https://kerd.ku.ac.ke/handle/123456789/44 Sat, 01 Aug 2026 20:05:54 GMT 2026-08-01T20:05:54Z https://kerd.ku.ac.ke/handle/123456789/1135 Gender Analysis of Literature Set Books: A Study of Selected Kenya Certificate of Secondary Education (KCSE) Literature Texts Gachari, Muthoni Regina Set books are an important socializing tool and play a crucial role in determining students' worldview of gender relations in society. Gender responsiveness is one of the emerging issues that have attracted major debates in various forums including in the education system in general and choice of set books in particular. This study examined the gender responsiveness of selected KCSE literature set books, and students' and English teachers' responses to the gender issues in the set books. The study applied the ABC Gender Analysis Model and the Reader - Response theory. The ABC Gender Analysis Model measures gender responsiveness of set books and other curriculum materials while the Reader - Response theory emphasizes the reader's role in creating meaning of a text and experience of a literary work. The findings indicated that the KCSE set books all had elements of gender bias, stereotyping of character and role, unequal representation of male and female characters and use of gender insensitive language. However, the study also revealed that some writers had made attempts to make the literature set books gender responsive. In addition, students' responses revealed a great sense of gender awareness and sensitivity in regard to the gender issues raised in the set books. Finally, teachers' responses revealed that the teachers were keen and enthusiastic about gender issues in set books despite the fact that they had no formal training on how to implement the gender policy in education. The study recommends closer scrutiny of literature set books, in-house training of teachers on gender responsiveness, sensitizing students on gender responsive set books and providing checklists for identifying gender stereotypes and other relevant gender issues in set books. In addition, it also recommends the development of a more gender responsive curriculum in tandem with Kenya's developmental aspiration where men and women are viewed as partners in the development of all sectors of society. A PhD thesis submitted to Kenyatta University Sun, 01 Jan 2012 00:00:00 GMT https://kerd.ku.ac.ke/handle/123456789/1135 2012-01-01T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/429 Study of Self-Concept and Emotional Intelligence In Relation to Gender among Secondary School Students Kumar, N This study was undertaken with the objective to study the self-concept and emotional intelligence among secondary school students in relation to gender and to find out the relationship between self-concept and emotional intelligence of secondary school students. The Self - concept Questionnaire by Dr. R.K. Saraswat (1948), Mangal Emotional Intelligence Inventory-S.K. Mangal (2004) were administered to collect the data. The population for study is the secondary school students studying in class 9th and class 10th of Chandigarh city. A sample of 200 students is randomly taken, out of which there are 100 boy students and 100 are girl students. On the basis of the study the conclusions are drawn that there is significant difference in gender of self concept among adolescents, there is a significant difference in gender of emotional intelligence among adolescents, there is significant relation among self-concept and emotional intelligence. A research article published in Indian Journal of research anvikshiki Thu, 01 Jan 2015 00:00:00 GMT https://kerd.ku.ac.ke/handle/123456789/429 2015-01-01T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/398 School Based Factors Affecting Girls Academic Performance (KCSE) in Mixed Secondary Schools: A Case of Nakuru Municipality Owuor, Dorothy Akinyi; Chemisto, Esther Musani This study intended to investigate School based factors affecting girls’ performance in mixed secondary schools. The objectives of the study were to determine school – based factors, which affect girls’ academic performance (KCSE) in mixed secondary, to suggest the possible strategies to counter the school based factors which affect girls’ academic performance. The study sampled mixed Secondary Schools which are twelve in number using simple random technique to select six schools. From the sampled schools, an equal numbers of students were selected from form four classes in each school totaling 160. Sixty (60) teachers were included in the study and six (6) head teachers .Data was collected using questionnaires for students and teachers. Interviews were for head teachers. The research employed a mixed method design technique. Data was analyzed using descriptive statistics i.e. frequencies, percentages, mean and Standard deviation. Scientific Package for Social Sciences (SPSS) was also used. The findings of the study were to provide to the education stakeholders to come up with strategies for countering the school based factors affecting girl’s academic performance in KCSE in Nakuru Municipality. From the research findings, it was established that school based factors affecting girls’ performance were KCPE intake, time wastage, and boy/ girl relationship. The recommendations made were, there should be more guidance and counselling in schools, increase bursaries, inviting resource persons to talk to girls, special relationship between girls and female teachers and separation of girl’s classes from boys. An article published in European Journal of Educational Sciences Thu, 01 Jan 2015 00:00:00 GMT https://kerd.ku.ac.ke/handle/123456789/398 2015-01-01T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/395 Role of Principals in Promotion of Girl-Child Education in Mixed Day Secondary Schools in Kenya: A Case Study of Rongo and Ndhiwa Districts Odhiambo, Rodah Adoyo; Simatwa, Enose M. W; Yalo, Ayieko In 1990, at the World conference on Education for all held in Jomtien, Thailand, girls education was identified as a critical priority. Despite the various efforts put in place to promote education, the number of girls keeps on declining. They tend to lag behind boys creating a notable disparity with regard to access, and completion of secondary education cycle. Gross Enrolment Rate in Rongo District in 2005 for boys was 23.35% while girls was 16.4%, in 2008 it was 40.1% for boys and 31.1% for girls and in 2011 it was 25.6% for boys and 21.3% for girls. In Ndhiwa District Gross Enrolment Rate in 2005 for boys was 26.9% and 19.5% for girls. In 2008 it was 40.3% for boys, 37.2% for girls and in 2011 Gross Enrolment Rate for boys was 36.6% while for girls was 31.4%. The purpose of this study was therefore to establish the role of principals in promotion of girl-child education in Rongo and Ndhiwa Districts, Kenya. This is because principals are accounting officers and implementers of government policies at school level. The study population consisted of 38 Principals, 38 Director of Studies, 2 District Quality Assurance and Standard Officers, 38 Board of Governors Chair persons and 2010 form IV girl students. The study established that principals factored in Re-entry and Free Tuition Secondary Education policies to enhance girl child participation in secondary education. Other opportunities used by principals to promote girl child secondary education were acquisition of bursaries, direct involvement of parents, teachers and provision of learning facilities and resources. Principals also faced many challenges in their endeavours to enhance girl child education. These challenges included teenage pregnancies, school levies, domestic chores and cultural barriers. An article published in Educational Research Tue, 01 Jan 2013 00:00:00 GMT https://kerd.ku.ac.ke/handle/123456789/395 2013-01-01T00:00:00Z