Trends in KCPE Performance: Their Function in School Effectiveness and Improvement in Gitugi Education Zone Murang’a County, Kenya

This research sought to find out whether and how the analysis of the mean scores as utilized in Gitugi zone impact on the schools’ effectiveness and improvement with regard to performance in KCPE. The research had three objectives, namely) to determine whether there is any significant difference between the KCPE mean scores among the schools,ii) to determine whether there is any significant difference between the KCPE mean scores among cohorts and,iii) to find out whether or how summative and formative evaluation can be used to improve performance in KCPE in Gitugi education zone. Nine out of the fifteen schools were chosen through systematic random sampling. Document analysis was done for both the summative KCPE results and the formative evaluation in class eight, 2011. Piloting was done in one school in the zone. The data collected is presented in tables and graphs and, analyzed using inferential statistics using one-way analysis of variance (ANOVA) and Spearman’s Rank correlation coefficient. The schools show a downward trend in performance in KCPE in the zone except two from 2007 to 2011. There is significant difference in the KCPE means among the nine schools, while there is no significant difference across cohorts. This ANOVA results point to differences between schools which need further investigation to explain the observed consistent differences in KCPE performance. Annual calculations of mean scores and ranking continue to generate anxiety without addressing the causative agents.  It is recommended that analysis of trends in KCPE performance should be embraced as a useful tool in examining the differences among schools and cohorts and also used to develop strategies to raise schools’ effectiveness geared towards enhancement of KCPE scores in Gitugi education zone, Murang’a County, Kenya. [281 words] Keywords: trends in KCPE performance, ranking of schools, schools’ effectiveness, schools’ improvemen

Influence of University Course Experience on Graduate Employability Among Commercial Banks in Kenya

The study sought to establish the influence of university course experience on graduate employability among commercial banks in Kenya. The correlational research design was employed for the study. A sample of   393 graduates was randomly selected from a pool of 33,786 working graduates spread out in 41 commercial banks in Kenya. Data on course experience and employability were collected via modified Course Experience questionnaire, of a reliability level Cronbach α = 0.817, was analyzed using simple linear regression. The study found that course experience of a graduate during training positively influenced his or her employability in the banking sector in Kenya (p< .05). The study recommends that universities should aim at providing the best learning experiences to their trainees because this influences their prospects of employability into the banking sector. Keywords: Graduate, course experiences, employability, banking sector, University. DOI: 10.7176/JEP/11-26-02 Publication date:September 30th 202

INDIGENOUS KNOWLEDGE OF COMMUNITIES AROUND LAKE VICTORIA BASIN REGARDING TREATMENT AND MANAGEMENT OF TUBERCULOSIS USING MEDICINAL PLANTS

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Frequency of Performance-Based Assessments in Secondary School Computer Studies and Its Influence on Students’ Innovation Capacity in Kandara Sub-County, Kenya

The central purpose of carrying out this study was to establish the extent to which the frequency of Performance-Based Assessments (PBAs) in secondary school Computer Studies influences students’ innovation capacity. A correlational research design was used to conduct the study. Stratified sampling using proportional allocation and random sampling were used to select a total of 313 Computer Studies students from a target population of 1561 students. Data on the frequency of PBAs and students’ innovation capacity was collected through Computer Studies Students questionnaire whose Cronbach Alpha coefficient,a for internal consistency was 0.817. Pearson moment correlation and simple linear regression were used to analyze data inferentially. The study found a low frequency of PBA use in Computer Studies in the secondary schools which had negatively influenced students’ innovation capacity. The study recommends an increased frequency of PBAs in the subject’s curriculum implementation and close monitoring of Computer Studies PBAs implementation in order to ensure that teachers implement them more often. Keywords:Performance-Based Assessments, innovation, innovation capacity, secondary school, Computer Studies DOI: 10.7176/JEP/12-30-08 Publication date:October 31st 202

The Relationship Between Self-Esteem and Academic Achievement of Girls with Hearing Impairments in Secondary Schools for the Deaf in Kenya The Relationship Between Self-Esteem and Academic Achievement of Girls with Hearing Impairments in Secondary Schools

Abstract Several factors had been cited as contributing to the perpetually dismal academic achievement of girls with hearing impairment in Kenya. Personal esteem factors had not been adequately explored. The study used Carl Roger's client-centered theory and an Expost facto design. Rosenberg self-esteem scale was used to measure self-esteem dimensions. School academic scores were used to measure academic achievement. A sample of fifty-three girls was drawn. Data were collected through questionnaires and interviews. The results: girls with hearing impairment possessed positive/high self-esteem but academic achievement was low. It was concluded that girls with hearing impairment placed more value on relational aspects (grooming), music and dance. They lagged behind due to lack of specialized technological devices. The study recommended: teachers to make deliberate use of positive reinforcement; principals to initiate active collaborations with interested partners; the government to make the curriculum more flexible and curriculum developers to reconsider curricula adaptation. Kenya National Examination Council to focus on practical assessment and/or use of sign language interpreters. The government to increase disability fund and provide opportunities for capacity building for assistive-devices-technicians. Further research in the area of teachers' proficiency in Kenya Sign Language to be conducted