Gender Roles and Education

To assess the Influence of Selected Community Based Factors on Girls’ Participation Rate in Public Day Secondary Schools in Naivasha Sub-County, Kenya.

Mon, 01 Jan 2018 00:00:00 GMT

To assess the Influence of Selected Community Based Factors on Girls’ Participation Rate in Public Day Secondary Schools in Naivasha Sub-County, Kenya. Gatere, Janet Waithira; Kiumi, J. Kanjogu; Ngugi, Margaret The purpose of this study was to assess the influence of selected community based factors on girls’ participation rate in public day secondary schools in Naivasha Sub-County, Kenya. Ex-post facto research design was used in the study. A total of 130 respondents (constituting 26 principals and 104 teachers) from 26 schools were randomly sampled for the study. All the targeted respondents participated in the study giving a response rate of 100%. Simple random sampling technique was used to sample the respondents for the study. Data was collected through a self-administered questionnaire where two sets of questionnaires were developed for data collection; one for principals and the other for class teachers. Descriptive statistics such as means, percentages and frequencies were used to analyze the data while inferential statistics such as simple regression analysis was used to determine the predictive power of community factors on girls’ participation in school. The study found that three community-level risk factors that had the most negative effect on girls’ participation in public day secondary schools in the study area including: negative peer influence in the community, high incidences of teenage pregnancies and poverty in the community. Drawing from the computed R value (R2= .406), the study revealed that the selected community factors were lowering the rate of girls participation in public day secondary schools by almost 41%.The study concluded that prevalence of the three community level factors such as: high incidence of teenage pregnancies and poverty had great influence on girls’ participation and progression in public day secondary schools in the study area. It was recommended that school, family and community partnerships would be appropriate in minimizing the effect of community level factor on girls’ participation in schools An Article Published in International Journal of Scientific Research and Management (IJSRM)

Influence of E-Mentoring on Self-Esteem, Self-Efficacy and Academic Achievement of Secondary School Girls in Nairobi and Kiambu Counties, Kenya

Thu, 01 Jan 2015 00:00:00 GMT

Influence of E-Mentoring on Self-Esteem, Self-Efficacy and Academic Achievement of Secondary School Girls in Nairobi and Kiambu Counties, Kenya Ndeke, Florentina Ndunge This study sought to establish the influence of e-mentoring on self-esteem, self-efficacy, and academic achievement of secondary school students in Nairobi County. The study was guided by five objectives namely. The first objective was to establish the levels of self-esteem of students in the e-mentoring programme with those of students not participating in the programme. Second objective sought to contrast the levels of self-efficacy levels of students in e-mentoring programme with those of students not participating in the programme. Third was to compare the levels of selfesteem of students at different years in the mentoring programme. Fourth objective was to establish the levels of self-efficacy of students at different years in the mentoring programme. Lastly, the fifth objective was to compare the academic achievement of students in the e-mentoring programme with those of students not in the programme. Mixed research designs were used. The study adopted purposive and simple random sampling techniques. The population of the study consisted of all students in form three and forms four in the two schools (277). The sample size was 92 participants drawn from GBBC members and non- GGBC. Data were collected using self-esteem questionnaire, self-efficacy questionnaire, and document analysis and focus group discussion guide. The Statistical Package for Social Sciences was used whereby data were analyzed using t-test and Analysis of Variance (ANOVA). The following three hypotheses were tested using t-test: There is no significant difference in self-esteem levels between those students in and those not in the e-mentoring programme. There is no significant difference in self-efficacy levels between those students in and those not in the e-mentoring programme. There is no significant difference in academic achievement scores between those students in and those not in the e-mentoring programme. One Way Analysis of Variance was used on the following two null hypotheses: There is no significant difference in self-esteem levels between students at different years of the e-mentoring. There is no significant difference in self-efficacy levels between students at different years of the e-mentoring. The study found significant differences between those students in e-mentoring and non e-mentoring groups. The findings of this study suggest that the e-mentoring programme had positive influence on the e-mentees‟ self-esteem t (90) = 13.021, p<0.01), self-efficacy t (90) = 8.818, p<0.01) and academic achievement t (90) = 2.675, p<0.01).Length of time in the e-mentoring programme was also found to impact positively on the e-mentees’ self-esteem and self-efficacy; that is F3, 52 (0.05) =18.387 and F3, 52(0.05) =18.384 respectively. The study is significant in that it may help improve the GGBC e-mentoring programme and other future e-mentoring programmes in Kenyan schools. In conclusion, the study reaffirmed the importance of e-mentoring relationships as a timely option to the traditional methods of mentoring which are proving to be difficult due to changing times. The study also came up with several recommendations. One of the recommendations that were derived from the study is that future studies could look at the levels of self-esteem, self-efficacy and academic achievement of e-mentee before the implementation of the programme in order to ascertain to what extent the e-mentoring programme has influence on the e-mentees. Implications of the study are discussed. A thesis submitted in partial fulfilment of the requirements for the award of doctor of philosophy in the school of education, Kenyatta University, February 2015

To determine the Influence of Selected School Based Factors on Girls’ Participation Rate in Public Day Secondary Schools in Naivasha Sub-County, Kenya.

