SCHOOOL OF EDUCATION AND SOCIAL SCIENCES

EFFECTS OF CULTURAL PRACTICES ON REFUGEE STUDENTS’ ACCESS TO SECONDARY EDUCATION IN KAKUMA CAMP AND KALOBEYEI INTEGRATED SETTLEMENT IN KENYA

Fri, 18 Oct 2024 00:00:00 GMT

EFFECTS OF CULTURAL PRACTICES ON REFUGEE STUDENTS’ ACCESS TO SECONDARY EDUCATION IN KAKUMA CAMP AND KALOBEYEI INTEGRATED SETTLEMENT IN KENYA Ekitoe, Paul,Sarah,PeterLikoko,Akwee Ensuring that refugees in camps receive a high-quality education is essential to ensuring both social and economic growth in the host nations after repatriation and resettlement. There have long been barriers to student enrollment at the Kakuma camp and Kalobeyei integrated settlement, despite tenacious efforts by state and non-state actors at the international and national levels as well as stakeholders like the United Nations High Commissioner for Refugees, among others. Several refugee students at Kakuma Camp and Kalobeyei Integrated Settlement do not enroll in secondary education. The purpose of this study is to determine the effects of cultural practices on refugee students’ access to secondary education. To identify the barriers preventing refugee students in Kakuma camp and Kalobeyei integrated settlement from accessing secondary school, the research used an ex post facto design. The study was guided by the social justice theory which emphasizes the necessity of addressing systemic injustices and empowering marginalized groups in educational contexts. Nine (9) principals and 180 teachers from nine (9) refugee schools were the target population. The study employed census sampling to determine a sample size of 189, which were made up of 9 principals and 180 teachers. Questionnaires and an interview schedule were used to gather data. The validity and reliability of the tools were established through a pilot study that employed the test-retest methodology. A regression analysis was used to analyze the data. The study established that the cultural practices have statistically significant effects on refugee students’ access to secondary education in Kakuma camp and Kalobeyei integrated settlement.

LANGUAGE OF INSTRUCTION AND STUDENTS’ ACCESS TO SECONDARY EDUCATION IN KAKUMA CAMPS, KENYA

Sat, 01 Mar 2025 00:00:00 GMT

LANGUAGE OF INSTRUCTION AND STUDENTS’ ACCESS TO SECONDARY EDUCATION IN KAKUMA CAMPS, KENYA Ekitoe, Paul,Sarah,PeterLikoko,Edome The purpose of this study was to determine the effects of the language of instruction on refugee students’ access to secondary education. In order to identify the barriers preventing refugee students in Kakuma camps from accessing secondary school, the research used an ex post facto design. The study was guided by the social justice theory in educational contexts. Nine (9) principals and 180 teachers from nine (9) refugee schools were target population. The study employed census sampling to determine a sample size of 189, which were made up of 9 principals and 180 teachers. Questionnaires and an interview schedule were used to gather data. Validity and reliability of the tools were established through a pilot study that employed the test-retest methodology. A regression analysis was used to analyse the data. The study established that the language of instruction has statically significant effects on refugee students’ access to secondary education in Kakuma camps. Therefore, the study recommended that government and non-governmental organizations should cultivate ways of enhancing refugee students' access to secondary education in Kakuma camps.

NFLUENCE OF TEACHER PREPAREDNESS ON LEANERS ACHIEVEMENT IN ENGLISH FUNCTIONAL WRITING AMONG SECONDARY SCHOOL LEARNERS IN WEST POKOT COUNTY. KENYA

Sat, 03 May 2025 00:00:00 GMT

NFLUENCE OF TEACHER PREPAREDNESS ON LEANERS ACHIEVEMENT IN ENGLISH FUNCTIONAL WRITING AMONG SECONDARY SCHOOL LEARNERS IN WEST POKOT COUNTY. KENYA Koros, Benjamin Functional writing is a pragmatic use of language for social and personal expression. It is a universal communication tool that determines achievement of students’ lifelong goals. Teacher preparedness. Among the functional skills namely; functional writing, cloze test and oral functional skills, functional writing skills recorded the lowest mean score in the Kenya certificate of secondary education (K.C.S.E) examination at 33.7% compared to 62.5% for cloze test and 45.6% for oral skills, for period 2008 to 2018 in West Pokot County. Performance of functional writing skills in the county is the lowest compared to Turkana with 42.2% and Samburu with 43.9%. The purpose of the study was to establish the influence of selected teacher preparedness determinants of achievement in English functional writing skills among secondary school students in West Pokot County. The objectives of the study were to: establish the Influence of teacher preparedness on leaners achievement in English functional writing among secondary school learners in West Pokot County. Kenya. A conceptual framework was used show the relationship between independent variables (teacher preparedness) and dependent variable (students’ achievement in functional writing). The study used descriptive survey and correlation study designs. The study population consisted of 2580 Form 4 students who had been taught all functional skills, and 34 teachers of English subject from 34 schools. The study used saturated sampling technique to select 31 teachers while Krejcie and Morgan table was used to determine sample size of 334 students who were then randomly sampled. Data collection was done through teacher questionnaire and observation schedule, achievement test. Pilot study comprised of 3 teachers of English and 250 students from 3 secondary schools. Cronbach’s alpha formula was used to establish instrument’s reliability whereby reliability coefficient for Teacher questionnaire was 0.82. Supervisors from the Department of Educational Communication Technology, and Curriculum Studies of Maseno University ascertained content validity of instruments. Descriptive statistics (percentages and mean), were used to analyze quantitative data. A random effect model was used to show the magnitude of relationship between variables. The findings revealed that the relationship between teachers’ preparedness and students’ achievement was statistically significant (1.67, 95% CL: 1.31, 2.05; p-value<0.001). The study concludes that teacher preparedness was the most significant factor. The study recommended that teachers should prepare well to meet need of the learners.

Narrativizing Kenya’s Historiography Through Selected Popular Fiction

Sat, 01 Jan 2022 00:00:00 GMT

Narrativizing Kenya’s Historiography Through Selected Popular Fiction Julius Kipkorir A. Chepkwony The paper is premised on the intersection of popular fiction and history through narrativizing events. Language plays an important role in the revelation of a country‘s historical transformation. Writers use elevated language to foreground Kenya‘s historical transformation. Fictionalization of history is one mode the society is read and interrogated. The focus of the discussion is narrative techniques and how they interweave historical concerns within the Kenyan context. The paper is premised on the exploration of historiographic dimension as narrativized in selected popular texts. The major contention is that popular literature narrativizes the country‘s historical moments. The paper locates itself within New Historicist and Formalist theoretical frameworks. New Historicism as propagated by Greenblatt and Montrose indicates that texts are historical documents entrenched and located in culture and portrays of historical processes in a society. Formalism, as propounded by Victor Shklovsky examines the literariness of a text in the evaluation of ideological concerns; socio-historical, political and cultural issues notwithstanding. Narrative technique is one literary mode that mediates between history and fiction. Through purposive sampling, the texts Wahome Mutahi‘s Three Days on the Cross, Kinyanjui Kombani‘s The Last Villains of Molo and Muroki Ndung‘u‘s A Friend of the Court were arrived at because they are pregnant with fictionalized history. Qualitative research method that is library based was used to excavate and chisel out data that that was required for analysis and interpretation. An interpretivist research design was used. The study aims at establishing that literature has affinity to history since there is interconnectedness. The study adds up to the dialectical polemics on both fictionalization of history and historicization of fiction; a debate that still bombards the literary scene.