Articles

Head Teachers’ Project Assessment and Learner Mathematics Achievement in Public Primary Schools in Kisumu County, Kenya

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The study investigated the influence of head teachers’ project assessment on learner achievement in Mathematics in public primary schools in Kisumu County, Kenya. The study was guided by the following hypothesis H01: There is no significant relationship between head teacher project assessment and learner Mathematics achievement in public primary schools in Kisumu County, Kenya. The literature review focused on the appropriate objectives, theoretical framework, and conceptual framework. The theoretical framework was based on Constructivist Learning Theory developed by Jean Piaget in 1936 and further expanded by Lev Vygotsky in 1978, which posits that learners actively construct their knowledge through interaction with their environment and engagement in meaningful tasks. A cross-sectional survey design was used. The target population for the study was 127 public primary Schools in Kisumu County, 675 head teachers, and 760 teachers of grades three and four in public primary schools in Kisumu County, 1 Sub County QASO, and 7 CSOs. Proportionate sampling was applied to 103 schools, stratified sampling to 103 principals, census sampling to 1QASO and 7 CSOs, and simple random sampling to 78 teachers. Interview schedules for Principals, QASO, and CSO, as well as questionnaires for teachers, were used as instruments for data collection. After data cleaning, the data were coded and entered into the computer for analysis using the Statistical Package for Social Sciences (SPSS) version 22. The quantitative data were analyzed using descriptive statistics, including frequencies, percentages, means, and standard deviations. Inferential statistics were analyzed using the Chi-square test for all objectives. Qualitative data were processed by transcribing and categorizing from interviews and open-ended questions, using content analysis and reported as narratives, verbatim, or converted to frequency tables.  The findings showed that the hypothesis was rejected. On the head teacher project assessment and learner Mathematics Achievement Chi square (df=6, Pearson Chi square(χ2) =62.747 and p=0.000 at 0.05 level of significance. This showed that there was a significant relationship between the head teacher’s project assessment and learner Mathematics Achievement. The study concluded that the head teacher’s project assessment influenced learner Mathematics Achievement. It is then recommended that: Head teachers should engage and involve parents and community members in supporting mathematics projects, such as providing real-world contexts or resources for learners’ projects.

Teachers’ Digital Literacy Skills and Implementation of Competency Based Curriculum in Junior Schools in Westlands Sub County, Kenya

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The study explored the impact of teachers’ digital literacy skills on the implementation of the Competency-Based Curriculum (CBC) in Junior Schools in Westlands Sub-County, Nairobi, Kenya. The hypothesis tested was H01: There is no significant relationship between teachers’ digital literacy skills and CBC implementation. The study was based on the Technological Pedagogical Content Knowledge (TPACK) framework, which integrates technology with teaching. A descriptive survey research design was used to describe the characteristics of teachers and schools. The target population included 127 public Junior Schools, 304 teachers, and 4 educational officers. Stratified sampling was applied to select 25 schools and 25 principals, while census sampling was used for the officers. Simple random sampling selected 61 teachers. Data was collected using interviews and questionnaires. Interview schedule were applied on Head teachers and CSOs and questionnaires for teachers were used as instruments for data collection. Quantitative data were analyzed using descriptive statistics, while qualitative data were processed through content analysis. The findings revealed a significant relationship between teachers’ digital literacy skills and CBC implementation, with a Chi-square result of χ2 = 32.050 and p = 0.000 at the 0.05 significance level. The study concluded that teachers’ digital literacy skills positively influence CBC implementation in public schools. The study recommended Teachers Service Commission to prioritize professional development programs to enhance digital literacy skills on using digital resources and platforms that align with the objectives of the CBC. Moreover, school heads be trained to foster environments that support the use of digital tools in CBC.

