Leading the Instructional Program and its effect on Academic Achievement of students in National Examinations in Public Secondary Schools: a survey of secondary schools in Tinderet Sub County, Kenya
ABSTRACT: The purpose of this study was to determine the relationship between instructional program and academic achievement of students in national examinations in public secondary schools in Tinderet sub county Kenya. The objective of this study was: to determine the impact of leading the instructional program on the students’ academic achievement in national examinations. The study was guided by the effective schools model by Lezotte (2010), which states that an effective school is characterized by seven correlates namely: leading the instructional program, focus on school mission, safety and orderliness of schools, expectations for success, home-school relations, frequent monitoring of students progress and opportunity to learn for students. The researcher employed a survey design targeting all the 18 public secondary schools in Tinderet Sub County, all the 18 principals and the 225 teachers. Stratified sampling technique was used to select 10 schools for the study from the total 18 schools in the distinct. The sampled schools were stratified according to the academic performance for the last three years (2011-2013). All the principals of the sampled 10 schools took part in the study. Simple random sampling was used to select 90 teachers (9 teachers from each school selected). The sample size was 100 respondents. Questionnaires and interview guide were used to collect data. The descriptive survey allowed the generation of both qualitative and quantitative data. Quantitative data was analyzed using the descriptive statistics including frequencies and percentages. Pearson product moment correlation coefficient and Anova were used to make inferences. Qualitative data was put under themes consistent with the research objectives. The analyzed data was then presented in form of graphs, pie charts and tables for easy interpretation. Findings from the study showed that, majority of the principals indicated that they always led the instructional program. Majority of the teachers on the other hand indicated that, principals did not always engage in these leadership practices but did engage sometimes. Analysis of variance between principals' and teachers' responses on similar issues indicated that there was a significant difference in the manner teachers and principals were responding to questions. Findings on the effect of leadership practices on academic performance were consistent as the teachers and principals were in agreement that these leadership practices when applied had a positive effect on academic performance. Correlation test however revealed that the effect was weak as indicated by the correlation coefficients which were below 0.5. The study concluded that; leading the instructional program was not being implemented fully. The study recommended that; Implementation of leading the instructional program practices should be effected in schools by all principals. Various stakeholders that is teachers, students, Board of Management and princi
School Based Factors Influencing Preschool Teachers Job Performance in Public...paperpublications3
Abstract: Majority of pre-school teachers are leaving their jobs for different professions in recent years. The problem of teacher migration is evident in both developed and developing countries. In Kenya, ECDE teaching profession has not been accorded the same status compared to primary, secondary and tertiary professions. This has led to many ECDE teachers seeking opportunities in other fields for better working environment, pay and even motivation. With this problem in mind, the study sought to establish whether pre-school management style and interpersonal relationships influenced teachers’ job performance in public ECDE centres in Kenya with focus on East Karachuonyo Division, Homa Bay County. All public ECDE centres in Kenya are under the county governments with teachers receiving their pay from the county coffers. The respondents for this study involved preschool teachers and head teachers. Data was collected through questionnaires and interview schedule. The analysis of data was conducted using qualitative and quantitative research methods. The study established that management styles practices in pre-schools affected teachers job performance to a great extent. The study also found out for effective learning to take place, inter-personal relationships need to be developed between teachers, parents, school administrators and pupils. The study recommends that there is need to develop positive interpersonal relationships at the work place to enhance emotional stability and facilitate maintenance of life-work balance and there is a need to sensitize the Schools Board of Management on the rationale of working closely with the pre- schools teachers to enhance their job performance.
Pedagogical Influences on Students’ Academic Achievements in KCSE in Public S...paperpublications3
Abstract: This study was carried out in Nyamira South District, Nyamira County in the Republic of Kenya. This study was compelled by the frequent low performances of students in KCSE each year when results are released. The purpose of the study was establish the pedagogical influences on students’ academic achievements, teaching learning facilities, teachers’ motivation and teachers’ professional experience on students’ academic performance. The study established curriculum delivery based factors leading to differences exhibited by different secondary schools in the district. Descriptive survey design of the ex post facto type was used. The location of the study was Manga in Nyamira County- Kenya where dismally low performance has been perennially exhibited. The Districts Education Officers (DEOs), Head the Education department at the sub county while the county is under the County Director of Education. The population constituted 18 public secondary schools in Nyamira South District with a total 225 teachers and 2800 students. The sample constituted of secondary schools which have presented student for KCSE at any one time that is 18 public secondary schools 23 teachers , 280 students which is 10% the population (Mugenda & Mugenda 2003) and 1 District Education Officer. Simple random sampling was employed to obtain student sample obtained through stratified random sampling. It reveals that pedagogy influences performance, these findings indicate that different pedagogy employed determines the performance outcome. Majority of the respondents prefer that learners centred types of pedagogy are best related to good performance unlike the lecture- teachers centred teaching method which many felt is a factor towards poor performance and High level motivation of teachers increase morale in terms of rewards and remuneration will increase the morale of teachers hence committed to their work reducing absenteeism and changing their altitude which will lead to syllabus coverage and like of profession leading to learners confidence and eventually improved good performance in public secondary school in Manga in Nyamira County.
FROM PERSONAL EXPERIENCES OF TRANSFORMATIVE LEARNING ON EDUCATIONAL CHALLENGE...ijejournal
Educational policy generating 21st-century skills is accelerating, but Chinese education still employs traditional teaching such as memorizing and test-based instructional practices. The pencil and paper tests, no matter how sophisticated, are hard-pressed to measure interpersonal, intrapersonal skills, and the penetration of educational core values into secondary schools internationally, which is weak. This article aims to navigate the secondary school challenges and proposed reforms through analyzing the over 20 years of the author's experience. Findings show that high stakes cause teachers, school principals, parents, and students to disincentivize deeper learning. The exam-oriented teaching and learning approach causes students who might obtain a high score but lower functional performance. Parents' high hopes cause educational inequality and restrict students to develop their skills. Worse, the school principal utilized the power and authority in leading school development and evaluated teachers' performance based on students' test scores that force teachers to demand students to complete the mock practices and test. Because of test-based accountability, the study suggested that secondary school in China necessitates to abolish the "Gaokao" system instead of using a whole-personal assessment. The school leadership needs to shift from bureaucratic management to transformational, Junzi, and adaptive leadership. School principals advocate parents' commitment and deliver a quality of education to secondary school students. Therefore, future research explores how the "Gaokao" system causes inequality and impacts 21st-century skills for secondary school students' academic, emotional, and behavioral development through a comparative mixed research design.
EFFECTS OF PRINCIPALS’ PROVISION OF TEACHING AND LEARNING MATERIALS ON STUDEN...ijejournal
In the past few years, Mathematics performance among secondary school learners in Meru County has been decreasing. The current study aims to evaluate various administrative strategies used by principals and their effects on learners’ grade attainment in Kenya Certificate of Secondary Educationin Meru County. The study examines ways through which principals support mathematics teachers through trainings, seminars, workshops and how the support is translated into students’ performance. The study adopted ex post facto design to collect data and analyze the information for conclusion. The researcher analyzed KCSE data over the previous 5 years in Meru County, interviewed the principals, and designed questionnaire for Mathematics teachers. A total of 836 Mathematics teachers and 299 principals across the county were targeted.Using stratified and random sampling, only 251 Mathematics teachers and 92 principals were engaged, which accounts for only 30% of the target. The researcher used split half technique to test reliability and instrument piloting to ensure validity of the data. The study concluded that principals provided little support to Mathematics teachers to attend seminars and workshops. However, principals defended this by citing low resource budget allocations and inadequate resources to support teachers’ seminars and workshops. The findings of the current study can be used by education ministry, school administrator, teachers, and other stakeholders during the decision-making.
School Based Factors Influencing Preschool Teachers Job Performance in Public...paperpublications3
Abstract: Majority of pre-school teachers are leaving their jobs for different professions in recent years. The problem of teacher migration is evident in both developed and developing countries. In Kenya, ECDE teaching profession has not been accorded the same status compared to primary, secondary and tertiary professions. This has led to many ECDE teachers seeking opportunities in other fields for better working environment, pay and even motivation. With this problem in mind, the study sought to establish whether pre-school management style and interpersonal relationships influenced teachers’ job performance in public ECDE centres in Kenya with focus on East Karachuonyo Division, Homa Bay County. All public ECDE centres in Kenya are under the county governments with teachers receiving their pay from the county coffers. The respondents for this study involved preschool teachers and head teachers. Data was collected through questionnaires and interview schedule. The analysis of data was conducted using qualitative and quantitative research methods. The study established that management styles practices in pre-schools affected teachers job performance to a great extent. The study also found out for effective learning to take place, inter-personal relationships need to be developed between teachers, parents, school administrators and pupils. The study recommends that there is need to develop positive interpersonal relationships at the work place to enhance emotional stability and facilitate maintenance of life-work balance and there is a need to sensitize the Schools Board of Management on the rationale of working closely with the pre- schools teachers to enhance their job performance.
Pedagogical Influences on Students’ Academic Achievements in KCSE in Public S...paperpublications3
Abstract: This study was carried out in Nyamira South District, Nyamira County in the Republic of Kenya. This study was compelled by the frequent low performances of students in KCSE each year when results are released. The purpose of the study was establish the pedagogical influences on students’ academic achievements, teaching learning facilities, teachers’ motivation and teachers’ professional experience on students’ academic performance. The study established curriculum delivery based factors leading to differences exhibited by different secondary schools in the district. Descriptive survey design of the ex post facto type was used. The location of the study was Manga in Nyamira County- Kenya where dismally low performance has been perennially exhibited. The Districts Education Officers (DEOs), Head the Education department at the sub county while the county is under the County Director of Education. The population constituted 18 public secondary schools in Nyamira South District with a total 225 teachers and 2800 students. The sample constituted of secondary schools which have presented student for KCSE at any one time that is 18 public secondary schools 23 teachers , 280 students which is 10% the population (Mugenda & Mugenda 2003) and 1 District Education Officer. Simple random sampling was employed to obtain student sample obtained through stratified random sampling. It reveals that pedagogy influences performance, these findings indicate that different pedagogy employed determines the performance outcome. Majority of the respondents prefer that learners centred types of pedagogy are best related to good performance unlike the lecture- teachers centred teaching method which many felt is a factor towards poor performance and High level motivation of teachers increase morale in terms of rewards and remuneration will increase the morale of teachers hence committed to their work reducing absenteeism and changing their altitude which will lead to syllabus coverage and like of profession leading to learners confidence and eventually improved good performance in public secondary school in Manga in Nyamira County.
FROM PERSONAL EXPERIENCES OF TRANSFORMATIVE LEARNING ON EDUCATIONAL CHALLENGE...ijejournal
Educational policy generating 21st-century skills is accelerating, but Chinese education still employs traditional teaching such as memorizing and test-based instructional practices. The pencil and paper tests, no matter how sophisticated, are hard-pressed to measure interpersonal, intrapersonal skills, and the penetration of educational core values into secondary schools internationally, which is weak. This article aims to navigate the secondary school challenges and proposed reforms through analyzing the over 20 years of the author's experience. Findings show that high stakes cause teachers, school principals, parents, and students to disincentivize deeper learning. The exam-oriented teaching and learning approach causes students who might obtain a high score but lower functional performance. Parents' high hopes cause educational inequality and restrict students to develop their skills. Worse, the school principal utilized the power and authority in leading school development and evaluated teachers' performance based on students' test scores that force teachers to demand students to complete the mock practices and test. Because of test-based accountability, the study suggested that secondary school in China necessitates to abolish the "Gaokao" system instead of using a whole-personal assessment. The school leadership needs to shift from bureaucratic management to transformational, Junzi, and adaptive leadership. School principals advocate parents' commitment and deliver a quality of education to secondary school students. Therefore, future research explores how the "Gaokao" system causes inequality and impacts 21st-century skills for secondary school students' academic, emotional, and behavioral development through a comparative mixed research design.
