Dr. Redempta Kiilu’s scientific contributions

Studies show that only 27% of graduates believe that Universities and colleges taught them how to ask their own questions. The Question Formulation Technique (QFT) imparts students a way that makes them to think critically every time they read, connect the concepts and when deciding whether to take facts and information at face value or to dig a little deeper. Generally, it is reported that students ask less than a fifth of the questions teachers estimated would be elicited and deemed desirable Poor participation by students in the questioning during teaching and learning process has often led to poor learning outcomes which are manifested by poor performance in academics. The study was instituted to evaluate the equipping of 21st skills to secondary schools’ students using QFT trained teachers in ten schools in the South Eastern Region of Kenya. The teachers and students were trained to develop skills in producing of questions, categorizing questions, prioritizing questions and in reflections. The study found that teachers were eager to be trained in QFT skills so as to enhance an observed low student engagement and poor performance. The assessment of the implementation of QFT in content delivery found that students had many questions to ask if given opportunity and not judged during the teaching and learning process. The analysis of the questions showed that the QFT sparked student’s potentials into divergent, convergent and metacognition types of thinking during and after the teaching and learning process. The teachers had a challenge of focusing the student class questions to achieve the lesson objectives in the stipulated time of the lesson. However, online engagement of students with teacher was observed to be a key in spurring more learners’ curiosity in learning and in developing patterns in their thinking and ask questions and facilitate lifelong learning.

The study sought to examine the influence of school resource allocation on Strategic plan implementation. The study used a descriptive survey research design. The study targeted 351 public secondary schools, 351 public school principals, 1,404 class teachers and 1,755 academic Heads of Departments from which the sample of 105 principals, 176 academic Heads of Departments and 140 class teachers were derived. The respondents were sampled using stratified sampling technique. A questionnaire and an interview guide were the data collection instruments. Descriptive and inferential statistics were used to analyze data. Data was presented by used of frequency distribution tables and pie charts. Pearson’s product moment correlation coefficient and multiple linear regression was used to analyze the inferential data. The set level of hypothesis testing was at 0.05 level of significance. This may be significant to the school Board of Management policy makers in terms of know-how skills formulation, implementation and evaluation of strategic plan. This study found that resource allocation does not influence strategic plan implementation. Based on these findings, the study recommends that; the Government need to provide enough funds at the right time to finance the implementation of the schools’ strategic plan and to ensure schools have enough physical resources, enough human resources, and adequate learning resources. The researcher conducted Hypothesis testing using a multiple regression model at the 5 percent level of significance. The results of hypothesis testing gave a negative coefficient of -0.0168 on resource allocation was realized with a p-value of 0.714 which was not statistically significant at the 0.05 level. . Hence we fail to reject the hypothesis that, resource allocation has no effect on strategic plan implementation. This indicates that, resource allocation does not have a statistically significant effect on strategic plan implementation in public secondary schools in Machakos County.

The study sought to investigate the influence of leadership communication strategies on the Strategic plan implementation. The study used descriptive survey research deign. The study targeted 351 public secondary school principals, 1,404 class teachers and 1,775 academic Heads of Departments from which a sample of 105 principals, 176 academic Heads of Departments and 140 class teachers was derived. The respondents were sampled using stratified sampling technique. A questionnaire and an interview guide were data collection tools. Descriptive and inferential statistics were used to analyze data. Data was presented using frequency distribution tables and pie charts. Pearson’s Product Moment Correlation Coefficient and Multiple Linear Regression was used to analyze the inferential data. The set level of hypothesis testing was at 0.05 level of significance. This study may be significant to the school board of management members and policy makers in terms of know how skills on formulation, implementation and evaluation of strategic plan implementation in schools. This study found that school leadership communication strategies have a positive and significant influence on the strategic plan implementation. Based on these findings, the study recommended that the school principals should ensure clear information concerning duties.

This study sought to investigate institutional determinants of strategic plan implementation in public secondary schools in Machakos County, Kenya. The study objective sought to determine the influence of the stakeholders’ participation in school development plans on strategic plan implementation. The study used Descriptive survey research design. The study targeted 351 public secondary school principals 1,404 class teachers, and 1,755 academic Heads of Departments from which a sample of 105 principals, 176 academic HoDs and 140 class teachers was derived. Stratified sampling technique was used to sample the respondents. A questionnaire and an interview guide were the data collection tools. Qualitative and quantitative data was collected. Descriptive and inferential statistics was used to analyses data. Data was presented by use of frequency distribution tables, and pie charts. Person’s product-moment correlation Coefficient and multiple linear regression was used to analyze the inferential data. The set level of hypothesis testing was set at a 0.05 level of significance. This study may be significant to the school Board of Management members and policy makers in terms of know how skills on formulation, implementation and evaluation of strategic plans implementation in schools. This study found that stakeholder participation in school development plans have a positive and significant influence on the strategic plan implementation. Based on these findings, the study recommended that the stakeholders’ need to honor the invitation to take part in the school development plans in the strategic plan and in essence parents ought to be part and parcel in formulating the school strategic plan, and ensure the strategic plan implementation through school fees payment in time. Likewise Constituency Development Fund as stakeholders need to perform its duty in order to ensure adequate strategic plan implementation. The researcher conducted Hypothesis testing using a multiple regression model at the 5 percent level of significance. The results of hypothesis testing gave a positive coefficient of 0.2519 on stakeholder participation in school development plans was realized with a p-value of 0.000 indicating a statistically significant at the 0.05 level. Hence we reject the hypothesis that, stakeholder participation in school development plans has an effect on strategic plan implementation. This indicates that, stakeholder participation in school development plans does have a statistically significant effect on strategic plan implementation in public secondary schools in Machakos County.

The study sought to investigate the influence of school structure on the strategic plan implementation. The study used of a descriptive survey research design. The study targeted 351 public secondary schools, 351 public School principals, 1,404 class teachers, and 1,755 academic Heads of Departments from which the sample of 105 principals, 176 academic Ho Ds and 140 class teachers was derived. The respondents were sampled using stratified sampling technique. A questionnaire and an interview guide were the data collection instruments. Descriptive and inferential statistics were used to analyze data. Data was presented by use of frequency distribution tables and pie charts. Person’s product moment correlation coefficient and multiple linear regression was used to analyze the inferential data. The set level of hypothesis testing was at 0.05 level of significance. This study may be significant to the school board of management members and policy makers in terms of know how skills on formulation, implementation and evaluation of strategic plan implementation in schools. This study found that school structure in school development plan has a positive and significant influence on the strategic implementation in schools. Based on these findings, the study recommended that there is need for the schools to have forums to evaluate achievement of the goals and objectives in strategic plan. The researcher conducted Hypothesis testing using a multiple regression model at the 5 percent level of significance. The results of hypothesis testing gave a positive coefficient of 0.0470 on school structure results with a p-value of 0.314 and not statistically significant at the 0.05 level. Hence we fail to reject the hypothesis that, school structure has no effect on strategic plan implementation. This indicates that, school structure does not have a statistically significant effect on strategic plan implementation in public secondary schools in Machakos County.