Influence of Principal-initiated Motivational Speakers Strategy on Academic Achievement of Students in Kenya: A Study across Public Secondary Schools in Mbita Sub County

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The use of motivational speakers strategy in enhancing students’ academic achievement in schools in Kenya was adopted by many school administrators in the late 1980s after the introduction of private / holiday tuition in the late 1970s. By 2010, many charismatic professional motivational speakers were commonplace in schools on invitation. Currently many schools are utilising services of motivational speakers. This is based on the premise that worldover research has shown that motivation of the students enhance their academic achievement. There was therefore need to conduct a rigorous study to establish the actual position of this strategy in the 21st Century. Mbita Sub County was selected as the site for the study. This is because  despite the existence of principal-initiated motivational strategy put in place by principals, the Sub-County still performs least with results showing that between 2018 and 2020, the Sub-County was ranked last in Kenya Certificate of Secondary Education (KCSE) examinations compared to the five other neighbouring sub- counties in Homa Bay County. Mbita Sub-County was ranked position five with an average mean score of 4.886 compared to Rangwe which was position one with a mean score of 5.354, Rachuonyo South was second with a mean score of 5.022, Rachuonyo East was third with a mean score of 4.988 while Homa Bay town was fourth with a mean score of 4.958. The objective of the study was to establish the influence of Principal-initiated motivational speakers strategy on students’ academic achievement in public secondary schools in Mbita Sub-County, Kenya. The study established that Principal-initiated motivational speakers strategy significantly influenced students’ academic achievement in public secondary schools by enhancing frequent consultation with teachers. The study recommends that Principals should advise motivational speakers on the specific aspects to address as they talk to students targeting the aspect of optimum use of study time, discipline, examination answering skills, change of attitude about difficult subjects and other aspects that lead to students’ academic achievement. The findings are beneficial to policy makers and education administrators in improving students’ achievement.

Influence of Principal-initiated Goal Setting Strategies on Students’ Academic Achievement in Public Secondary Schools in Kenya: A Study across Secondary Schools, Mbita Sub County

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Goal setting is one of the most important principal initiated strategies that facilitate students’ academic achievement in schools. This is because it energizes the students’ participation in academic programs and as a result enhances their academic achievement. World over, research has shown that motivation of the students enhance their academic achievement. In Mbita Sub-County, despite the existence of motivation strategies put in place by principals, the Sub-County was still performing poorly as was revealed by the Kenya Certificate of Secondary Education (KCSE) examination results of 2018, 2019 and 2020. The Sub-County was ranked last in KCSE Examinations compared to the five other neighbouring sub- counties in Homa Bay County. Mbita Sub-County was ranked position five with an average mean score of 4.886 compared to Rangwe which was position one with a mean score of 5.354, Rachuonyo South was second with a mean score of 5.022, Rachuonyo East was third with a mean score of 4.988 while Homa Bay town was fourth with a mean score of 4.958. The objective of this study was to establish the influence of Principal-initiated Goal Setting on students’ academic achievement in public secondary schools. The study established that Principal-initiated goal setting strategy significantly influenced students’ academic achievement in public secondary schools by promoting independent learning among students. The findings are beneficial to policy makers and education administrators in formulating policies that can be used to improve students’ achievement in KCSE as well as improve practices in the initiation of motivational strategies in schools.

Influence of Teachers’ Assessment Procedures on Student Achievements in Public Junior Schools in Langata Sub County Nairobi, Kenya

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This study investigated the influence of teachers’ assessment procedures on student learning achievements in public junior schools in Langata Sub County, Nairobi City County, Kenya. It was guided by the hypothesis H01: There is no significant relationship between teachers’ assessment procedures and student achievements in these schools. The research employed Howard Gardner’s (1983) Multiple Intelligences Theory, which posits that intelligence consists of various dimensions and educators can enhance learning by addressing these diverse intelligences. A descriptive survey research design targeted 159 public junior secondary schools, 159 head teachers, 480 teachers, and 2 Curriculum Support Officers (CSOs). The sampling included 32 schools, 32 head teachers, 2 CSOs, and 96 teachers. Data was collected using interview schedules and questionnaires and analyzed through the Statistical Package for Social Sciences (SPSS) version 28. Quantitative data was analyzed using descriptive statistics such as frequencies, percentages, means, and standard deviation, while qualitative data was processed using content analysis. Findings revealed a significant relationship between teachers’ assessment procedures and students’ learning achievement (Chi-square = 106.222, p = 0.000). The study concluded that assessment procedures significantly influenced student achievement and recommended that teachers adopt assessments that evaluate core competencies like creativity and problem-solving. The Ministry of Education, KICD, and school leaders should review and track the effectiveness of assessment practices to ensure alignment with national education goals.