EFFECTS OF PRINCIPALS’ PROVISION OF TEACHING AND LEARNING MATERIALS ON STUDEN...ijejournal
In the past few years, Mathematics performance among secondary school learners in Meru County has been decreasing. The current study aims to evaluate various administrative strategies used by principals and their effects on learners’ grade attainment in Kenya Certificate of Secondary Educationin Meru County. The study examines ways through which principals support mathematics teachers through trainings, seminars, workshops and how the support is translated into students’ performance. The study adopted ex post facto design to collect data and analyze the information for conclusion. The researcher analyzed KCSE data over the previous 5 years in Meru County, interviewed the principals, and designed questionnaire for Mathematics teachers. A total of 836 Mathematics teachers and 299 principals across the county were targeted.Using stratified and random sampling, only 251 Mathematics teachers and 92 principals were engaged, which accounts for only 30% of the target. The researcher used split half technique to test reliability and instrument piloting to ensure validity of the data. The study concluded that principals provided little support to Mathematics teachers to attend seminars and workshops. However, principals defended this by citing low resource budget allocations and inadequate resources to support teachers’ seminars and workshops. The findings of the current study can be used by education ministry, school administrator, teachers, and other stakeholders during the decision-making.
Influence of Teachers’ Working Conditions on Curbing Examination Malpractices...paperpublications3
Abstract: Examination malpractice has become one of the most serious problem threatening our education system at all levels of learning irrespective of the institution status, level or location. For a long time examinations have witnessed increased and sophisticated incidents of examination malpractices. The problem is so alarming that all stakeholders in the educational systems all over the world have expressed serious concerns about it and need to find solution to it. The purpose of this study was to establish teachers’ working conditions influence on examination malpractices in KCSE examinations in Kisii County selected public secondary schools where the vice has been perennially exhibited. The researcher provided background information on the roles of teachers in examination process and how teacher factors as the independent variables can be manipulated to curb examination malpractices. This study reviewed relevant literature based on the variables guided by the research questions in line with their study objectives. The research analyzed the influence of teachers’ working conditions ,teachers’ roles in the examination process and the challenges teachers are faced with in curbing examination malpractices as dependent variables and illustrated in the conceptual framework and related literature provided. The target population constituted 15 Principals, 15 Deputy Principals, 15Examination Masters and 3 District Examination Officers. Saturated sampling was used to obtain the sample which is equal to the target population. Causal comparative Ex post facto research design was used. Questionnaires and interview schedules which were subjected to expert judgement and pilot tested for validity and reliability were used as research instruments. Statistical analysis was done to generate frequencies and percentages. The study recommended promoting teachers’ morale in terms of remuneration, better working conditions, provision of adequate and relevant educational/ teaching and learning facilities. The study also recommended full implementation of examination regulations and policies without partiality and further research on the role of other stakeholders in curbing examination malpractices.
Influence of Preschool Teachers’ Academic and Professional Qualification on E...paperpublications3
Abstract: Studies in Kisii Central Sub-County, Kenya shows a worrying trend in children’s academic achievement at preschool level, therefore the current study established how academically and professionally preschool teachers are prepared to effectively implement ECDE curriculum. This study was guided by descriptive survey design and Fullan (1991) Curriculum Implementation Model. The population sample included 58 primary head teachers and 52 preschool teachers. The validity of the instruments was determined through the expert judgement by the university lecturer. Reliability was established by calculating internal consistency using cronbach’s alpha formula and reliability of 0.826 was reported. The questionnaires and interview schedule were administered to collect data, for a period of 3 months. The quantitative data was analyzed using descriptive statistics such as frequencies and percentages. Qualitative data from interviews was analyzed thematically. The study findings were; that most preschool teachers had the necessary academic qualification as a foundation for training in ECDE curriculum implementation. The study also found that there was low extent of professional training among preschool teachers in Kisii Central Sub-county. The Kenyan Ministry of Education should design policies and programs that encourage preschool teacher training and in-service training of the preschool teachers to enhance their service offering techniques for effective implementation of the ECDE curriculum.
School learning resources are arguably one of the
most important influencers of students’ scores in
national examinations and hence affect each
individual school’s effectiveness. It had been pointed
out by the Nyanza Provincial Education Board that
the province’s performance in examinations and the
quality of education in general is unsatisfactory and
inadequate. A confidential document entitled the State
of Education in Nyanza Province points out factors
such as inadequate physical facilities, as one of the
factors impacting negatively on school performance in the province. The study sought to investigate the perceived
contribution of school learning resources on students’ scores
Selected Head Teachers Leadership Styles and Their Influence on Pupils Academ...paperpublications3
Abstract: The Kenya Government has invested resources on Free Primary Education in order to improve on the pupil’s academic performance. Despite the high investment in training school heads, the performance in Kenya Certificate of Primary Education (KCPE) in many schools is still low especially in Tindiret Sub-County. This may be attributed to several influences of headteachers leadership styles among other factors. Poor academic performance in some schools has resulted to public outcry, protests by parents. This study investigated the extent to which selected headteachers’ leadership styles influences pupils’ academic performance. The study adopted descriptive research design. The target population comprised of 76 headteachers and 532 teachers in Tindiret Sub-County. Two-self-administered questionnaires were used to obtain data on headteachers’ and teachers’ perceptions on school leadership styles in relation to academic performance. Document analysis of KCPE results gathered information about the school KCPE performance from 2011 to 2014. The results of the study’s findings were that, the autocratic and laissez faire leadership styles had significant negative relationship with school performance in schools. Democratic and transformational leadership styles had significant positive relationship (p<0.05) with academic performance of schools. The study recommends that school head teachers to involve other stakeholders in decision making, they should involve teachers and pupils in setting school targets, they should hold regular meetings and champion the application of transformational leadership ideals.
Influence of Home and School Based Factors on Pupils Academic Performance at ...ijtsrd
"The aim of primary education is to provide education at the basic level of all ongoing primary school pupils. This study was carried out to investigate influence of home and school based factors on pupil's academic performers at Kenya certificate of primary education in Makadara sub county, Nairobi County. The study adopted the ex post facto design which involved the studies that investigate possible causes and effects by observing an existing condition and searching back in time for possible causal factors. It involved testing out possible antecedents of events that had happened and cannot be manipulated by the investigator. The study sampled 240 teachers, 39 Parents Association members and 150 pupils from class 6 and 7. The data collection instruments comprised of questionnaires and interview guide. Data collected was categorized, coded, analyzed then tabulated. The analysis was done using Statistical Package for Social Sciences SPSS . The analysis was both qualitative and quantitative. Quantitative analysis considered use of frequency counts and distribution, tabulation totals and calculation of percentages aimed at generating the data collected into meaningful groups and frequency tables for further analysis. Qualitative analysis involved the conclusions from the respondents' opinions. The study established that most parents had a college educational level, majority of the teachers were female whereas majority of the students were males. It also established that parental level of income influenced pupils' performance in KCPE at 60 s. Physical facilities and teaching and learning resources were also cited as factors that highly influence performances. The researcher recommended that the parents should provide a conducive learning environment at home to give the pupils ample time and space to study. Parents ought to strive to provide the basic required learning materials that are vital for a good performance in the KCPE exam irrespective of their level of income. The government should endeavor to allocate funds to be used for improving on the existing teaching and learning resources in public primary schools while adding more. The government should allocate enough funds that will enable provision of key physical learning facilities. Prof. Lewis Ngesu | Awuonda Faith Atieno ""Influence of Home and School Based Factors on Pupils Academic Performance at Kenya Certificate of Primary Education in Makadara Sub-County, Nairobi County"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-3 , April 2019, URL: https://www.ijtsrd.com/papers/ijtsrd21607.pdf
Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/sociology/21607/influence-of-home-and-school-based-factors-on-pupils-academic-performance-at-kenya-certificate-of-primary-education-in-makadara-sub-county-nairobi-county/prof-lewis-ngesu"
Influence of School Rules' Formulation on Students' Discipline in Public Seco...inventionjournals
Since independence, the Kenyan Government's desire has been to ensure quality education. However, learning institutions have been plagued with cases of students’ unrest and indiscipline which mitigate against quality education. In spite of the existence of school rules, many secondary schools are reporting a wide range of potentially disruptive behaviors in the classrooms and around the schools. This study sought to investigate the influence of school rules' formulation on students' discipline in public secondary schools in Makueni County. It was guided by four research objectives which were: to determine the influence of students' involvement in the process of formulating school rules on their discipline, to find out whether students know all their school rules and the influence on their discipline, to establish whether students like their school rules and the influence on their discipline and to determine the influence of shared goals and plans on students' discipline in public secondary schools in Makueni County. The study targeted 324 principals, 3,865 teachers and 97,200 students in public secondary schools in Makueni County, and employed descriptive survey design. The sample size of the study, which was obtained by stratified and simple random sampling procedures, was 100 principals, 387 teachers and 398 students who participated in the study. Questionnaire, interview guide and observation schedule research instruments were utilized for the study. Test-retest technique of reliability was used to affirm the reliability of the instruments. The reliability coefficient of the instruments was 0.675 for questionnaire for students and 0.748 for questionnaire for the teachers. Data was analyzed using descriptive and inferential statistics and presented in frequency tables. Pearson Product Moment Correlation Coefficient was used to test the hypothesis. From the data analysis, it was found out that the processes of formulation of school rules and regulations had significant positive relationship at r=+0.612, p=0.030 with levels of students' discipline in public secondary schools in Makueni County. The researcher recommended that principals in public secondary school in Makueni County should actively involve students in the process of formulation of school rules and regulations, so as to enhance students’ discipline.
A Study on Interest in Mathematics Interest and its Relation to Academic Achi...ijtsrd
In our match towards scientific and technological advancement, we need nothing short of good performance in mathematics at all levels of schooling. In an effort to achieve this, this study investigated the impact of motivation on students' school academic achievement in mathematics in secondary schools using motivation measuring instrument and achievement test in mathematics. Six hypotheses were tested for significant at 0.05 margin of error using t test and analysis of variance ANOVA Results showed that gender difference and Parents Income were significant when impact of motivation on academic achievement was compared in male and female students. Also other result indicates significant difference when extent of motivation was taken as variable of interest on academic achievement in mathematics based on the degree of their motivation. Implications, suggestions and recommendations on students, parents, government, counsellors, educational stakeholders, etc were discussed. Ms. S. Kalpana | Ms. V. A. Malathi ""A Study on Interest in Mathematics Interest and its Relation to Academic Achievement in Mathematics Among Higher Secondary Students"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-4 , June 2019, URL: https://www.ijtsrd.com/papers/ijtsrd25113.pdf
Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/25113/a-study-on-interest-in-mathematics-interest-and-its-relation-to-academic-achievement-in-mathematics-among-higher-secondary-students/ms-s-kalpana
Challenges facing staff development and training: A survey of secondary schoo...inventionjournals
ABSTRACT: The main purpose of this study was to investigate the challenges facing staff development and training needs of teachers of English in secondary schools in Kenya with reference to Kericho County. The objective of the study was to describe factors limiting teachers’ participation in staff development and training programmes. In doing this, the study adopted the needs assessment theory and Frederic Herzerberg’s two factor theory of job motivation and satisfaction. Both theories talk of the need for continuous training of staff in order to increase their productivity. Both qualitative and quantitative research methodologies were used in the study. The study used a survey research design. A total of 25 schools, 50 teachers of English, 25 heads of department and 25 head teachers took part in the study. Simple random sampling technique was used to select the 25 schools out of which two teachers of English from each of the participating schools were randomly picked. All heads of English departments and head teachers of the participating schools took part in the study. Questionnaires were used to collect data from the 50 teachers of English while interview schedules were used to obtain data from the heads of English departments and head teachers. Quantitative data was analyzed using descriptive statistics like percentages and presented using tables, charts and figures, while qualitative data from the heads of departments and head teachers’ interview schedules was coded and analyzed thematically to establish relationships, trends and patterns from which the researcher drew useful conclusions and recommendations. The study established that most of the teachers fell short of the expected competencies under investigation, an indication of the need for more in-service training for serving teachers. The study also established that there were many factors hindering teachers’ participation in the existing staff development and training programmes. The study recommends that in-service training should be structured, regularized, institutionalized and made compulsory for all teachers of English.
