George M. Muthaa

Bio: George M. Muthaa is an academic researcher. The author has contributed to research in topics: Primary education & Conflict resolution. The author has an hindex of 6, co-authored 16 publications receiving 177 citations.

Factors Contributing To Students' Poor Performance in Mathematics at Kenya Certificate of Secondary Education in Kenya: A Case of Baringo County, Kenya

Abstract: Performance in Mathematics by students has persistently been poor. This study sought to investigate the factors contributing to the poor performance and to establish the strategies that can be adopted to improve performance in Mathematics by students in secondary schools in Baringo County in Kenya. The study to determine the school based factors that affect students’ performance in Mathematics in secondary schools, socio-cultural factors that affect them and their personal factors that affect performance in Mathematics, and established the strategies that can be adopted to improve performance in Mathematics. Descriptive survey research design was adopted for the study. The target population was 1876 respondents which comprised of Form Three secondary school students in Koibatek District, 132 Mathematics teachers and 9 head teachers. The data for the research was collected by use of three questionnaires; student, teachers and head teachers questionnaires. Factors contributing to poor performance include under staffing, inadequate teaching/ learning materials, lack of motivation and poor attitudes by both teachers and students, retrogressive practices. Improving on these factors and sensitization of the local community to discard practices which prohibit student’s effective participation in learning mathematics could improve performance in Mathematics. It is anticipated that the findings of this study will give curriculum developers new insights into emerging issues on performance and influence the Ministry of Education on policy formulation. Students are also expected to benefit from the findings; because improved mathematics performance will give them opportunities to pursue science related courses in higher institutions of learning and middle level colleges.

Factors Contributing to Students Poor Performance in Mathematics in Public Secondary Schools in Tharaka South District, Kenya

Abstract: The performance of students in mathematics in K.C.S.E has been generally poor as compared to other subjects in Kenya and in particular Tharaka South district. This study was initiated to find out the factors that lead to students’ poor performance in mathematics in the district. The study adopted a descriptive survey research design to establish the factors that lead to students’ poor performance in mathematics. The study was carried out in Tharaka South District, Kenya, which has a total of 14 public secondary schools. The target population was 2,332 respondents. The population was sampled using the stratified sampling technique so that all categories of schools were included in the study and then proportionately sampled to give a sample size of 248 respondents. The study used 4 questionnaires, the head teachers’, and heads of Department, teachers and students questionnaires. Split-half technique using Spearman Brown Prophecy formula was used to check the reliability of the questionnaires and experts from the department of education validated the instruments. Coefficients of 0.702, 0.741, 0.753 and 0.707 were realized for the head teachers, heads of departments, mathematics teachers and students’ questionnaires respectively. Data collected was analyzed using Statistical Package for Social Sciences (S.P.S.S) version 11.5 windows and then presented in form of frequency tables and percentages. The significant factors leading to poor performance included inadequate teaching force, students’ absenteeism, poor entry marks, poor assessment techniques and poor teaching methods. The intervention strategies suggested included completing the syllabus in time, provision of adequate and qualified teaching force and in-service programmes. The study is significant as its findings will be used by education policy makers and pre-service training of teachers. Key Words: Factors, Perfomance

Dropout among Male Pupils in Primary Schools of Igembe District, Kenya

Abstract: Education plays a key role in human development through the process of empowering people to improve their well being and participation in national building. Dropout however poses a serious threat to gains in education despite the Government emphasis on Education for All by the year 2015. In Igembe District the problem is more pronoused among the male children. The study used the ex-post facto research design. The target and accessible population constituted of educational officers, head teachers, guidance and counseling teachers and pupils. A sample size of 364 was used for the study.This study sought information on causes of dropout among boys and strategies that could be adopted to address this problem. The study established that dropout of male pupils was a common problem that required urgent attention. The major factors leading to dropout included; child labour, family instability, initiation, drug abuse and lack of role models. The study recommends affirmative action for the boy child, abolishing of child labour and initiation of boys after completion of primary school as strategies that could address dropout among male pupils.

