Activity, Student-centred, Experiment and Improvisation (ASEI) through Plan, Do, See, improve (PD... more Activity, Student-centred, Experiment and Improvisation (ASEI) through Plan, Do, See, improve (PDSI) is used in Strengthening Mathematics and Science Education (SMASE); most commended pedagogy for Mathematics. Butere Sub County has been performing dismally in Mathematics in Kenya Certificate of Secondary Education (KCSE) examinations. This study assessed the extent to which ASEI-PDSI is used in teaching Mathematics in secondary schools in Butere Sub County. A descriptive survey design was adopted. The target population was 103 respondents. Sampling was done by stratified random sampling technique. Questionnaires and interview schedule were used to collect data. It was revealed that Mathematics teachers rarely used ASEI-PDSI approach in teaching mathematics. This was majorly blamed on lack of enough resources for the use of the approach and the approach being time consuming. It’s hoped that the findings of the study will provide information to the Ministry of Education and education ...
KENYA JOURNAL OF EDUCATIONAL PLANNING ECONOMICS AND MANAGEMENT, 2014
1 While the Children Act, (2001) recognizes Education as a human right for all children, Educatio... more 1 While the Children Act, (2001) recognizes Education as a human right for all children, Education Policy Session Paper (2005 No.1) indicate that Children in conflict prone areas are unable to take advantage of the universal education policy in place in Kenya because of open conflict, population displacement and destruction of school facilities, hence they are unable to access human rights including the right to education. This paper highlights a survey research done on Political Conflicts and its influence on enrollment in primary schools within Nakuru County, with specific attention to the 2007 general elections. Schools in the county were stratified into urban, peri-urban and settlement schools in both public and private schools, to show a comparison of enrollment in the schools four years before and four years after the 2007/2008 post election violence. The findings reveal that PEV has caused high enrolments in urban and peri-urban schools which have resulted into large class sizes with TPR of average mean of 1:71 in urban schools, 1:68 in peri-urban schools and 1:47 in settlement schools. A sharp drop for girls has been experienced than that for boys in settlement schools. The findings also imply that teaching and learning processes in these schools is compromised as teachers are not able to give personalised attention to slow learners especially where the teacher-pupil ratios are high. This implies that the education for female gender is more vulnerable during political conflicts than that of the male gender. KENYA JOURNAL OF EDUCATIONAL PLANNING, ECONOMICS & MANAGEMENT http://www.emskenya.net
The government of Kenya implemented Free Primary Education (FPE) in January 2003. The main object... more The government of Kenya implemented Free Primary Education (FPE) in January 2003. The main objective of this programme was to provide education to all primary school children irrespective of their economic backgrounds. Academic performance in Public Primary Schools in Nakuru Municipality has been declining over time since the introduction of (FPE). This study assessed the influence of class size on classroom interaction during Mathematics discourse in the wake of FPE in Public Primary Schools in Nakuru Municipality. The study adopted ex post facto research design. It targeted all the 59 Public Primary Schools in Nakuru Municipality. Simple random sampling was used to select 4 schools for the study. Mathematics lessons in Classes 1 and 6 were chosen from the selected schools to represent the lower and upper classes respectively. The data were processed and analyzed using descriptive and inferential statistics with the aid of Statistical Package for Social Sciences (SPSS). The finding...
The conflict situations that have afflicted parts of Kenya every five years, in the wake of gener... more The conflict situations that have afflicted parts of Kenya every five years, in the wake of general elections, since 1992 were most prominent after the disputed presidential elections of 2007. The magnitude of the clashes, loss of life, destruction of property and internal displacement of people were hitherto unwitnessed. The situation of Orphans and Vulnerable Children (OVC) in Kenya has continued to be of national and international concern. The 2007/2008 post-election violence exacerbated the dire situation of OVC in Kenya. United Nations Children’s Fund (UNICEF) estimated the number of children displaced by the 2007/2008 post-election violence (PEV) in Kenya at 100,000 and those orphaned at 300,000 high. Some of the OVC lost both parents during the violence. Many more were born during and after displacement, and have no knowledge of their homes or origin. They do not understand or even remember the circumstances that caused their parents to be displaced. A survey by UNICEF in 201...
Open Journal of Social Sciences, 2019, 7, 51-69 https://www.scirp.org/journal/jss ISSN Online: 2327-5960 ISSN Print: 2327-5952 , 2019
Since the beginning of this century, a global tendency to abolish corporal punishment has been in... more Since the beginning of this century, a global tendency to abolish corporal punishment has been introduced to challenge old dependence on corporal punishment as a tool for reforming children’s misbehavior. This tendency was highly supported by the contemporary call for protecting human rights including the right in security and human treatment and child rights in physical protection. Corporal punishment continues to be practiced at unacceptable rates in Kenyan schools; at the same time violence rates are rising. Management of children’s behavioral problems presents a significant challenge for many teachers in schools. The purpose of this research is to analyze why corporal punishment is being practiced in schools in spite of its legal ban. The paper highlights the attitudes of teachers, parents, pupils and the use of corporal punishment as a tool for discipline. A survey research design was used to collect data on attitudes of 32 parents, 32 teachers, 160 students and 8 Principals in secondary schools in western region of Kenya. A sample size of 232 respondents was included and participated in the study. The main finding of this study is that while most teachers understand and support the policy of banning corporal punishment in schools, there remain certain concerns on the effect of such a ban on children rights and equally alternative warm contributions of punishment as a means of maintaining school discipline. These concerns and conflicting viewpoints are over issues related to the difficulty in disciplining students and respecting the students’ human rights. Keywords Corporal Punishment Policy, Human Rights, Physical Protection
Activity, Student-centred, Experiment and Improvisation (ASEI) through Plan, Do, See, improve (PD... more Activity, Student-centred, Experiment and Improvisation (ASEI) through Plan, Do, See, improve (PDSI) is used in Strengthening Mathematics and Science Education (SMASE); most commended pedagogy for Mathematics. Butere Sub County has been performing dismally in Mathematics in Kenya Certificate of Secondary Education (KCSE) examinations. This study assessed the extent to which ASEI-PDSI is used in teaching Mathematics in secondary schools in Butere Sub County. A descriptive survey design was adopted. The target population was 103 respondents. Sampling was done by stratified random sampling technique. Questionnaires and interview schedule were used to collect data. It was revealed that Mathematics teachers rarely used ASEI-PDSI approach in teaching mathematics. This was majorly blamed on lack of enough resources for the use of the approach and the approach being time consuming. It’s hoped that the findings of the study will provide information to the Ministry of Education and education ...