ABSTRACT : Opinions on alcohol consumption, alcoholism, date back to the ancient history of mankind. Even mythologies of various nations argue that alcohol, especially wine, was donated to individual nations by deities. We have also learned, that their excessive enjoyment was punishable by law to death in ancient China, drinking was categorically forbidden by Confucius and Buddha in 5th, respectively 6th century BC. Social background of alcoholism was not always given the same attention. An interesting overview of views on alcoholism in Germany is given by Laquer at work Krankheit und soziale Lage (1913), which illuminates the particular sociological causes of alcoholism poverty.Classic writers in this field are also Grotjahn (1898) and Baer (1875).
Influence of Teachers’ Working Conditions on Curbing Examination Malpractices...paperpublications3
Abstract: Examination malpractice has become one of the most serious problem threatening our education system at all levels of learning irrespective of the institution status, level or location. For a long time examinations have witnessed increased and sophisticated incidents of examination malpractices. The problem is so alarming that all stakeholders in the educational systems all over the world have expressed serious concerns about it and need to find solution to it. The purpose of this study was to establish teachers’ working conditions influence on examination malpractices in KCSE examinations in Kisii County selected public secondary schools where the vice has been perennially exhibited. The researcher provided background information on the roles of teachers in examination process and how teacher factors as the independent variables can be manipulated to curb examination malpractices. This study reviewed relevant literature based on the variables guided by the research questions in line with their study objectives. The research analyzed the influence of teachers’ working conditions ,teachers’ roles in the examination process and the challenges teachers are faced with in curbing examination malpractices as dependent variables and illustrated in the conceptual framework and related literature provided. The target population constituted 15 Principals, 15 Deputy Principals, 15Examination Masters and 3 District Examination Officers. Saturated sampling was used to obtain the sample which is equal to the target population. Causal comparative Ex post facto research design was used. Questionnaires and interview schedules which were subjected to expert judgement and pilot tested for validity and reliability were used as research instruments. Statistical analysis was done to generate frequencies and percentages. The study recommended promoting teachers’ morale in terms of remuneration, better working conditions, provision of adequate and relevant educational/ teaching and learning facilities. The study also recommended full implementation of examination regulations and policies without partiality and further research on the role of other stakeholders in curbing examination malpractices.
Influence of Preschool Teachers’ Academic and Professional Qualification on E...paperpublications3
Abstract: Studies in Kisii Central Sub-County, Kenya shows a worrying trend in children’s academic achievement at preschool level, therefore the current study established how academically and professionally preschool teachers are prepared to effectively implement ECDE curriculum. This study was guided by descriptive survey design and Fullan (1991) Curriculum Implementation Model. The population sample included 58 primary head teachers and 52 preschool teachers. The validity of the instruments was determined through the expert judgement by the university lecturer. Reliability was established by calculating internal consistency using cronbach’s alpha formula and reliability of 0.826 was reported. The questionnaires and interview schedule were administered to collect data, for a period of 3 months. The quantitative data was analyzed using descriptive statistics such as frequencies and percentages. Qualitative data from interviews was analyzed thematically. The study findings were; that most preschool teachers had the necessary academic qualification as a foundation for training in ECDE curriculum implementation. The study also found that there was low extent of professional training among preschool teachers in Kisii Central Sub-county. The Kenyan Ministry of Education should design policies and programs that encourage preschool teacher training and in-service training of the preschool teachers to enhance their service offering techniques for effective implementation of the ECDE curriculum.
School learning resources are arguably one of the
most important influencers of students’ scores in
national examinations and hence affect each
individual school’s effectiveness. It had been pointed
out by the Nyanza Provincial Education Board that
the province’s performance in examinations and the
quality of education in general is unsatisfactory and
inadequate. A confidential document entitled the State
of Education in Nyanza Province points out factors
such as inadequate physical facilities, as one of the
factors impacting negatively on school performance in the province. The study sought to investigate the perceived
contribution of school learning resources on students’ scores
Selected Head Teachers Leadership Styles and Their Influence on Pupils Academ...paperpublications3
Abstract: The Kenya Government has invested resources on Free Primary Education in order to improve on the pupil’s academic performance. Despite the high investment in training school heads, the performance in Kenya Certificate of Primary Education (KCPE) in many schools is still low especially in Tindiret Sub-County. This may be attributed to several influences of headteachers leadership styles among other factors. Poor academic performance in some schools has resulted to public outcry, protests by parents. This study investigated the extent to which selected headteachers’ leadership styles influences pupils’ academic performance. The study adopted descriptive research design. The target population comprised of 76 headteachers and 532 teachers in Tindiret Sub-County. Two-self-administered questionnaires were used to obtain data on headteachers’ and teachers’ perceptions on school leadership styles in relation to academic performance. Document analysis of KCPE results gathered information about the school KCPE performance from 2011 to 2014. The results of the study’s findings were that, the autocratic and laissez faire leadership styles had significant negative relationship with school performance in schools. Democratic and transformational leadership styles had significant positive relationship (p<0.05) with academic performance of schools. The study recommends that school head teachers to involve other stakeholders in decision making, they should involve teachers and pupils in setting school targets, they should hold regular meetings and champion the application of transformational leadership ideals.
Influence of Home and School Based Factors on Pupils Academic Performance at ...ijtsrd
"The aim of primary education is to provide education at the basic level of all ongoing primary school pupils. This study was carried out to investigate influence of home and school based factors on pupil's academic performers at Kenya certificate of primary education in Makadara sub county, Nairobi County. The study adopted the ex post facto design which involved the studies that investigate possible causes and effects by observing an existing condition and searching back in time for possible causal factors. It involved testing out possible antecedents of events that had happened and cannot be manipulated by the investigator. The study sampled 240 teachers, 39 Parents Association members and 150 pupils from class 6 and 7. The data collection instruments comprised of questionnaires and interview guide. Data collected was categorized, coded, analyzed then tabulated. The analysis was done using Statistical Package for Social Sciences SPSS . The analysis was both qualitative and quantitative. Quantitative analysis considered use of frequency counts and distribution, tabulation totals and calculation of percentages aimed at generating the data collected into meaningful groups and frequency tables for further analysis. Qualitative analysis involved the conclusions from the respondents' opinions. The study established that most parents had a college educational level, majority of the teachers were female whereas majority of the students were males. It also established that parental level of income influenced pupils' performance in KCPE at 60 s. Physical facilities and teaching and learning resources were also cited as factors that highly influence performances. The researcher recommended that the parents should provide a conducive learning environment at home to give the pupils ample time and space to study. Parents ought to strive to provide the basic required learning materials that are vital for a good performance in the KCPE exam irrespective of their level of income. The government should endeavor to allocate funds to be used for improving on the existing teaching and learning resources in public primary schools while adding more. The government should allocate enough funds that will enable provision of key physical learning facilities. Prof. Lewis Ngesu | Awuonda Faith Atieno ""Influence of Home and School Based Factors on Pupils Academic Performance at Kenya Certificate of Primary Education in Makadara Sub-County, Nairobi County"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-3 , April 2019, URL: https://www.ijtsrd.com/papers/ijtsrd21607.pdf
Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/sociology/21607/influence-of-home-and-school-based-factors-on-pupils-academic-performance-at-kenya-certificate-of-primary-education-in-makadara-sub-county-nairobi-county/prof-lewis-ngesu"
Influence of School Rules' Formulation on Students' Discipline in Public Seco...inventionjournals
Since independence, the Kenyan Government's desire has been to ensure quality education. However, learning institutions have been plagued with cases of students’ unrest and indiscipline which mitigate against quality education. In spite of the existence of school rules, many secondary schools are reporting a wide range of potentially disruptive behaviors in the classrooms and around the schools. This study sought to investigate the influence of school rules' formulation on students' discipline in public secondary schools in Makueni County. It was guided by four research objectives which were: to determine the influence of students' involvement in the process of formulating school rules on their discipline, to find out whether students know all their school rules and the influence on their discipline, to establish whether students like their school rules and the influence on their discipline and to determine the influence of shared goals and plans on students' discipline in public secondary schools in Makueni County. The study targeted 324 principals, 3,865 teachers and 97,200 students in public secondary schools in Makueni County, and employed descriptive survey design. The sample size of the study, which was obtained by stratified and simple random sampling procedures, was 100 principals, 387 teachers and 398 students who participated in the study. Questionnaire, interview guide and observation schedule research instruments were utilized for the study. Test-retest technique of reliability was used to affirm the reliability of the instruments. The reliability coefficient of the instruments was 0.675 for questionnaire for students and 0.748 for questionnaire for the teachers. Data was analyzed using descriptive and inferential statistics and presented in frequency tables. Pearson Product Moment Correlation Coefficient was used to test the hypothesis. From the data analysis, it was found out that the processes of formulation of school rules and regulations had significant positive relationship at r=+0.612, p=0.030 with levels of students' discipline in public secondary schools in Makueni County. The researcher recommended that principals in public secondary school in Makueni County should actively involve students in the process of formulation of school rules and regulations, so as to enhance students’ discipline.
A Study on Interest in Mathematics Interest and its Relation to Academic Achi...ijtsrd
In our match towards scientific and technological advancement, we need nothing short of good performance in mathematics at all levels of schooling. In an effort to achieve this, this study investigated the impact of motivation on students' school academic achievement in mathematics in secondary schools using motivation measuring instrument and achievement test in mathematics. Six hypotheses were tested for significant at 0.05 margin of error using t test and analysis of variance ANOVA Results showed that gender difference and Parents Income were significant when impact of motivation on academic achievement was compared in male and female students. Also other result indicates significant difference when extent of motivation was taken as variable of interest on academic achievement in mathematics based on the degree of their motivation. Implications, suggestions and recommendations on students, parents, government, counsellors, educational stakeholders, etc were discussed. Ms. S. Kalpana | Ms. V. A. Malathi ""A Study on Interest in Mathematics Interest and its Relation to Academic Achievement in Mathematics Among Higher Secondary Students"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-4 , June 2019, URL: https://www.ijtsrd.com/papers/ijtsrd25113.pdf
Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/25113/a-study-on-interest-in-mathematics-interest-and-its-relation-to-academic-achievement-in-mathematics-among-higher-secondary-students/ms-s-kalpana
Challenges facing staff development and training: A survey of secondary schoo...inventionjournals
ABSTRACT: The main purpose of this study was to investigate the challenges facing staff development and training needs of teachers of English in secondary schools in Kenya with reference to Kericho County. The objective of the study was to describe factors limiting teachers’ participation in staff development and training programmes. In doing this, the study adopted the needs assessment theory and Frederic Herzerberg’s two factor theory of job motivation and satisfaction. Both theories talk of the need for continuous training of staff in order to increase their productivity. Both qualitative and quantitative research methodologies were used in the study. The study used a survey research design. A total of 25 schools, 50 teachers of English, 25 heads of department and 25 head teachers took part in the study. Simple random sampling technique was used to select the 25 schools out of which two teachers of English from each of the participating schools were randomly picked. All heads of English departments and head teachers of the participating schools took part in the study. Questionnaires were used to collect data from the 50 teachers of English while interview schedules were used to obtain data from the heads of English departments and head teachers. Quantitative data was analyzed using descriptive statistics like percentages and presented using tables, charts and figures, while qualitative data from the heads of departments and head teachers’ interview schedules was coded and analyzed thematically to establish relationships, trends and patterns from which the researcher drew useful conclusions and recommendations. The study established that most of the teachers fell short of the expected competencies under investigation, an indication of the need for more in-service training for serving teachers. The study also established that there were many factors hindering teachers’ participation in the existing staff development and training programmes. The study recommends that in-service training should be structured, regularized, institutionalized and made compulsory for all teachers of English.
