https://kerd.ku.ac.ke/handle/123456789/161 2026-08-01T08:28:01Z https://kerd.ku.ac.ke/handle/123456789/1445 Impact of Early Childhood Education on Pupils’ Learning in Primary Schools in Kenya Jacinta, R.M.; Rotich, K.S. The research focused on the impact of Early Childhood Education (ECE) in the learning of pupils in primary schools in Kenya. The study employed descriptive survey design. The target population of the study was 616 teachers in the 32 public primary school in Starehe Division of Nairobi County. The sample comprised of 210 randomly selected primary school teachers. Data were gathered by use of questionnaire. Findings revealed that pupils who had gone through the ECE were able to acquire skills in basic counting, mathematics and speaking. Pupils who had not attended ECE classes had problems with grasping simple counting skills and simple language skills. They were not able to interact well with other pupils. The findings also revealed that pupils who had attended ECE classes were able to interact with the teachers better than those who had not attended ECE.Findings indicated that pupils who had attended the ECE classes had usually lower scores at the beginning in class one. Attending ECE classes enabled pupils become fluent in reading and in recognizing numbers in mathematics. The study concluded that ECE classes had prepared pupils to join primary school by enabling them learn some basic counting and speaking skills. The study recommended that parents should be sensitized on the need to take their children to the ECE centers before taking them to formal primary schools. A research article in Global Journal of Educational Studies 2015-01-01T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/882 Attitudes of Teachers and Students towards Art and Design Curriculum: Implications for Vocational Education in Kenya Wagah, M. O.; Indoshi, F. C.; Agak, J. O. Art and Design Curriculum taught in secondary schools in Kenya is intended not only to prepare learners for a vocation in Art and Design industry but also to complement literacy, scientific and factual subjects by awakening creativity in the individual. It is part of the government policy of diversification and vocationalization of the curriculum. However, enrolment of students in this subject has gone down to as low as one (1) student in form four classes in some schools. The number of schools offering Art and Design Curriculum has also gone down drastically since the inception of the diversified and vocationalized 8. 4. 4 system of education in Kenya in 1985. The 8 – 4 - 4 system is a structure of education in Kenya with 8 years of primary education, 4 years of secondary education and a minimum of 4 years of University education. The survival of this subject in the Kenyan School Curriculum is therefore worrying to the stakeholders. The attitude of the learners towards a subject of study greatly influences the readiness of learners to take it or perform well in it. This article is based on a study carried out in secondary schools in Nyanza province of Kenya. Objectives of the study were to find out the attitude of Teachers and Students towards Art and Design Curriculum and to determine the differences in attitudes between Teachers and Students. Respondents were 113 students taking Art and Design, 131 students who had dropped Art and Design and 15 teachers of Art and Design Curriculum. The findings of the study revealed that students who had dropped Art and Design Curriculum and Teachers of Art and Design Curriculum had negative attitudes towards the curriculum. Although students taking Art and Design liked the subject their reasons for this were not fully in line with the objectives of the curriculum. Some of the students were taking the subject for merely boosting their Kenya Certificate of Secondary Examination (K. C. S. E) result. Based on these findings, it is recommended that students be given proper career guidance on Art and Design Curriculum. The subject should also be made compulsory in Forms 1 and 2 to give early opportunity to students to identify their talents. A research article in Educational Research and Review 2009-10-01T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/879 Integration of Natural Resource Management in the Primary Education Curriculum in Kenya Kanyi, Michael G.; Vandenbosch, Tom; Ngesa, Fredrick U.; Kibett, Joash K; Muthaa, George The Farmers of the Future (FoF) initiative implemented a programme of integrating natural resources management in the basic education curriculum. The purpose of the study was to document activities and determine the effects of FoF programmeon primary school learners’ perceptions towards natural resources management by comparing learners involved in the FoF programme and those not involved. Further, comparison of perceptions by gender among learners involved in the FoF was done. The study employed an ex-post-facto design. The location of the study was the western region of Kenya. The sample was composed of 120 learners and 6 teachers, making a total of 126respondents. This was in accordance with recommendations by Kathuri and Pals (1993). The data were collected using questionnaires and analysed using t-test at alpha = 0.05. The instruments were validated by two experts in the Department ofAgricultural Education and Extension at Egerton University and one expert from ICRAF. Reliability was tested through pilot testing and indicated a reliability coefficient of 0.72 The findings indicated that the FoF programme had a significant influence on learners’ positive perceptions towards natural resources management thus the programme forms an integral part in sustainable agriculture A research article in International Journal of Agricultural Management & Development (IJAMAD) 2011-01-01T00:00:00Z