KENYA JOURNAL OF EDUCATIONAL PLANNING ECONOMICS AND MANAGEMENT, 2014
1 While the Children Act, (2001) recognizes Education as a human right for all children, Educatio... more 1 While the Children Act, (2001) recognizes Education as a human right for all children, Education Policy Session Paper (2005 No.1) indicate that Children in conflict prone areas are unable to take advantage of the universal education policy in place in Kenya because of open conflict, population displacement and destruction of school facilities, hence they are unable to access human rights including the right to education. This paper highlights a survey research done on Political Conflicts and its influence on enrollment in primary schools within Nakuru County, with specific attention to the 2007 general elections. Schools in the county were stratified into urban, peri-urban and settlement schools in both public and private schools, to show a comparison of enrollment in the schools four years before and four years after the 2007/2008 post election violence. The findings reveal that PEV has caused high enrolments in urban and peri-urban schools which have resulted into large class sizes with TPR of average mean of 1:71 in urban schools, 1:68 in peri-urban schools and 1:47 in settlement schools. A sharp drop for girls has been experienced than that for boys in settlement schools. The findings also imply that teaching and learning processes in these schools is compromised as teachers are not able to give personalised attention to slow learners especially where the teacher-pupil ratios are high. This implies that the education for female gender is more vulnerable during political conflicts than that of the male gender. KENYA JOURNAL OF EDUCATIONAL PLANNING, ECONOMICS & MANAGEMENT http://www.emskenya.net
The government of Kenya implemented Free Primary Education (FPE) in January 2003. The main object... more The government of Kenya implemented Free Primary Education (FPE) in January 2003. The main objective of this programme was to provide education to all primary school children irrespective of their economic backgrounds. Academic performance in Public Primary Schools in Nakuru Municipality has been declining over time since the introduction of (FPE). This study assessed the influence of class size on classroom interaction during Mathematics discourse in the wake of FPE in Public Primary Schools in Nakuru Municipality. The study adopted ex post facto research design. It targeted all the 59 Public Primary Schools in Nakuru Municipality. Simple random sampling was used to select 4 schools for the study. Mathematics lessons in Classes 1 and 6 were chosen from the selected schools to represent the lower and upper classes respectively. The data were processed and analyzed using descriptive and inferential statistics with the aid of Statistical Package for Social Sciences (SPSS). The finding...
The conflict situations that have afflicted parts of Kenya every five years, in the wake of gener... more The conflict situations that have afflicted parts of Kenya every five years, in the wake of general elections, since 1992 were most prominent after the disputed presidential elections of 2007. The magnitude of the clashes, loss of life, destruction of property and internal displacement of people were hitherto unwitnessed. The situation of Orphans and Vulnerable Children (OVC) in Kenya has continued to be of national and international concern. The 2007/2008 post-election violence exacerbated the dire situation of OVC in Kenya. United Nations Children’s Fund (UNICEF) estimated the number of children displaced by the 2007/2008 post-election violence (PEV) in Kenya at 100,000 and those orphaned at 300,000 high. Some of the OVC lost both parents during the violence. Many more were born during and after displacement, and have no knowledge of their homes or origin. They do not understand or even remember the circumstances that caused their parents to be displaced. A survey by UNICEF in 201...
Open Journal of Social Sciences, 2019, 7, 51-69 https://www.scirp.org/journal/jss ISSN Online: 2327-5960 ISSN Print: 2327-5952 , 2019
Since the beginning of this century, a global tendency to abolish corporal punishment has been in... more Since the beginning of this century, a global tendency to abolish corporal punishment has been introduced to challenge old dependence on corporal punishment as a tool for reforming children’s misbehavior. This tendency was highly supported by the contemporary call for protecting human rights including the right in security and human treatment and child rights in physical protection. Corporal punishment continues to be practiced at unacceptable rates in Kenyan schools; at the same time violence rates are rising. Management of children’s behavioral problems presents a significant challenge for many teachers in schools. The purpose of this research is to analyze why corporal punishment is being practiced in schools in spite of its legal ban. The paper highlights the attitudes of teachers, parents, pupils and the use of corporal punishment as a tool for discipline. A survey research design was used to collect data on attitudes of 32 parents, 32 teachers, 160 students and 8 Principals in secondary schools in western region of Kenya. A sample size of 232 respondents was included and participated in the study. The main finding of this study is that while most teachers understand and support the policy of banning corporal punishment in schools, there remain certain concerns on the effect of such a ban on children rights and equally alternative warm contributions of punishment as a means of maintaining school discipline. These concerns and conflicting viewpoints are over issues related to the difficulty in disciplining students and respecting the students’ human rights. Keywords Corporal Punishment Policy, Human Rights, Physical Protection
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Keywords Corporal Punishment Policy, Human Rights, Physical Protection
Keywords Corporal Punishment Policy, Human Rights, Physical Protection