ABSTRACT : Opinions on alcohol consumption, alcoholism, date back to the ancient history of mankind. Even mythologies of various nations argue that alcohol, especially wine, was donated to individual nations by deities. We have also learned, that their excessive enjoyment was punishable by law to death in ancient China, drinking was categorically forbidden by Confucius and Buddha in 5th, respectively 6th century BC. Social background of alcoholism was not always given the same attention. An interesting overview of views on alcoholism in Germany is given by Laquer at work Krankheit und soziale Lage (1913), which illuminates the particular sociological causes of alcoholism poverty.Classic writers in this field are also Grotjahn (1898) and Baer (1875).
An Analysis of Competitiveness of Pakistan’s Agricultural Export CommoditiesIOSR Journals
This paper analyzes the global competitiveness of Pakistan’s agricultural exports, rice, fish and fish preparations, vegetables and fruits, meat and meat preparations, vis-a-vis major Asian competitors using the approach of revealed comparative advantage (RCA), during the period 2001-2010. The results indicate that rice exhibits very strong comparative advantage while increasing trend has been observed in all other commodities reflecting heavy potentials for export growth in global market. There is a need for Pakistan to strengthen the competitiveness in all these sectors.
Evaluation of Process Capability Using Fuzzy Inference SystemIOSR Journals
In many industrial instances product quality depends on a multitude of dependent characteristics and as a consequence, attention on capability indices shifts from univariate domain to multivariate domain. In this research fuzzy inference system is used to determine the process capability index. Fuzzy sets can represent imprecise quantities as well as linguistic terms. Fuzzy inference system (FIS) is a method, based on the fuzzy theory, which maps the input values to the output values. The mapping mechanism is based on some set of rules, a list of if-then statements. In this research Mamdani fuzzy inference system is used to derive the overall output process capability when subjected to six crisp input and one output. This paper deals with a novel approach to evaluating process capability based on readily available information using fuzzy inference system.
Analysis of the Demand for Eggs in City Of MalangIOSR Journals
This research was aimed at determining the factors that influence the demand for eggs in the City of Malang and knowing the elasticity of demand in relation to the changes in price of the eggs in the City of Malang. Data collection was conducted from November 2012 to December 2012 from the consumers who purchase eggs at the traditional markets in the City of Malang (Dinoyo market and Pasar Besar market). The research method being employed in this study was a survey method. Sampling was conducted through purposive sampling method. The data collected included the primary data from 200 respondents through direct observations and interviews and the secondary data that were obtained from certain relevant agencies. Data were then analyzed by using multiple linear regressions in logarithms. Regression analysis result showed that the independent variables together significantly affected (P < 0.01) the dependent variable with a value of R ² was 0.731. Partially that each of the prices of the eggs, household income, the family members, and education, affected the demand for eggs in the City of Malang. The price elasticity of demand for eggs is elastic with a value of -2.824. The value of the income elasticity of demand for eggs was 0.022 which was inelastic, which means that eggs are normal goods or commodity. The value of cross-price elasticity of demand for eggs to broiler meat was -4.451, which means that the broiler meat are not as substitutes (commodity) for eggs of egg-laying chickens.
Entrepreneur as a Career Choice: Interrelationship between Risk Taking, Compe...IOSR Journals
It is commonly believed that entrepreneurs are one of the main pillars of nation economic growth or development due to their ability to create jobs. Entrepreneur as a career choice has known since ancient time along with career as non-entrepreneur. Research on entrepreneurship is increasingly performed in last period along with the decrease in employment opportunities. This research aims to analyze the personal characteristics that influence university graduates to choose entrepreneur as their career option. Based on previous research, five factors were identified, i.e: risk taking, competitive aggressiveness, proactiveness, innovativeness, and autonomy. Data were collected from 76 respondents. Data were then analyzed using descriptive analysis, cross tabulation, confirmatory factor analysis, discriminant analysis, and logistic regression to test how those factors relate to career choice as an entrepreneur. The analysis shows that only three factors significantly influenced the choice of entrepreneur as career choice, i.e. proactiveness, risk taking, and competitive aggressiveness. While the other two factors – innovativeness and autonomy – were found to be basic characteristics required for both an entrepreneur and non-entrepreneur.
A Study of Celie’s Emancipation in Alice Walker’s The Color Purpleinventionjournals
ABSTRACT: Alice Walker‘s The Color Purple is a novel that wonderfully portrays the gradual forming of a new black woman, Celie, who evolves from patriarchal oppression to awakening and independence. Celie a black poor and uneducated African American girl is able to change her situation. She is a symbol of hope that impresses the readers by her strength, faith and courage. In the present paper an attempt has been made to analyze Celie’s process of emancipation and her struggle to gain her independence. In the early part of the novel, she faces the oppression and ignorance of the patriarchal society in which men are considered as the head of family matters. She has to be obedient to her abusive father and husband. She also faces discrimination from White because of being a Black woman. Both the oppression from the patriarchal family and White society led her being an independent woman. She succeeds being independent woman by having good relationship among women character namely Nettie, Sofia, and Shug Avery. Those women have reshaped Celie from the submissive woman who is usually oppressed by male characters especially her father and her husband into independent woman who is not dependent to men anymore.
Staff Development and Training Needs That Teachers of English Desire to Parti...inventionjournals
ABSTRACT: The main purpose of this study was to investigate the staff development and training needs that teachers of English desire to participate in with reference to Kericho County. The objective of the study was to: identify the staff development and training programmes that teachers of English desire to participate in, In doing this, the study adopted the needs assessment theory. The theory talks of the need for continuous training of staff in order to increase their productivity. Both qualitative and quantitative research methodologies were used in the study. The study used a survey research design. A total of 25 schools, 50 teachers of English, 25 heads of department and 25 head teachers took part in the study. Simple random sampling technique was used to select the 25 schools out of which two teachers of English from each of the participating schools were randomly picked. Te study used questionnaires to collect data from the 50 teachers of English. Quantitative data was analyzed using descriptive statistics like percentages and presented using tables, charts and figures. The study established that there is a discrepancy between the training needs of teachers of English and what was offered through the existing staff development and training programmes. Most of the teachers fell short of the expected competencies under investigation, an indication of the need for more in-service training for serving teachers. The study recommends that a thorough needs assessment should be carried out to clearly establish the training needs of teachers before implementing any training programmes.
Staff Development and Training Needs That Teachers of English Desire to Parti...
Similar to Leading the Instructional Program and its effect on Academic Achievement of students in National Examinations in Public Secondary Schools: a survey of secondary schools in Tinderet Sub County, Kenya
School effectiveness-and-improvement-contribution-of-teacher-qualification-to...oircjournals
School examination results the world over are arguably the most important measure of perceived success or failure of a candidate. It has been pointed out by the Nyanza Provincial Education Board that the province’s performance in examinations and the quality of education in general is unsatisfactory and inadequate.
International Journal of Science and Business.pdfArlene424524
Dividends are a portion of a company's profits that are distributed to its shareholders. When you own shares in a company, you become a part-owner, and as a result, you may be entitled to a share of the company's earnings. Dividends are typically paid out on a regular basis, such as quarterly, semi-annually, or annually, but this can vary depending on the company's policies.
This article examines the characteristics of school effectiveness and how the school effectiveness policy works in the context of education decentralization. The research approach is qualitative exploratory and was conducted in 2016 in 10 out of 35 districts/cities in Central Java Province. The results showed that there are eight characteristics of effective schools: effective school leadership, efficient learning processes, active community participation, a conducive school environment, increased professionalism of educators, heightened expectations of students, the commitment of teachers, which together lead to good student achievement. Local government policy has not been mentioned explicitly to build an effective school. The government system should contribute to creating effective schools through human resource development, community participation, provision of facilities and infrastructure, professional development of educators, guiding students’ and teachers' achievement, monitoring student progress, education financing to some degree, and the commitment of local governments to give appreciation to education actors.
Peter Kiio Manundu1
, Dr. Janet Mulwa2
, Dr. Rose Mwanza
Abstract: This study sought to investigate the influence of delegation of duties as a principal’s motivational practice
on teacher retention in public secondary schools in Kamukunji sub county, Nairobi County, Kenya. The study
objective sought to determine the influence of delegation of duties on teacher retention in public secondary schools
in Kamukunji Sub-County. Descriptive survey research design was used in the study. The target population
consisted of all the 8 secondary schools principals and all the 235 teachers from Kamukunji Sub-county from
which a sample of 7 principals and 67 teachers was selected using census sampling and proportionate stratified
sampling techniques and simple random sampling. Questionnaires were used as data collection tools. Reliability
was tested using the test-retest technique to determine the degree to which test scores were consistent. The data
was analyzed using descriptive statistics. The findings from quantitative data were presented in cross tabulation
tables, pie charts and bar graphs. Qualitative data was analysed qualitatively by organizing data into themes as
per the objectives of the study and the findings were presented in a narrative form. The study found that
delegation of duties had significant influence on teacher retention in public secondary schools in Kamukunji SubCounty, Nairobi County, Kenya. The study observed that all the school principals 100% and 91.0% of the teachers
agreed that delegation of duties provides teachers the ability to learn and develop new skills. This means that
delegation of duties significantly influences teacher retention. The study concluded that delegation of duties allows
teachers to acquire and develop new skills, as well as build trust and increase communication between them. The
study recommends that the administration of the school should make an attempt to allocate responsibility roles to
teachers as early as possible and allow them to gain the requisite experience.
Keywords: Delegation of duties, Teacher retention, Motivational practice.
