Abstract:The purpose of this study was to examine Perceptions of parents and teachers on the education of learners with low vision in an Inclusive regular public primary school in Keiyo South Sub-County, Kenya .The objectives of the study were to: establish the attitude of parents in the education of learners with Low Vision, find out the attitude of teachers in the education of learners with low vision, examine challenges facing parents in education of learners with low vision and determine challenges facing teachers in education of learners with low vision in an Inclusive regular public primary school in Keiyo South Sub-County. The study used a case study research design within a qualitative approach. The study was guided by Hoover Dempsey and Sandler theory. The target population was twenty-three (23) informants namely: 15 parents of learners with low vision, 6 teachers, 1head teacher and 1 quality Assurance standards officer. Saturated sampling technique was used to select 15 parents, 6 teachers, and 1 head teacher. Purposive sampling was used to select 1 quality assurance of standards officer. Interview schedules, questionnaires and focus group discussion guides were used as instruments for data collection. Trustworthiness and Authenticity of qualitative Instruments were ensured by use of multiple sources of data. Validity was established through expert vetting by two supervisors in the department of Special Needs Education and Early Childhood Development. Reliability issues were addressed by doing piloting in an inclusive regular public primary school in Eldoret. Qualitative data was analyzed thematically in an ongoing process as themes and sub-themes emerged in the study. The study findings revealed that both parents and teachers had positive attitude in educating the low vision learners. The challenges facing parents of children with low vision were: Lack of knowledge on handling learners/children with low vision, parents / women were stigmatized, poverty, ignorance and negligence from their spouses for having given birth to children who are visually impaired. The challenges facing teachers in teaching learners with low vision were: lack of teaching/ learning materials and equipment in implementing the daily living skills and in implementing core curriculum skills, poverty on the side of parents, absenteeism of children and lack of physical facilities in terms of adaptation in the physical environment that would accommodate low vision learners .The study concluded that though parents had a positive attitude to educate the low vision learners, poverty and stigmatization pull them back due to lack of knowledge on what core – curriculum and daily living skills entails. The study then recommends that parents need skills and knowledge on how to handle learners with low vision through seminars and workshops. Provide guidance and counseling to parents of these children with low vision and educate them just like their able - siblings. A study on mitigation measures against challenges that learners with low vision face would expound the present study.

Abstract: Field trips must be well planned, for students to realize their cognitive and affective benefits as well as the opportunity to enjoy and explore an outdoor environment. Literature has shown that there are challenges of outdoor educational activities. Thus, the purpose of this study was to establish the perceptions of agriculture teachers and students towards quality of effective field trips in learning agriculture in secondary schools. A total of 22 agriculture teachers and 380 agriculture students from Boys Boarding, Girls Boarding, Mixed Day/Boarding and Mixed Day secondary schools from 17 secondary schools in Rarieda Sub-County of Kenya were sampled to participate in the study. Cluster sampling procedure was employed. Data on perceptions were collected using questionnaires. Data was analyzed using descriptive statistics (mean and standard deviation) and analysis of variance (ANOVA). The results showed that the respondents had a positive perception towards all the items. The positive perceptions implied that the components of field trips investigated has an influence on an effective agricultural field trip. Majority of the respondents had a view that agricultural field trips should involve active student engagement and evaluation of the students after the trip. There was no statistically significant difference in teachers’ perceptions on quality of effective agricultural field trip and selected characteristics: professional qualification and years of teaching experience. The study recommends that agriculture teachers should embrace the quality indicators established in order to maximize learning during the field trips.

Abstract:The study investigated learning styles as predictors of students’ academic achievement. Two research questions and corresponding hypotheses were formulated to guide the study. The participants in the study were 1,269 (males = 627, females = 642) students drawn from public secondary schools in Rivers State, Nigeria. A multi-stage sampling technique was used to draw the sample of the study. Two valid instruments tagged, Visual, Aural, Read/write and Kinesthetic (VARK) questionnaire and Mathematics and English Achievement Test (MEAT) were used for the collection of data in the study. The reliability of VARK questionnaire was determined using Cronbach alpha with coefficient values of 0.75, 0.74, 0.77 and 0.76 for visual, aural, read/write and kinesthetic learning styles respectively. The reliability for MEAT was determined using test-retest and coefficient value of 0.86 and 0.79 were obtained respectively. The research questions were answered using regression analysis (simple and multiple). The null hypotheses were tested at .05 alpha level. The result of the study revealed that learning styles are statistically significant predictors of academic achievement of students. Again, male and female students differ significantly in their learning styles. Based on the findings conclusions were drawn and recommendations made.

