An analysis of Situational Barriers Affecting Postgraduate Students in Private Universities in Kenya

This study investigated situational challenges affecting postgraduate students in a private university in Kenya. It was motivated by the low completion rates in postgraduate studies, with many students completing their studies far beyond the stipulated time period. While many obstacles may hinder postgraduate student progress in their studies, it was found necessary to investigate situational challenges that could hinder students’ progress. The study utilised a survey design. Using a sample of 20 postgraduate students, a survey was conducted using a questionnaire. Data analysis was done using SPSS. Frequencies and percentages were the statistics used to make related findings and interpretation. It was found that students experienced work-related challenges, and distance to consult supervisors were the greatest challenges. However, students reported high self-confidence that they could complete their studies on time and possessed adequate proposal/thesis writing skills. It was therefore concluded that student counselling services be provided by the institution to adequately guide the students in balancing work and studies. Online supervisory platforms should also be provided to address the time that students took to travel to meet with their supervisors.

Disaster Management Preparedness in the Education Sector in Kenya – A Case of the COVID-19 Pandemic.

This study examined the disaster management preparedness in the education sector in Kenya, with a focus on the COVID-19 pandemic period. The study adopted destktop literature review for data collection. The collected data pertains e-learning in Kenya and in other countries during the time of the novel coronavirus pandemic. Notably, the education sector, like in many other countries, seeks to actualise the Millennium Development Goals (MDGs) in line with the United Nations and the Education for All (EFA) movement lead by UNESCO (MacEwen, et al., 2011). Examples of these events are; accidents such as the one evident in Kakamega Primary School where the school closed for about two weeks (Daily Nation, 2020), attack by militia groups as was the case of Garissa University in 2015, intercommunity wars that lead to displacements, famine, and fires. These disasters and events, whenever they strike, have led to the closure of affected institutions of learning to pave the way for interventions. Garissa University is a leading example since it had to close for about nine months in 2015-2016 (BBC, 2016). In Kenya, disasters and other events disrupt the progress towards achieving MDGs and EFA time to time, and that was the inspiration for this study. The study concludes that disasters like nature patterns, militia groups, electricity faults, and those instigated by learners can derail learning in education and cause loss of lives. As such, online learning comes in handy to lessen such disasters. The possibility of such learning model has been tested and proved during COVID-19 pandemic and it has been successful in many institutions of higher learning and middle level colleges.

The Influence of Recreational Resources on Retention of Pupils with Disabilities in Mainstreamed Primary Schools in Bomet County, Kenya.

The objective of the study was to determine the influence of recreational resources on retention of pupils with disabilities in mainstreamed primary schools in Bomet County, Kenya. This study is embedded in the Systems Theory (Bertalanffy, 1968). It adopted a correlational research design. The target population was 840 teachers. Yamane table (1967) was used to get a sample size of 278 teachers. The multi-stage sampling procedure was applied. Data was collected, coded and analysed. The findings of the study revealed that physical resources and instructional resources significantly influence retention of pupils with disabilities (β=0.192 and β =0.421, respectively). Similarly, provision of adequate trained teachers and recreational resources were seen to influence the retention of pupils significantly with disabilities in mainstreamed Primary Schools (β =0.253 and β =0.250, respectively). The study concludes that recreational resources significantly influence retention of pupils with disabilities in mainstreamed Primary Schools. Many schools did not provide recreational resources for PWDs. Play-toys for PWDs were not available. Besides, assistive technology, for example, amplified talking Braille for pupils with disabilities (PWDs) were also not available. The lack of recreational resource for learners with disabilities could affect retention of their in mainstreamed schools. The study recommends provision of recreational resources such as in-door and outdoor equipment, play kits and field markers.

The Relationship Between user Education Costs and Secondary School Completion Rates in Samburu East Sub-county, Kenya

The study aimed at investigating the relationship between user education costs and secondary school completion rates in Samburu East Sub-county, Kenya. The descriptive survey research design was adopted. The study was guided by influential theory by Finn (1993). The study targeted a population of 254 Form four students derived from 7 secondary schools in Samburu East Sub-county, Kenya. The sample size of the study was 156 form four students. The 7 schools included in the study were sampled based on the fact that they had student cohorts who sat for the Kenya Certificate of Secondary Education examination. Data was collected using a questionnaire. The instruments were validated using content validity; also, validity was ensured through expert opinions. Piloting was done and reliability was tested using Pearson Product Moment Correlation. The coefficient value of above 0.7 was obtained; therefore, the questionnaire was reliable. The response was obtained using a stratified and simple random sampling technique. Data were analysed using descriptive and inferential statistics. Quantitative data was analysed using mean, frequencies, percentages and Pearson Correlation Coefficient. The findings were presented in tables. The hypothesis at a threshold of 0.5 alpha level was tested using the Pearson Correlation Coefficient. The researcher concluded that the provision of personal effects by parents and the provision of lunch programs encouraged secondary school completion rates in the study locality. The study recommended for collaboration with the parents by sensitising them the need for supporting their children's education by providing the implementing management practices that can improve secondary school completion rates.

Institutional Context Factors and Female Students’ Choice of Career in Science TVET in Technical Training Institutes in Siaya County, Kenya.