Effect of Type of School Management and School
Factors on Educational Performance of Primary
School Children in Navi Mumbai: Multiple
Classification Model
Rita Abbi
PREDICTIVE VALIDITY OF SCHOOL BASED EXAMINATION IN RELATION TO WAEC AND NECO ...FRANCIS SOLOMON
PREDICTIVE VALIDITY OF SCHOOL BASED EXAMINATION IN RELATION TO WAEC AND NECO SSCE EXAMINATION IN ENGLISH LANGUAGE AND HISTORY IN
BORNO STATE, NIGERIA
1Haman Modu, 2Gideon Istifanus and 3Ruth Ishaku
1Department of GST, 2Government Day Secondary School, Bama, Borno State, Nigeria, Department of Public Administration, 1&3College of Business and Management Studies, Konduga, Borno State, Nigeria;
ABSTRACT
Test constructed by the teacher at the class room leve l at the end of a term or end of the year is referred to as school based examination (SBE) student often perform well in the SBE because items are drawn from topic covered by the class teacher. This study is to find out the predictive validity of SBE in relation to NECO and WAEC, SSCE. The population of the study was all (670) senior secondary school in Borno state. Student performance in SBE and WAEC and NECO in English language and history in senior secondary school in 2006, 2007 and 2008 were correlated. Purposive sampling was used in selecting the school. At the time of this study only three school were found to be offering English language but not history) one school in Gwoza zone and two in Maiduguri zone. These three schools were used as samples. The result of the analysis revealed that student’s performance SSCE IN WAEC and SSCE NECO was low but there performance in SBE is high. The student performance is low in English in NECO and WAEC because no student score A or B grade for the three years in school studied. While no student obtained A or B in NECO and WAEC, the student performance in history for the three years show that few student obtained A and B grades the researcher recommend that teacher in senior secondary schools should be made to go for workshops on test construction so that they can construct good test items to match WAEC and NECO standard.
Management Practices of School Principals to Enhance Teacher Excellence in Co...JoanieHaramain1
This article focuses on the management practices of public secondary school principals as perceived by school managers and secondary school teachers to improve teacher excellence and students' performance for the attainment of quality education.
IMPACT OF TEACHER CHARACTERISTICS ON STUDENTS ACADEMIC PERFORMANCE IN PUBLIC...Kimberly Williams
IMPACT OF TEACHER CHARACTERISTICS ON STUDENTS ACADEMIC PERFORMANCE IN PUBLIC SECONDARY SCHOOLS
Similar to Leading the Instructional Program and its effect on Academic Achievement of students in National Examinations in Public Secondary Schools: a survey of secondary schools in Tinderet Sub County, Kenya (20)
Nutraceutical market, scope and growth: Herbal drug technologyLokesh Patil
As consumer awareness of health and wellness rises, the nutraceutical market—which includes goods like functional meals, drinks, and dietary supplements that provide health advantages beyond basic nutrition—is growing significantly. As healthcare expenses rise, the population ages, and people want natural and preventative health solutions more and more, this industry is increasing quickly. Further driving market expansion are product formulation innovations and the use of cutting-edge technology for customized nutrition. With its worldwide reach, the nutraceutical industry is expected to keep growing and provide significant chances for research and investment in a number of categories, including vitamins, minerals, probiotics, and herbal supplements.
Slide 1: Title Slide
Extrachromosomal Inheritance
Slide 2: Introduction to Extrachromosomal Inheritance
Definition: Extrachromosomal inheritance refers to the transmission of genetic material that is not found within the nucleus.
Key Components: Involves genes located in mitochondria, chloroplasts, and plasmids.
Slide 3: Mitochondrial Inheritance
Mitochondria: Organelles responsible for energy production.
Mitochondrial DNA (mtDNA): Circular DNA molecule found in mitochondria.
Inheritance Pattern: Maternally inherited, meaning it is passed from mothers to all their offspring.
Diseases: Examples include Leber’s hereditary optic neuropathy (LHON) and mitochondrial myopathy.
Slide 4: Chloroplast Inheritance
Chloroplasts: Organelles responsible for photosynthesis in plants.
Chloroplast DNA (cpDNA): Circular DNA molecule found in chloroplasts.
Inheritance Pattern: Often maternally inherited in most plants, but can vary in some species.
Examples: Variegation in plants, where leaf color patterns are determined by chloroplast DNA.
Slide 5: Plasmid Inheritance
Plasmids: Small, circular DNA molecules found in bacteria and some eukaryotes.
Features: Can carry antibiotic resistance genes and can be transferred between cells through processes like conjugation.
Significance: Important in biotechnology for gene cloning and genetic engineering.
Slide 6: Mechanisms of Extrachromosomal Inheritance
Non-Mendelian Patterns: Do not follow Mendel’s laws of inheritance.
Cytoplasmic Segregation: During cell division, organelles like mitochondria and chloroplasts are randomly distributed to daughter cells.
Heteroplasmy: Presence of more than one type of organellar genome within a cell, leading to variation in expression.
Slide 7: Examples of Extrachromosomal Inheritance
Four O’clock Plant (Mirabilis jalapa): Shows variegated leaves due to different cpDNA in leaf cells.
Petite Mutants in Yeast: Result from mutations in mitochondrial DNA affecting respiration.
Slide 8: Importance of Extrachromosomal Inheritance
Evolution: Provides insight into the evolution of eukaryotic cells.
Medicine: Understanding mitochondrial inheritance helps in diagnosing and treating mitochondrial diseases.
Agriculture: Chloroplast inheritance can be used in plant breeding and genetic modification.
Slide 9: Recent Research and Advances
Gene Editing: Techniques like CRISPR-Cas9 are being used to edit mitochondrial and chloroplast DNA.
Therapies: Development of mitochondrial replacement therapy (MRT) for preventing mitochondrial diseases.
Slide 10: Conclusion
Summary: Extrachromosomal inheritance involves the transmission of genetic material outside the nucleus and plays a crucial role in genetics, medicine, and biotechnology.
Future Directions: Continued research and technological advancements hold promise for new treatments and applications.
Slide 11: Questions and Discussion
Invite Audience: Open the floor for any questions or further discussion on the topic.
Professional air quality monitoring systems provide immediate, on-site data for analysis, compliance, and decision-making.
Monitor common gases, weather parameters, particulates.
(May 29th, 2024) Advancements in Intravital Microscopy- Insights for Preclini...Scintica Instrumentation
Intravital microscopy (IVM) is a powerful tool utilized to study cellular behavior over time and space in vivo. Much of our understanding of cell biology has been accomplished using various in vitro and ex vivo methods; however, these studies do not necessarily reflect the natural dynamics of biological processes. Unlike traditional cell culture or fixed tissue imaging, IVM allows for the ultra-fast high-resolution imaging of cellular processes over time and space and were studied in its natural environment. Real-time visualization of biological processes in the context of an intact organism helps maintain physiological relevance and provide insights into the progression of disease, response to treatments or developmental processes.
In this webinar we give an overview of advanced applications of the IVM system in preclinical research. IVIM technology is a provider of all-in-one intravital microscopy systems and solutions optimized for in vivo imaging of live animal models at sub-micron resolution. The system’s unique features and user-friendly software enables researchers to probe fast dynamic biological processes such as immune cell tracking, cell-cell interaction as well as vascularization and tumor metastasis with exceptional detail. This webinar will also give an overview of IVM being utilized in drug development, offering a view into the intricate interaction between drugs/nanoparticles and tissues in vivo and allows for the evaluation of therapeutic intervention in a variety of tissues and organs. This interdisciplinary collaboration continues to drive the advancements of novel therapeutic strategies.
Introduction:
RNA interference (RNAi) or Post-Transcriptional Gene Silencing (PTGS) is an important biological process for modulating eukaryotic gene expression.
It is highly conserved process of posttranscriptional gene silencing by which double stranded RNA (dsRNA) causes sequence-specific degradation of mRNA sequences.
dsRNA-induced gene silencing (RNAi) is reported in a wide range of eukaryotes ranging from worms, insects, mammals and plants.
This process mediates resistance to both endogenous parasitic and exogenous pathogenic nucleic acids, and regulates the expression of protein-coding genes.
What are small ncRNAs?
micro RNA (miRNA)
short interfering RNA (siRNA)
Properties of small non-coding RNA:
Involved in silencing mRNA transcripts.
Called “small” because they are usually only about 21-24 nucleotides long.
Synthesized by first cutting up longer precursor sequences (like the 61nt one that Lee discovered).
Silence an mRNA by base pairing with some sequence on the mRNA.
Discovery of siRNA?
The first small RNA:
In 1993 Rosalind Lee (Victor Ambros lab) was studying a non- coding gene in C. elegans, lin-4, that was involved in silencing of another gene, lin-14, at the appropriate time in the
development of the worm C. elegans.
Two small transcripts of lin-4 (22nt and 61nt) were found to be complementary to a sequence in the 3' UTR of lin-14.
Because lin-4 encoded no protein, she deduced that it must be these transcripts that are causing the silencing by RNA-RNA interactions.
Types of RNAi ( non coding RNA)
MiRNA
Length (23-25 nt)
Trans acting
Binds with target MRNA in mismatch
Translation inhibition
Si RNA
Length 21 nt.
Cis acting
Bind with target Mrna in perfect complementary sequence
Piwi-RNA
Length ; 25 to 36 nt.
Expressed in Germ Cells
Regulates trnasposomes activity
MECHANISM OF RNAI:
First the double-stranded RNA teams up with a protein complex named Dicer, which cuts the long RNA into short pieces.
Then another protein complex called RISC (RNA-induced silencing complex) discards one of the two RNA strands.
The RISC-docked, single-stranded RNA then pairs with the homologous mRNA and destroys it.
THE RISC COMPLEX:
RISC is large(>500kD) RNA multi- protein Binding complex which triggers MRNA degradation in response to MRNA
Unwinding of double stranded Si RNA by ATP independent Helicase
Active component of RISC is Ago proteins( ENDONUCLEASE) which cleave target MRNA.
DICER: endonuclease (RNase Family III)
Argonaute: Central Component of the RNA-Induced Silencing Complex (RISC)
One strand of the dsRNA produced by Dicer is retained in the RISC complex in association with Argonaute
ARGONAUTE PROTEIN :
1.PAZ(PIWI/Argonaute/ Zwille)- Recognition of target MRNA
2.PIWI (p-element induced wimpy Testis)- breaks Phosphodiester bond of mRNA.)RNAse H activity.
MiRNA:
The Double-stranded RNAs are naturally produced in eukaryotic cells during development, and they have a key role in regulating gene expression .
Richard's aventures in two entangled wonderlandsRichard Gill
Since the loophole-free Bell experiments of 2020 and the Nobel prizes in physics of 2022, critics of Bell's work have retreated to the fortress of super-determinism. Now, super-determinism is a derogatory word - it just means "determinism". Palmer, Hance and Hossenfelder argue that quantum mechanics and determinism are not incompatible, using a sophisticated mathematical construction based on a subtle thinning of allowed states and measurements in quantum mechanics, such that what is left appears to make Bell's argument fail, without altering the empirical predictions of quantum mechanics. I think however that it is a smoke screen, and the slogan "lost in math" comes to my mind. I will discuss some other recent disproofs of Bell's theorem using the language of causality based on causal graphs. Causal thinking is also central to law and justice. I will mention surprising connections to my work on serial killer nurse cases, in particular the Dutch case of Lucia de Berk and the current UK case of Lucy Letby.
