https://kerd.ku.ac.ke/handle/123456789/79 Tue, 25 Aug 2026 02:48:29 GMT 2026-08-25T02:48:29Z https://kerd.ku.ac.ke/handle/123456789/1492 Schooling is not Learning: A Case Study of Kenya ' s Primary Education Langat, Stella The government of Kenya adopted Free Primary Education (FPE) in January 2003 with a main objective of this program is to provide education to all primary school children regardless of their economic backgrounds. Academic performance in Public Primary Schools in Kenya has been declining over time since the introduction of FPE. This research investigates the effective enrollment in the wake of FPE. A case study analysis is used which includes both primary and secondary sources of data. Primary data from Kenya National Bureau of Statistics between the years 2002-2014 and a survey conducted in March 2016. Secondary data sources include written documents such as books, journals, newspapers among others. They form the basis of the discussion and analysis of the research. In this study, factors of school quality are investigated to find out if free primary education program is yielding optimal results, in line with Vision 2030, a government strategy to improve and sustain the economic growth. This research confirms previous findings that the free primary education policy has led to a decline in the educational quality. Hence for pupils to receive high-quality education that will help them, their families and their communities fully and truly to realize the promise of Free Primary Education, teacher pupil ratio needs to be lowered by hiring more teachers and building more classes. This Thesis is brought to you for free and open access by the Economics at Creative Matter. It has been accepted for inclusion in Economics Student Theses and Capstone Projects by an authorized administrator of Creative Matter Fri, 01 Jan 2016 00:00:00 GMT https://kerd.ku.ac.ke/handle/123456789/1492 2016-01-01T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/1478 Teachers', Methods and Materials: Exploring Opportunities and Challenges in Learning to Read in Primary Schools in Two Kenyan Contexts. Mary, Runo; Kabutha, Mugo John; Kamau, Karugu Geoffrey Over recent decades, various studies have decried the rising numbers of non-readers in Kenyan classrooms, within the context of a growing global phenomenon. This study aimed at ascertaining teachers' capacity to teach reading, the materials that they utilize to teach reading, and the overall challenges and opportunities in teaching reading. A mixed methods design was utilized, with a purposive sample of 8 urban (Nairobi) and 8 rural (Nyeri) primary schools, based on the best and worst performing schools in the Kenya Certificate of Primary Education results of the year preceding the study. A total of 34 teachers participated in the study. Findings indicate that nearly half of the teachers neither taught reading nor knew the methods to use in teaching reading. A third of the teachers (31.9%) used phonics, while another third favoured the whole-word method. The study concludes that lower grade teachers are ill-equipped with methods of teaching reading, while remediation practice is hardly a focus. It would be necessary to introduce reading as a subject at the teacher training level, and designate reading time through the primary education course. An article in the journal of special needs and disability Sat, 01 Jan 2005 00:00:00 GMT https://kerd.ku.ac.ke/handle/123456789/1478 2005-01-01T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/1475 Teaching Strategies, Learning and Teaching Materials used by Teachers in Kenyan Inclusive Primary Schools Mabele, Nanyama E.; Kennedy, Bota N.; Muhonja, Aurah C. This paper established whether teachers used relevant teaching strategies, learning materials and teaching material while teaching in inclusive schools in Kenya. The Kenyan government has commitment to inclusive education (IE). However there are many challenges hindering effective provision of IE. This study adopted a mixed-methods research design that yielded both qualitative and quantitative data. Schools were sampled using stratified random sampling and purposive sampling technique with 12 Sub-counties as the strata. Simple random sampling techniques was used to select 826 learners while purposive sampling was used to select 33 deputy head teachers, 31 class teachers and 4 Educational officers. Census sampling was used to select 1 County Director of Education. Questionnaires, interview schedule, observation check lists, document analysis guide and focus group discussion were used to collect data. Reliability of the instruments were determined through split half method with the correlation coefficients of r = 0.7122 and r = 0.832 for learners and teachers' questionnaires respectively. Quantitative data were analyzed descriptively and inferentially by correlation. Qualitative data were transcribed and presented as emergent themes. Findings showed that the teachers employed a variety of teaching strategies in inclusive classes; however, some strategies were not responsive to learners' needs. In addition, inadequacy of resources, and lack of modification and adaptation of learning environment was observed. It is recommended that the Government of Kenya should provide relevant resources and modify the environment to be responsive to learners with SNE. An article in Sapiens Journal of Modern Education Fri, 18 Oct 2019 00:00:00 GMT https://kerd.ku.ac.ke/handle/123456789/1475 2019-10-18T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/1427 Replicating Impact of a Primary School HIV Prevention Programme: Primary School Action for Better Health, Kenya Tyndale, E. Maticka; Mungwete, R.; Jayeoba, O. School-based programmes to combat the spread of HIV have been demonstrated to be effective over the short-term when delivered on a small scale. The question addressed here is whether results obtained with small-scale delivery are replicable in large-scale roll-out. Primary School Action for Better Health (PSABH), a programme to train teachers to deliver HIV-prevention education in upper primary-school grades in Kenya demonstrated positive impact when tested in Nyanza Province. This article reports pre-, 10-month post- and 22-month post-training results as PSABH was delivered in five additional regions of the country. A total of 26 461 students from 110 primary schools in urban and rural, middle- and low-income settings participated in this repeated cross-sectional study. Students ranged in age from 11 to 16 years, were predominantly Christian (10% Muslim), and the majority were from five different ethnic groups. Results demonstrated positive gains in knowledge, selfefficacy related to changes in sexual behaviours and condom use, acceptance of HIV+ students, endorsement of HIV-testing and behaviours to post-pone sexual debut or decrease sexual activity. These results are as strong as or stronger than those demonstrated in the original impact evaluation conducted in Nyanza Province. They support the roll-out of the programme across Kenyan primary schools. An article in Health Education Research Tue, 20 Aug 2013 00:00:00 GMT https://kerd.ku.ac.ke/handle/123456789/1427 2013-08-20T00:00:00Z