Admission into Public Secondary Schools in Kenya: Understanding Parental Preferential Limitations

Makori, Andrew; Chepwarwa, Joel; Jepkenei, Esther; Jacob, Priscilla

doi:10.5901/jesr.2015.v5n3p91

Cited by 6 publications

(7 citation statements)

References 4 publications

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“…A small percentage is dedicated towards activities and is not enough because NFCAs are many. The sources for funding include co-curricular activity vote head, Free Day Secondary Education funds and activity fund paid as part of fees by parents, Constituency Development Fund and Local Transfer fund (LATF) (Makori et al,2014). Funding, however, is inadequate and unreliable because of delays in disbursement and this adversely affects the preparation process.…”

Section: Resources That Promote Learner Participation In Non-formal C...mentioning

confidence: 99%

Resource Availability and its Role in Promoting Participation in Non-Formal Curricular Activities in Kenyan Secondary Schools

Oloo,

Abenga,

Wangila

2023

AJERNET

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This study examined the resources that promoted participation in Non-Formal Curricular Activities (NFCAs) in secondary schools in Kakamega County, Kenya. A descriptive survey design was used. The study utilized 2507 participants who included 1935 learners, 430 teachers, 43 Heads of Department of NFCAs, 43 Principals, 43 parents and 13 SQASOs. To generate quantitative data, questionnaires were used and for qualitative data, structured interviews, document analysis and observations were utilized. Quantitative data was analyzed using the Statistical Package for Social Sciences (SPSS) and presented using frequencies, the mean, mode, percentages and standard deviations and qualitative data was presented in narrative form. The study found out that funding for NFCAs is inadequate at the school level and is delayed. Though resources for implementation of non-formal curriculum activities were available in most secondary schools, they were inadequate and could not match the large learner populations. The study recommended the government should also step-up provision of funds to enable acquisition of resources, infrastructure and supplies that will enhance learner participation in NFCAs.

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Section: Resources That Promote Learner Participation In Non-formal C...mentioning

confidence: 99%

Resource Availability and its Role in Promoting Participation in Non-Formal Curricular Activities in Kenyan Secondary Schools

Oloo,

Abenga,

Wangila

2023

AJERNET

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“…County and extra-county schools, lastly, form the middle tier. They attract respectively middle-range to high-performing students coming from within the district, but also from outside students’ own districts and/or provinces (Lewin et al 2011; Makori & Onderi 2014; Nyatuka & Bota 2014).…”

Section: The Kenyan Contextmentioning

confidence: 99%

“…Today, access to education is most precarious in Northeastern province, largely because of security threats in the region (Smith et al 2016: 49). Reminiscent of the experience of the 2007–2008 post-electoral crisis, the Kenyan authorities have sought to address these differences, among others, by vesting each county with at least two national schools (see the final report of the Truth, Justice and Reconciliation Commission 2013; Makori & Onderi 2014; Nyatuka & Bota 2014: 48). The distribution of national schools remains unequal however: in (2010) 2014, there were (6) 9 national schools in former Central province; (6) 7 in Nairobi; (5) 11 in Rift Valley; (0) 4 in Coast Province; (0) 5 in Eastern Province; (1) 6 in Nyanza; (0) 1 in Northeastern; and (0) 5 in Western (Nyatuka & Bota 2014: 52).…”

Section: The Kenyan Contextmentioning

confidence: 99%

The role of secondary school teachers in shaping a political culture of ethnicity and ethnic favouritism: the case of Kenya

Kuppens

Langer²

2022

J. Mod. Afr. Stud.

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Since Kenya's independence in 1963, ethnicity has been an important factor in Kenyan politics and everyday life. While recent research has shown that ethnic favouritism impacted the allocation of educational resources in the past, so far, no systematic research has been conducted on how teachers exacerbate, mitigate or countervail the political culture of ethnicity and ethnic favouritism. As agents of socialisation, teachers’ attitudes and behaviour can, consciously or unconsciously, convey the message that ethnic favouritism is normal and socially acceptable, or conversely delegitimise such practices. Based on a list experiment among 894 secondary school teachers in the county of Nairobi, we find that at least 25% of teachers have already favoured coethnic pupils. Interviews indicate that such favours are seldom blatant in nature and mainly serve to show solidarity with one's kin. Still, even small – frequently well-intentioned – favours may damage inter-group attitudes, trust and relations, and may even contribute to the persistence of ethnic politics.

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“…This may affect the lesson-delivering session as well as the results from students. Some materials may be not enough once they are available, or the available ones may be used improperly due to the methodology used by teachers (Makori & Onderi, 2014). Students must be provided with enough guidance and assistance on the choice of the appropriate and developed materials to be used to enhance their performance.…”

Section: Challenges Of Shortage Of Teaching Aidsmentioning

confidence: 99%

The effect of Teaching Aids on Students’ Performance in Biology Subject in O’level Secondary Schools in Kayonza District

Muhoza,

Imaniriho,

Nshimiyimana

et al. 2018

JRIIE

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The purpose of this study was to assess the effect of teaching aids on students' performance in Biology subject in O'level secondary schools in Kayonza District. Using convenient sampling, four schools were selected comprising a total population of 347 made by 4 Dean of Studies, 4 Biology teachers, and 339 students. Data were collected using both interviews, observation checklists, and tests. As a mixed study, data were analyzed using descriptive statistics, content analysis, and t-tests using SPSS 26 version as a tool to compare students who were taught using teaching aids and those who learned without teaching aids. The results showed that textbooks and charts were the most available teaching aids. The most challenge that hinders the effective use of teaching aids in biology teaching was found to be a lack of time to prepare teaching aids (n=4, 100%), and the teaching aids language barrier (n=4, 100%). The results revealed that there were significant differences between academic performance amongst the students who learned using teaching aids (M= 7.000) and those who learned without teaching aids (M=6.017) at a significant level of 0.000. The provision of instructional materials in schools, the organization of workshops for teachers about the use of instructional materials, the production of simple teaching aids through improvisation for students to practice what they study and the supervision of how the available instructional materials are effectively utilized will contribute to high performance in O’level Biology secondary schools in Kayonza District.

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Admission into Public Secondary Schools in Kenya: Understanding Parental Preferential Limitations

Abstract: This article reports on the findings of a study that set out to investigate parents ' preference of

Cited by 6 publications

References 4 publications

Resource Availability and its Role in Promoting Participation in Non-Formal Curricular Activities in Kenyan Secondary Schools

Resource Availability and its Role in Promoting Participation in Non-Formal Curricular Activities in Kenyan Secondary Schools

The role of secondary school teachers in shaping a political culture of ethnicity and ethnic favouritism: the case of Kenya

The effect of Teaching Aids on Students’ Performance in Biology Subject in O’level Secondary Schools in Kayonza District

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