Leading the Instructional Program and its effect on Academic Achievement of students in National Examinations in Public Secondary Schools: a survey of secondary schools in Tinderet Sub County, Kenya
1. International Journal of Humanities and Social Science Invention
ISSN (Online): 2319 – 7722, ISSN (Print): 2319 – 7714
www.ijhssi.org Volume 4 Issue 2 ǁ February. 2015 ǁ PP.22-33
www.ijhssi.org 22 | Page
Leading the Instructional Program and its effect on Academic
Achievement of students in National Examinations in Public
Secondary Schools: a survey of secondary schools in Tinderet Sub
County, Kenya
1
Dr. Kirui Kipyegon Kosgei
1
Director and Lecturer Kisii University Eldoret Campus,
1
BSC (Moi University), PGDE (Kenyatta University), MED (University of Eastern Africa Baraton), PHD
Curriculum and instruction (Kisii University)
ABSTRACT: The purpose of this study was to determine the relationship between instructional program and
academic achievement of students in national examinations in public secondary schools in Tinderet sub county
Kenya. The objective of this study was: to determine the impact of leading the instructional program on the
students’ academic achievement in national examinations. The study was guided by the effective schools model
by Lezotte (2010), which states that an effective school is characterized by seven correlates namely: leading the
instructional program, focus on school mission, safety and orderliness of schools, expectations for success,
home-school relations, frequent monitoring of students progress and opportunity to learn for students. The
researcher employed a survey design targeting all the 18 public secondary schools in Tinderet Sub County, all
the 18 principals and the 225 teachers. Stratified sampling technique was used to select 10 schools for the study
from the total 18 schools in the distinct. The sampled schools were stratified according to the academic
performance for the last three years (2011-2013). All the principals of the sampled 10 schools took part in the
study. Simple random sampling was used to select 90 teachers (9 teachers from each school selected). The
sample size was 100 respondents. Questionnaires and interview guide were used to collect data. The descriptive
survey allowed the generation of both qualitative and quantitative data. Quantitative data was analyzed using
the descriptive statistics including frequencies and percentages. Pearson product moment correlation coefficient
and Anova were used to make inferences. Qualitative data was put under themes consistent with the research
objectives. The analyzed data was then presented in form of graphs, pie charts and tables for easy
interpretation. Findings from the study showed that, majority of the principals indicated that they always led the
instructional program. Majority of the teachers on the other hand indicated that, principals did not always
engage in these leadership practices but did engage sometimes. Analysis of variance between principals' and
teachers' responses on similar issues indicated that there was a significant difference in the manner teachers
and principals were responding to questions. Findings on the effect of leadership practices on academic
performance were consistent as the teachers and principals were in agreement that these leadership practices
when applied had a positive effect on academic performance. Correlation test however revealed that the effect
was weak as indicated by the correlation coefficients which were below 0.5. The study concluded that; leading
the instructional program was not being implemented fully. The study recommended that; Implementation of
leading the instructional program practices should be effected in schools by all principals. Various stakeholders
that is teachers, students, Board of Management and principals should be involved in the setting of school
mission and vision. By so doing, participants will feel they are in control of the process and will respond
positively.
KEY WORDS: Instructional Program, Academic Achievement
I. INTRODUCTION
Background Information :Researchers, policy makers and practitioners increasingly recognize the role of
school leaders in developing high – performing schools with a national focus on raising achievement for all
students. There has been a growing attention to the pivotal role of school leaders in improving the quality of
education. Maicibi (2005) observes that proper leadership practices lead to effective performance in learning
institutions. Leadership effectiveness is most conveniently quantified by the organizational outcomes.
Leadership increases the effectiveness and proficiency of management and sustainable performance.Educational
leadership in the 21st
century is expected to be focused on the purposes of the MDGs and vision 2030 especially
in Kenya. Malusu (2007) observes that the increase in secondary education necessitates instituting responsible
leadership practices in secondary education institutions. It has been observed that many schools still perform
2. Leading the Instructional Program and its...
www.ijhssi.org 23 | Page
poorly due to poor leadership practices besides inadequate funds and poor facilities. This implies that schools
have to be effective under the leadership of the principals. The poor performance in schools indicates lack of
effectiveness, thus necessitating the investigation of factors leading to effective schools and especially the
leadership practices.The quality of education here in Kenya as measured by students’ achievement in national
examinations is considered as below average standards (Ongiri and Abdi, 2004). This fact concurs with what
government of Kenya noted in its master plan on Education and training (1997 – 2010) that the majority of
schools fall short of providing for the learning needsof their students leading to poor academic performance
(Republic of Kenya, 1998).The above situation indicates that most schools are not effective. In comparison to
effective schools, the American Federation of Teachers (2000) established that low performing schools are
characterized by lack of academic standards, high levels of disruptions and violence, absenteeism of staff and
students and an overall negative school atmosphere where parents are hardly involved in school programmes
and activities.Carrim and Shalem (1999) reported findings of two school effectiveness research projects
conducted in the Johannesburg area of Gauteng Province in South Africa. Their findings demonstrated that
schools in South Africa operated in complex and sometimes contradictory contexts, though the schools may
have similar socio- economic backgrounds. A study conducted by Lloyd, Mensh & Clark (2000) in Kenya found
out that low performing schools were characterized by inadequate school facilities, lack of active participation
of students in the teaching learning process and poor overall school atmosphere in terms of organization, rules
and students’ interactions. This study aimed at furthering research on the area of academic performance by
advancing the effective schools research in Kenya. The current study was guided by the effective schools model
by Lezotte (2010) which argues that an effective school is a school that can, in measured students’ achievement
terms, demonstrate quality and equity. The study was carried out in Tinderet Sub County, where statistics from
the Sub County Education office records, 2014 indicated that while some school in this sub county have
consistently performed well in K.C.S.E, others have consistently performed poorly. By utilizing the Effective
schools model, the study sought to find out how the principals’ practices of: Leading the instructional program,
focus on mission and creating safety and orderliness impacted on the academic performance of students in
K.C.S.E in public secondary schools in Tinderet Sub County .
Statement of the Problem :Despite the policy of the Kenyan government being the provision of quality
education, the K.C.S.E performance of Public secondary schools in Tinderet Sub County of Kenya has remained
poor for the last three years. Statistics from the Sub County Education office records, 2014 showed that the sub
county had consistently been below the average of 6 in K.C.S.E performance, out of the possible 12.Unless this
trend was reversed, it would be un economical to continue investing large volumes of resources in public
secondary schools in this sub county which did not give value for the resources in return. This revelation
therefore motivated the researcher to carry out an investigation to assess the influence of principals’ leadership
practices on academic achievements in national examinations in public secondary schools in Tinderet Sub
County.Studies conducted in Kenya on the reasons for low K.C.S.E performance have indentified inadequate
school facilities, lack of active participation of students in the teaching – learning process and other teacher
related factors as contributing to low K.C.S.E performance. Very few studies if any have related the principal’s
leadership practices to academic achievements of learners. The problem of this study therefore is to find out the
impact of the principals’ leadership practices on the academic achievement of students in Tinderet Sub County
in K.C.S.E Examination.
Table 1: Tinderet Sub County public secondary schools KCSE Analysis from 2010-2013.
YEAR ENTRY A A- B+ B B- C+ C C- D+ D D- E X MSC
2010 699 2 18 53 53 62 84 114 188 102 75 16 2 - 4.605
2011 781 3 22 47 75 74 94 112 145 118 76 15 - - 5.146
2012 886 5 19 49 69 83 102 124 130 150 114 27 1 - 5.027
2013 876 3 34 45 79 66 78 108 125 153 133 44 0 6 4.767
Source: S.C.E. Office Records, 2014.
Table 1 shows that Tinderet Sub County has been registering below average performance for the last four years.
The problem to be addressed was whether there had been use of the principals’ leadership practices or lack of
their use which could be responsible for the low grades in KCSE performance.
The findings if found that there has been non-use of leadership practices and hence the poor performance could
encourage their use. If their use could be found not to support good scores, then further studies on likely
underlying causes of poor performance in examination could be suggested.
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Objective of the Study : To determine the impact of leading the instructional program on the academic
achievement of students in national examinations in public secondary schools in Tinderet Sub-County.
II. LITERATURE REVIEW
Review of Theory : This study was based on the effective schools model by Lezotte (2010). According to
Lezotte (2010), there are seven correlates of effective schools. According to this model, an effective school is a
school that can, in measured students’ achievement terms, demonstrates the joint presence of quality and equity.
The seven correlates are: Strong leading the instructional program, clear and focused mission, safe and orderly
schools, climate of high expectations for success, frequent monitoring of students’ academic progress, positive
home school relations and opportunity to learn/time on task.
According to Lezotte (2010) strong instructional leaders are proactive and seek help in building team
leadership and a culture that is conducive to learning and professional growth. In the effective school, the
principal and others act as instructional leaders and effectively and persistently communicate and model the
mission of the school to staff, parents and students.The theory is relevant to this study because the seven
correlates advanced by Lezotte (2010) of an effective school require effective leadership on the part of the
administrator (school principal). The principal is the one to initiate and influence the seven correletates of an
effective school, the seven correlates can therefore be termed as the principals’ leadership practices which is the
independent variable in this study. Lezotte (2010) asserts that in an effective school, in measured students’
achievement terms there is quality and equity. An effective school facilitates high academic achievement. This
assertion is the dependent variable of this study.By identifying the first three correlates of an effective school
according to Lezotte (2010): leading the instructional program, focus on the mission and creating safety and
orderliness in the school Environment, this study tests Lezotte’s (2010) Effective schools model, and also
suggests measures that low performing schools can take to improve on the academic achievement of students.
Leading the instructional program and Academic Achievement :Instructional leadership models emerged in
the 1970s and 1980s from early research on effective schools (Brookover & Lezotte, 1979; Edmonds, 1982).
These scholars emphasized the role of the principal as primary agent of school improvement, more specifically
within highly challenged urban schools (Purkey & Smith, 1983). This research posited a relationship between
strong instructional leadership and student academic performance (Bossert, Dwyer, Rowan, & Lee, 1982:
Hallinger & Murphy, 1985), defining instructional leadership according to specific instruction-related
dimensions of the job including defining the school’s mission, managing curriculum and instruction, and
promoting a positive learning climate (Hallinger, 2003). Subsequent research and scholarship raised doubts
about principals’ general capacity and inclination to engage in this more active and directive form of
instructionally focused leadership (Bossert et al., 1982; Heck, 1992), especially in secondary schools where
teachers’ command of their subject content typically surpasses that of their supervising principal. Further, more
traditional notions of instructional leadership, emphasizing the principal’s coordination and control of classroom
instruction in heroic fashion, fueled these doubts (Heck, Larson, & Marcoulides, 1990). Critiques of these more
conventional notions emphasize the limitations of middle manager authority to provide direct supervision of
teaching, as well as the inappropriateness of what some perceived as a hierarchical approach that failed to
acknowledge teachers as the school’s primary instructional experts (Hallinger, 2003; Marks & Printy, 2003).
Contemporary educational reform places a greater emphasis on the effective leading the instructional program in
schools. Effective leading the instructional program is generally recognized as the most important characteristic
of school administrators (Hoy & Hoy 2009; Lezotte, 2010). According to Lezotte (2010) leading the
instructional program is one of the correlates of effective schools. Effective instructional leaders are proactive
and seek help in building team leadership and a culture conducive to learning and professional growth. In the
effective schools, the principal, deputy principal and Heads of Departments (H.O.Ds) act as instructional leaders
and effectively and persistently communicate and model the mission of the school to staff, parents and students.
Effective leading the instructional program has been shown to result in school improvement and
effectiveness (Scheerens & Bosker, 1997).The indicators of schools having effective instructional leaders have
been shown through research to include factors like teacher morale and satisfaction (Macneil, 1992), teacher
self-efficacy (Lubbers, 1996) and improved academic performance (Wilson, 2005). Research by (Lezotte et al,
2002) led to a conclusion that in the effective school, the principal acts as an instructional leader and effectively
and continually communicates the mission of the school to staff, parents and students. The principal is not the
sole leader he or she is a leader of leaders (Lezotte, 1991) empowering teachers and including them in decisions
about the schools’ instructional goals .Cibulka and Nakayama (2000) argue that in order to achieve significant
changes in classroom practices, teachers must have an opportunity to participate in shaping a school’s vision.
