School of Education
http://ir.mu.ac.ke:8080/jspui/handle/123456789/25
2024-03-29T05:45:48ZA situational analysis of safety policy compliance on Learner’s safety in public and Private Primary Boarding Schools in the North Rift Region, Kenya
http://ir.mu.ac.ke:8080/jspui/handle/123456789/8795
A situational analysis of safety policy compliance on Learner’s safety in public and Private Primary Boarding Schools in the North Rift Region, Kenya
Korir, Milka Jepkemboi
Compliance of safety policy is paramount in schools, however, insecurity for learners
still exist in schools within the North Rift region arising from non-adherence of the
safety policy. This study aimed to analyze safety policy compliance on learners' safety
in primary boarding schools in the north rift region, Kenya. The objectives which guided
the study were: to analyze safety standard measures put in place to ensure the safety of
learners, to assess the stakeholders' level of awareness on learner safety, to examine the
role of management in implementing safety policy to ensure the safety of learners, to
establish the incidences of insecurity as a result of noncompliance to safety policy, and
to explore challenges faced by administration in implementing safety policy in public
and private primary boarding schools in the North Rift Region. The study adopted the
Domino Safety theory by Heinrich. The study employed a convergent mixed methods
design. The target population was 161 Public and Private Primary Boarding Schools in
the North Rift Region. The target population were 813, comprising 161 head teachers,
322 teachers, 161 BOM chairpersons, 1610 pupil representatives and 8 QASO. The
sample size for this study was 685 respondents comprising 48 schools where 48 head
teachers, 96 teachers and 8 QASO Officers, 48 BOM chairpersons and 483 pupil
representatives. The study stratified schools from the 8 counties in the North Rift
Region. The study then selected the public and private primary boarding schools
proportionately from each stratum. The research further selected head teachers,
teachers, pupils, BOM representatives and QASO Officers proportionately. The study
utilized questionnaires, interview schedules, focus group discussions and observation
checklists as the main data collection instruments. Data were both quantitative and
qualitative. Qualitative data were analyzed using the thematic method. The results
revealed the positive linear effect of safety standard measures put in place on the safety
of learners (β1=.225, p=0.043). It was further established that stakeholders' level of
awareness had a positive and significant effect on the safety of learners (β2=.307,
p=0.011). It was further established that the role of management in implementing safety
policy had a positive and significant effect on the safety of learners (β3=.251, p=0. 024).
Finally, incidences of insecurity were found to have had a negative and significant effect
on the safety of learners (β4=-.229, p=0.009). The study findings from interviews
revealed that there were safety standard measures put in place to ensure the safety of
learners; however, all had not been well implemented. The study concluded that most
schools had not fully implemented safety standard policies. It was evident that most
stakeholders were not involved in decision-making regarding the safety policy
compliance. Among other recommendations, the study recommends that the schools
should ensure all stakeholders are engaged in learners' safety.
2023-10-01T00:00:00ZEffect of Geogebra and grapes on students’ achievement in the teaching and learning of Mathematics in secondary schools in Bomet County, Kenya.
http://ir.mu.ac.ke:8080/jspui/handle/123456789/8711
Effect of Geogebra and grapes on students’ achievement in the teaching and learning of Mathematics in secondary schools in Bomet County, Kenya.
Langat, Richard Kipngetich
The poor performance of students in Mathematics at KCSE level has been an issue of
concern to parents, the Kenyan government and all the education stakeholders.
