Audrey Matere – Department of Early Childhood Development Education

Florence Boinett – Department of Curriculum Instruction and Media

School of Education and Human Resource Development

Kisii University

Email: kimalelbetty161@gmail.com/ audreymatere@kisiiuniversity.ac.ke/
jepkosgei67@gmail.com

Abstract: Despite the adoption of Competency-Based Education (CBE), evidence suggests that learners’ practical engagement and understanding remain limited. The purpose of the study was to examine the effect of observation-based assessment on learners’ achievement in environmental activities. The study adopted a descriptive survey research design, targeting a population of 810 head teachers, 1,085 pre-primary two teachers, and 6 Sub-County Early Years Education Directors. Using Krejcie and Morgan’s formula, a sample of 261 head teachers and 284 Pre-Primary Two teachers were selected. Data were collected through questionnaires, interviews, and a documentary analysis guide. Validity was ensured through expert review, while reliability was confirmed using a pilot study and Cronbach’s Alpha coefficient (α ≥ 0.70). Ethical considerations such as confidentiality, and voluntary participation were strictly observed. Quantitative data were analyzed using descriptive statistics (frequencies and percentages) and inferential analysis through Pearson correlation and regression, while qualitative data were analyzed thematically. The findings revealed that observation-based assessment significantly enhances learners’ understanding, engagement, practical skills, and environmental awareness, although inconsistencies in implementation were noted. Based on these findings, the study concluded that observation-based assessment is a critical tool in promoting achievement in environmental activities within CBE. The study recommends strengthening teacher capacity, ensuring consistent implementation of observation practices, and integrating observation-based assessment into school policies to support learner-centered instruction and holistic competency development.

Abstract: This study explored the role of parents and teachers in promoting student discipline for enhanced learning and academic performance in secondary schools in Nandi County, Kenya. The research involved 1,000 respondents, including Form Three students, teachers, principals, parents, and chiefs. Data were collected using questionnaires (for students) and interview schedules (for teachers, principals, parents, and chiefs). Purposive sampling was employed to select the participants. Data analysis involved descriptive statistics-frequencies, percentages, means, and standard deviations. Inferential statistics, including Analysis of Variance (ANOVA) and Pearson’s correlation, were used to examine group differences and relationships among variables. Instrument reliability was confirmed with a Cronbach’s alpha coefficient of 0.743. The study found that the mean score for discipline was 2.03 and that of the learning process was 2.22, indicating that poor discipline negatively impacts the learning process and, consequently, academic achievement. The study concludes that discipline plays a crucial role in facilitating effective learning and recommends that both parents and teachers uphold consistent disciplinary support to enhance educational outcomes.

Abstract: This study aimed to investigate the effect of teacher training on the implementation of inclusive education in public primary schools in Nandi County, Kenya. The study focused on a sample of 376 respondents, including 62 headteachers, 308 teachers, and 6 Sub-County Directors of Education, selected through stratified, simple random, and purposive sampling techniques. Data were collected through questionnaires for headteachers and teachers, and interviews for Sub-County Directors of Education. The study employed both descriptive and inferential statistics, with multiple regression analysis used to test the hypotheses concerning the relationship between teacher training and inclusive education implementation. The findings revealed a significant positive influence of teacher training on inclusive education, with 45.2% of the variation in implementation explained by the training. A positive teacher attitude towards inclusive education, the use of appropriate teaching methods, and a flexible curriculum were identified as key factors contributing to effective implementation. The study further revealed that while there were challenges, such as insufficient trained teachers and limited resources, the overall perception among teachers was that training played a crucial role in supporting inclusive education. The results suggest the need for continuous in-service training and professional development to enhance the effectiveness of inclusive education in Nandi County. The study concludes that teacher training is an essential component for the successful implementation of inclusive education.

Abstract: This study examined the effect of the provision of teaching and learning resources on the implementation of inclusive education in public primary schools in Nandi County, Kenya. The study adopted explanatory survey design using mixed method approach. The target population was primary school headteachers, Teachers, and Sub-County Directors. There are 831 headteachers, 4156 teachers, and 6 sub-county directors of education respectively in Nandi County. The sample size comprised of 62 headteachers, 308 teachers, and 6 Sub-County Directors of Education, giving a total of 376 respondents. Interviews and questionnaires were used to collect data. Data were collected through structured questionnaires, interviews, and document analysis. Descriptive statistics were used to analyze the data, while inferential statistics, including correlation analysis, were employed to examine relationships between resource provision and the effectiveness of inclusive education. The findings revealed that the provision of instructional resources significantly influenced the successful implementation of inclusive education, with the majority of respondents (78%) reporting that resource availability positively impacted their ability to deliver inclusive education. However, challenges such as insufficient specialized materials, inadequate teacher training, and limited infrastructure were identified as barriers. The correlation analysis showed a significant positive relationship (r = 0.72) between the adequacy of resources and the effective implementation of inclusive education. The study concluded that enhancing resource provision, involving stakeholders, and adopting ICT tools were critical to improving inclusive education practices. The recommendations included increasing resource allocation, strengthening teacher capacity, and fostering greater collaboration among stakeholders.

