http://ir.mksu.ac.ke/handle/123456780/61 Scholarly Articles by Faculty & Students in School of Education 2026-04-04T07:03:18Z http://ir.mksu.ac.ke/handle/123456780/15829 Impact of Visual Impairments on the Education of Learners among Pastoralist Communities in Marsabit County, Kenya Muriungi, Pamela Karambu; Mungai, Sarah Njeri Learners from pastoralist communities face peculiar challenges in accessing and continuing with education. These challenges are occasioned by the fact that the pastoral communities attach a lot of importance to pastoral production, the low population density and the challenge of ensuring that the national education policy is relevant to the lives of the pastoralist communities. The situation is worse for learners with visual impairments .Blindness impacts negatively to both the visually impaired person and to others particularly, family members. It brings problems of psychological, personal and social nature. It is on this premises that this study was designated to investigate the impact of visual impairments among learners in pastoralist communities in Logo logo school for the visually impaired in Marsabit county. The study adopted a descriptive survey design. Data was collected using questionnaires, interview guides and observation checklists. Twenty (20) learners with visual impairments, ten (10) teachers and one (I) head teacher participated in the study making a total of 31 respondents. . The analysis indicated that majority of the cases of visual impairments were caused by trachoma and lack of access to eye specialists. The school had inadequate teaching/learning resources for visually impaired learners. Majority of the teachers were male and lacked specialized training in skills for teaching learners with visual impairments .The study recommended that there is need to allocate more resources for children with special needs in pastoralist communities and innovative efforts made to increase their access to education. 2013-01-01T00:00:00Z http://ir.mksu.ac.ke/handle/123456780/15828 Influence of teacher’s subject matter knowledge on students ‘academic achievement of Kiswahili language in public secondary schools in Kathonzweni sub-county, KENYA Kiamba, Elizabeth Welu; Mutua, Francis; Mulwa, David Kathonzweni Sub County has been posting poor results in Kiswahili language. This prompted the researchers to undertake a study in the Sub County. The purpose of the study was to investigate the influence of teacher’s subject matter knowledge on students’ academic achievement in Kiswahili language. This study was guided by Teacher Efficacy theory. The study was conducted in Kathonzweni Sub County, Kenya. The target population comprised of 60 Kiswahili teachers and 39 principals in all the 39 public secondary schools in the Sub County. The sample size was all the 39 principals and 60 Kiswahili hence Census Survey. Questionnaires for principals and teachers were used as instruments of data collection. The objective of the study was; to establish the influence of teacher’s subject matter knowledge on students’ academic achievement in Kiswahili language in public secondary schools in the Sub County. Both questionnaires were piloted for reliability and yielded on Chronbach Alpha Coefficient of 0.833for principal’s questionnaire and 0.838 for teachers’ questionnaire. The data collected was quantitatively analyzed using Statistical package of Social Sciences (SPSS).Pearson Correlation was used to establish relationships. The findings established that; a teacher’s subject matter knowledge had significant influence on students’ achievement on Kiswahili language (r=0.618, p-value=0.000). The findings of the study may be useful in advising the Ministry of Education (MOE) on ensuring thorough grounding of teachers in teacher training colleges and universities to produce fully baked Kiswahili teachers. 2017-01-01T00:00:00Z http://ir.mksu.ac.ke/handle/123456780/15827 A critical review of the effect of teacher preparedness on students’ academic achievement: A research agenda Kiamba, Elizabeth Welu; Mutua, Francis This is a critical review of teacher preparedness investigating the origin of teacher preparedness, the concept of teacher preparedness, academic achievement, and its effect on students’ academic achievement, the theoretical framework and any gaps through desk research. In most of the studies examined for the purpose of this paper, teacher preparedness was used as an independent variable and academic achievement as dependent variable. It was identified that though studies have been done on effect of teacher preparedness on students’ academic achievement on different subjects none has been done on Kiswahili subject. Therefore the researchers will intend to study the effect of teacher preparedness on students’ academic achievement in Kiswahili language and find out if the findings on the other subjects in Kiswahili language. The theories which will be used to back the research include Teacher Efficacy and Walberg theories 2017-01-01T00:00:00Z http://ir.mksu.ac.ke/handle/123456780/15814 Principals’ Stress in Public Secondary Schools in Kisumu County, Kenya Ogalo, Sophia Atieno; Odera, Florence; Ogogo, Collins O. Stress of principals in public secondary schools has been a serious problem to parents, the government and the Ministry of Education in developed and developing countries including Kenya. The problem has generated a lot of questions and debate for an immediate action to be taken if such cases like poor results, school drop- out, frequent transfers and principals’ suicide are to be avoided. Despite the fact that principals of secondary schools have been trained in leadership and management, there is no information about the reasons why principals are stressed and cannot perform their work properly. The purpose of this study was to examine the level of stress among principals, and the objective was to establish the reasons why principals are stressed in their work performance. The study adopted the Cognitive Activation Theory of Stress (CATS) developed by Levine and ursin (1991). It was also based on a conceptual frame work explaining the aspects of stress in relation to principals’ work performance. Related literature for the study revealed that major sources of principals’ stress were workload, lack of teaching and learning resources, uncalled for transfer, indiscipline of students, and lack of adequate finance to manage the schools. The area of study was Kisumu County. The target population was two hundred and twenty principals, two hundred and twenty deputy principals and seven SubCounty Quality Assurance and Standards Officers (SCQASOs) in the county. Stratified random sampling was used to select schools, while purposive, stratified and simple random sampling methods were used to select both principals and the deputy principals in various categoriesof schools. Saturated sampling technique was used to select Sub- CountyQuality Assurance and Standards Officers. Instruments for data collection included questionnaires, observation check-list schedule, document analysis and interview schedule. Questionnaire was used to gather information from both principals and deputy principals and interview schedule was used by the researcher to collect data from the Sub-County Quality Assurance and Standards Officers of the County. Document analysis was employed to gather information about the Principals’ transfers, category of schools and performance of students in the national examinations from the Teachers Service Commission and the Ministry of Education department respectively. Observation check-list was used by the researcher to collect data on the availability of teaching and learning resources in schools. Data were analyzed both quantitatively and qualitatively. Quantitative data were analyzed using descriptive statistics such as frequency counts, mean, percentages and standard deviations using Statistical Package for the Social Sciences Programmed (SPSS). Qualitative data were categorized into emerging themes then reported in verbatim form. The study found out that principals were stressed because of; inadequate funds to run theschools, dealing with human resources, family issues, impromptu meetings, pressure to perform from the stakeholders, uncalled for transfers, indiscipline among the students, students drop outs, lack of enough teachers, inadequate teaching and learning facilities, work overload, absenteeism and lateness of teachers. The study recommended thatmore teachers should be employed in schools to relieve the principals from work overload and more funds to be allocated for schools by TSC and MoE respectively, for appropriate management of schools. 2020-08-01T00:00:00Z