https://kerd.ku.ac.ke/handle/123456789/118 2026-08-25T11:25:41Z 2026-08-25T11:25:41Z Glennerster, Rachel Kremer, Michael Mbiti, Isaac Takavarasha, Kudzai https://kerd.ku.ac.ke/handle/123456789/1571 2020-07-06T06:25:33Z 2011-01-01T00:00:00Z

Access and Quality in the Kenyan Education System: A Review of the Progress, Challenges and Potential Solutions Glennerster, Rachel; Kremer, Michael; Mbiti, Isaac; Takavarasha, Kudzai Education is widely seen as one of the most promising paths for individuals to realize better, more productive lives and as one of the primary drivers of national economic development. The citizens and the government of Kenya have invested heavily in improving both the access and quality of education, in an effort to realize the promise of education as well as to achieve the education-related Millennium Development Goals and Vision 2030. The objectives of this review are to help inform the education investment strategy of the Government of Kenya by (1) identifying the key issues facing the education sector, (2) suggesting potential solutions based on lessons learned from rigorous quantitative research, (3) summarizing promising solutions that could be important for education in Kenya but that may not have enough support from rigorous research, and (4) highlighting a subset of proven high-impact and cost-effective policies that could boost the productivity of the education sector. The potential solutions are based on evidence drawn from rigorous quantitative research, and in particular on randomized evaluations, which provide the most reliable evidence on what works and what does not work in increasing access to quality education. An Article Prepared for Office of the Prime Minister of Kenya

2011-01-01T00:00:00Z Muriithi, Francis Muriuki https://kerd.ku.ac.ke/handle/123456789/1123 2020-06-18T08:55:56Z 2019-01-01T00:00:00Z

Effectiveness of Automated Speech Training System in Enhancing Speech among Hard of Hearing Learners in Selected Schools in Nairobi City County Kenya Muriithi, Francis Muriuki Speech training of learners who are hard of hearing in Kenya has been lacking necessary attention since 1980s. Education of learners with hearing impairment including learners who are hard-of-hearing has been skewed towards manual communication. The purpose of this study was to investigate the effectiveness of an Automated Speech Training System in enhancing speech among learners who are hard of hearing in selected schools in Nairobi City County. Objectives of the study were to: establish the level of speech perception and production of learners who are hard-of-hearing before using Automated Speech Training System, establish the effects of Automated Speech Training System on enhancing speech perception and production among learners who are hard of hearing, compare the effects of Automated Speech Training System on speech perception and production of learners who are hard of hearing with traditional methods of speech training, Find out the role played by selected demographic factors in the effectiveness of ASTS in enhancing speech among learners who are hard-of-hearing, establish the views of learners on communication modes and Speech training using traditional methods and Automated Speech Training System, and to find out the opinions of teachers on speech training of learners who are hard-of-hearing. The study adopted a mixed research design combining single-subject research design and descriptive survey design. Single-subject research design was considered for this study to allow systematic testing of the effects of the Automated Speech Training System on perception and production of speech among learners who are hard-of-hearing. The target population for the study was ninety four learners with hearing impairment and thirteen teachers in the selected schools. Using purposive sampling technique, thirty two learners who are hard of hearing and thirteen teachers were sampled. To collect data, the Automated Speech Training System was used and two semi-structured interview guides one for the learners and one for teachers. Statistical Package for Social Sciences was used to analyze quantitative data. Qualitative data was analyzed by means of descriptive statistical techniques. Major research finding of the study was that Automated Speech Training System which utilizes 3-D animation technology with both visual and audio components significantly enhanced speech among learners who are hard of hearing. Based on the research findings, the study recommended that the government should put in place policies and proper mechanisms of ensuring that speech training forms an integral part of curriculum for learners who are hard-of-hearing. This will not only help to address some of their communication challenges but also incorporate the new technology to the already existing methods of speech training to enhance speech of all learners who are hard-of-hearing. A Thesis Submitted to the School of Education in Fulfillment of the Requirements for the Award of the Degree of Doctor of Philosophy in Special Needs Education of Kenyatta University. April, 2019