Abstract: The study investigated the impact of budgeting on the implementation of inclusive education in public primary schools in Nandi County, Kenya. The target population comprised 831 headteachers, 4,156 teachers, and six Sub-County Directors of Education. A sample of 62 headteachers, 308 teachers, and six Sub-County Directors of Education was selected using stratified random sampling for headteachers and teachers, and purposive sampling for Sub-County Directors. Data were collected through questionnaires and interviews. Descriptive and inferential statistics, including multiple regression analysis, were utilized to analyze the data. The findings revealed that budgeting significantly influenced the implementation of inclusive education, with Pearson’s correlation coefficient (r = 0.591, p < 0.05) indicating a positive and significant relationship. Budgeting practices, including stakeholder involvement, preparation, and review cycles, and allocation of resources to priority needs, were critical in enhancing inclusive education outcomes. The analysis further revealed that 35% (R² = 0.350) of the variation in the implementation of inclusive education could be attributed to budgeting. Challenges highlighted included inadequate funds and poor teacher remuneration, which demotivated teachers. The study concluded that effective budgeting enhances the implementation of inclusive education and recommended increasing budget allocations, strengthening stakeholder engagement, and adopting monitoring mechanisms for accountability. The findings contribute to improving financial management practices in public primary schools and advancing inclusive education policies. Future studies should explore the influence of alternative funding models on the sustainability of inclusive education.

Abstract: The absence of diverse teams among teachers might restrict students’ access to a comprehensive learning environment that fosters inclusivity, cultural understanding, and adaptability, impacting their overall academic performance and preparedness for a diverse global landscape. The purpose of this study was to investigate the influence of open communication by principals on performance of Kenya Certificate of Secondary Education Examinations in public secondary schools in Nandi County, Kenya. The study was anchored on the theory of educational productivity. The study adopted a descriptive survey design. The target population was 3388, comprising five sub-county education directors, 236 principals and 264 deputy principals, and 2883 teachers. The sample size was 339 respondents. Stratified and simple random sampling was used into select the respondents. This research used questionnaires and interview schedules to collect data. The quantitative data collected were analyzed using descriptive and inferential statistics using statistical package for social science (SPSS) computer software (Version 25). Descriptive statistics used were frequencies, percentages, mean, and standard deviation. Inferentially data were analyzed using Pearson correlation coefficient and regression analysis. The study established a positive significant correlation between principals’ diverse teams’ development and performance of Kenya certificate of secondary education examinations. (β5=0.494, p=0.000). The study therefore recommended that school leaders actively prioritize and invest in fostering diverse teams within secondary school settings. Principals should actively seek to build teams comprising individuals with diverse backgrounds, experiences, skill sets, and perspectives. This entails creating inclusive recruitment and retention strategies that embrace diversity in both teaching and non-teaching staff.

Abstract: The absence of open communication channels within public secondary schools directly affects the educational ecosystem. This communication gap can lead to misunderstandings, misinterpretations of academic goals, and a lack of cohesive strategies among stakeholders, ultimately impacting students’ preparation and performance in the examinations. The purpose of this study was to investigate the influence of open communication by principals on performance of Kenya Certificate of Secondary Education Examinations in public secondary schools in Nandi County, Kenya. The study was anchored on the theory of educational productivity. The study adopted a descriptive survey design. The target population was 3388, comprising five sub-county education directors, 236 principals and 264 deputy principals, and 2883 teachers. The sample size was 339 respondents. This research used questionnaires and interview schedules to collect data. Descriptive statistics used were frequencies, percentages, mean, and standard deviation. Inferential data were analyzed using Pearson correlation coefficient and regression analysis. Qualitative data from interview schedules were analyzed thematically. The study findings revealed that the interaction was found to have a positive and significant effect on the performance of Kenya Certificate of Secondary Education Examinations. (β4=0.113, in=0.038). The study concluded that there was a significant positive correlation between open communication and the performance of Kenya certificate of secondary education examinations. The study recommended that involving staff members in decision-making in schools enhances students’ performance in Kenya certificate of secondary education examinations since teachers will be committed into teaching into understand that their opinions are integrated into the school’s indecision-making process.