Scholarly Articles by Faculty & Students in School of Education http://ir.mksu.ac.ke/handle/123456780/61 2026-05-17T16:39:09Z 2026-05-17T16:39:09Z Mwai, Loice Maroko, Geoffrey Orwenjo, Daniel Ogutu, Emily http://ir.mksu.ac.ke/handle/123456780/21183 2026-05-13T09:17:09Z 2024-01-01T00:00:00Z

QUESTION TYPOLOGY IN KENYAN TV ARGUMENTATIVE TALK SHOWS Mwai, Loice; Maroko, Geoffrey; Orwenjo, Daniel; Ogutu, Emily The argumentative talk on radio and TV has become a popular feature of media discourse in Kenya. Question-answer sequences as the talk unfolds through the joint participation of co-participants in the talk have emerged as a means to put argumentative talk into effect. Yet, the nature of questions and their categorization remain little understood. Given the recursive nature of question-answer sequences, this paper investigates question typology that sets apart argumentative talk shows from other types of talk. The data consists of transcripts from two Kenyan TV argumentative talk shows: Checkpoint on KTN and Opinion Court on Citizen TV. A question classification scheme by Schirm [2008] was used to discuss the incidence and usage of questions in argumentative talk shows. Findings revealed that clashing, rhetorical, classic clarifying, and opinion-eliciting questions were the most frequently used types in the data sets. It was also noted that different question types served unique rhetorical purposes leading to the conclusion that argumentative talk shows on TV exhibit recursive interactional resources qualifying it as a genre.

2024-01-01T00:00:00Z Waema, Mumo Munguti, Stephen Nzioki, Susan http://ir.mksu.ac.ke/handle/123456780/21174 2026-05-13T08:06:35Z 2024-03-01T00:00:00Z

Effect of Teachers’ Perception Towards Performance Appraisal on Its Implementation in Public Secondary Schools in Mbooni East Sub-County, Kenya Waema, Mumo; Munguti, Stephen; Nzioki, Susan The purpose of this study was to investigate the effect of teachers’ perception of performance appraisal on its implementation in public secondary schools in Mbooni East Sub-County, Kenya. The study was based on the Expectancy Theory of Motivation and was conducted using a descriptive survey design. The target population was 47 Principals and 416 teachers in public secondary schools in Mbooni-East Sub-County. A sample of 19 Principals and 126 teachers was selected through both stratified and simple random sampling. Quantitative data was then analyzed using descriptive statistics. Qualitative data was categorized into themes in accordance with the research objective and presented in narrative form. Results revealed that teachers’ perception of performance appraisal affected its implementation. In as much the teachers’ both negative and positive perceptions about the implementation of performance appraisal, they noted that performance appraisal had had a positive impact on their teaching standards and their teaching profession as a whole. The Ministry of Education should organize more workshops and seminars to sensitize teachers on the importance of performance appraisal and how to use the TPAD tool. The Ministry should also engage teachers in public participation to ensure that they incorporate the required changes in the performance appraisal process to make it more productive.

2024-03-01T00:00:00Z Kihara, Daniel Kimiti, Richard Mulwa, David http://ir.mksu.ac.ke/handle/123456780/21173 2026-05-13T07:50:47Z 2024-01-01T00:00:00Z

INFLUENCE OF INSTRUCTIONAL SUPERVISION IN PROMOTION OF CHILD-FRIENDLY LEARNING ENVIRONMENT IN RURAL PUBLIC PRIMARY SCHOOLS IN MERU COUNTY, KENYA Kihara, Daniel; Kimiti, Richard; Mulwa, David Effective head teachers’ management practices should be aimed at fostering all-inclusive and child-focused learning environments for quality learning and the general well-being of all learners. The purpose of the study was to investigate the influence of instructional supervision in the promotion of a child-friendly learning environment in rural-based public primary schools in Meru County. The study utilised a descriptive survey design and targeted 775 teachers in rural-based public primary schools in Meru County. Simple random sampling was used to select a sample of 155 teachers. Data was collected through questionnaires. Data analysis was carried out through descriptive and inferential statistics. The results of the study revealed a significant relationship between instructional supervision and the promotion of a child-friendly learning environment (r (146) = .22, P = .007). The instructional supervision practices in the study were focused on: supervision of instructional processes, professional development, teacher empowerment, and instruction and guidance on curriculum delivery. Based on the findings, there is a need to improve on direct supervision of instructional processes towards enhancing teaching conditions and quality of learning. The study recommends that head teachers need to receive more in-service training in areas of professional development, and curriculum and assessment. The study further recommends that the government needs to avail more resources for continuous teacher empowerment and professional development plans.

2024-01-01T00:00:00Z Muriungi, Pamella Karambu Mbijiwe, Jane Koech, Peter Kibet M’Rithaa, Mugendi Kanampiu http://ir.mksu.ac.ke/handle/123456780/21031 2026-04-07T14:12:33Z 2025-04-01T00:00:00Z

School feeding programmes and their effect on enrolment and retention in public primary schools in Tharaka-Nithi County Muriungi, Pamella Karambu; Mbijiwe, Jane; Koech, Peter Kibet; M’Rithaa, Mugendi Kanampiu Access to universal primary education is a key priority for many countries trying to achieve the millennium development goals. Education is a fundamental right for every person due to its contribution to equity. Kenya has not been left behind. Her Vision 2030 overall goal is to provide a global competitive quality education, reduce illiteracy, improve transition rates from primary to secondary schools and raise the quality and relevance of education. This dream can only be realized if learners from marginalized communities especially in Arid and Semi-Arid Lands accessed and got retained in schools. The purpose of this study was to investigate the effect of School Feeding Programme on enrolment and retention of learners in public primary schools in Tharaka-Nithi county in Kenya. The study adopted mixed methods approach and gathered both qualitative and quantitative data. The multi-stage study made use of varied data collection tools including questionnaires, interview schedules, focus group discussions and school records. Quantitative data was analyzed using descriptive statistics while qualitative data was organized into themes. The target population for this study was the County Director of Education, school management board members, headteachers, teachers and parents of Grade six pupils in public primary schools. The study established that school feeding program influenced the enrolment of pupils in primary school in Tharaka Nithi county. The study also established that the school feeding programme influenced the retention of pupils in schools in the county. The study established that school feeding programmes enhanced the participation of the pupils in class as their participation was described as lively. The study therefore concluded that school feeding program influenced the enrolment of pupils in primary school; the retention of pupils in schools and enhanced active participation of the pupils in class as hunger was the number one reason for dropout. The study recommended that the government should increase the coverage of the areas under school feeding programme especially the regions prone to drought with the view to improving the enrolment rates; the government should ensure there is a constant supply of school meal so as to retain the pupils in school. attend school regularly; the government and the donors should ensure the school meal has the right nutrients so as to keep the children alert in class to actively participate in the learning process.

2025-04-01T00:00:00Z