Effects Of Project-Based Learning On Student Performance Of Higher Cognitive Skills In Secondary School Agriculture

This study used a quasi-experimented design to investigate the effect of project- based learning on student performance of higher cognitive skills in secondary school agriculture. A total of 354 Form Three students drawn from ten (10) randomly selected secondary schools in Nakuru District of Kenya were assigned to three (3) treatment groups based on the location of the projects (HFP, SFP and CFP) and one control group. Data indicates that the use of project^based learning has a significant impact on students’ performance of higher cognitive skills. The results revealed that students in project-based learning groups outperformed their counterparts in regular classrooms in that their mean scores on a post-test measuring higher cognitive skills, were statistically significant, (at 0.05 p level) than that of the control groups. The paper suggests that teachers should be trained and encouraged to incorporate project-based-learning in their planning of instruction

An Assessment of the Challenges Facing Implementation of Guidance and Counselling Programme in Public Secondary Schools: A Case of Lugari Subcounty, Kakamega County, Kenya

Students studying in public secondary schools in Kakamega County, Lugari Sub-County have a range of challenges, which include, deteriorating academic performance, drug and substance abuse, low self-esteem and socially unacceptable behaviour such as destruction of school property, among others. These problems exist despite the fact that guidance and counselling programmes were established in Kenyan public Secondary Schools in 1970s. This study carried out an assessment on the challenges facing implementation of guidance and counselling programme in public Secondary Schools in Lugari Sub-County. The study employed descriptive survey research design. The target population was 21 principals, 42 Guidance and Counselling teachers, as well as, 336 teachers in public Secondary Schools in Lugari Sub-County, making a total of 399 subjects. The sample size was composed of 30% of the total target population which was 120 subjects. The 120 subjects were comprised of 6 principals, 12 guidance and counselling teachers and 102 public secondary school teachers from the study area. A pilot study was carried out on the instruments in two Secondary Schools using test/retest method, with a two weeks’ interval between the tests, to enable assessment of both validity and reliability of the data collection instruments. Simple random sampling was used to select 30% of the principals. However, purposeful sampling was used to select the 30% of the guidance and counselling teachers. Simple random sampling, purposeful, as well as, stratified random sampling were used to select teachers from the schools where the principals were drawn. Stratified sampling was necessary because teachers were selected with respect to their populations in the respective six schools. Data was analyzed using descriptive statistics. Results were presented, using frequency distributions, percentages and narratives for qualitative results. The study established that principals’ support to the G&C departments was minimal as principals gave less weight to the departments. It was also observed that schools had G&C departments but most lacked teachers with G&C skills. The study recommends that: school principals should provide G&C teachers maximum support so as to ensure that discipline is maintained through counselling in the secondary schools. Teachers should take in-service courses and short seminars in G&C, especially those who had not received formal training in G&C. Keywords: Guidance and counselling, principals’ support, guidance and counselling teachers’ qualifications and training. DOI: 10.7176/JEP/11-32-16 Publication date: November 30th 202

Influence of Family Characteristics on Academic Performance of Students in Secondary Agriculture, in Rachuonyo North Sub County, Kenya

Abstract A high number of students in Rachuonyo North Introduction A high number of students in Rachuonyo North Sub County, Kenya continue to perform poorly in the Kenya Certificate Secondary Examinations (KCSE), the national examination. The performance continues to show downward trend particularly in the Agriculture Subject. There are many interacting factors likely to cause the poor performance of students in Rachuonyo, socioeconomic status of the parents being one of the factors. Socio-economic status of a family is usually linked with the family's income, parents' educational level, parents' occupation and family size among the kith's and kin. Ford and Harris (1997) followed this logic while examining parental influences on African American students' school achievement by focusing on specific sociodemographic factors, including parents' level of education, marital status, and family income. The researchers observed that children from high and middle socio-economic status, parents are better exposed to a learning environment at home because of provision and availability of extra learning facilities. While investigating the determinants of international students' academic performance, Jing-Lin (2009) compared performance between Chinese and other international students. The results found that the perceived importance of learning success to family, English writing ability and social communication with their compatriots were significant predictors for all international students. Akanle (2007) studied socio-economic factors influencing students' academic performance in Nigeria, he found that insufficient parental income, family type and lack of funding by governments were factors influencing students' academic performance. The achievement of students was negatively correlated with the low socio-economics status level of parents because it hindered the individual in gaining access to sources and resources of learnin

Leadership and Its Structure in Enhancing Head Teacher-Parent Collaboration for The Improvement of Inclusive Education in Regular Public Primary Schools in Meru County

This is a part of a larger study that set out to investigate information on head teacher-parent collaboration for the improvement of inclusive education in regular public primary schools in Meru County. The study examined leadership and its structure in enhancing head teacher-parent collaboration for the improvement of inclusive education in regular public primary schools in Meru County, Kenya. The objective of the study was to examine leadership and its structure in enhancing head teacher-parent collaboration for the improvement of inclusive education. The study was to inform education policy makers, who were expected to use the study results to evaluate the current policies on inclusive education and formulate appropriate policies for promoting head teacher-parent collaboration for the improvement of inclusive education. The study employed qualitative research design. The target population was 97 head teachers, 136 teachers and 2040 parents. Twenty four participants were selected to participate in the study. Purposeful sampling was used, to select the respondents from the target population. The study used interview schedules and focus group discussion guides. The study employed qualitative methods and techniques of collecting and analyzing the data. The findings of the study were presented using narratives and themes. It was found that leadership influenced head teacher-parent collaboration for the improvement of inclusive education. Leadership and its structure enhanced school harmony, a situation that improved head teacher-parent collaboration for the improvement of inclusive education. It was recommended that, the government should appoint head teachers who are positive about inclusive education and with the ability to work together with all parents for the improvement of schooling for all learners in regular classes