School Characteristics, Use of Project Method and Learner Achievement in Physics

The purpose of this study was to investigate how school characteristics affect the usage of the PM and the consequent impact on learner achievement in physics (LAP). Data was collected using Students Achievement Tests (SAT) and questionnaire for physics teachers. Stratified Sampling was applied to select 84 schools comprising boys, girls and mixed schools from seven provinces of Kenya. Statistical Package for Social Sciences (SPSS) was used to analyze the data. ANOVA, chi-square and multiple-regression were used to test the hypothesis. The key findings of the study were that PM enhances the learning of physics; Single sex schools performed better than mixed schools; the type of schools in terms of gender, whether day or boarding were not factors in the usage of project method. In view of these research findings, the researchers recommend that the government come up with a policy that enhances the establishment of more single sex schools, enhance resource mobilization for the teaching of physics, review the teacher training component so as to encompass the PM as an alternative teaching strategy, and in-service physics teachers on the role of school characteristics in the study of physics. Key words: Physics; Learner Achievement in Physics (LAP); Project Method PM; School Characteristics (SC)

Domestic Violence and its Influence on Students: the Prevalent of the Various Forms of Domestic Violence in Bungoma County, Kenya

The study aimed to investigate the influence of domestic violence on students’ classroom behaviour in secondary schools in Bungoma County, Kenya. The study explored this by examining the extent to which various forms of domestic violence (DV) influenced students’ classroom behaviour. The research utilized the theory of behavioural psychology, which emphasizes that behaviour is acquired or learnt from the surrounding. Descriptive survey design was used. The target population comprised of 1600 individuals, from which 648 were sampled using purposeful, stratified and random sampling. The study sampled 36 principals, 36 guidance and counselling teachers and 576 students. The research tools were: questionnaires for the students, interview schedule for the principals and guidance and counselling teachers. The questionnaires were analysed quantitatively and the interviews data was analysed qualitatively. The findings reveal students are victims of DV. Secondly their personality is affected. The study recommends measures to be taken against the perpetrators depending on individual differences and schools to be facilitated with rehabilitation facilities for student victims