Abstract:The study sort to determine the effect of inventory management on performance of the education sector in Kenya. The study adopted census survey to collect data from all the 100 supply chain officers in the Ministry of Education headquarters in Nairobi forming the target population. The study adopted a descriptive study to collect data from all the 100 respondents using structured questionnaires. Data collected was analyzed using Quantitative data analysis techniques involving use of descriptive and inferential statistics. Inferential statistics included use of multiple linear regression model and bivariate correlation. Results were presented in form of frequency distribution tables and pie charts. Qualitative data was analyzed through content analysis and presented in continuous prose form. The study was governed by three theories; inventory theory, stock diffusion theory and inventory and production theory. The effect of inventory management: Economic Order Quantity Management, Just in Time Replenishment, Materials and Requirements Planning and Inventory Control on the performance of the education sector in Kenya was deduced from the results of the study. The Inferential statistics revealed that there existed a strong positive and statistically significant relationship between the variables; economic order quantity, Just-in-Time replenishment, Materials and requirements planning and inventory control and the performance of the education sector in Kenya. Study results established that the Ministry had invested in systems to manage and keep track of inventory. The findings revealed that inventory control helped the Ministry to achieve maximum performance in terms of service delivery. The study established that there is a great need to ensure that stock levels are managed effectively at the Ministry using the Economic Order Quantity to avoid stock out.  The study concluded that Just-in-Time replenishment needed to be revived with a view of ensuring that the Ministry maintains the required inventory and recommended that the management at the Ministry plan for various materials’ requirements embracing proper inventory control practices to ensure quality products in the store.

Abstract:Study examined the income differentials among different formal education graduates engaged in small scale business in Oyugis Town, Homa Bay County. The population for the study comprised of one small scale traders and council workers of Oyugis town. Simple random sampling technique was used to select 10% of the population comprised of 123 small scale traders and council workers among a total of 128 respondents. Questionnaires and interview schedule were the main instruments used to collect data. The result of the study revealed that the mean daily income for the lower education graduates was ksh. 981.75 While daily income for higher education graduates was ksh. 1722.30 Emerging from the findings it was recommended that small scale traders to be encouraged to acquire more education before or after joining business.

Abstract: The objective of this study was to examine the causes and extent of drug abuse in public secondary schools in Nyamira North Sub-County, Kenya. The population for the study composed all public secondary schools, principals, teachers and students of public secondary schools.  Random sampling was applied to select a sample of 11 principals, 97 teachers and 1728 students.  Questionnaires and interview schedule were the main research instruments used to collect data.  The results of the study revealed that drug abuse was common among secondary school students with alcohol being the commonly abused drug.  Based on the findings, it was recommended that a combination of guidance and counseling, mentorship and policy approaches should be adopted to address the problem of drug abuse in the sub-county.

Abstract: Assessment is an integral part of instruction, as it determines whether or not the goals of instruction are met. It is where decisions about grades, placement, advancement, instructional needs, curriculum and funding are based. It follows that teachers must possess assessment skills to assure that results of assessment are valid and reliable. This study explored the assessment skills and practices of the faculty members in the Camarines Norte State College, College of Education. It also determined the frequency of use of the traditional and alternative or authentic assessment techniques. Result of the study indicated that the respondents are skilled in following guidelines in writing test items, using of traditional assessment, grading, communicating results, and using alternative assessment. They are however, somewhat skilled in using statistical analyses of classroom assessment data and using data. The respondents often followed assessment practices, wrote test items, used traditional assessment, used grading, communicated results, used alternative assessment and used data to improve teaching-learning process; they on the other hand used statistical analyses of classroom assessment data only occasionally. There is a significant difference in the respondents’ frequency of use of traditional and alternative assessments as to age and years of teaching experience while no significant difference in the frequency of use of these types of assessments relative to sex, educational attainment and school level assignment. Results indicate that the frequency of use of the assessment types changes as the age and years of teaching experience of the teacher increase. The three groups of respondents significantly differed in their use of statistical analyses of classroom assessment data based on school level assignment and years of teaching experience.  The respondents are a little skilled in using classroom assessments techniques.  Results imply that there is a need for all groups to try using other assessment techniques to properly evaluate the performance of their students. An in-service training program on the preparation of assessment tools and how results could be used to improve instruction is proposed for implementation.

Abstract:This action research investigated if teaching Grade 7 science using Multimedia Supported Inquiry-based Learning improved the academic performance of the students. The study utilized pre-test-post test control group design. Two sections of Grade 7 were purposely selected to be the control and experimental group of the study. Both the control (N=50) and experimental group (N=49) was taught using Inquiry-based Learning but the experimental group was given multimedia as a support intervention. Pre-test/post-test was administered using a validated 15-item questionnaire adapted from Grade 7 Science Learner’s Material Module for the K-12 program of the Department of Education. Analysis of data was done after two-week intervention. After comparing the post-test means of the control and experimental group the means are significantly different. The results showed enough evidence that Multi-media supported Inquiry-based Learning was much better teaching approach compared to Inquiry-based learning alone. The study therefore concludes that Inquiry-based Learning must be supported by Multimedia in teaching science to better improve the academic performance of the students.