This study sought to determine the relationship between selected institutional context factors and female students' choice of career in science TVET in Technical Training Institutes in Siaya County, Kenya. The study was guided by Social Cognitive Theory as posited by Bandura (1986) and Holland's Theory of Occupational Choice (1959, revised 2017). The study adopted a descriptive survey design. Reliability was tested using a test-retest method. Cronbach alpha method was also used to test internal reliability. The research instruments were questionnaires for lecturers, female and male students. Piloting was done in the village polytechnics a sample size of 316 female students sampled using census method. Also, 291 male students from a total target population of 1136 determined using Krejcie and Morgan Sample Size Determination (1970) formular. Proportionate sampling technique was used to sample respondents in different strata and TTIs. Tools in the Statistical Package for Social Sciences (SPSS) version 22 were used to analyse data. Frequencies, percentages and means were computed. Inferential statistics, namely; regression coefficients, T-statistics, F-statistics, correlation of coefficients, were derived. The findings were presented in tables. The researcher concluded that there was a strong, negative and statistically significant relationship between institutional context factors and female students' choice of career in science TVET Programmes (r=-0.726**; p<0.01). The researcher recommended that effective career counselling services should be put in place in all TTIs offering TVET science courses and TTIs should encourage lecturers to seek higher education in pedagogy.

Relationship between Principals’ Transactional Leadership Style and Students’ Conformity to Rules in Public Secondary Schools in Nakuru County, Kenya.

This study sought to determine the relationship between principals’ transactional leadership style and students' conformity to rules in Public Secondary Schools in Nakuru County, Kenya. The study was underpinned on the Social Control Theory by Hirschi (1969). The study adopted a correlational research design. The target population of this study was 338 principals, 338 deputy principals, 3426 teachers and 116,374 students in 338 public secondary schools in Nakuru County. Stratified random sampling was used to select 100 schools. Purposive sampling was used to select 100 principals while Proportionate, and simple random sampling was used to select 346 teachers and 383 students. Ten per cent of the deputy principals were selected. Questionnaires were used to collect data from principals, teachers and students, while interviews were used to collect data from Deputy Principals. Test-retest reliability had a coefficient of 0.70, indicating that the instruments were reliable. The finding revealed a statistically significant positive relationship between transactional leadership style and students’ conformity to school rules r (=0.410; p=0.000). It was concluded that principals' transactional leadership style significantly relates to students' conformity to school rules. Provision of rewards and recognition constantly to students who conform to school rules and reprimand to those students who do not conform to school rules by the principal is necessary. The study recommends that the principal should be willing to use suspension and even repeated suspension where necessary as a tool for dealing with students demonstrating chronic behaviour problems that disrupt the school climate.

Relationship between Student Motivation Practices and Retention in Public Secondary Schools in Kisii County, Kenya

The study aimed to establish the relationship between student motivation practices and students retention in public secondary schools in Kisii County, Kenya. The study was guided by Vroom's expectancy and McGregor's X and Y theories. A conceptual framework involving the variables under investigation was drawn at the end of the literature review. The survey research design was employed in conducting the study. The study was conducted in Kisii County. The target population was 354 Public Secondary Schools with a population of 115,683 composed of Principals, Deputy Principals, Students and School Head Cooks. A sample of 35 Public Secondary Schools was selected for the study using a Multi-stage sampling technique. The study sample was 525 respondents comprised of 420 students, 35 Deputy Principals, 35 Principals and 35 Head Cooks. Questionnaires, document analysis and interview schedules were used in data collection. Reliability of the instruments was tested using split-half technique and Spearman-Brown prophecy formula. A coefficient of 0.8 in both the students’ and Deputy Principals’ questionnaires was obtained. Inferential and descriptive statistics were used in analysing quantitative data, while qualitative data was analyzed thematically. From the findings, there was a strong and positive correlation between student motivation practices and retention in public secondary schools (r=.717). Tables, pie charts, bar graphs and textual forms were used in presenting the findings. This study was significant because it provides new knowledge on how secondary school principals can improve student management practices to improve student retention.

The Relationship between Socio-Cultural Factors and Gender Disparity in Enrolment of Students in Public Mixed Day Secondary Schools in Kericho County, Kenya.

This study attempted to establish the relationship between socio-cultural factors and gender disparity in enrolment of students in mixed public day secondary schools in Kericho County, Kenya. The study was guided by Social Demand Theory. The study adopted a descriptive survey research design. The study targeted 124 mixed day secondary schools. The target population consisted of 124 principals and 9,418 students. Sampling techniques applied included purposive and systematic random sampling techniques. A sample size of the principals was determined using Kerlinger’s 30 per cent rule, whereas for the students Cochran formula was used. The sample size consisted of 38 principals and 384 students. Data for the study was collected by the use of questionnaires. There exists a statistically significant relationship between Socio-Cultural factors and Gender Disparity (r=0.536; p<0.05). The study found out that, early pregnancies among girls had the highest mean score of 3.28, and this was followed by students' negative attitude towards education with a mean of 3.02. This was followed by peer influence with a standard of 2.98. Parent's preference to educate a boy at the expense of a girl with a mean of 2.92. The study recommended that stakeholders and especially the county education ministry should develop and fund peer education programs through which they can outreach students from all over the county and encourage them to complete their secondary education cycle. Education providers and stakeholders should address early marriages, early pregnancies and domestic chores among girls to address gender disparity in enrolment.