Mathematics teaching and learning is crucial to the future of Kenya‟s knowledge
economy and deserves a special focus and attention in our education system. This
poor performance in mathematics prompted the researcher to investigate the role
which GeoGebra and Grapes can play in the teaching and learning of Geometry in
secondary school mathematics. The objectives of the study were to determine the
effectiveness of using Grapes and GeoGebra on students‟ learning of graphs as
compared to the traditional approach, to establish whether the use of GeoGebra and
Grapes can improve the performance in mathematics for both boys and girls, to
determine students‟ perceptions on the use of Grapes and GeoGebra in the teaching
and learning of graphical work and to determine whether the teaching method
influence the performance of students in mathematics. This study was guided by
Technology Acceptance Model (Davis, 1989). Technology Acceptance Model (TAM)
explains computer-usage behavior that relates to reasons why some people use
computers and their attitudes towards them. This study adopted Solomon four group
experimental research design. The respondents were selected using both stratified and
simple random sampling. The study adopted post positivist world view where
knowledge is developed through careful observation and measurement of the
objective reality that exists out there in the world. Data was collected through the use
of students‟ questionnaires, pre-test and post-test. Analysis of data was done using
both descriptive and inferential statistics. For descriptive statistics, frequency tables,
means and percentages were used. Anova, t-test and Multiple Regression Analysis
were employed for the inferential statistics. The study found out that the students who
were taught using Grapes and GeoGebra performed much better than those who were
taught using the conventional method. The study also found out that gender
differences were not seen to affect the performance of students in mathematics after
being taught using Grapes and GeoGebra. It is recommended that ICT integration in
the teaching of Mathematics should be included in the curriculum of pre-service
teachers at the university level. It is also recommended that the teaching and learning
of Mathematics should involve a lot of practical activities which engage both boys
and girls equally through out the lesson. GeoGebra and Grapes should be used in the
teaching and learning of Mathematics in Kenyan secondary schools as the study found
out that the two softwares helped the students to understand difficult and abstract
concepts in Geometry. The findings of this study would be useful to the quality
assurance and standard officers within the ministry of education in Kenya. The
findings will enable them to come up with better methods of teaching and learning of
mathematics in Kenyan secondary schools and hence achieving better results at KCSE
level. The study will also benefit Kenyan secondary school mathematics teachers by
giving them insight on how GeoGebra and Grapes can be used to improve the
teaching and learning of mathematics
2023-01-01T00:00:00ZPostgraduate students’ and supervisors’ perspectives on thesis supervision practices in higher education curriculum in universities in Kenya
http://ir.mu.ac.ke:8080/jspui/handle/123456789/8474
Postgraduate students’ and supervisors’ perspectives on thesis supervision practices in higher education curriculum in universities in Kenya
Rugut, Cornelius Kipleting
According to the policy framework for education and training (2012), university
education in Kenya should provide globally competitive quality research and training.
The aim is to produce highly trained researchers who can contribute significantly to
the country’s national and economic development. However, there are a number of
supervision shortfalls in universities in Kenya; and this presents a great concern in
training of research students. Effective supervision of postgraduate students is yet to
be achieved. While a number of studies have been undertaken on thesis supervision
elsewhere, there are a few documented studies that have established the nature of
thesis supervision in the context of Kenyan universities. The purpose of this study
therefore, was to explore the perspectives of postgraduate students and supervisors on
thesis supervision practices in universities in Kenya. The guiding objectives were; to
explore the experiences of supervisors on thesis supervision practices in universities,
to examine the experiences of postgraduate students on thesis supervision practices in
universities, to investigate the supervisors perspectives on the capacity building
opportunities available for thesis supervision in universities in Kenya, and to explore
the perspectives of students and supervisors on how postgraduate supervision can be
strengthened for achievement of higher education objectives in universities in Kenya.
