https://kerd.ku.ac.ke/handle/123456789/35 2026-08-10T05:18:56Z https://kerd.ku.ac.ke/handle/123456789/1681 Teachers’ and Caregivers’ Perceptions of Gender Differences in Educational Experiences of Children Affected by Parental AIDS in Western Kenya Jepkemboi, Grace; Aldridge, Jerry The purpose of this qualitative case study was to describe the perceptions of teachers and caregivers concerning gender differences in the educational experiences of children influenced by the HIV status of their parents or orphaned by AIDS in 7 orphanage schools of Western Kenya. 12 teachers and 8 caregivers participated in the study. Data were collected over 3 months using participant observation and individual interviews. Findings indicated that no gender differences in educational experiences were noted during preschool. However, during the elementary school years and beyond, participants described gender differences in terms of math, science, languages, and school attendance. Boys were perceived to do better at math and science, while girls were believed to do better in languages. Girls were also more likely to be kept out of school to assist with or take care of family needs when a parent became ill due to AIDS. An article published in Academic Journals 2009-01-01T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/1620 Influence of Mothers’ Education on Children’s Maths Achievement in Kenya Abuya, Benta A.; Oketch, Moses; Mutisya, Maurice; Ngware, Moses; Ciera, James Research shows that fathers' level of education predicts achievement of both boys and girls, with significantly greater effect for boys. Similarly, mothers' level of education predicts the achievement of girls but not boys. This study tests the mother–child education achievement hypothesis, by examining the effect of mothers' education on the maths test score of children, using data from 71 schools across 6 districts in Kenya. The findings of a multilevel random intercept model, based on a sample of 1907 learners reveal surprisingly negative effect of mothers' education on pupil's achievement, with an interaction effect of mother's and father's education being positive. An article published in International Journal of Primary, Elementary and Early Years Education 2013-01-01T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/1542 Differences in Pupils\ Motivation to Learn Mathematics by Gender and Class Level among Upper Primary School Pupils in Kericho Municipality, Kenya Ng'eno, JK; Changeiywo, J Mathematics is considered a very important indicator for selection and placement. Though mathematics is important many school pupils perform poorly in national examination. Education in Kenya is largely examination oriented and therefore the cognitive domain is mainly emphasized while the affective domain gets little attention. The purpose of the study was to establish the role of the affective learning domain in the learning of mathematics. The study particularly looked at pupils\' motivation to learn mathematics (PMLM) and the differences in the construct by gender and class level. The population of study consisted of 11,783 primary school pupils. A sample of 300 pupil\'s respondent to a validated Likert type instrument PMLM with reliability index of Cronbach Alpha (α) value of 0.79. The results of the study indicate that upper primary school pupils are positively motivated. The results at 0.05 Alpha (α) significant level indicate that the construct is differentiated by gender and class level. The study recommends that mathematics teachers should come up with effective motivational techniques, help learners to set up personal standards that enhance intrinsic motivation and explain the importance of mathematics and its application in society. An article published in Journal of Technology and Education in Nigeria 2005-01-01T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/748 Investigating the Effects of Community-based Interventions on Mathematics Achievement of Girls from Low-income Households in Kenya Hungi, Njora; Ngware, Moses This paper uses difference-in-difference and multivariate analyses procedures to examine the effects of two community-based intervention packages on mathematics achievement of primary school girls from low-income urban households in Kenya. The data involved in this study were collected between 2013 and2015 from 748 12–19 years old primary school girls residing in two major Nairobi slums of Viwandani and Korogocho. These data were part of a larger intervention study that sought to improve schooling outcomes among girls from disadvantaged home backgrounds by providing them with after-school homework support, life skill mentoring and parental counseling. Results reveal intervention effects of between 23 and 26 mathematics score points on a Rasch scale with a mean of 400 a standard deviation of 100. These effects translate to at least one school term of learning for girls in the comparison group. Effect size for one of the intervention packages was small (0.24), while that of the second package was moderate (0.40 A research article in Cogent Education 2017-01-01T00:00:00Z