The literature reviewed above point out that the principals’ practice of leading the instructional program leads to
high academic achievement of students, because it is a characteristic of a highly effective school. The current
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study sought to find out whether the practice of leading instructional program by the principal can affect the
academic achievement of students in public secondary schools in Tinderet subcounty.
More recently, instructional leadership has been “conceptualized as a mutual influence process, rather
than as a one-way process in which leaders influence others” (Hallinger, p. 346, emphasis in original). Such a
view underscores the necessary affects of instructional leadership, at the same time acknowledging “it’s
evolving nature in the context of teacher professionalism” (Marks & Printy, p. 391). Recent research advances
more reciprocal and inclusive models of instructional leadership within which principals share authority with
designees (Heck, 1992; Heck Larsen, & Marcoulides, 1990), instructional coaches (Mangin, 2007), and
classroom teachers themselves (Marks & Printy, 2003). Here empowering principals encourage collaborative
inquiry rather than rely upon more conventional, principal-centered supervisory practices (Blase & Blase, 1999;
Halverson, Grigg, Prichett, & Thomas, 2007; Reitzug, 1997). In response to these shared instructional
leadership practices, teachers grow in their commitment, involvement, and willingness to innovate (Sheppard,
1996).
In a comparison study, the principals of exceptionally high-achieving schools, as measured by
consistent academic achievement in a variety of curricular areas, differed from their counterparts in consistently
low-achieving schools “in terms of the type and effectiveness of instructional leadership they provided” (Heck,
1992, p. 28). In a study of 23 California elementary schools, 15 of which were high performing, and 17
California high schools, seven of which were high performing, Heck determined that three instructional
leadership behaviors were significant in predicting the levels of student achievement of these schools, including
“the amount of time principals spend directly observing classroom practices, promoting discussions about
instructional issues, and emphasizing test results within these discussions” (p. 30).Across the 27 studies
analyzed by Robinson and colleagues (2008), research involving between-group comparisons rendered large
leadership effect sizes. Researchers, including Heck and his associates, found substantial differences in the
leadership of otherwise similar high- and low- performing schools. Further, these differences “mattered for
student academic outcomes” (Robinson et al., 2008, p. 657). Teachers in high-performing schools reported that
their principals served as a valuable instructional resource, actively participating in their learning and
development.
A recent review of research published since 2000 sought to explain the various ways leaders influence
the quality of instruction in US schools (Printy, 2010). Qualitative and quantitative findings across these studies
suggest that principals influence student learning as they work “with (and through) teachers …” (p. 112). Thus,
Printy suggested future research will extend our understanding of this important instructional leadership
dynamic to the degree it probes the relationship of leadership to teaching, moving beyond general leadership
characteristics to focus on the specific tasks of the role (Wimpelberg, Teddlie, & Stringfield, 1989). Ultimately,
as Robinson et al. (2008) concluded, “If we are to learn more about how leadership supports teachers in
improving student outcomes, we need to measure how leaders attempt to influence the teaching practices that
matter…[that is] how teachers make a difference to students” (p. 669). Instructional supervision and classroom
observations are common strategies leaders employ to influence teaching practices.A Kenyan study by Musungu
and Nasongo (2008) on the leading the instructional program role of the secondary schools principals revealed
that they supervised teachers’ work by inspecting records such as schemes of work, lesson books, records of
work covered, class attendance records and clock in clock out book. This research established that head
teachers frequency of internal supervision, contributed towards better performance. Similar findings have
emerged from various Kenyan studies, all which reveal that poor performance in secondary school examinations
is a function of poor administrative and leadership practices (Ackers & Hardman, 2001; Githua & Nyabwa,
2008). One of the goals of this research therefore was to compare the leading the instructional program
practices of well performing schools and poor performing ones.
III. METHODOLOGY
Research Design : The survey design was used in this study to obtain the research data. According to Lockesh
(1984) survey studies are designed to obtain a persistent and precise information concerning the current state of
phenomena and whenever possible to draw varied conclusions from the facts discovered. Survey methods are
non-experimental for they deal with the relationships among the non-manipulated variables since the events or
conditions have already occurred or exist the researcher merely selects the relevant variables for the analysis of
their relationships (Best and Khan, 1993) . The choice of this design for the study was based on the fact that the
researcher did not manipulate the variables. The dependent variable of the study was academic achievement,
which was measured by the K.C.S.E grades and mean scores obtained by schools for the period 2011 – 2013.
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The independent variables of the study are the extent to which principals practice the three practices: Leading
the instructional program, focus on vision and vision and promoting school safety and orderliness.
Target Population :
The target population refers to all the members of a real or hypothetical set of people, events or objects to which
a researcher wishes to generalize the results of the research study (Borg & Gall, 1989).This research targeted
225 teachers and the 18 principals in the 18 public secondary schools in Tinderet Sub County.
All the public secondary schools in Tinderet Sub County were targeted in this study. There are 18 public
secondary schools that have presented candidates for K.C.S.E examination for the last three years (2011 –
2013). The 18 public secondary schools are distributed as follows:
Table 2: Targeted schools for the study based on gender
Type of school No of schools
Boys’ schools 2
Girls’ schools 3
Mixed schools 13
Total 18
(Source: Sub County Education Office records, 2014).
All the principals of the 18 public secondary schools in Tinderet Sub County were targeted in this study.
Another group of respondents for this study were teachers in all the public secondary schools in the sub county.
According to the Sub county Education Office records, Tinderet Sub County has 225 teachers.
3.3 Sampling Size and Techniques
This study adopted the multiphase sampling technique whereby both probability and non-probability sampling
design were used as described below.
3.6.1 Stratified sampling
In a stratified sample the sampling frame is divided into non-overlapping groups or strata, such as geographical
areas, age groups and even gender. A sample is taken from each stratum and when this sample is a simple
random sample it is referred to as stratified random sampling. Stratification achieves greater precision provided
that members of the same stratum are as similar as possible in respect to the characteristics of interest. In this
regard, the researcher used stratified sampling to select 10 schools for the study.
The schools were stratified according to K.C.S.E performance. The first stratum comprised of schools with a
mean score of 6.0 and above in K.C.S.E for the last three years, the second stratum comprised of schools with a
mean score of 5.0 – 5.9 for the last 3 years and the last stratum will comprise of schools with a mean score of
below 5.0 for the last three years (2011 – 2013).
According to Lockesh (1984),a percentage of at least 20% of the total population of less than 100 is acceptable
sample in descriptive research. The 10 schools chosen as a sample from a population of 18 public secondary
schools account for 56% of the total population therefore it meets the requirement suggested by Lockesh (1984).
Table 3: showing the strata of the target population of schools based on academic performance
Strata
(Based on K.C.S.E mean score 2011 – 2013) No of schools
6.0 and above 3
5.0 - 5.9 3
Below 5.0 12
Total 18
(Source: Sub County Education Office records, 2014).
To achieve desired representation from the various strata in the population the researcher took 56% of schools
from each stratum so as to arrive at the sample size of schools to be included in the study. According to
Mugenda & Mugenda, (1999) atleast 50% of the target population in each stratum should be considered for the
sample size. This sample size was therefore considered enough to represent the target schools.
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Table 4: Sample size of schools for the study
Strata
(Based on K.C.S.E Mean score 2011 – 2013) Sample size
6.0 and above 2
5.0 – 5.9 2
Below 5.0 6
Total 10
Source: Researcher 2014
The researcher wrote names of the schools from each stratum on pieces of papers and picked the required
sample size from each stratum at random.
Purposive Sampling: Purposive sampling is a non-probability sampling technique that is used to select
individuals from a given population who have unique characteristics and hold specific information desired for
the study. The power of purposive sampling lies in selecting information rich-cases for in-depth analysis related
to the central issues being studied (Mugenda & Mugenda, 1999). For this reason purposive sampling was used
to select schools from each stratum based on the K.C.S.E performance.
Simple Random Sampling: A sampling procedure in which each an every item in the population is given equal
chance of inclusion in the sample (Kathuri, N & Pals, D, 1993). Simple Random Sampling was used to select
the teachers from the different strata of schools identified for the study. According to Tinderet Sub County
Education Office 2014 records, there are 225 teachers in the district. To ensure a fair representation, (Lockesh
(1984) recommendation was used. The researcher took 40% of the total teachers for the study. This brought a
number of 90 teachers to be involved in the study. Each of the 10 schools provided 9 teachers for the study.
The researcher randomly selected 9 teachers from each of the 10 schools selected for the study to come up with
a sample size of 90 teachers. To select the individual teachers from the schools, the researcher sought a list of
the teachers from each school from the principal, arranged them alphabetically and selected the first 9 teachers
who formed the sample size for the study.
Table 5: Sample size of Respondents
Category Target Population Sample Size %
Teachers 225 90 40
Principals 18 10 56
Total 243 100
III. DATA COLLECTION METHODS
The researcher obtained an introduction letter from Kisii University and a Research permit from the
National Council of Science Technology and Innovation (NCSSTI),. The Sub County Education Officer was
informed of the study to be conducted in the sub county. Also permission to conduct this research was sought
from the County Director of Education.
The researcher then booked appointments with the sampled schools through the principals, so as to visit and
familiarize himself with schools. The researcher informed the respondents the purpose of the research, after
which the respondent signed the informed consent form. The researcher then administered the questionnaires
himself. The principals and the teachers were given instructions and assured of confidentiality after which they
were given one week to fill in the questionnaires, after which the researcher collected the filled in questionnaires
as he interviewed the respondents.
Validity and Reliability of the Instruments: Validity is defined as the accuracy and meaningfulness of
inferences which are based on the research results (Mugenda and Mugenda, 1999). Face validity refers to the
likelihood that a question will be misunderstood or misinterpreted; therefore the pilot study will help to iron out
ambiguity. Pre-testing a survey is a good way to increase the likelihood of face validity. Content validity refers
to whether an instrument provides adequate coverage of a topic. Experts opinions help establish content
validity. As such, assistance was sought from the supervisors and other experts from the university in order to
help improve content validity of the instruments. This is a measure of the degree to which a research instrument
yields consistent results or data after repeated trials (Mugenda and Mugenda, 1999). In order to improve the
reliability of the instrument, an assessment of the consistency of the responses was considered. Piloting enabled
the researcher to test the reliability of the instrument. The researcher with the help of the supervisor critically
assessed the consistency of the responses on the pilot questionnaires to make a judgment on their reliability.
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The reliability of the instrument was established through piloting, whereby principals and teachers of the two
pilot schools were given the measuring instrument to fill. Test-retest method of reliability was used, whereby the
pilot questionnaires were administered twice to the same group, with a time span of two weeks. Cronbach's
alpha coefficient was determined, and the coefficient was above 0.7 which was deemed reliable and acceptable.
A correlation coefficient of at least 0.6 will be acceptable as a good measure of the reliability as recommended
by Mugenda and Mugenda (1999).
Table 3.5 Reliability Statistics
Formula
Cronbach's Alpha N of Items
.880 3
3.6 Data Analysis
This study generated both the qualitative and quantitative data; hence both qualitative and the quantitative
techniques were used to analyze the data obtained. Quantitative data was analyzed using descriptive and
inferential statistics .Mugenda and Mugenda (1999) assert that the purpose of descriptive statistics is to enable
the researcher to meaningfully describe a distribution of scores using a few indices or statistics.
Descriptive statistics involves the use of means, standard deviations, frequencies and percentages. The process
of data analysis required the use of a computer spread sheet, and for this reason the statistical package for social
Sciences SPSS version 20 was used.
Qualitative analysis considered the inferences that will be made from the opinions of the respondents.