Mon, 01 Jan 2018 00:00:00 GMT

To determine the Influence of Selected School Based Factors on Girls’ Participation Rate in Public Day Secondary Schools in Naivasha Sub-County, Kenya. Gatere, Janet Waithira; Kiumi, Kanjogu J.; Ngugi, Margaret The purpose of this study was to assess the influence of selected school based factors on girls’ participation rate in public day secondary schools in Naivasha Sub-County, Kenya. Ex-post facto research design was used in the study. A total of 130 respondents (constituting 26 principals and 104 teachers) from 26 schools were randomly sampled for the study. All the targeted respondents participated in the study giving a response rate of 100%. Simple random sampling technique was used to sample the respondents for the study. Data was collected through a self-administered questionnaire where two sets of questionnaires were developed for data collection; one for principals and the other for class teachers. Descriptive statistics such as means, percentages and frequencies were used to analyze the data while inferential statistics such as simple regression analysis was used to determine the predictive power of school based factors on girls’ participation in school. The study found that three school-level risk factors that had the most negative impact on girls rate of participation in public day secondary schools in the sub-county were: low sense of belonging among girls to their schools, inadequate counseling of girls in schools and low academic performance. Drawing from the computed R2 value (R2= .426), the study revealed that the selected school level factors were lowering the rate of girls participation in public day secondary schools by almost 43%.The study concluded that that school level factors such as: low sense of belonging among girls to their schools, inadequate counseling of girls in schools and low academic performance had a negative influence on girls’ rate of participation in public day secondary schools in Naivasha Sub-county. It was recommended that public day secondary school educators, specifically principals, counselors and teachers should focus their attention enhancing girls’ participation rate in their schools. An article published in International Journal of Scientific Research and Management (IJSRM)

Influence of Adolescence Progression Factors, Interpersonal Nature and Gender on Adjustment to Loss and Grief among Orphaned Secondary School Students in Kenya

Fri, 01 Jan 2016 00:00:00 GMT

Influence of Adolescence Progression Factors, Interpersonal Nature and Gender on Adjustment to Loss and Grief among Orphaned Secondary School Students in Kenya Owaa, Judith A. Orphan hood due to loss of parents disposes adolescents to adjustment to loss and grief crises as they trudge through progression factors. Since adolescence primarily is a time of internal turmoil, any additional turbulence may throw adolescents off balance of physical, emotional, social and cognitive maneuver of progression changes. In the 21st Century, death of parents has been the other crisis for adolescents. Socio-economic, cultural and emerging trends have created a paradigm shift that grieving adolescents seldom have someone to fall back to. Most adolescents are struggling with loss and grief as schools have become academic-mean oriented and psychosocial support has been relegated to ‘silence’. Unfortunately, the orphaned adolescents are still suffering under the weight of progression factors and grief. The purpose of this study therefore was to explore the Influence of Adolescence Progression Factors, Interpersonal Nature and Gender on Adjustment to Loss and Grief among public secondary school students in Kisumu Central Sub-County, Kenya. The research objectives were: to establish the influence of adolescence progression factors on adjustment to Loss and Grief, to find out the influence of students’ interpersonal nature on adjustment to Loss and Grief, to examine whether there are gender differences on adjustment to Loss and Grief and to find out the strategies for adjustment to loss and grief among orphaned secondary school students in Kisumu Central Sub-County. The study was informed by Erikson’s Psychosocial Theory of Human Development and Kübler-Ross Cycle model of loss and grief. Mixed method research approach was used and within it, concurrent triangulation design was adopted. The target population consisted of 47 schools, 20 Focus Group Discussion students, 10 Personal Interviews and 1,245 Form 3 orphaned students from public secondary schools in Kisumu Central Sub-County. A sample size of 453 students from 15 secondary schools was sampled for the study using stratified random sampling technique. Reliability of the instruments was ascertained through a pilot study of 9% of the population that did not participate in the final study. Internal consistency was also used to determine the reliability of questionnaires and coefficient values of r=0.784, 0.0771 and 0.0767 were reported for the three questionnaires. Face validity of the instruments was ascertained by pilot testing the questionnaires and also by seeking expert judgment by university lecturers. Data was collected by use of questionnaires, in-depth interviews and Focus Group Discussions. Quantitative data was analyzed using both descriptive and inferential statistics. Qualitative data was analyzed using thematic framework. Trustworthiness of qualitative data was ensured by analyzing the framework as fronted by Lincoln & Guba. The study findings revealed that progression factors such as physical, emotional, cognitive and social significantly influenced adjustment to loss and grief. Physical progression factors influenced adolescents’ adjustment to loss and grief at r=0.157, emotional factors were influential at r=0.365, social factors were influential at r=0.319 while cognitive progression factors were equally influential at r=0.356. In addition, there were significant differences on adjustment to loss and grief on the basis of interpersonal nature. However, there were no statistically significant gender difference on adjustment to loss and grief. The study also found out that some coping strategies for loss and grief included: engaging on positive thinking, seeking peer therapy and support, seeking professional guidance and counselling services, engaging in group therapy, involvement in letter writing therapy, engaging in journaling therapy, reflections of past events, adoption of grandma’s philosophy and engaging in self disclosure. The study recommended that schools should introduce adapting-parenting model among teachers to take care of the orphaned students. A PhD thesis submitted to Jaramogi Oginga Odinga University of Science and Technology (JOOUST)