https://kerd.ku.ac.ke/handle/123456789/123 2026-08-10T05:22:05Z 2026-08-10T05:22:05Z Andambi, Ruth Kariuki, Bilha https://kerd.ku.ac.ke/handle/123456789/1516 2020-07-02T10:01:59Z 2013-01-01T00:00:00Z

Criteria for Selecting Relevant Learning Resources by Teachers of Social Education and Ethics in Bungoma District, Kenya Andambi, Ruth; Kariuki, Bilha This paper examines the types of learning resources used, teachers’ criteria for selecting them, the relevance of the types of learning resources selected and used for teaching Social Education and Ethics (SEE). The study was carried out in Secondary Schools in Bungoma District, Kenya, as part of a response to the public outcry over the degradation of morals in secondary schools in Kenya. A field survey design was used. Questionnaires, interview schedules and an observation checklist were used to collect data. The respondents included the personnel in charge of the District Learning Resource Centre, 1920 Social Education and Ethics students of Forms 3 and 4 classes, 120 Social Education and Ethics teachers and 80 heads of humanities department. Descriptive statistics was used to analyze data and inferences were made for the same. Teachers were found to be picking any learning resource that was available or at times ignoring the use of those available. The study concluded that for better selection and effective use of types of learning resources, the stake holders like the head teachers, the Ministry of Education and all heads of departments should encourage holding of frequent meetings at departmental level; give incentives to SEE teachers and HODs. Through such meetings teachers could be enlightened on the positive impact of the use of learning resources on students. The study is useful to scholars and other readers as it highlights issues concerning the use of learning resources for teaching SEE, specifically, among other subjects. Its findings could be used by policy makers in education to put a lot of value on SEE. A research article in Journal of Emerging Trends in Educational Research and Policy Studies

2013-01-01T00:00:00Z Omundi, Esther Okendo, Evans Ogoti https://kerd.ku.ac.ke/handle/123456789/1511 2020-07-02T09:46:48Z 2018-01-01T00:00:00Z

Evaluation of the Effectiveness of Civic Education on Acquisition of Social Cohesion Competency among Secondary School Students in Uasin Gishu County, Kenya Omundi, Esther; Okendo, Evans Ogoti The purpose of the evaluation was to establish the effect of civic education on social cohesion in secondary schools in Uasin Gishu county Kenya. The evaluation was guided by the Constructivist theory and (CIPP) model. Causal comparative design was used. Target population included 142 secondary schools, 142 teachers and 8520 students. Stratified and simple random sampling techniques were used to select 256 History and Government students from 43 schools. The study used Questionnaire for data collection. Data collected was analyzed using descriptive and inferential statistics. Descriptive statistics was in form of frequencies, percentage, means and standard deviation. Independent t-test, multiple regression and chisquare were adopted to test the hypotheses. The study established that majority of the students have been taught all the topics in civic education. The assessment methods commonly used to evaluate the teaching of civic education were use of objective tests and oral questions. The findings indicated that majority of the students scored below average on the items that measured the knowledge of the students on the core tenets of civic education. Majority of the students were generally likely to treat others well. The overall mean for the aggression scale was 2.46 in a scale of 0-6 times which implies that majority of the students were likely to do wrong to their colleagues two times. On ethnocentric scale, majority of the students believed that their culture is superior to others. Further, majority of the students were somewhat likely to forgive. Majority of the students feel nervous when they speak in front of a group and they were concerned about what other people think of them. To some extent, the students are self-conscious. The study established that there was a significant relationship between students’ level of knowledge on civic education and the internalization of the core tenets of civic education. A research article in International Journal of Scientific Research and Management (IJSRM)

2018-01-01T00:00:00Z Ndetei, David M. Khasakhala, Lincoln I. Mutiso, Victoria Ongecha-Owuor, Francisca A. Kokonya, Donald A. https://kerd.ku.ac.ke/handle/123456789/1508 2020-08-07T08:10:02Z 2009-01-01T00:00:00Z

Psychosocial and Health Aspects of Drug Use by Students in Public Secondary Schools in Nairobi, Kenya Ndetei, David M.; Khasakhala, Lincoln I.; Mutiso, Victoria; Ongecha-Owuor, Francisca A.; Kokonya, Donald A. The objective of this study was to evaluate the influence of family, psychosocial, health, demographic, and behavioral characteristics on regular drug use. All the students of 17 randomly Stratified public secondary schools in Nairobi were required to complete self-administered sociodemographic and the Drug Use Screening Inventory–Revised (DUSI-R) questionnaires in a cross-sectional descriptive study. All the 1328 students, of whom 58.9% were male, responded to all the questions, giving a response rate of 100%. The mean age of the respondents was 16 years and 78.1% were in boarding school. One third (33.9%) scored positively for substance abuse. Significant correlations were found between several domains of substance abuse and school, class, mode of school attendance, age, and gender. Students abusing drugs have multiple comorbidity of medical, psychological, and social pathologies. There are evidence-based intervention entry points for drug abuse that go beyond mere impartation on knowledge about the harmful effects of drugs. A research article published in Substance Abuse

2009-01-01T00:00:00Z Akaranga, Stephen https://kerd.ku.ac.ke/handle/123456789/1503 2020-07-02T09:18:01Z 2016-01-01T00:00:00Z

Determinants of Secondary School Learners Performance in Christian Religious Education in Lelan Sub County, Kenya Akaranga, Stephen In Kenya, Christian Religious Education is taught and examined by the Kenya National Examinations Council in the Kenya Certificate of Secondary Education at the end of the four years of Secondary Education cycle. The teaching of this subject in Secondary Schools ensures that learners are offered an opportunity to develop morally and spiritually (Education Act, 2011). Christian Religious Education was earlier on examined with Social Education and Ethics as rival and complementary subjects. But, as years went by, the students’ performance in Christian Religious Education declined. This rivalry necessitated the need to investigate students’ performance in Christian Religious Education in Kenya Certificate of Secondary Education in Lelan Division of West Pokot County. Five objectives and a corresponding number of null hypotheses were adopted. The Stratified sampling technique was employed to select two hundred and four (204); students, teachers, head teachers and a response rate of two hundred (200). Descriptive and inferential statistics were used to analyze the data. It was established that students’ poor performance in Christian Religious Education was influenced by; the teaching of Social Education and Ethics (SEE), student –teacher relationship, students’ self determination, adequacy of resources, teachers’ and students’ attitudes towards Christian Religious Education besides the extent of teacher involvement in marking Kenya Certificate of Secondary Examination examinations. The study recommended in- service training for Christian Religious Education teachers, construction of cost effective day secondary schools, Kenya National Examinations Council’s involvement of teachers in marking Christian Religious Education and elimination of Social Education and Ethics as an examinable subject. A research article in Journal of Education and Practice

2016-01-01T00:00:00Z