Effect of Students’ Inclusivity on Efficacy of 100% Transition in Public Secondary Schools in Kisii County, Kenya
Abstract
This study investigated the effect of students’ inclusivity on the efficacy of 100 per cent transition in public secondary schools in Kisii County, Kenya. The study adopted both descriptive survey and mixed research designs. The study targeted a total of 33,593 students, 4,986 teachers, and 186 principals out of which a sample of 380 students, 357 teachers, and 27 principals was selected. Regression analysis showed that the variations of students’ inclusivity could result in improved efficacy of learner’s transition in secondary schools in the County by 32.4%, and it was statistically significant, p<.05. Additionally, ANOVA (F (1,206) = 62.842, P=.000<.05) showed a statistically significant effect of inclusivity on the efficacy of 100% transition in the County. The interviews conducted showed that public secondary schools did not have requisite physical facilities like ramps to support learning to physically challenged students, and also, most physical facilities were poorly maintained. Braille machines for visually impaired students also lacked in most secondary schools. An inclusive process of selecting students’ representatives through a democratic process was in most schools; however, Students’ Councils excessive empowerment need to be checked to curb instances of bullying their colleagues
Downloads
References
Amin, S., & Chandrasekhar, S. (2012). Looking beyond universal primary education: Gender differences in time use among children in rural Bangladesh. Asian Population Studies, 8(1), 23–38.
Andrew, S. L., & Orodho, J. A. (2014). Socio-Economic Factors Influencing Pupil’s Access to Education in Informal Settlements: A Case of Kibera, Nairobi County, Kenya. International Journal of Education and Research, 2(3), 1–16.
Andrews, R. J., Jargowsky, P., & Kuhne, K. (2012). The effects of Texas’s targeted pre-kindergarten program on academic performance. National Bureau of Economic Research.
Ansari, A., & Winsler, A. (2012). School readiness among low-income, Latino children attending family childcare versus centre-based care. Early Child Development and Care, 182(11), 1465–1485.
Bahena, S., Schueler, B. E., McIntyre, J., & Gehlbach, H. (2016). Assessing parent perceptions of school fit: The development and measurement qualities of a survey scale. Applied Developmental Science, 20(2), 121–134.
Baker, C., & Sienkewicz, A. (2000). The care and education of young bilinguals: An introduction for professionals. Multilingual Matters.
Bernal, R., & Keane, M. P. (2011). Child care choices and children’s cognitive achievement: The case of single mothers. Journal of Labour Economics, 29(3), 459–512.
Burchinal, M., Vandergrift, N., Pianta, R., & Mashburn, A. (2010). Threshold analysis of association between child care quality and child outcomes for low-income children in pre-kindergarten programs. Early Childhood Research Quarterly, 25(2), 166–176.
Campbell, A. J. (2020). Let the data speak: Using rigour to extract vitality from qualitative data. Electronic Journal of Business Research Methods, 18(1), pp1-15.
Chisamya, G., DeJaeghere, J., Kendall, N., & Khan, M. A. (2012). Gender and education for all: Progress and problems in achieving gender equity. International Journal of Educational Development, 32(6), 743–755.
Coley, R. L., Lombardi, C. M., Sims, J., & Votruba-Drzal, E. (2013). Early education and care experiences and cognitive skills' development: A comparative perspective between Australian and American children. Family Matters, 93, 36–49.
Dalli, C., White, E. J., Rockel, J., Duhn, I., Buchanan, E., Davidson, S., & Wang, B. (2011). Quality early childhood education for under-two-year-olds: What should it look like? A literature review. Report to the Ministry of Education. Ministry of Education: New Zealand.
Desa, G., & Basu, S. (2013). Optimization or bricolage? Overcoming resource constraints in global social entrepreneurship. Strategic Entrepreneurship Journal, 7(1), 26–49.
