Influence of Class Size on Students’ Performance in English Language: An Exploration of Nandi County
2020, Chepsiror, E; Kigen, J & Munyua, J. (2020). Influence of Class Size on Students’ Performance in English Language: An Exploration of Nandi County, Kenya. Journal of Popular Education in Africa. 4(10), 71-91.
The research explored the Influence of Class Size on Performance in English in primary schools in Nandi County, Kenya. Class size was the independent factor while performance in English was the dependent variable. This question motivated the study: To what degree does Class Size affect the performance in English in primary schools in Nandi county Kenya? Open systems theory did the investigation. Mixed techniques Convergent parallel design was utilized.
The quantitative strand utilized Ex post facto Causal-Comparative and the Qualitative strand employed Grounded Theory. The target population was all elementary schools, head teachers, teachers of English, and kids in Nandi County, Kenya. Multi-stage and simple random techniques were employed. Expert and extreme case purposive sampling was also employed to pick instances.
The validity of the instruments’ outcomes was demonstrated as well as the trustworthiness of the qualitative strand. Four schools were piloted, and the reliability of the instruments’ findings was confirmed using Cronbach’s alpha.
Quantitative data acquired from closed-ended questionnaires for the quantitative strand and data from the observation schedule were analyzed with the use of SPSS version 22 computer software. Frequencies, percentages, and means descriptive were employed to assess data on the effect of class size on performance in English language.
At the same time, the qualitative data was gathered as well as processed into themes and narratives following the process of data collection, data reduction, data presentation, and generating or validating findings. Narrative and verbatim citations were used to explain quantitative findings.
Triangulations of findings was done before interpretations It was concluded that class size influence performance in English language. The research advised that there is a need to recruit additional teachers to reduce concerns about the class size to increase the quality of teaching and learning therefore improvements of performance in English language in elementary schools.
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This article is a consequence of research that was undertaken to find out the degree to which communication between parents and teachers impacts kids’ academic achievement in public primary schools in Ainabkoi Sub County, Kenya.
Communication, as represented in this article, may take the form of conferences/meetings, telephoning writing notes, and face-to-face discussions between parents and instructors. Founded on the hypothesis of six forms of parental participation by Joyce Epstein’s, the study utilized an ex-post facto research design.
A target population of 2404 Class 8 kids and 61 class instructors were examined from which 331 class eight pupils were chosen using a stratified simple random selection approach. The Census technique was applied to the class instructors. A questionnaire and interview schedule were used to obtain data.
Quantitative data were then examined using descriptive and inferential statistics in form of percentages, means, and chi-square while qualitative data was studied utilizing a theme framework. There was a positive and substantial connection between parent-teacher communication (X 2 =10.087; p=0.039) and academic success.
Parent-teacher communication is consequently a favorable predictor of students’ academic achievement in elementary schools. Such communication should be strengthened to make better the academic achievement of kids in the final exams.
Language policy relies on a mother tongue/first language-based education system with enough instructors and learning resource resources. The policy of language in Kenya relies on the significance of the first language; instructors disregard the daily realities of its usage and tend to be irrelevant to their demands.
The purpose was to establish the impact of teacher preparation in mother tongue/first language use as a medium of instruction in rural ECDE centers in Nandi County, Kenya. The research utilized the Interdependence Theory.
A descriptive survey research approach was adopted. The target population was 4 Quality Assurance and Standards Officers (QASO), 200 head teachers, and 400 instructors from 200 ECDE centers in the county.
The sample size was 241 respondents, they were; 4 QASOs, 79 head teachers, and 158 preschool teachers. The research employed a purposive sampling approach to picking seventy-nine head teachers and four Sub County QASOs.
The research employed a simple random sampling approach to picking 158 instructors from the studied schools. The tools for data collection were interviews and questionnaires. Questionnaires were presented to the preschool teachers, while Sub County Quality assurance officials and head teachers were questioned.
