https://kerd.ku.ac.ke/handle/123456789/84 Sat, 01 Aug 2026 22:14:14 GMT 2026-08-01T22:14:14Z https://kerd.ku.ac.ke/handle/123456789/1068 Influence of School Contextual Dynamics on Acquisition of Reading Skills among Standard Three Pupils in Kisii County, Kenya. Ogetange, Teresa Binsari Reading is the most significant basic academic skill that influences learning at all levels and other academic subjects. It is the most indispensable skill learners attain as they advance through Standard 1-3. Globally, reading has been recognized as a fundamental skill contributing to academic success in the formal education system. However, in Kenya, a significant number of pupils are unable to read at the primary school level. In Kisii County, in particular, reading levels among pupils is less than 30% of the National Standards. Thus, the purpose of this study was to assess the influence of school contextual dynamics on the acquisition of reading skills amongst Standard III pupils in Kisii County. The objectives of this study were; to assess the levels of reading skills amongst Standard III pupils, to establish the influence of school literacy environment, teachers’ characteristics and teacher-pupil ratio on the acquisition of reading skills and to find out the strategies schools adapt to promote the acquisition of reading skills. The study was guided by Bronfenbrenner’s Ecological Systems Theory and Uta Frith’s Stage Theory. The study adopted a mixed method approach and thus applied descriptive survey research design. The target population was 3234 consisting of 77 head teachers, 77 Standard III teachers and 3080 Standard III pupils from which a sample of 30% was selected. A Questionnaire, an interview guide, observation checklist and a pupils’ reading test were used to collect data. Validity was established through expert judgment and Reliability was established using test-retest technique and reliability coefficient, r = 0.817 was obtained using Cronbach Alpha Method which indicated high internal reliability. Data was analysed both qualitatively and quantitatively. Qualitative data was analysed thematically along the study objectives whereas the quantitative data was analysed descriptively using frequencies and percentages and inferentially using ANOVA to test the hypotheses and presented using tables and charts. This study found out that the school-literacy environment influences the acquisition of reading skills. Female teachers were better at teaching reading than their male counterparts, while the teachers’ qualifications had a positive impact on learners’ reading skills acquisition. Higher pupil-teacher ratio negatively affected the acquisition of reading skills among pupils and inadequate of training of teachers in reading skills greatly led to poor reading skills among pupils. The study recommends that the Ministry of Education and other educational agencies should ensure that there are adequate learning facilities in primary schools that enable pupils to adequately acquire reading literacy skills, language teachers should be given regular capacity building courses on reading to make them cope with changing time and the government and other educational agencies should ensure that the teacher-Pupil ratio is as low as possible in order to promote reading skills acquisition in primary schools. A research thesis submitted in partial fulfillment of the requirements for the award of the degree of Doctor of Philosophy (early childhood studies) of Kenyatta University Mon, 01 Jan 2018 00:00:00 GMT https://kerd.ku.ac.ke/handle/123456789/1068 2018-01-01T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/1058 Instructional Strategies and Resources Used in Teaching Reading: An Implication on Grade Three Pupils’ Reading Skills in Nairobi County, Kenya. Ngure, Winfred Reading skills are vital to lower primary school pupils because it is the foundation for learning. However, studies worldwide indicate low levels of reading skills in schoolsand little has been done to find out how different instructional strategies used in lower grade schools influence learners‟ acquisition of reading skills. The purpose of this study was,therefore,to establish the use of instructional strategies and resources on acquisition of reading skills among Grade Three Pupils inEmbakasi, Nairobi County, Kenya. The study objectives were: to establish levels of reading skills among the Grade Three Pupils,to explore selected instructional strategies used in Grade Three teaching of reading in Nairobi County and to examine the teachers‟ use of instructional resources in teaching and learning reading with the Grade Three Pupils in Nairobi County. The research was guided by Holdaway‟s Theory of Literacy Development and supported by Instructional Theory by Robert Gagne. The study used mixed methodology approach on a target population of 225headteachers from 225 primary schools, 675Grade Three teachers and30,000Grade Three Pupils, totaling to 30,900. Sample size of this study comprised 10 headteachers, 30 Grade Three teachers and 150 Grade Three Pupils. Research instruments were questionnaires for Grade Three teachers, interview schedule for headteachers, class observation checklist and a reading test for the Grade Three Pupils. Pilot study was done to pre-test the instruments and content validity was determined. Reliability was ensured through test retest and a Cronbach Alpha Coefficient with index of 0.7 obtained. Data was collected from headteachers, Grade Three teachers and Grade Three Pupils and its analysis began by coding the field data. Qualitative data were analyzed thematically following the research objectives while the quantitative data were analyzed using descriptive statistics whereby frequencies