The study was guided by Vygotsky’s social cultural theory and employed a qualitative
approach located within a social constructivist paradigm and positioned as a
phenomenological study. Convenient and purposive sampling was utilised to select
three public universities in Kenya and 30 participants (18 postgraduate students and
12 academic supervisors). Data collection was done using unstructured individual
interview, focus group discussion and drawing (as a method of data collection). The
generated data was analysed thematically following the steps outlined by Creswell
(2014) and Braun and Clark 2006) that involves immersion in the data, coding,
Categorising and generating themes. The findings revealed that supervisors play a
critical role in the thesis supervision process. However, it was clear that universities
are yet to support their work in an optimal way. While it was revealed that students
can derail the supervision process through non-commitment, lack of integrity, poor
research skills and disappearing in the process, the findings also revealed supervisors’
shortcomings, which include; unavailability for consultation, disagreements with
colleagues or students and power-play. The participants’ views disclose that there is
need for universities to develop supervisors through motivation, formal and regular
in-service training and building structures, both physical and online, that support the
supervision process. The views also exhibited that there is need to engage students to
fully participate in a comprehensive research program and a constructive student-
supervisor relationship. In conclusion, therefore, effective thesis supervision could be
achieved when universities invest in motivating supervisors and consistently
developing their skills and knowledge as well as improving the supervision
environment by setting up the necessary support structures. It is also recommended
that University management should develop student –centered programs that enable
students’ active participation, as well as creating mechanisms that promote student
and supervisor commitment to the research process, and a positive student-supervisor
relationship.
2023-01-01T00:00:00ZA situational analysis of safety policy compliance on learner’s safety in public and private primary boarding schools in the North Rift Region, Kenya
http://ir.mu.ac.ke:8080/jspui/handle/123456789/8434
A situational analysis of safety policy compliance on learner’s safety in public and private primary boarding schools in the North Rift Region, Kenya
Korir, Milka Jepkemboi
Compliance of safety policy is paramount in schools, however, insecurity for learners
still exist in schools within the North Rift region arising from non-adherence of the
safety policies. This study aimed to analyze safety policy compliance on learners' safety
in primary boarding schools in the north rift region, Kenya. The objectives which
guided the study were: to analyze safety standard measures put in place to ensure the
safety of learners, to assess the stakeholders' level of awareness on learner safety, to
examine the role of management in implementing safety policy to ensure the safety of
learners, to establish the incidences of insecurity as a result of noncompliance to safety
policy, and to explore challenges faced by administration in implementing safety policy
in public and private primary boarding schools in the North Rift Region. The study
adopted the Domino Safety theory by Heinrich and management theory by Fredrick.
The study employed a convergent mixed methods design. The target population was
161 Public and Private Primary Boarding Schools in the North Rift Region with a target
population of 813, comprising 161 head teachers, 322 teachers, 161 BOM chairpersons,
1610 pupil representatives and 8 QASO. The sample size for this study was 685
respondents comprising 48 schools where 48 head teachers, 96 teachers and 8 QASO
Officers, 48 BOM chairpersons and 483 pupil representatives. The study stratified
schools from the 8 counties in the North Rift Region. The study then selected the public
and private primary boarding schools proportionately from each stratum. The research
further selected head teachers, teachers, pupils, BOM representatives and QASO
Officers proportionately. The study utilized questionnaires, interview schedules and
focus group discussions. Both quantitative and qualitative data was collected.
Descriptive and Inferential statistic were used to Quantitative data. Qualitative data
were analyzed through thematic analysis based on the discussions and observation
checklists as the main data collection instruments. The results indicated a positive linear
effect of safety standard measures put in place on the safety of learners (β 1 =.225,
p=0.043). It was further established that stakeholders' level of awareness had a positive
and significant effect on the safety of learners (β 2 =.307, p=0.011). Additionally, the role
of management in implementing safety policy had a positive and significant effect on
the safety of learners (β 3 =.251, p=0. 024). Finally, incidences of insecurity were found
to have had a negative and significant effect on the safety of learners (β 4 =-.229,
p=0.009). The study findings from interviews revealed that there were safety standard
measures put in place to ensure the safety of learners; however, all had not been well
implemented. The study concluded that most schools had not fully implemented safety
standard policies. It was evident that most stakeholders were not involved in decision-
making regarding the safety policy compliance. Among other recommendations, the
study recommends that the schools should ensure all stakeholders are engaged in
learners' safety.
2023-01-01T00:00:00Z