employed a range of strategies, from traditional lecture-based methods to interactive techniques such as Round discussions, literature circles, and group activities, reflecting awareness of diverse learning styles and the value of critical thinking and creative engagement. There was a clear shift towards student-centered methods that fostered inclusivity, motivation, and autonomy in literature learning. The study concluded that teachers are progressively adopting diverse pedagogical approaches, with cooperative learning (CL) significantly enhancing students’ performance. The experimental group exposed to CL achieved higher post-test scores than the control group, indicating that CL improves academic achievement and social skills through active and respectful collaboration. The study recommended that teacher training programs integrate diverse pedagogical strategies, curriculum reforms promote student centered methods, schools adopt Cooperative Learning as a core instructional approach, and further research be conducted to assess its long-term impact. These findings provide valuable insights for curriculum developers, teachers, and learners in enhancing engagement, critical thinking, and appreciation of literature Thu, 01 Jan 2026 00:00:00 GMT http://ir.mu.ac.ke:8080/jspui/handle/123456789/10221 2026-01-01T00:00:00Z http://ir.mu.ac.ke:8080/jspui/handle/123456789/10209 Title: Effect of use of practical approach on learners’ academic performance in selected topics in biology in secondary schools in turbo sub-county, Uasin Gishu-county, Kenya Authors: Cheruiyot, Ernest Kipkemei Abstract: Biology is a practical-oriented subject that aims to develop learners’ scientific inquiry and problem-solving skills. However, persistent low performance in Biology among secondary school students have been partly attributed to the continued use of conventional teaching methods that offer limited emphasis on hands-on practical activities. This study sought to investigate the effect of using practical approaches on learners’ academic performance in Biology in secondary schools in Turbo Sub-County, Uasin Gishu County, Kenya. The objectives of the study were to determine the pretest performance of Form 2 students in selected Biology topics before the use of the practical approach,to determine the post-test performance of Form 2 students in selected Biology topics after the use of the practical approach,compare the pretest and post-test performance of Form 2 students in selected Biology topics to establish the effect of the practical approach and to asses teachers’ perceptions on the use of the practical approach in teaching selected Biology topics in Form 2. The study was grounded in Vygotsky’s socio-cultural theory and Dewey’s constructivist theory. A quantitative research approach was employed using a quasi-experimental design. The study involved 316 respondents, including 306 Form 2 students and 10 Biology teachers drawn from a target population of 1,817 in 22 secondary schools, which were selected through stratified random sampling. The students were purposively assigned into experimental and control groups. Data were analysed using both descriptive and inferential statistics. Specifically, independent samples t-tests were used to compare mean scores between groups, and Turkey's HSD test was used to assess post-hoc differences. Pre-test results showed no statistically significant difference between the groups. In Group A, the control group had a mean score of 42.56 (SD= 10.34), while the experimental group had a mean of 42.12 (SD = 9.89), with t(108) =0.405, p = 0.686. In Group B, the control group scored a mean of 40.78 (SD = 8.76) and the experimental group 40.91 (SD = 9.04), with t(108) = -0.043, p = 0.966. After the intervention, the experimental groups showed significantly higher mean performance than the control groups. In Group A, the experimental group recorded a mean of 58.24 (SD =8.47) compared to the control group’s 47.10 (SD = 9.26), with t(108) = 4.588, p = 0.000.Similarly, in Group B, the experimental group had a mean score of 54.38 (SD = 7.92) while the control group scored 48.06 (SD = 8.14), with t(108) = 2.548, p = 0.012. Results from Turkey's HSD test supported these findings, revealing statistically significant differences in performance between the experimental and control groups in the post-test, particularly between Experimental A and Control A (p = 0.000). These findings indicate that the practical approach significantly enhances learners’ academic performance in Biology. Furthermore, teachers expressed positive perceptions toward the practical approach, noting its benefits in improving students’ engagement, comprehension, and retention of Biology concepts. The study concludes that the use of practical teaching methods is effective in improving academic performance and recommends that school managements provide the necessary resources and support to enable teachers to implement more practical-based lessons. The findings contribute to a growing body of evidence supporting the integration of practical approaches in Biology instruction and offer guidance for educators and policymakers in improving science education outcomes. Wed, 01 Jan 2025 00:00:00 GMT http://ir.mu.ac.ke:8080/jspui/handle/123456789/10209 2025-01-01T00:00:00Z