Finlay, C., Kinsella, W., & Prendeville, P. (2022). The professional development needs of primary teachers in special classes for children with autism in the republic of Ireland. Professional Development in Education, 48(2), 233–253. https://doi.org/10.1080/19415257.2019.1696872
Ganley, C. M., & Vasilyeva, M. (2011). Sex differences in the relation between maths performance, spatial skills, and attitudes. Journal of Applied Developmental Psychology, 32(4), 235–242.
George, Z. K. M. K. K., & Nkonke, M. M. G. R. (2012). Factors Contributing to Students’ Poor Performance in Mathematics at Kenya Certificate of secondary Education in Kenya: A case of baringo County, Kenya.
Dworkin, S. L. (2012). Sample size policy for qualitative studies using in-depth interviews. In Archives of sexual behaviour (Vol. 41, Issue 6, pp. 1319–1320). Springer.
Fetters, M. D., Curry, L. A., & Creswell, J. W. (2013). Achieving integration in mixed methods designs—principles and practices. Health Services Research, 48(6pt2), 2134–2156.
Gubler, M., Brügger, A., & Eyer, M. (2019). Adolescents’ perceptions of the psychological distance to climate change, its relevance for building concern about it, and the potential for education. In Climate change and the role of education (pp. 129–147). Springer.
Haggis, S. M. (1991). Education for All: Purpose and Context. World Conference on Education for All (Jomtien, Thailand, March 5-9, 1990). Monograph I. Roundtable Themes I. ERIC.
Jones, P. W. (2018). International policies for third world education: UNESCO, literacy and development. Routledge.
Kant, I. (2015). The categorical imperative. In Thinking about the Environment (pp. 96–102). Routledge.
Kaplan, H. M. (2013). Pediatric Euthanasia: The End of Life as an End in Itself?
Karue, N., & Amukowa, W. (2013). Analysis of factors that lead to poor performance in Kenya Certificate of Secondary Examinations in Embu District, Kenya.
Könings, K. D., Mordang, S., Smeenk, F., Stassen, L., & Ramani, S. (2021). Learner involvement in the co-creation of teaching and learning: AMEE Guide No. 138. Medical Teacher, 43(8), 924–936.
Kraay, A. (2018). Methodology for a World Bank human capital index. World Bank Policy Research Working Paper, 8593.
Krejcie, R., & Morgan, S. (1970). Sample size determination. Business Research Methods, 4(5), 34–36.
Lonchar, C. M. (2022). Barriers to Girls’ Education in the Developing World. Ohio University.
Mayhew, M. J., Hubbard, S. M., Finelli, C. J., Harding, T. S., & Carpenter, D. D. (2009). Using structural equation modelling to validate the theory of planned behaviour as a model for predicting student cheating. The Review of Higher Education, 32(4), 441–468.
Mingat, A., & Ndem, F. (2010). Developing Lower secondary education.
Ministry of Education. (2021). Education Sector Report 2021. Nairobi: Government Printer
Ministry of Education. (2014). Education for All Report for Tanzania Mainland. http://unesdoc.unesco.org/images/0023/002314/231484e.pdf.
Neale, J. (2016). Iterative categorisation (IC): a systematic technique for analysing qualitative data. Addiction, 111(6), 1096–1106.
Njeru, W. K., Muiruri, M. N., Njeru, G. M., & Thinguri, R. (2014). An Investigation on Impact of Free Primary Education on Quality of Education in Kenya Primary Schools. Journal of Education and Practice, 5(20), 26–31.
Njonjo, N. (2013). Socialising women into marital responsibilities: the emerging phenomena of bachelorette parties among educated young women in Nairobi. University of Nairobi.
Odongo, G. (2018). Barriers to parental/family participation in the education of a child with disabilities in Kenya. International Journal of Special Education, 33(1), 21–33.
Ohba, A. (2011). The abolition of secondary school fees in Kenya: Responses by the poor. International Journal of Educational Development, 31(4), 402–408.
Orodho, J. A., Waweru, P. N., Ndichu, M., & Nthinguri, R. (2013). Basic education in Kenya: Focus on strategies applied to cope with school-based challenges inhibiting effective implementation of curriculum. International Journal of Education and Research, 1(11), 1–20.
