https://kerd.ku.ac.ke/handle/123456789/165 2026-08-01T09:14:33Z 2026-08-01T09:14:33Z Mosomi, Biutha Manwa Kindiki, Jonah N. Boit, John M. https://kerd.ku.ac.ke/handle/123456789/1434 2020-06-30T10:10:58Z 2014-10-01T00:00:00Z

Impact of Performance Contracts on the Utilization of Teaching and Learning Resources in Technical Institutes in Kenya Mosomi, Biutha Manwa; Kindiki, Jonah N.; Boit, John M. Performance contracting has been acclaimed as an effective and promising means of improving the performance of public enterprises as well as government departments. The government of Kenya introduced performance contract signing in 2004. The aim of performance contracts was to improve resource utilization in public institutions among other objectives. This study sought to establish the perceptions of Kenyan tutors in selected Technical Institutes in Kenya about the impact of performance contracts on the utilization of teaching and learning resources. A survey strategy was adopted in this study. The study population comprised tutors, heads of department and principals of randomly selected public Technical Institutes in Kenya. The stratified random sampling technique was applied in the selection of the study sample. Thereafter proportionate random sampling technique was applied to get an equal proportion of respondents from each stratum. Saturated sampling technique was used to sample the heads of department and principals. Mixed methods were applied in the collection of data. This entailed the supplying of questionnaires to tutors, heads of department and principals of the sampled technical institutes. Interviews were conducted with principals of the sampled institutions. The data collected were analyzed by use of descriptive and inferential statistics. The findings of the study revealed that performance contracting had not led to tutors being trained on the proper utilization of learning and teaching resources. The study concluded that financial constraints hindered tutors from being trained on the utilization of modern learning and teaching resources. It is recommended that the gains made in the implementation of the performance contracting strategy should be strengthened with the availing of more financial resources to ensure that the required learning and teaching resources are all made available. The findings would help education policy makers to address the issue of performance contracts from an informed position as well as get insight on how to apply performance contracts in the optimum utilization of resources. A research article in International Journal of Educational Administration and Policy Studies

2014-10-01T00:00:00Z Mutungi, Benjamin Minishi-Majanja, Mabel Mnkeni-Saurombe, Nampombe https://kerd.ku.ac.ke/handle/123456789/1426 2020-06-30T09:28:38Z 2014-01-01T00:00:00Z

The Status of School Libraries in Kenya: The Case of Public Secondary Schools in Nairobi County Mutungi, Benjamin; Minishi-Majanja, Mabel; Mnkeni-Saurombe, Nampombe In order for school libraries to contribute sufficiently to better information skills development and the creation of a culture of lifelong learning among students, they require backing through well-articulated policies both at national and individual school level. This article reports on a study that investigated the prevailing status of school libraries in public secondary schools in Nairobi County, Kenya. Using a survey research design, with a response rate of 68 per cent for school principals and 66 per cent for school librarians, the study established that the majority of the schools had school libraries but these were as a result of individual schools’ efforts and not a nationwide government policy. Moreover, the school libraries lacked policies; had not embraced contemporary trends in technology; and lacked financial support. The study concluded that school libraries in Nairobi County were inadequately resourced and supported and recommended that the government of Kenya should develop national policies to entrench and support school libraries in the education system. A research article in Mousaion South African Journal

2014-01-01T00:00:00Z Omae, David. O. Onderi, Peter Omae Mokogi, Henry Marita Bantu, Edward Barongo, Samson Miroro, Risper.S. Mokaya, N. Evans https://kerd.ku.ac.ke/handle/123456789/1418 2020-06-30T08:52:16Z 2016-01-01T00:00:00Z

Factors Affecting the Utilisation of Time as a Selected Teaching/Learning Resource in Public Day Secondary Schools in Nyacheki Division, Kisii County, Kenya Omae, David. O.; Onderi, Peter Omae; Mokogi, Henry Marita; Bantu, Edward; Barongo, Samson; Miroro, Risper.S.; Mokaya, N. Evans The Kenyan government provides financial and technical help for the provision of teaching learning resources in secondary schools despite the government‟s effort to allocate resources to secondary schools, there is still underutilization of these resources. The purpose of this study was to establish factors affecting utilization of time as a selected resource in public day secondary schools in Nyacheki Division, Nyamache District, Kisii county of Kenya. The study adopted a descriptive survey research design. The target population was all teachers and students in public day secondary schools in Nyacheki Division. Purposive sampling was used to select respondents who comprised of 87 Heads of departments. Krejcie and Morgan‟s formula was used to obtain the sample of 341 students from 20 selected schools. Two questionnaires were used for data collection; the teachers‟ questionnaire and the students‟ questionnaire. The research instruments were pilot tested in two randomly selected public day secondary schools. The reliability coefficients of the instruments of this study were estimated using Cronbach‟s Alpha Coefficient as 0.89 and 0.83 for teachers and students questionnaires respectively. Data was analyzed using descriptive statistics. The findings of the study indicate that poor institutional policies, management skills and planning lead to ineffective utilization of time. Further, the poor attitude of the teachers and students play a key role in the ineffective utilization of this resource. The study has recommended that, there should be continuous skills upgrading for teachers, disciplined team spirit, and creation of a healthy working environment A research article in American Journal of Education and Learning

2016-01-01T00:00:00Z Muchiri, Mohamed Moses Mwaniki, Kariuki Stephen https://kerd.ku.ac.ke/handle/123456789/1412 2020-06-30T08:35:06Z 2019-10-01T00:00:00Z

Factors Hindering Geography Teachers from Designing Meaningful Pedagogical Activities in Secondary Schools, Kenya Muchiri, Mohamed Moses; Mwaniki, Kariuki Stephen The purpose of the study was to investigate difficulties facing Geography teachers from designing meaningful pedagogical activities when teaching and learning Geography in Secondary Schools. Like any other pedagogical issue, teaching and learning of Geography in Secondary Schools faces and poses wide range of challenges. These challenges range from expertise, technical and logistical support from the school administrative arising from the instructional established system, practices and traditions. This study was set to establish from both the school Geography teachers and department administrators whether they were aware of any challenges that existed in the teaching and learning of Geography. The study was based on Shulman, 1987, a model of knowledge growth in teaching. It adopted a descriptive cross-sectional survey targeting public Secondary Schools Geography Heads of the Department, Geography teachers and form three and form four Geography students. Data were collected using questionnaires for Geography Teachers, interview schedules for Heads of Department and an observation checklist were used to investigate the types of instructional resources used in form three(3) and form four (4) Geography lessons. On the teaching and learning process, the respondents cited many deficiencies such inadequate duration for covering the syllabus, examination oriented programme and cheating, understaffing and lack or inadequate instructional resources. The researcher, therefore, concluded there is little or no technical and logistical support provided to the Geography Department and in particular to Geography teachers in terms of financial resources, instructional resources, and in-service programmes to facilitate proper preparation for quality instruction. It was therefore recommended, to manage emerging pedagogical technological challenges in teaching and learning of Geography in Secondary Schools, there is a need for teachers to invest adequately on computer-aided instruction. This strategy will not only promote its quality but also make it relevant to the needs of learners and teachers of Kenya and beyond. A research article in International Journal of Research and Innovation in Social Science (IJRISS)

2019-10-01T00:00:00Z