http://repository.mut.ac.ke:8080/xmlui/handle/123456789/2851 2026-04-05T23:03:54Z http://repository.mut.ac.ke:8080/xmlui/handle/123456789/6654 Influence of Home and School Environment on Kenya Certificate of Secondary Education Performance in Siakago Division Kenya Wanjiru, Kabangi Magdalene; Njuki, Humphrey Muriuki; Onditi, Evans Ojiambo Through the years an attempt has been made to continuously review the Kenyan education system to ensure that it serves and satisfies the aspirations of the youth as well as cater for the interests of national development. The transition from one level of education to the next is characterized by competitive national examinations, which are sat at the end of each cycle of the educational system. The KCSE (Kenya Certificate of Secondary Education) examinations are done at the forth form of secondary school education. (Mwiria, 1991). In the colonial era, examinations were part and parcel of the restrictive machinery used by the colonial authorities to deny Africans formal education. The examination known as the Common Entrance Examination (CEE) was administered at the end of the forth year of primary school and the Kenya African Preliminary Examinations (KAPE), for those who wished to join secondary school. As eliminating devices, these examinations were very successful. Out of classes of thirty and more, it was not unusual to see only one or two students pass and qualify to proceed to the next level. The performance by African candidates in other examinations such as the secondary school examination was also fairly discouraging as many did not pass. (Mwiria,1991) Failure in examinations greatly slowed the growth of African secondary school education. Thus until 1940, there were only two secondary schools for Africans -the Alliance High School and St. John Kabaa, started in 1926 and 1930 respectively (Kivuitu and Chenge, 2004). By 1945 there were only four secondary schools for Africans. While it is difficult to argue against the contention that in the absence of other devices, which may be perceived by the public to be fairer than selection examinations, examinations are by far the most objective mechanism of selecting those who proceed to the next level of schooling or receive given societal rewards. 2014-01-01T00:00:00Z http://repository.mut.ac.ke:8080/xmlui/handle/123456789/6648 Influence Of Adaptive Learning On Learner Experiences In Higher Education Ajuoga, Milcah; Onditi, Evans Ojiambo Education is now at a point whereby educational software is advanced enough that it can be more easily customized around the needs of students, educators and content creators. Adaptive learning is slowly gaining popularity in higher education due to the belief that it enhances student learning outcomes by providing personalized learning experiences .There is a strong belief that adaptive learning has potential to revolutionize higher education and change the landscape of higher education in the coming years .Instead of broad-based approach, students in higher education can have learning modules tailored around their specific needs, ways of learning and any learning difficulties they have .Adaptive learning is actually a departure from traditional pedagogical methods. Although many educators can see the benefits of adaptive learning the challenge is finding a way to implement it and to do so in a cost-effective way. Adaptive learning enables the learners to access study materials and study at their own pace and this improves student engagement with the study materials compared to traditional learning approaches Some of the challenges of adaptive learning systems is the lack of skills among instructors and learners on how to use the adaptive learning technologies. Lack of access to the internet by the learners is another challenge that limits their ability to access and use the adaptive learning systems This paper is based on the Technology Acceptance Model which is used to explain what influences the instructor and the learner to accept or reject educational technologies. By embracing adaptive learning universities can better support diverse needs of their students and help them reach their full potential, ultimately shaping the future of higher education for the better. 2023-01-01T00:00:00Z http://repository.mut.ac.ke:8080/xmlui/handle/123456789/6500 Navigating Leadership and Management Challenges in the Transition to Competency-Based Curriculum in Junior Secondary Education Subtheme: Education Leadership and Management Omariba, Alice; Barasa, Didmus Wekesa The transition to a Competency-Based Curriculum (CBC) in junior secondary education represents a significant shift from traditional content-based models to approaches emphasizing practical skills and competencies. This study investigates the leadership and management challenges faced during this transition, focusing on schools in Kenya. Using a qualitative research design, including case studies, semi-structured interviews, and document analysis, the study explores the experiences of school administrators, teachers, and policymakers. Key findings reveal substantial challenges, including resistance to change, inadequate training for leaders, insufficient resources, and difficulties in aligning existing structures with CBC requirements. Additionally, the study highlights issues related to stakeholder engagement and time constraints. The findings underscore the need for comprehensive professional development programs, enhanced stakeholder involvement, and improved resource allocation to support the successful implementation of CBC. By addressing these challenges, educational leaders can better navigate the complexities of CBC and enhance the effectiveness of junior secondary education, ultimately contributing to a more adaptable and skilled workforce. 2024-01-01T00:00:00Z http://repository.mut.ac.ke:8080/xmlui/handle/123456789/6462 Assessing Awareness and Implementation of School Re-entry Policy in Primary Schools: A Study of Practices and Perceptions in Kuria East Sub-County, Migori County, Kenya Omariba, Alice. ;; Ondieki, Eusabia.;; Mogoi, Wycliff. This study investigated the awareness and implementation of school re-entry policy in primary schools within the Kuria East Sub-County, located in Migori County, Kenya. School Re-entry policies are crucial in facilitating the smooth return of learners, particularly girls, who drop out of school due to various reasons such as pregnancy or early marriage. The study employed a quantitative approach to gather comprehensive data. Data was collected through structured questionnaires distributed among learners. These questionnaires aimed to assess the level of awareness of existing school re-entry policy among learners and to gauge the extent to which these policies were implemented in practice. Findings from the study reveal varying levels of awareness among learners regarding school re-entry policy, with some demonstrating limited understanding of the provisions and procedures outlined in these policies. Moreover, while there is recognition of the importance of school re-entry policies in promoting educational equity and inclusion, the actual implementation faced numerous challenges. These challenges included societal attitudes towards school dropouts as a result of various factors not limited to early pregnancies and marriages, and gaps in coordination between schools, communities, and government agencies. The study also highlighted promising practices and innovative approaches adopted by some schools and community organizations to support school re-entry and retention of learners who have dropped out. These include the establishment of financial support, mentorship programs, and advocacy initiatives aimed at changing community perceptions and attitudes towards education, particularly for girls/boys. The findings underscored the need for concerted efforts by education stakeholders, government agencies, and community organizations to enhance awareness and implementation of the school re-entry policy in primary schools. Addressing the identified challenges and building upon successful practices can contribute to creating a more supportive educational environment for all learners in Kuria East Sub-County and similar contexts across Kenya. The study recommended enhanced training and sensitization programmes, community engagement, policy monitoring and evaluation among others, the school re-entry policy can be more effectively implemented, thereby enhancing educational opportunities for learners in Kuria East Sub County. 2024-08-09T00:00:00Z