2019-01-01T00:00:00Z Kinyua, Joyce Njeri https://kerd.ku.ac.ke/handle/123456789/1120 2020-06-18T08:46:46Z 2019-01-01T00:00:00Z

Influence of Behavioural Intervention Strategies on Academic Achievement among Form Three Students with Learning Disability in Nyeri County, Kenya Kinyua, Joyce Njeri Behaviour management has remained a challenging issue among learners with Learning Disabilities. Effective behavioural management strategies are critical in the academic success of the learners. Therefore, the aim of this study was to investigate the behavioral intervention strategies used in dealing with behavioural problems among students with LD. Specifically, this study sought to investigate the the behavior intervention strategies on academic performance of a complex category of learners with learning Disabilities (LD) and behavior problems. The study sought to identify the following: behavioural problems manifested by learners with LD; the school factors that contribute to behavioural problems among learners with LD; the effects of behavioural problems among learners with learning disabilities on academic achievement. A descriptive research design was applied. The study was carried out in Nyeri County, Kenya. Piloting of the study tools was done in Kirinyaga county .The study population was drawn from form three students and class teachers in the 25 extra county schools in the County. Data was collected using analysis of students documents, questionnaire and interview schedules. After fieldwork, the primary data obtained from the questionnaires was checked for omissions, legibility and consistency before being coded for analysis. SPSS (Statistical Package for Social Sciences) was used to organize and analyze both quantitative and qualitative information. Other inferential statistics were used to analyze the data. Factor analysis was performed on the questionnaires’ results from the assessed students to ensure internal reliability by ascertaining that all factors identified within the construct were factors that directly relate to the construct in question. The findings showed that there are ranges of school factors that contribute to behavioural problems among learners with LD such as lack of proper identification processes, irresolute policies on behavior management, improper implementation of existing policies and unsuitable classroom management strategies by teachers. Some of the effects of the behavioural problems were found to include poor academic performance; development of negative attitude towards studies; and limited interaction especially on academic matters hence decline in performance. The study recommends that in order to mitigate against some of the school factors that contribute to behavioural problems among learners with LD, there is need for a concerted effort at school and home (the parents). The study recommends that approaches to intervention should be solution-focused through a model that targets both learning and behavior change for the well-being of the learner. To achieve academically, the affected learners are assisted by implementing behavioural intervention programmes that are unique for every learner A Thesis Submitted by Joyce Njeri Kinyua in Fulfillment of the Requirements for the Doctor of Philosophy Degree in the School of Education, Kenyatta University. May, 2019

2019-01-01T00:00:00Z Mang’oka, Antony Somba Ogola, James Onyango Bartoo, Phylis https://kerd.ku.ac.ke/handle/123456789/1047 2020-06-17T06:36:22Z 2019-01-01T00:00:00Z

The use of Lexical Cohesion in the English written texts of Hearing Impaired High Students Mang’oka, Antony Somba; Ogola, James Onyango; Bartoo, Phylis The purpose of this research was to describe and classify the lexical cohesive devices used by hearing-impaired learners to achieve cohesion in their written texts. Most of the studies done on cohesion have concentrated on written texts by normal hearing learners. A study of how the hearing impaired learners write cohesively would be useful. The data for the study was collected from the written texts of hearing-impaired students from selected High Schools in Kenya. The tools for data collection consisted of free composition and three written assignments by the hearing impaired learners. The study was guided by Halliday and Hasan‟s (1976) Model of Cohesion to identify, describe and categorize lexical cohesive devices in the written texts. The findings of this study indicate that the HI (Hearing-impaired) learners used lexical cohesive devices. Reiteration was the most prominent cohesive device used. The findings of this study will provide a theory governed description of the lexical cohesive ties used by the hearing impaired learners in Kenya. The findings will also contribute to the increasing body of knowledge in studies related to Discourse Analysis and writing of the hearing impaired learners. The study will be useful to teachers, researchers, the Kenya Institute of Curriculum Development and the Ministry of Education in formulation of future educational policies regarding the education of the hearing-impaired learners in Kenya. An article published in IOSR Journal Of Humanities And Social Science (IOSR-JHSS)

2019-01-01T00:00:00Z