The instruments were piloted in Kericho County which had comparable features to the research region. The dependability of the research instrument was verified using Cronbanch’s Alpha coefficient. Data were analyzed using Statistical Package for Social Sciences (SPSS) (SPSS). The data suggested that teacher readiness, teacher attitude, instructional resources, and medium of teaching accounted for 55.7% of classroom instruction.
The classroom teaching was impacted by the teacher’s readiness. Good teacher preparation helped them to execute the language policy efficiently. The instructors lacked teaching and learning resources on vernacular languages.
The study recommended that the government should support in-service training for preschool teachers on the use of mother tongue/first language as a language of instruction; provide funds for the development and acquisition of L1 resources for teaching that ensures schools comply with the language policy.
Jillaow, E. A; Momanyi, M & Mwalw’a, S. (2020). Low-Cost Boarding Primary Schools’ Influence on Pastoralist Pupils’ Academic Achievement in Mandera County, Kenya. Journal of African Interdisciplinary Studies, 4(7), 55 – 76.
Maurice Amutabi, ELYAS ABDI
The goal of the research was to investigate the effect of low-cost boarding primary schools (LCBPS) on pastoralist kids’ academic progress in primary education in Mandera County. It was founded on the Human Capital Theory. The investigation was rooted in Convergent Parallel Mixed Methods research design wherein cross-sectional survey research design and phenomenology were employed.
The data-collecting tools employed were questionnaires, a document analysis guide, an interview guide, and an observation checklist. The study tools were assessed for both content and face validity. Cronbach Alpha method assessed the reliability of numeric items while the trustworthiness of qualitative items was measured in terms of their credibility, dependability, and conformability.
Ethical norms were observed while performing the research. Quantitative data acquired from the questionnaire were cleaned, coded, and typed in a computer Statistical Package for Social Sciences software version 25 to create frequencies and percentages that summarized data and displayed in frequency distribution tables.
Qualitative data acquired through a document analysis guide, open-ended questions, and interview guide were sorted into themes based on research questions and given in excerpts, verbatim, narratives, and direct quotations. Key studies demonstrated that Low-Cost Boarding Primary Schools affected kids’ academic progress.
The issues found were the paucity of teaching personnel, parents’ level of education, poor budget, and child labor. Based on the findings, the study recommended the employment of more qualified teachers, providing security to curb teacher exodus, addressing the quality issue by supporting teachers on the job, sensitizations of parents, and the improvement of the learning environment as ways of enabling all children of Mandera County to access and achieve primary education.
The government should evaluate the allocation of capitation funds, restrict terrorism, and recruit teachers from the local community as a long-term approach to appropriately staff the schools.
Musungu, W. J; Ogula, P & Munyua, J. (2021). Evaluation of Implementation of the ICT Policy for Education Sector in Public Secondary Schools in Kimilili Sub-County, Kenya. Journal of African Interdisciplinary Studies, 5(2), 4 – 23.
Maurice Amutabi, joseph musungu
The goal of this research was to analyze the amount of implementation of various components of the ICT strategy for the education sector in public secondary schools in Kimilili Sub-County, Kenya. The components reviewed were capacity development of teachers, ICT infrastructure, digital content utilization, and integration of ICT in teaching and learning.
The research explored links between ICT integration in teaching and learning and student retention and academic achievement in KCSE. The assessment was directed by Daniel Stufflebeam’s CIPP approach. A cross-sectional survey research design was utilized. Stratified and simple random selection procedures were employed to choose the research sample, which consisted of 84 Heads of Department (HODs) (HODs).
Data were obtained utilizing questionnaires for HODs, a Document analysis schedule, and an Observation Checklist. The validity of research instrument outcomes was validated with the aid of research professionals.
Reliability was verified utilizing the test re-test approach. Data were analyzed using descriptive and inferential statistics. Descriptive statistics involves the usage of frequencies, percentages, means, and standard deviations.