Assessment of Counselling Needs among Students in Kenyan Universities

Abstract: The intention of this paper was to investigate the counselling needs of students in Kenyan universities. The counselling needs investigated were categorised into career/educational needs, personal needs, and life skills needs. The study employed descriptive survey research design. A sample of 487 respondents who comprised students, student counsellors and peer counsellors from six randomly selected universities of Kenya were used. Stratified, Purposive and random sampling techniques were used to select the respondents. Data was collected by use of questionnaires for the students and the peer counsellors and an interview schedule for the student counsellors. Descriptive statistics was used for data analysis. The findings revealed that students in Kenyan universities experienced the three categories of needs. The results in weights and averages were: Career/Educational needs (WA=2.66), personal needs (WA=3.01) and life skills needs (WA=2.66). It was recommended that the universities carry out needs assessment on a continuous basis in order to develop or modify counselling programmes that are in line with the ever changing student needs. The findings of this study may help the policy makers, university administrators and student counsellors to realise that students’ needs are ever changing and thus a continuous needs assessment is essential in order to offer guidance and counselling services that are congruent to the needs of the student in the Kenyan universities. Key words: Counselling Needs, Kenyan universities, students

Effectiveness of Examination Handling and Distribution Procedures in Curbing Malpractices in Secondary Schools in Eastern Province, Kenya

Abstract: Examinations provide discriminatory criteria for individuals and evaluate whether educational goals are being achieved. To guarantee equity, fair evaluation must be devoid of all malpractices. The KNEC has put in place policies aimed at reducing cases of examination malpractices; however there has been a rise in reported cases of examination malpractices with the release of every examination results. The current study sought to determine the effectiveness of the examination handling and distribution procedures in addressing the examination malpractices. A sample size of 511 subjects was involved in the study. The study was conducted using descriptive survey research design. Reliability of instruments was determined using cronbach coefficient alpha method. The study established that the management of the examinations is dominated by the male gender. Handling and distribution of examinations was blamed for examinations malpractices. The researcher recommends training for all personnel involved in the management of the examinations.

MedicineNet

Abstract: MedicineNet是一家在线医疗保健出版公司，通过友好的交互式网站为用户提供通俗易读的专业权威性医学信息。该网站编辑团队由训练有素、极富经验的内科学、健康管理、互联网技术和商业领域资深专家组成，主体成员为经董事会认证的70多位内科医生。网站自成立以来得到了全美国用户的认可。

Sociology : an introduction

Abstract: This is an introduction to sociology, suitable for students encountering the subject for the first time. Sociology is the study of human beings as individuals and the society we live in. It tackles issues which form the centre of our lives, such as the family, education and employment. Learning more about sociology can help us understand the social forces which constrain us, and empowers us to take control of our own lives. This title covers the theories and methods of sociology and the social divisions, including class, gender, race, age and ability. It also deals with the changing nature of the family, the media and its influence, power and politics, and crime and devience. It addresses the subjects of work, unemployment and leisure, the education system and the welfare state, including poverty and health.

Home and school resources as predictors of mathematics performance in South Africa

Abstract: The creation of an environment conducive to learning is vitally important in the academic achievement of learners. Such an environment extends beyond the classroom and school to include the home. It is from these environments that learners draw resources, both tangible and intangible, that impact on their educational experience. While current bodies of literature focus on either school or home resources, this paper looks at both. Multiple regression analyses were conducted on the 2011 Trends in International Mathematics and Science Study (TIMSS) data to determine the resources factors that influence South African learners’ performance in mathematics. The findings reveal that both school and home environments play significant roles in learners’ mathematics performance. This paper therefore suggests that it is not only the socio-economic factors of schools that impact learners’ mathematics performance, but also that higher levels of parental education have a significant positive influence. Keywords : home resources; learning environment; mathematics performance; predictors of performance; school resources; TIMSS 2011

Depression and Anxiety Symptoms, Social Support, and Demographic Factors Among Kenyan High School Students

Abstract: Depression and anxiety are leading causes of youth disability worldwide, yet our understanding of these conditions in Sub-Saharan African (SSA) youths is limited. Research has been sparse in SSA, and prevalence rates and correlates of these conditions remain scarcely investigated. To help address these gaps, this cross-sectional study assessed the prevalence of adolescent depression and anxiety symptoms in a community sample of high school students in Kenya. We also examined associations between those symptoms and psychosocial and sociodemographic factors. We administered self-report measures of depression and anxiety symptoms, social support, gratitude, growth mindsets, and life satisfaction to 658 students (51.37% female) aged 13–19. Only the measures of depression (Patient Health Questionnaire-9), anxiety (Generalized Anxiety Disorder Screen-7), and social support (Multidimensional Scale for Perceived Social Support Scale) showed adequate internal consistency (Cronbach alpha > 0.70) in the study sample. Findings with these measures among Kenyan youths showed high levels of depression symptoms (45.90% above clinical cutoff) and anxiety symptoms (37.99% above clinical cutoff). Older adolescents reported higher depression and anxiety symptoms, as well as lower social support than younger adolescents. Females reported more anxiety than males, and members of minority tribes reported more anxiety than members of majority tribes. This study highlights the high prevalence of adolescent internalizing symptoms in Kenyan high school students, identifies important correlates of these symptoms, and illustrates the need for culturally appropriate assessment tools.