Qualitative data was analyzed qualitatively using content analysis based on analysis of meanings and
implications emanating from respondents’ information and comparing responses to documented data on
practices influencing academic performance. The qualitative data was presented thematically in line with the
objectives of the study.
VI. RESULTS AND DISCUSSION
Academic Performance of the Schools
Information on academic performance of the schools was sought since this was the dependent variable
according to the study. Academic performance was assumed to be dependent on principal leadership practices.
On a three point scale, respondents were asked to indicate their level of academic performance.
Table 6: Academic Performance of the Schools
Performance Frequency Percent
Good 10 10
Average 20 20
Below Average 70 70
Total 100 100
Source, Field data, (2014)
It was established that, majority of the schools had a performance below average as indicated by (70) 70%.
According to the data collection tool, a performance rated as below average was identified as having a mean of
5.0 and below. On the other hand, (20) 20% of the respondents had a mean of 5.0 -5.9 which according to the
study was described as average. On the other hand, (10) 10% of the respondents had a good performance as
described by an average of 6.0 and above. Such poor performance in national examinations can be as a result of
several factors such as low entry marks, teacher qualification, students’ attitudes and other home factors that are
linked to academic performance. Majority of the teachers and principals further described their academic
performance for the period 2011 to 2013 as below average. In expressing the dissatisfaction by the teachers and
principals, one of the teachers had this to say;
This school has been performing poorly since the last three years I have been here. As far as our
administration is to blame, I think there is a problem with our students’ entry marks. We admit
students with marks as low as bellow 200 and this in my view has affected our performance
generally. For the past three years, the year we recorded a high mean scores was when we scored a
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mean of 5.172. Last year we had a mean of 3.79. This is clearly a dropping trend in our performance
and it is an issue of concern. Respondent, (2014).
Leading the instructional program Practices :The study sought to identify leading the instructional program
practices used by principals in the various schools. Findings were summarized as in table 7 and 8.
Principals’ response
Table 7: Extent of practice of leading the instructional program
Source: Field Data (2014)
The study established that, majority of the principals always practiced leading the instructional
program as indicated by (8) 80% of the respondents, (2) 20% cited that they sometimes used leading the
instructional program practices while no principal indicated that he/she never practiced this form of leadership.
Further, one of the principals noted that;
I personally check on the availability of documents that teachers are supposed to keep such as
schemes of work, lesson plans, notes and any other document that our teachers are required to keep. I
do this regularly whereby, I ask teachers to present their documents just to ensure that they are up to
date. In so doing, we have been able to move together and I think teachers are also comfortable with
this because rarely have I been given incomplete records and this is something I am proud of
(Respondent, 2014).
The researcher was also keen to identify whether there were some of the leading the instructional
program practices that the schools used not to practice in the past. The researcher proceeded to enquire from the
principals whether there were leading the instructional program practices that they used not to practice. Majority
of the principals noted that, they had been implementing some of the practices gradually such as supervision of
teachers, team work building among teachers and staff appraisal. As such, one of the principals in a discussion
noted that,
Sometimes back I used not to check teachers’ records especially teachers’ notes. Rather, I used to
check randomly students’ notes just to enquire how far they had gone with the syllabus and I did this
at the end of the year. From this; I noticed that the class notes were just as they appeared in the text
books. This was a show of lack of preparation by the teachers on class work. I therefore decided to
check on teachers’ notes other than students’ notes (Respondent, 2014).
Having established that the schools had implemented some of the leading the instructional program practices
gradually, the researcher was interested in ascertaining the performance of the schools during those times when
some of the leading the instructional program practices lacked in the schools. Findings of this item are as shown
in figure 1.
Leading the instructional program practices A S N
Making sure teachers keep updated professional
documents
8 2 0
supervising teachers to ensure that they complete the
syllabus on time
8 2 0
Carrying out the staff appraisal process fairly 8 2 0
Building team work among teachers 8 2 0
Holding regular staff meetings to discuss academic
progress
8 2 0
Mean percentage 8(80%) 2(20%) 0
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Fig 1: Performance of Schools before implementation of leading the instructional program practice
Source, Field data, (2014)
The study established that, majority of the schools were below average as indicated by (7) 74%. (2) 18% had an
average performance while (1) 8% had a good performance. These findings indicate that there was a slight
improvement in performance of the schools when these results are compared to the results of the year 2011-
2013. At least 2% of the schools moved to an upper bracket thus registering an improvement.
Teachers’ response
Table 8: Extent of practice of Leading the instructional program
Extent of Practice Frequency Percent
Always 35 39
Sometimes 50 55
Never 5 6
Total 90 100
Source, Field data, (2014)
The study established that, majority of the teachers, (50) 55% cited that, principals sometimes practiced
leading the instructional program, (35) 39% cited that principals practiced leading the instructional program
always while (5) 6% cited that principals in their schools never practiced any form of leading the instructional
program. These findings are inconsistent with findings of the principals. Such a scenario is however acceptable
since principals may have viewed the exercise as a self evaluation process. However, there is still the aspect of
practice of leading the instructional program in the schools despite the difference in responses. Just like the
principals, the teachers were however in agreement that leading the instructional program practices had an effect
on academic performance of the schools as indicated by 100% response rate. Those that had cited that their
schools did not practice leading the instructional program; they were of the view that if adopted the schools
would improve. One of the teachers noted that;
If leading the instructional program practices are adopted, I am certain that we are going to achieve
better results (Respondent, 2014).
This view was as per one of the teachers in the schools that were not practicing leading the
instructional program. It can be concluded that, academic performance is expected to improve if leading the
instructional program is implemented in schools.
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On enquiring from the principals and teachers, whether there was any difference in performance after
incorporating leading the instructional program practices that were lacking then, the study established that,
majority of the respondents (90) 90% were in agreement that there was a difference. (10) 10% however noted
that there was no difference. These findings are summarized in figure 2.
Fig 2: Whether there was a difference in academic performance after incorporation of leading the
instructional program practices
Source: Field data, (2014)
The study deduced that, leading the instructional program affects academic performance positively.
The present study is in line with (Scheerens & Bosker, 1997; Skaife & Holstead; 2002; Lezotte, 2010) studies
that established that, effective leading in the instructional program has been shown to result in school
improvement and effectiveness. The indicators of schools having effective instructional leaders have been
shown through research to include factors like teacher morale and satisfaction (Macneil, 1992), teacher self-
efficacy (Lubbers, 1996) and improved academic performance (Wilson, 2005).
In order to ascertain the reliability of responses from the principals concerning their practice of leading the
instructional program, it was essential to seek teachers’ response concerning extent of application of leading the
instructional program practices by principals. Findings of this item were summarized as shown in table 4.9.
Analysis of Correlation between Variables
The study sought to ascertain the relationship between variables. This relationship was sought between the
dependent variable (academic performance) and the independent variable (leading the instructional programme).
This test was necessary since it would ascertain the strength of the relationships between the variables of the
study. Findings of the analysis are presented in table 9.
Table 9: Correlation Analysis
Performance Leading the instructional program
Performance Pearson Correlation 1 .359**
Sig. (2-tailed) .000
N 100 100
Leading the
instructional program
Pearson Correlation .359**
1
Sig. (2-tailed) .000
N 100 100
Source, Field data, (2014)
The study established that, there is a weak relationship amongst the dependent and independent variables. The
correlation coefficient between, leading the instructional program and academic performance is 0.359 (35.9%).
This implies that, though the leadership practices identified by the study had a positive effect on
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academic performance, the effect was weak, below 0.5 (50%). Studies by (Hallinger & Heck, 1998; Spillane et
al, 2004; Wahlstrom & Louis, 2008) concluded that leadership matters when it comes to academic performance.
However, the validity of this claim is questioned as indicated by (Witziers, Bosker, & Krüger, 2003). The
present study disputes (Hallinger & Heck, 1998; Spillane et al, 2004; Wahlstrom & Louis, 2008) whose studies
concluded that leadership matters when it comes to academic performance. Some empirical studies, especially
in the Netherlands, have reported finding of no significant influence of school leadership on students’ academic
performance (Hallinger & Heck, 1998). The present study concurs with (Hallinger & Heck, 1998) that the
influence of principals’ leadership practices has a very weak effect on academic performance of learners.
One Way Analysis of Variance between Principals’ and Teachers’ Responses
Having established that there was variation in response among principals and teachers concerning similar issues,
the researcher proceeded to determine whether there was any statistical significance in the manner the two
groups were responding on similar issues. One way analysis of variance was computed on extent of principals'
practice of leading the instructional program. Findings of the study were summarized as in table 10.
Table 10: One Way Analysis of Variance between Principals and Teachers Responses
Sum of Squares df Mean Square F Sig.
Leading the
instructional program
Between Groups 1.960 1 1.960 6.078 .015
Within Groups 31.600 98 .322
Total 33.560 99
Source, Field data, (2014)
Findings showed that, there was a significant difference between teachers’ and principals’ views on extent of
practice of leadership practices. This conclusion is per the p values (0.015) that was less than the level of
significance (P<0.05). It can therefore be deduced that, principals and teachers had a different view on the extent
of leading the instructional programme in the schools. This scenario is however expected since the principals
may have seen the exercise as a self evaluation process. They therefore responded strictly emphasizing on the
positive side. Teachers on the other hand may have reported the situation as it is.
Table 11: One Way Analysis of Variance between the extent of leading the instructional programme
among the different strata of schools (based on Academic Achievement)
Sum of
Squares df Mean Square F Sig.
Instructional leadership Between Groups 4.339 2 2.169 7.201 .001
Within Groups 29.221 97 .301
Total 33.560 99
Findings on whether there was any significant difference on the extent of leading the instructional programme in
the various schools considered in the study, the findings revealed that the results were significant. The P Values
for the F statistics was 0.001. This values is less than 0.05, P< 0.05). This implies that there was a significant
difference in the extent of leading the instructional programme.
Heck, (1992) in his study involving high and low performing schools established that the principals of
exceptionally high-achieving schools, as measured by consistent academic achievement in a variety of curricular
areas, differed from their counterparts in consistently low-achieving schools “in terms of the type and
effectiveness of instructional leadership they provided”. In a study of 23 California elementary schools, 15 of
which were high performing, and 17 California high schools, seven of which were high performing, Heck
determined that three instructional leadership behaviors were significant in predicting the levels of student
achievement of these schools, including “the amount of time principals spend directly observing classroom
practices, promoting discussions about instructional issues, and emphasizing test results within these
discussions” (p. 30). Across the 27 studies analyzed by Robinson and colleagues (2008), research involving
between-group comparisons rendered large leadership effect sizes. Researchers, including Heck and his
associates, found substantial differences in the leadership of otherwise similar high- and low- performing
schools. Further, these differences “mattered for student academic outcomes” (Robinson et al., 2008, p. 657).
Teachers in high-performing schools reported that their principals served as a valuable instructional resource,
actively participating in their learning and development.
12. Leading the Instructional Program and its...
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it can be deduced that, the difference in extent of leading the instructional programme in the schools in Tinderet
Sub County may have been the cause of the difference in academic achievement.
V. CONCLUSIONS AND RECOMMENDATION
Leading the instructional program practices lead to improvement in academic achievement of students
in national examinations. Schools that were not implementing fully leading the instructional program practices
were in agreement that their poor performance in national examinations could be improved if leading the
instructional program practices were adopted. Mechanisms that can be put in place to ensure effective
implementation of leading the instructional program include; cultivating leadership in others, improving
instruction, emphasizing research-based strategies to improve teaching and learning and initiate discussions
about instructional approaches, both in teams and with individual teachers. They should pursue these strategies
despite the preference of many teachers to be left alone.
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