https://kerd.ku.ac.ke/handle/123456789/10 This collection contains bibliographic information and abstracts of researches on primary education Mon, 10 Aug 2026 04:54:04 GMT 2026-08-10T04:54:04Z https://kerd.ku.ac.ke/handle/123456789/1713 Cultural Factors Hindering Mastery of English Language in Primary and Secondary Schools: a case of Kilifi County, Kenya Kisaka, Joseph This study examined the various cultural factors hindering the mastery of English language in Kilifi County. A sample of 236 respondents representing Students, pupils, head teachers, teachers, parents, religious leaders, Pwani University Language specialists, Ministry of Education officers was drawn from Tezo Location. The proposed study was a descriptive survey, and both qualitative and quantitative data was collected by means of self administered questionnaires, Focus Group Discussions, and scheduled interviews. Qualitative data was analysed by thematic analysis while quantitative data was analysed by simple descriptive statistics and ranking by participatory methods. The study identified the cultural practices that hinder good mastery of English as frequent usage of Kiswahili and Mother Tongue when speaking at home, the declaration that English is a foreign language and the belief by the local community that speaking in English at home is a sign of pride and disrespect. Based on the findings, recommendations were made on how to promote good English mastery in Kenyan Schools. A research article in British Journal of Education Sun, 01 Feb 2015 00:00:00 GMT https://kerd.ku.ac.ke/handle/123456789/1713 2015-02-01T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/1712 Teachers’ Attitudes towards the Use of Mother Tongue as a Language Instruction in Lower Primary Schools in Hamisi District, Kenya Khejeri, Mary This paper examines the attitudes of teachers towards the teaching and use of Mother Tongue as a language of instruction in lower primary schools based on a study conducted in Hamis District in Western Kenya, East Tiriki Division. The research design was a descriptive survey selected because surveys gather information from relatively large areas by employing sampling procedures hence cutting down on costs. The study sample included 12 schools randomly selected from the 40 primary schools in East Tiriki Division. . The instruments used for data collection were observation, tape-recording and questionnaires. The data was analysed using descriptive statistics. The study revealed that Mother Tongue is less valued than English. English is highly valued both for its instrumental and integrative purposes. It is recommended that there’s need for the government to encourage the publication of instructional materials for the teaching of Mother Tongue and that the educational language policymakers review their position with regard to Mother tongue with a view to promoting it both as a language of instruction and a subject. A research article in International Journal of Humanities and Social Science Wed, 01 Jan 2014 00:00:00 GMT https://kerd.ku.ac.ke/handle/123456789/1712 2014-01-01T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/1711 Conceptual Understanding of Science Process Skills and Gender Stereotyping: A Critical Component for Inquiry Teaching of Science in Kenya’s Primary Schools Mutisya, Sammy M.; Rotich, Stephen; Rotich, Paul K. This paper examined Kenya’s Strengthening of Mathematics and Science Education (SMASE) In-service Education Training (INSET) trainers’ conceptual understanding of basic science process skills (BSPS) and their gender based stereotypes regarding pupils’ ability in BSPS. Teachers Process Skills Questionnaire (TPSQ) was used to collect data from 187 trainers. Data analysis included tabulation of percentages and Chi-squire test of relationship. The findings of this study revealed that (i) SMASE trainers had very poor conceptual understanding of basic science process skills, (ii) SMASE trainers held gender based stereotypes about boys’ and girls’ ability in BSPS and (iii) there was a statistically significant relationship between the gender of the SMASE trainers and their gender stereotypes. The authors recommended that (i) SMASE trainers be inducted in science process skills and be subjected to a science process skill proficiency test before being recommended as INSET trainers, (ii) Primary Teacher Education for pre-service teachers to ensure trainees develops conceptual understanding of science process skills as outlined in the Kenya’s Primary Teacher Education Science Syllabus and (iii) awareness on gender issues in terms of instruction and assessment be created among primary school teacher and pre-service training of primary school teachers. An Article Published in Asian Journal of Social Sciences & Humanities Tue, 01 Jan 2013 00:00:00 GMT https://kerd.ku.ac.ke/handle/123456789/1711 2013-01-01T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/1703 Determinants of Digital Learning Implementation in Public Primary Schools: A Case of Nairobi County Schools Qamar, Hussein; Abayo, Robert; Mugambi, Hellen Digital learning has become a widely accepted learning module in recent years and has been linked with positive, cumulatively progressive gains in learning outcomes. This study sought to assess the Digital Learning Strategy Implementation in public primary schools in Nairobi County. Records in the County Education Office indicate that there are 196 public primary schools within Nairobi County that have implemented the digital learning strategy. Specifically the study sought to assess and determine the influence of digital content, digital infrastructure, security of ICT infrastructure and equipment and resource allocation on the digital learning implementation strategy. To achieve these objectives the study adopted a descriptive research design. The target population were the users of the digital learning system in these schools. Three users from each school were identified from the stakeholders who interact with the platform on a regular basis by the nature of their jobs. These were the ICT Teachers the Deputy Head Teacher and Head teachers. The data collection instrument of choice used to collect primary data was questionnaires. These were administered through a drop and pick methodology because of it was convenient for the respondents to complete at their pace. The data collected was analyzed using descriptive statistics, correlation and regression analysis. The results of the correlation analysis indicated that there was a weak correlation between the digital content and ICT infrastructure, but a stronger correlation between the was also done to establish the relationship between the implementation strategy as the dependent variable and digital content, ICT infrastructure, Security and Resources as the independent variables. Results of the study gave a strong positive correlation between the independent and dependent variables. The results of this study will be of immense benefit to the teachers, students and the government bodies charged with its implementation such as the ICT Authority. An article published in International Academic Journal of Human Resource and Business Administration Tue, 01 Jan 2019 00:00:00 GMT https://kerd.ku.ac.ke/handle/123456789/1703 2019-01-01T00:00:00Z