Inferential statistics makes use of basic linear regression. Study results indicated that the ICT components studied had been deployed only to a minimal level. ICT integration in teaching and learning was demonstrated to be a powerful predictor of school academic success and student retention in school.
The research advised for complete equipping of schools with ICT infrastructure, and digital material, and the conduction of effective capacity development for teachers to gain ICT abilities in pedagogy. Textbook writers including KICD that creates teaching materials should include ICT as a formal technique for teaching which should contain ICT integration by completely integrating digital technology in teaching and learning content.
ICT integration should be mainstreamed in teaching and learning as it offers the advantages of enhancing academic achievement and maintaining learners in school so as to enhance completion rates.
Chebonye, R. T; Okutu, A. A & Kiprop, D. (2021). Influence of Head Teachers’ Transactional Leadership Style on Teacher Service Delivery in Primary Schools in Nandi Central Sub-County of Nandi County, Kenya. Journal of Popular Education in Africa. 5(1), 28 – 47.
Maurice Amutabi, Dr. Okutu Aggrey Asitiba
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Stratified sampling was utilized to choose schools from every division in the sub-county. The study employed a descriptive survey research design using both qualitative and quantitative methodologies.
This research employed questionnaires for teachers and interviews with head teachers to acquire data pertinent to the study from the studied schools. Quantitative data gathered was examined using descriptive statistical and inferential statistics approaches.
The research results demonstrated that contingent incentives in transactional leadership style effects poorly teacher service delivery.
Headteachers should ensure active management does not compromise the autonomy of workers. Passive management has a favorable impact on teachers’ service delivery. Monitoring should be at a level that does not impair the autonomy of the personnel. Further study should be done in other counties that will concentrate on other relevant elements and also research on factors impacting teacher service delivery.
Article History Received: 13.07.2018 Accepted: 23.07.2018 Published: 30.07.2018 Abstract: Given the growing expense of secondary education, leading to the allocation of a huge amount of resources to secondary education, student’s academic performance is predicted to be improved.
This research evaluated the impact of Unit Cost on learners’ academic performance in Day and Boarding secondary schools in Nandi County, Kenya. The study was led by Cost Function developed from the Education Production Function theory; it utilized a survey as a research approach.
The survey addressed all the principals at 186 public secondary schools in Nandi County. It performed stratified random sampling and then systematic random sampling. Questionnaires and document analyses were for data collection. A pilot study was done to assess the dependability of the instruments.
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Ndukwe, C. A; Piliyesi, E & Machyo, C. (2021). Administrative Interventions in Enhancing Low Achievers Academic Performance in Selected Secondary Schools in Langata Sub-County, Nairobi, Kenya. Journal of Popular Education in Africa. 5(3), 4 – 18.
This research analyzes the administrative interventions in increasing low achievers’ academic performance in two secondary schools in Langat’ a Sub-County, Nairobi, Kenya. The study was led by the following research questions: How can capacity development for teachers and students as a technique boost the academic performance of low achievers? and In what manner can administrative monitoring techniques help the academic performance of low achievers? The research was based on Maslow’s theory of the Hierarchy of Needs and McClelland’s Motivational Needs theory.
A convergent parallel mixed-method research design was selected, taking advantage of the strengths of both qualitative and quantitative research approaches. The target group included 2 principals, 27 instructors, 20 parents, 168 kids, and one (1) Quality Assurance Officer. Both probability (Stratified random sampling and non-probability sampling (purposive sampling) were utilized.
The questionnaire, Focus Group Discussion, and interview guide were utilized for data collection. To control the validity, the instruments were tested to content and face validity. To evaluate the dependability, the researcher performed a pilot study.
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The study provides a base for an evaluation of the cost-effectiveness of different policies associated with school inputs aimed at improving the quality of education at the primary school level. Parents and the public, in general, may also win from the research; by developing trust in the private schools and the quality of education they deliver. Copyright 2015 Elixir All rights reserved. Elixir Social Science 89 (2015) 37259-37267 Social Science Available online at www.elixirpublishers.c…
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