and percentages were used. Inferential statistics used ANOVA and data presented using frequencies, tables, percentages and charts. The study established that50% of the pupils were below average in reading of letter and letter sound recognition, 57.1% in sentence and paragraph reading, 53.6% in story reading and a mere 60.7% in comprehension skills. The study also revealed that majority 78% of the teachers agreed that small reading groups as opposed to large groups are effective in improving class three reading skills.Most of the teachers 60.7% indicated that reading books were scarce. The study recommended that MoE should provide refresher courses to teachers on teaching methodologies that would improve reading skills among the Grade Three pupils and that teachers should form small reading groups which provide every learner with an opportunity to actively participate in reading activities. Other stakeholders like parents and teachers should come together and develop learning resources to help in better acquisition of reading skills. A research thesis submitted for the award of the degree of Doctor of Philosophy in early childhood studies in the school of education of Kenyatta University Fri, 01 Feb 2019 00:00:00 GMT https://kerd.ku.ac.ke/handle/123456789/1058 2019-02-01T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/625 Quality Education for the Pastoralist in Public Primary Schools in Kajiado County, Kenya: Case Study of Dupoto-E-Maa Education Project in Kajiado Central District Ouda, James Bill; Opiyo, Rose Atieno; Wambiya, Pascal Conditions of learning are critical in determining quality of education. There have been real concerns raised by stakeholders regarding the quality of education for pastoralists in public primary schools in Kajiado Central District in Kenya. Interventions have been put in place to address the issue of quality education. One such intervention is the Dupoto-e-Maa education project. The study investigated the extent to which the project has promoted quality educations in terms of institutional capacity in the public primary schools in Kajiado Central District. The evaluation used both cross-sectional survey and phenomenological research designs. Phenomenological research design provides in-depth information about individuals, groups or institutions as they naturally occur. This design helped generate qualitative data through information gathered from head teachers, School Management Committees (SMC), teachers, pupils, Quality Assurance and Standards Officer (QASO) and project staff. The cross-sectional survey design assisted the evaluators to access quantitative data from a wide range of informants. A sample size of 183 respondents was selected using purposive sampling as well as stratified random sampling procedures. Head teachers of the sampled schools participated as key informants. The instruments of data collection used in the study included questionnaires, interview guide, document analysis guide, Focus Group Discussion (FGD) guide as well as observation guide. From the analysis it was concluded that Dupoto-e-Maa education project had significantly contributed to improved institutional capacity in terms of installing new facilities in schools as well as rehabilitating the existing ones. They were also involved in teacher training programs as well as stakeholders’ awareness campaigns. The study recommends that the Constituency Development Fund (CDF), the County Government of Kajiado and the Government of Kenya (GoK) should allocate/commit more resources for improved infrastructure as well as in-service training and professional support of teachers. The findings could also be used to inform policy dialogue with regard to education for pastoral communities. An article published in Journal of Education and Practice Thu, 01 Jan 2015 00:00:00 GMT https://kerd.ku.ac.ke/handle/123456789/625 2015-01-01T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/618 Is the Kenyan education system ready for change? A pilot study Ndegwa, Alicia; Gutiérrez-Colón, Mar Kenya has traditionally adopted a teacher-centred teaching methodology and is now aiming to make improvements by replacing this approach with an education system that is more child focused. The purpose of this study is to examine the Kenyan teaching system. It is an exploratory pilot study, which tries to establish whether governmental directions match the real experience of teachers and students and discusses whether student perceptions of teaching practices match those of the teachers. Personal experience raised a need to answer the research questions and the study does not pretend to be a thorough examination of the topic, rather, given the lack of previous studies, it seeks to establish a basis for future in depth research. The study used a non-experimental approach, based on the perceptions of students and teachers obtained through a structured questionnaire. The data for this study was obtained from: 10 students, 5 males and 5 females, aged between 11 and 13 years in classes 7 and 8 attending a boarding school in Kiambu on the outskirts of Nairobi. Three teachers responsible for teaching at the school attended by the student participants: two male teachers responsible for upper primary students aged 12-13, and a female teacher responsible for lower primary students aged 7-10. The questionnaires used in this study were created for both students and teachers and were designed to elicit their opinions regarding the methods of teaching and learning. They were validated before being provided to the participants. An article published in African Educational Research Journal Tue, 01 Jan 2019 00:00:00 GMT https://kerd.ku.ac.ke/handle/123456789/618 2019-01-01T00:00:00Z