Bachelor of Education in Early Childhood and Primary Education
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Browsing Bachelor of Education in Early Childhood and Primary Education by Subject "Academic"
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- ItemEffects of HIV/AIDS on the academic performance of pupils in Kabare Zone, Kirinyaga District, Kenya(Kampala International University, College of Education, Open and Distance Learning, 2008-11) Wangeci, Jane; GotaThe impact of HIV/AIDS in any population are manifold and complex. The health and social consequences of the scourge cause global concern, as they affect not only the individual who is infected, but also his/her family and friends as well as the wider community and society. Recent research statistics has shown that the prevalence of HTV/AIDS in Kenya is expanding rapidly to the distraction of the society. Kenyans cannot afford to complacent about it, thus their arise an immediate need to conduct an investigation on the issue of rampant HIV/AIDS among the population especially in the education sector hence to establishing the impact ofHIV/AIDS on academic performance ofpupils. The study adopted a Descriptive research design. This enhanced the researcher to obtain a better understanding of the causes, problems and impact of HIV/AIDS on academic performance of the pupils in Kabare Zone,Kirinyaga District. The method chosen allowed a collection of comprehensive and intensive data and provided an in-depth understanding of the topic under study. Information collected was analyzed and edited to create consistency and completeness. After collecting the questionnaires they were edited for completeness and consistency across the respondents and to locate omissions. Information obtained from the research study was presented and analyzed using bar charts, affirmatives, and statistical figures. This report provides suggestions for more effective practice in the field of HIV!AIDS and Prevention measures based on the lessons learned from practical experience of others. It is designed for policy makers, planners and practitioners who have responsibilities in the area of HIV/AIDS and prevention.
- ItemThe impact of free primary education on academic performance in selected primary schools in Kitengela Zone in Kajiado: District Kenya(Kampala International University, College of Education, Open and Distance Learning, 2009-08) Rebecca, C.; LeigeThe implementation of Free Primary Education in Kenya (FPE), which appears to be focused on the access goal, faces many challenges including large pupil teacher ratios, shortage of infrastructure, lack of standards of academic achievement and limited monitoring and evaluation of teaching-learning processes. There are no sound policies in place to address these challenges, which are a threat to the quality of education. Even after developing a sector wise approach to manage education, indicators show that quality of primary education is still poor. Unless urgent measures are taken to address these challenges, the quality of education is bound to degenerate, thus jeopardizing the country's development goals. Following the UNESCO framework of analyzing quality in education, this study analyses Kenya's primary education, and upon reviewing relevant literature on international practices of providing quality education, some lessons for Kenya are drawn. The study points out the importance of focusing on all factors affecting education quality namely: learner characteristics, an enabling context, enabling inputs such as teaching methods, class size, assessment methods, teaching and learning materials, physical infrastructures and facilities, school governance and human resource. Countries that have focused on educational outcomes and paid attention to these factors have seen quality of their primary education systems improve. Considering that the literature suggests that the teaching and learning environments at the school level can be improved with scarce resources, the study recommends that the government could exploit the existing resources. To enhance the quality of primary education in Kenya, the study recommends a review of the teacher training programme, establishment and monitoring of academic performance standards and deployment of voluntary teachers on terms less than those on permanent employment.
- ItemImpact of teaching/ learning aids on academic performance of pupils in Gatamaiyu, Lari District, Kenya(Kampala International University.College of Education, 2010-04) James .M., KamauThis study was intended to determine the relationship between teaching aids and academic performance of pupils in selected schools in Goreale division, LARI District. In the review of related information, all sources viewed relevant were made of use. The study adopted a descript design and questionnaires and interview guides were used in the collection of data from the key respondents. Data collected was processed, analyzed and interpreted relating it to the objectives of the study and the guiding research questions. The outcomes of the study was the confirmation it provided that teaching learning aids were impacting on the learning environment, Another finding was that other factors like socio-economic factors were contributing to the learning environment in general. Recommendations were made which called for government continuation to invest heavily in providing logistical support in order to provide an all inclusive education and training to all Kenyans irrespective of their region of origin, income status, gender, religion and any other disparities.
- ItemAn investigation on the management of ECDE Centers and its impact on academic performance in Kaptel Zone, Nandi Central District(Kampala International University, College of Education, Open and Distance Learning, 2010-11) Jerono, RuthThe prupose of this study was to highlight the major factors that affect the management of ECDE centres and its impact on learning in Kaptel zone Nandi Central District. Specifically the study aimed at the finding out how academic performance in the centres is influenced by; Parents attitude, financial constraints, low capacity in management skills and lack of clear ECDE guidelines and policy framework. In the study, a sample of 20 respondents including ECD teachers, headteachers, parents and Committee chairpersons was selected from 5 ECD centres in Kaptel Zone using random sampling technique. The study made use of ECD teachers' questionnaires, headteachers' interview schedule, parents' attitude (Likert) scale and observation schedule as instruments for data collection. Data collected was analyzed using both the descriptive and inferential statistics were used respectively. The results of the study indicated that most parents are supportive towards ECD programmes but they Jack awareness on importance of early childhood education and their roles in the centres are not well defined, it further showed that fees is the main source of funds in ECDE centres thus leading to poor payment of teachers hence affecting academic performance. There was a significant relationship between management capacity and academic performance. There existed a significant association between the use ofECDE guideline and policy framework in teacher participation (teaching) The study recommends that parents to be sensitized on the importance of the ECDE programme. Clear ECDE guideline and policy framework is to be distributed to all ECDE centres my Ministry of Education. The government should include ECDE centres in Free Primary Education funding. Finally it is recommended that all ECDE managers including headteachers, parents, Committee members and the sponsors should be trained on the management ofECDE centres.
- ItemLearner's behavioral characteristics as correlates to their academic performance: a case of selected primary schools located in Marmanet Zone, Nyahururu District in Kenya(Kampala International University, College of Education, Open and Distance Learning, 2010-12) Githui, Alice; WairimuThis descriptive and quantitative study was conducted in Marmanet zone, Nyahuru district, to investigate the prevalence of and the problems which the childen suffering from behavioral disorders were facing at school. The variables measured include; the existence of such pupils in inclusive schools, the challenges which they face and the problems they cause to other pupils as well as their teachers, and how the schools have intervened for them. The study utilized a semi-structured questionnaire to collect responses from primary schools in Marmanet zone that were randomly selected from the universal population. Findings show that the pupils with behavioral problems were indeed learning together with the rest of the pupils in class, although they were not many. They behave in the following ways; they were aggressive. Short tempered, some were shy, and reserved. This of course has negatively impacted on their academic performance. It was recommended that teachers should provide individual attention to the pupil's academic needs in order to get past some difficult hurdle. They must be alert to determine to provide this assistance. Also teachers are also advised to communicate clear expectations for behavior. When these pupils display behavioral problems, it is very important to specify exactly which behaviors are acceptable and unacceptable in precise and concrete terms. For example provide what pupils can speak in class, when they should move around in class. Children are more likely to behave appropriately in class when they are given reasonable instructions for their behavior.