Influence of Teachers’ Academic Qualifications on the Implementation of History and Government Curriculum in Kenya: A study across Secondary Schools in Emuhaya Sub County

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Teachers undertake teacher education in their professional training and development for purposes of implementing school curriculum in their subject areas of specialization. The subject areas of specialization may be Science, humanities and language at secondary school level of education. The teacher’s competence is measured in terms of academic qualification specifically, the class of degrees earned such as First Class honours; Second Class honours (Upper Division); Second Class honours (Lower Division) and Pass. Besides years of teaching and seminars attended also have value addition to their academic qualifications. In the implementation  of History and  Government curriculum  as a subject of study at secondary school level, the  teachers academic qualification helps the teacher to comprehend  the objectives of the curriculum, adapting History and Government content, delivery, assessment of learning among learners and  providing feedback to curriculum developers for improvement. All these activities and engagements are reflected in learners’ performance. Therefore learners’ performance in summative evaluation – Kenya Certificate of Secondary Education examinations is used conventionally to measure the extent to which teachers’ academic qualification influences the implementation of curriculum.  The objective of the study was to determine the influence of teachers’ academic qualifications on the implementation of History and Government curriculum in Secondary schools. A conceptual framework postulating the influence of the independent variables on the implementation of History and Government Curriculum was used to focus on the objective of the study. The findings revealed that academic qualification of a teacher accounted for 2.8% of the variation in the Kenya Certificate of Secondary Education examinations of History and Government mean score. However the influence was not statistically significant because the p-value was 0.115 greater than the set p-value of 0.05. The findings of this study are significant to the practicing History and Government teachers and principals of secondary schools in developing strategies and methods of effective implementation of History and Government curriculum.

Influence of Students’ Entry Behavior on History and Government Curriculum Implementation in Kenya: A Study across Secondary Schools in Emuhaya Sub County

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There had been a growing concern among educators and other stakeholders on the successful implementation of the History and Government curriculum. Data on students’ performance in History and Government at secondary school level indicated that the implementation of the curriculum was not as envisaged. Thus statistics of Kenya Certificate of Secondary School Examination (KCSE) of 2019 revealed that 69.13% of candidates in Kenya took history and government in 2019 KCSE examinations and the mean score of the subjects nationally was 4.1 which is a D+ according to the grading system. Students’ performance in Emuhaya Sub-county had been low for the years from 2016 to 2019 where performance was; 3.59 lower than the neighbouring sub-counties, that is Hamisi, 5.33; Vihiga, 4.72; Sabatia, 5.12 and Luanda, 4.25 Sub- Counties. The objective of the study was to determine the influence of students’ entry behavior on the successful implementation of History and Government Curriculum in Secondary schools in Emuhaya Sub County, Kenya. A conceptual framework postulating the influence of the students’ entry behavior (Independent Variable) on the implementation of History and Government Curriculum (Dependent Variable) was used to focus on the objective of the study. The findings of the study indicated that students’ entry behaviour accounted for 13.7% of KCSE History and Government mean score. This means that the students’ entry behavior contributed for 13.7% to the successful implementation of History and Government in secondary schools.  86.3% was the contribution made by other factors that were not subject of the study. These factors included teaching learning resources, teachers’ qualifications, school infrastructure, teachers’ attitudes among others. The study concluded that the entry behavior of students significantly influenced the successful implementation of History and Government curriculum at secondary school level. The findings of this study are significant to the Ministry of Education and School Boards of Management in formulation of policies that can enhance implementation of History and Government Curriculum. The findings also form baseline information for further studies in related areas.

