http://ir.mu.ac.ke:8080/jspui/handle/123456789/41 2026-07-14T09:09:46Z http://ir.mu.ac.ke:8080/jspui/handle/123456789/10286 Economic factors determining poverty levels among women in Langas, uasin gishu county, Kenya Soy, Mary Jelangat 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. 2025-01-01T00:00:00Z http://ir.mu.ac.ke:8080/jspui/handle/123456789/10221 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 Omasete, Leah 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 2026-01-01T00:00:00Z http://ir.mu.ac.ke:8080/jspui/handle/123456789/10209 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 Cheruiyot, Ernest Kipkemei 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. 2025-01-01T00:00:00Z http://ir.mu.ac.ke:8080/jspui/handle/123456789/10202 Teachers’ integration of technology in teaching of mathematics activities in early years education in Bungoma county, Kenya Wangila, Violet Muyoka Effective integration of technology in early childhood education enhances learning, motivates learners, and promotes practical understanding. However, many African countries, including Kenya, face challenges in implementing technology in classrooms. This study investigated the integration of technology in teaching mathematics activities in Early Years Education (EYE) in Bungoma County. The objectives were to assess teachers’ competence, attitudes, extent of technology use, and teaching methods when integrating technology into mathematics instruction. The study was guided by Mishra and Koehler’s Technological Pedagogical Content Knowledge (TPACK) framework and adopted a pragmatic paradigm with a mixed-methods, convergent design. The target population comprised 2,652 participants from 884 public primary schools. A sample of 265 respondents included 177 teachers of EYE selected through simple random sampling and 88 head teachers selected through purposive sampling. Data was collected using questionnaires for teachers of EYE and head teacher interviews. Quantitative data was analysed using descriptive statistics, while qualitative data were thematically analysed and presented narratively. Findings revealed that most EYE teachers possessed basic technological skills and effectively used tools such as interactive whiteboards and online resources in mathematics instruction. Head teachers confirmed teachers’ competence in using digital tools, though a few teachers reported limited skills. The majority exhibited positive attitudes toward technology, noting that it enhanced learner interaction, creativity, and visualisation. Nonetheless, a small number held negative attitudes. Teachers reported adequate access to digital devices such as tablets and interactive whiteboards, and commonly used videos, animations, and scaffolding techniques. Challenges included poor internet and electricity connectivity, which hindered effective technology integration. The study recommends that school management and parents allocate funds for teacher training and attitude sensitisation on technology use. Collaboration with county governments to install solar panels is also advised to improve power access. The findings will inform education stakeholders on strategies for strengthening technology integration in early childhood education 2025-01-01T00:00:00Z