The Shimba Hills ecosystem along the south coast of Kenya is a key East African biodiversity hotspot. Historically, it is biogeographically assignable to the East African coastal biome. We examined the current Shimba Hills herpetofauna and their zoogeographical affinities to the coastal forests and nearby Eastern Arc Mountains biodiversity hotspots. The key studied sites included the Shimba Hills National Reserve, forest reserves, Kaya forests, and adjacent private land. Data on herpetofaunal richness were obtained from recent field surveys, literature, and specimens held at the National Museums of Kenya, Herpetology Section Collection, Nairobi. The Makadara, Mwele, and Longo-Mwagandi forests within the Shimba Hills National Reserve hosted the highest number of unique and rare species. Generally, the forest reserves and Kaya forests were important refuges for forest-associated species. On private land, Mukurumudzi Dam riparian areas were the best amphibian habitat and were host to three IUCN (Red List) Endangered-EN amphibian species, namely, Boulengerula changamwensis, Hyperolius rubrovermiculatus, and Afrixalus sylvaticus, as well as one snake species Elapsoidea nigra. Using herpetofauna as zoogeographic indicators, the Shimba Hills were determined to be at a crossroads between the coastal forests (13 endemic species) and the Eastern Arc Mountains (seven endemic species). Most of the Eastern Arc Mountains endemic species were from recent records, and thus more are likely to be found in the future. This ‘hybrid’ species richness pattern is attributable to the hilly topography of the Shimba Hills and their proximity to the Indian Ocean. This has contributed to the Shimba Hills being the richest herpetofauna area in Kenya, with a total of 89 and 38 reptile and amphibian species, respectively. Because of its unique zoogeography, the Shimba Hills ecosystem is undoubtedly a key biodiversity area for conservation investment.
Purpose: Mathematics’ teachers play an important role in teaching of concepts in mathematics and ensuring that students register good grades in tests. However, in Mwala Sub-county, the scenario is different with many students registering low achievement in mathematics. Thus, the purpose of this study was to assess the influence of mathematics’ teachers training on use of questioning technique on students’ achievement in mathematics in public secondary schools in Mwala Sub-county, Machakos County, Kenya.Methodology: The study was guided by the learning theory. This study adopted mixed methodology and thus applied concurrent triangulation research design. Questionnaires were used to gather quantitative data from mathematics’ teachers whereas interview guides were used to collect qualitative data from principals. Qualitative data were analyzed thematically based on study objectives and presented in narrative form. Quantitative data were analyzed using descriptive statistics and inferentially using linear regression analysis in Statistical Package for Social Sciences (SPSS Version 23) and presented using tables.Findings: The study established that many mathematics’ teachers have basic training on how to use the questioning technique in teaching mathematics. However, this has not improved students’ achievement in mathematics.Contribution to theory, policy and practice: The study recommends that mathematics’ teachers should undergo many in-service trainings on how improve the questioning technique skills. Mathematics’ teachers interact more with experienced colleagues by attending seminars and workshops designed to improve their experience and levels of exposure to different approaches of questioning. The Ministry of Education should create room for more in-service trainings for the newly recruited mathematics’ teachers.
Leadership has small but educationally significant indirect influence on students learning outcomes. Conversely, teachers account for significant variance of students' academic performance. Principals' leadership styles can increase teachers' capacities and commitments and thus increase their output which can be reflected in improved students' academic performance. Transformational leadership practices have been shown to increase employee capacities and commitments. The purpose of this study was to establish the relationship between principals' involvement in developing teachers and students' academic performance in public secondary schools in Machakos County, Kenya. This study adopted a descriptive survey design. The study targeted all the 331 principals and 3,006 teachers in public secondary schools in Machakos County. Using simple random sampling, a total of 100 principals were selected and five teachers equally selected from the schools with the sampled principals making a total of 500 teachers. Data collection instruments included questionnaires for principals, questionnaires for teachers and document analysis checklists. Quantitative data was analyzed using both descriptive and inferential statistics. Descriptive statistical tools used were frequencies, percentages, Mean and Standard Deviation while inferential statistical tools such as ANOVA and regression analysis were used to analyze the quantitative Qualitative data was analyzed thematically through content analysis and the responses were presented in narratives. Tables and figures were used to present the analyzed data. The results revealed that there was statistical relationship (p<0.05) between principals involvement in teacher development and students' academic performance which was positive but moderate (R= .671). Based on the results, it was concluded that transformational leadership practices influence students' academic performance. The study recommends principals to increase transformational leadership practice of developing teachers since it influences students' academic performance.
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