The education system in Kenya is evolving steadily even as it is faced with a number of shortcomings which include inadequate teaching/learning resources in secondary schools due to poor planning and corruption. The study looked at the effect of teaching/learning resources on academic performance in secondary school mathematics in Bondo district of Kenya. The research design for this study was descriptive survey design with a total of 405 senior four students as the population of the study. Two hundred and forty two (242) students were randomly selected from nine schools in the three divisions of Bondo districts out of 24 schools. Intact classes were chosen. The schools were stratified into co-educational day, co-educational boarding, boys boarding and girls boarding. One validated research instrument developed for the study was Student Questionnaire on Performance (SPQ) (r = 0.437). Three research questions were answered. The data collected was analyzed using multiple regression analysis. There was a positive correlation among the eight independent variables and the dependent measure – mathematics performance(R= 0.486; F(8,241)=9.014; p<0.05). The eight variables accounted for 23.6% of the total variance in the independent measure (R2 = 0.236).Government Financial support (B=0.182, t=2.469; p<0.05), trained teachers (B=0.341, t=3.489; p<0.05), classroom/laboratories (B=-0.347, t=-4.173; p<0.05) and textbooks/student-ratio (B=0.413, t=4.186; p<0.05) could be used to predict academic performance in mathematics. The study recommends that review of curriculum, in-servicing of trained teachers, recruiting more competent teachers, motivation of learners, improved government support to education, good teaching methods, improved students-book ratio and better remuneration of teachers are factors that the government and all stakeholders should pay more attention to in order to improve performance in mathematics
Peer support and adjustment among first-year students at university will help them overcome difficulties they face in their academic journey. The challenges facing first-year students at the university include home sickness, freedom of transition to university life, time management, budgeting, partying, and the cost of education. The current study adopted literature review as the methodology in order to analyze secondary data. The researcher sought to objectively and rationally review empirical studies from reputable education sites such as Google Scholar, Educational Resources Information Center (ERIC), and JSTOR. The data were analyzed qualitatively by using content analysis where only the main ideas of the key findings were considered. The study established that parental and peer support received among first-year students have contributed towards their adjustment at universities.
The study sought to determine the teaching staff welfare practices and their effect on work performance of secondary schools teachers in Bondo Sub-County. The study was necessitated by discrepancy in work performance out put of the teaching staff as observed in achievements in curricular and co-curricular activities in secondary schools in Bondo Sub-County. The objectives of the study were to: assess the challenges faced by the school administration while carrying out various welfare practices and establish coping strategies employed by school administration to solve the challenges faced in offering the practices. The study was based on Social Action Theory which postulates that if a worker is not satisfied with the work environment, it will affect the services the worker renders to the institution. The research design for this study was descriptive survey design. A total of 330 respondents comprising of 240 teachers, 30 principals, 30 Board of Management chairpersons and 30 Parents Teachers Association chairpersons formed the population of the study. In each school, in the 30 chosen schools in Bondo Sub-county, eight teachers -two from each of the four departments, the principal, chairpersons of Board of Management and Parents Teachers Association were chosen for the study. The study used a combination of purposive sample and simple random technique to select the respondents. In conducting the survey, document analysis, three sets of questionnaires and interview schedule were drawn up. One set was administered to the Board of Management chairperson, the principal and the other set to the teaching staff. Information from Parents Teachers Association chairperson were obtained using interview schedule only. Research experts in the Department of Curriculum and Management at Jaramogi Oginga Odinga University of Science and Technology evaluated the instruments to ascertain their content validity. A pilot study was conducted in 10 percent of the population to test the reliability of the instruments. Simple descriptive statistics in form of mean rating, pie-charts and frequency counts using Statistical Package for Social Sciences was employed to analyze the data in order to establish relationship between the variables. The study was significant to educational practitioners and stakeholders and challenged them to adopt staff welfare practices that purely motivate the teaching staff hence enhancing their efficiency and effectiveness in discharging their duties. The study found out that welfare practices affect performance and productivity of teachers. From the findings, there emerged the need for welfare practices that purely motivate the teaching staff. The following were recommended for further research; government financial support & its effect on school management and scheme of promotion & its effect on teacher's performance.
The labour practices may affect teachers’ performance either positively or negatively. The inability of teachers’ labour union to deliver its mandate has contributed in de-motivating teachers in their work performance. The study sought to; highlight the labour union practices in secondary schools and examine the influence of labour union practices on work performance of teachers in public secondary school in Arusha district. The study was guided by Social Action Theory by Bowey. The study used convergent parallel mixed method design whereby the study converges or merges quantitative and qualitative data in order to provide a comprehensive analysis of the study problem. Data were collected using the questionnaire, structured interview, and documentary review. The sample size consisted of 126 respondents. Reliability (r = 0.67) of the instrument was tested using Cronbach Alpha. Quantitative data was analysed using descriptive statistics in the SPSS version 20 and results were presented in tables of frequencies and percentages. Qualitative data was analysed thematically alongside research questions. The study reveals that Tanzania Teachers’ union (TTU) fights for teachers’ job security, defending their rights, participating in collective bargaining agreement on behalf of teachers and advocating for teachers’ salary increment. Moreover, the findings reveal that lack of teachers’ job promotions de-motivate them while conducive working environment inspires teachers. The study recommends that teachers need to support the union fully since the union’s strength is obtained through its membership, the teachers as the members of TTU need to join forces together and exhibit solidarity.
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