Otieno, K. J., Ajowi, J. O., & Gudo, C. O. (2018). Influence of principals’ performance in training teachers in Information Communication Technology on usage of ICT for teaching and learning in secondary schools.
Paxton, R. J., Phillips, K. L., Jones, L. A., Chang, S., Taylor, W. C., Courneya, K. S., & Pierce, J. P. (2012). Associations among physical activity, body mass index, and health-related quality of life by race/ethnicity in a diverse sample of breast cancer survivors. Cancer, 118(16), 4024–4031.
Pearson, D., Henry, A., Pearson, J. D., & Williams, P. (2014). Denton Pearson, 2014.
Pekkarinen, T. (2012). Gender differences in education. Nordic Economic Policy Review, 1(1), 165–194.
Prew, M., Msimango, S., & Chaka, M. (2011). Literature review on school funding in sub-Saharan Africa. Johannesburg: CEPD.
Psacharopoulos, G. (2014). The returns to investment in higher education: Methods, data and policy implications. In using data to improve higher education (pp. 119–148). Brill.
Psaki, S. R., McCarthy, K. J., & Mensch, B. S. (2018). Measuring gender equality in education: Lessons from trends in 43 countries. Population and Development Review, 44(1), 117–142.
Recica, B., Preniqi, D., & Arifi, D. (2021). The level of student participation in decision-making processes in Kosovo Universities: a comparative study between the University of Prishtina and the University of Business and Technology.
Reynolds, D., Sammons, P., De Fraine, B., Van Damme, J., Townsend, T., Teddlie, C., & Stringfield, S. (2014). Educational effectiveness research (EER): A state-of-the-art review. School Effectiveness and School Improvement, 25(2), 197–230.
Republic of Kenya. (2020). Kenya National Examination Council, KNEC Nairobi: Government Printers.http://www.knec-portal.ac.ke
Rieckmann, M. (2017). Education for sustainable development goals: Learning objectives. UNESCO publishing.
Sefa-Nyarko, C. (2016). Civil war in South Sudan: is it a reflection of historical secessionist and natural resource wars in “Greater Sudan”? African Security, 9(3), 188–210.
Sergiovanni, T. J. (1995). Small Schools, Great Expectations. Educational Leadership, 53(3), 48–52.
Smythe-Leistico, K., & Page, L. C. (2018). Connect-text: Leveraging text-message communication to mitigate chronic absenteeism and improve parental engagement in the earliest years of schooling. Journal of Education for Students Placed at Risk (JESPAR), 23(1–2), 139–152.
Sommer, M., Figueroa, C., Kwauk, C., Jones, M., & Fyles, N. (2017). Attention to menstrual hygiene management in schools: An analysis of education policy documents in low-and middle-income countries. International Journal of Educational Development, 57, 73–82.
Steven, A., Magnusson, C., Smith, P., & Pearson, P. H. (2014). Patient safety in nursing education: contexts, tensions and feeling safe to learn. Nurse Education Today, 34(2), 277–284.
Supply, W. J. W., & Programme, S. M. (2015). Progress on sanitation and drinking water: 2015 update and MDG assessment. World Health Organization.
Taaliu, S. T. (2017). Corruption in schools and universities in Kenya. Open Journal of Social Sciences, 5(4), 227–231.
Unesco, U. (2015). Water for a sustainable world.
Unicef. (2015). The investment case for education and equity. Unicef.
Werunga, K. R., Musera, G., & Sindabi, O. (2011). Factors affecting transition rates from primary to secondary schools: The case of Kenya. Problems of Education in the 21st Century, 32, 129.
Yikealo, D., Tareke, W., & Karvinen, I. (2018). The level of stress among college students: A case in the college of education, Eritrea Institute of Technology. Open Science Journal, 3(4).
Copyright (c) 2023 Jared Momanyi Mauti, Titus Ogalo Pacho, PhD, Benard Omenge Nyatuka, PhD
This work is licensed under a Creative Commons Attribution 4.0 International License.
