An Investigation of Coping Strategies for Managing Effects of Female Genital Mutilation by the Girl Child among the Ameru Community in Kenya

Female Genital Mutilation (FGM) is an old cultural practice which acts as a rite of passage from childhood to adulthood among the Ameru community of Kenya who still perpetuate the practice despite the ban by the Government of Kenya and the Njuri Ncheke (Supreme Council of Ameru Elders). It is documented that the physical, psychological and social effects of FGM cause distressing pain and suffering warranting the need for coping strategies for use by the female initiates. The purpose of this study was to investigate the post FGM effects’ coping strategies employed by the girl child among the Ameru community in Kenya. The study employed descriptive survey research design. The target population was 300,176 girls from both Meru County and Tharaka-Nithi County in Kenya where FGM is prevalent. The accessible population was 137,044 girls from whom a total of 489 respondents participated in the study. This comprised of 408 girls who had undergone FGM, three social workers, 48 health workers and 30 Focus Group Discussion members. Snowball sampling and purposive sampling methods were used to obtain the study sample. Data was collected using questionnaires, interview guides and Focus Group Discussion schedules. The validity of the instruments was confirmed by University supervisors and other research experts while reliability was tested by use of Cronbach coefficient alpha. Descriptive statistics including frequencies, percentages were used to analyze the data. The research findings indicated that the Ameru girl child frequently utilized counselling services, social support, medical attention as well as education and training to manage the effects of FGM. It was recommended that these coping strategies be strengthened and access improved among the Ameru girl child who have undergone FGM. Key words: Coping strategies, Female Genital Mutilation, Girl child

Teacher Related Factors Influencing Students’ Enrollment in Biology Subject in Public Secondary Schools in Meru Central Sub County in Kenya

This study examined teacher related factors influencing students’ enrollment in Biology subject in public secondary schools in Meru Central Sub County in Kenya. The study utilized the descriptive survey research design on a target population of 9859 respondents consisting of 9748 Biology students, 62 trained Biology teachers and 49 Heads of Science Department (HoDs) in the 49 public secondary schools in Meru Central Sub County. Stratified random sampling and purposive sampling techniques were employed to select a sample size of 355 respondents comprising of 345 forms three and form four Biology students, five trained Biology teachers and five Heads of Science Departments. The tools for data collection were questionnaires and interview schedules. The research instruments were validated by the help of research experts in the Department of Education, Chuka University. Spearman Brown Prophesy Formula was used to estimate the reliability of the instruments and a reliability coefficient of 0.79 was obtained. The data were analyzed using descriptive statistics facilitated by the Statistical Package for Social Sciences (SPSS) version 20. Based on the findings of the study it was concluded that teacher absenteeism, motivation level, workload, experience, instructional approaches and preparedness were teacher related factors that influenced students to enroll in Biology. Keywords: Biology, Enrollment, Secondary school, Teacher

Group Obedience and Its Impact on Academic Counseling Among Students: A Comparative Study of Boys and Girls in Public Secondary Schools in Tharaka- Nithi County, Kenya

This study sought to establish the impact of group obedience on academic counseling by comparing boys and girls in public secondary schools in Tharaka- Nithi County, Kenya. Causal- comparative research design was employed in this study. The accessible population was 9,419 form three students from public secondary schools in the county. A total of 12 schools were sampled using stratified sampling technique while random sampling was used to select 29 student respondents from each of the sampled schools. A sample of 348 respondents was involved in this study. Data was collected through a students’ questionnaire. Validity of the instrument was ensured through judgments of research experts and scholars in the related area of study. Reliability of the instrument was estimated through a pilot study and the minimum threshold for reliability of the instrument was set at alpha 0.7. A reliability coefficient of 0.81 was got from the students’ questionnaire. Descriptive statistics of frequencies and percentages were used to analyze data, while inferential statistics of a t- test was used to test the hypothesis. Hypothesis was tested at a significant level of alpha 0.05. Data analysis was aided by Statistical Package for Social Sciences (SPSS) version 21 for windows. A summary was used to organize qualitative data. It is recommended that teacher counselors intensify academic counseling programs by organizing sessions for various groups among students regardless of gender on how group obedience impacts on academic counseling

FACTORS INFLUENCING DESIGN OF BUSINESS STUDIES TESTS IN FORMATIVE ASSESSMENT: A CASE STUDY OF SECONDARY SCHOOLS IN MOUNT KENYA REGION IN KENYA

Abstract The current Kenyan education system favours academic certificates from national standardized examinations as indicators of achievement and a major tool for both academic and professional mobility. Consequently, this has a trickledown effect on what happens at the school level on how students and teachers view formative assessment tests.Therefore, this study aimed at investigating the factors influencing design of business studies tests in formative assessment with particular focus on whether the given tests were to aid learning or to offer an opportunity to practice whatwas tested in the end of secondary education course national examinations. The population of the study included all the business studies teachers in the area of Mount Kenya. The study was based on a case study research design. Purposive sampling technique was employed to select eight secondary schools offering business studies at form four levels and teachers in charge of business studies from these schools were included in the study. A focus group discussion guide was used as research instrument to facilitate collection of the desired data which were analyzed thematically. It was observed thatowing to the fact that teachers' professional efficiency and effectivenesswas determined by results from national standardized tests given to students, there existed a shift of focus from testing to aid further learning to that of practicing national standardized examinations. Therefore, factors such as testing frequency, sources of question items, need for the Kenya Certificate of Secondary Education model examinations, general need for excellent results, language of the examination, compulsory syllabus areas, benefits of excellent results and treats from dismal results influenced the design of business studies formative assessment tests by teachers in the secondary schools