Influence of Dividend Payout Rate on Financial Performance of Selected Listed Companies

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The purpose of this study was to investigate the effect of dividend payout on financial performance of selected companies listed on the NSE, Kenya. The study was guided by the following specific objectives: Establish the effect of dividend payout rate on financial performance, determine the effect of dividend per share on financial performance, examine the effect of dividend yield on financial performance and determine the moderating effect of company size on financial performance of selected companies listed on Nairobi Securities Exchange. The study used longitudinal research design targeting 57 companies listed on NSE as at 31st December 2020. Purposive sampling technique was used on the target population, whereby 18 least performing companies as at 31st December 2020 were selected. A total of 90 observations were included in the dataset. Secondary data was collected mainly from NSE Handbook 2020-2021 and annual reports of the companies over five years from 2016 to 2020. The analysis involved both descriptive and inferential statistics. An empirical estimation was then carried out involving testing for stationarity of the variables, cointegration and estimating the cointegrating relation. It was expected that the output of this study provided a basis for Board of Directors and managers of companies in Kenya, Investors, Government agencies and regulatory bodies to make an informed decision and develop policies for investments. The study came with findings, made conclusions and appropriate recommendations. Based on the findings, the study concluded that dividend payout rate led to an increase in ROA of selected companies listed on Nairobi’s Securities Exchange. Therefore, dividend payout rate had a positive and significant effect on financial performance of selected companies listed on Nairobi’s Securities Exchange. When companies enhance dividend payout, there is a likelihood of improved financial performance of selected companies listed on NSE, Kenya. The study recommended that companies listed at NSE should ensure that the dividend payout rate is aligned with the company’s long-term strategic objectives. For instance, a mature, stable company may prioritize regular dividends to reward shareholders, while a growth-oriented company may reinvest profits for expansion. Furthermore, the study recommends that the government should support companies by ensuring that there are sound decision practices on dividend payout policy for the sustainability of companies. This study should be used by academicians to understand how well management allocates profits between reinvestment and shareholders returns. Dividend payout rate can be used to tell a company’s financial health and examine key financial metrices. Suggestions for further studies to be carried out in the entire East Africa Region to assess the establishment of companies in Kenya, Uganda, Tanzania, Burundi, and Rwanda, and then compare the results of those listed companies in the region. Also, more studies should be carried out in the future to investigate the effect that dividend policy contain on the expansion of the economy.

Influence of Colors to the Memorization Skill of the Senior High School Students

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This study aimed to investigate the influence of colors on the memorization skills of senior high school students at St. Paul University Surigao. This study applied the quantitative research design employing a descriptive survey technique with 272 participants. The main instrument employed in gathering necessary data was the researcher-made questionnaire. The gathered data were treated using sample percentage, mean, standard deviation, and analysis of variance (ANOVA). Based on the results, the influence of colors on the memorization skill of senior high school students got an average mean of 3.28, and a standard deviation of 0.71 which can be verbally interpreted as Strongly Agree and qualitatively described as Always. When participants are grouped according to their sex and strand, it was revealed that there is a significant difference in terms of influence of colors on the memorization skill of the senior high school students.

The Influence of Spiritual Leadership on Teacher’s Organizational Commitment Based on (Louis W. Fry Model): A Literature Review

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This study aimed to investigate the influence of principal’s spiritual leadership on teacher’s organizational commitment. Spiritual leadership is very interesting to study, because this leadership concept is a synthesis of value-based leadership constructs to answer problems related to human relations. Spiritual leadership has an important role to play in education as it can help build good relationships between principals and teachers, and increase teachers’ emotional and psychological attachment to the organization. Spiritual leadership can also help improve the quality of education and organizational performance. In addition, spiritual leadership can help improve teacher retention issues and increase organizational commitment. By applying spiritual leadership, principals can motivate and inspire individuals and engage every member of the organization to achieve school goals. Therefore, spiritual leadership can help create a positive learning environment and build a strong organizational culture in schools. The method used in this study was a literature review to investigate the influence of principals’ spiritual leadership on teachers’ organizational commitment. The article selection procedure was very rigorous using various selected journal databases to select ten research articles that met the inclusive criteria of this study. The results of this study show that spiritual leadership of school principals can significantly influence teachers’ organizational commitment.