Jonathan Muema Mwania’s research while affiliated with South Eastern Kenya University and other places

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 investigate the influence of availability of internet connectivity on teachers’ integration of information communication technology in teaching and learning in public primary schools in Kakamega County, Kenya. The study objectives sought to determine the influence of the degree of internet connectivity in various categories of schools on integration of information communication technology in teaching and learning and in public primary schools in Kakamega County, Kenya and to establish the influence of internet accessibility on integration of information communication technology in teaching and learning in public primary schools in Kakamega County, Kenya. The study used Technological Pedagogical Content Knowledge theory. The study used descriptive survey design. The target population of the study was 1County Director of Education, 356 public primary school head teachers and 3204 public primary school teachers. The sample size for the study was 1 County Director of Education, 189 public primary school head teachers and 356 public primary school teachers who were selected using purposive sampling, proportionate sampling, simple random sampling and census sampling techniques. The sample frame for the study consisted of 546 respondents. Data was collected using questionnaires and interview schedule. Data for this study was presented in frequency tables. Both a quantitative and a qualitative analysis of the results was performed. In order to determine the degree of relationship between internet connectivity and teachers’ integration of information communication technology in teaching and learning in public primary schools, the Chi-square (X2) test was utilized. It was anticipated that, the planners and policy makers will use the study’s findings as a basis for revamping the country’s present internet strategy in order to address the problems impending teachers’ integration of information communication technology in teaching and learning in public primary schools, students would graduate with knowledge and abilities that are competitive on a worldwide scale and go on to play an important role in the development of their country. The results of this study showed that, 76.12% of the sampled public primary boarding schools were connected to internet while 23.88%were not connected to internet. 12.84% of the public primary day schools were connected to internet while 87.16% of these categories of schools were not. The Chi-square (x2)test results showed that internet connection in public primary schools was not significantly different in public boarding primary schools than in public day primary schools (X2 =14.249, P Value =0.512). These findings indicate that, most public primary schools were not connected to internet and therefore, teachers’ integration of information communication technology in teaching and learning in public primary schools in Kenya was minimal. The study therefore recommends that, the government of Kenya through the Ministry of Education should offer broadband internet connection packages to teachers at fair installment and payment terms.

The purpose of the study was to investigate the influence of teacher training in information communication technology on integration of information communication technology in teaching and learning in public primary schools in Kakamega County in Kenya. The study objectives sought to determine the level of teachers’ training in information communication technology for integration of information communication technology in teaching and learning; ascertain the influence of teachers’ academic qualification in information communication technology on integration of information communication technology in teaching and learning and to establish the influence of teachers attendance of in service course in information communication technology on integration of information communication technology in teaching and learning in public primary schools in Kakamega County, Kenya. Technological Pedagogical Content Knowledge theory was used for the study. A descriptive survey research design was used for the investigation. The sample size was determined using the census sampling, proportionate sampling, simple random sampling, and purposive sampling techniques. The sample size included 356 public primary school teachers, 189 public primary school head teachers, and 1 County Director of Education. The study used questionnaires and interview schedules to collect responses from 546 participants. Tables and charts were used to present the data. The results were analyzed both quantitatively and qualitatively. The Chi-square (x2) test was used to assess the degree of correlation between teachers’ use of information and communication technology and teaching and learning in public primary schools. Cronbach alpha (0.05) was the criterion for significance. This study was significant since it increased our understanding and aided in the development of future ICT integration strategies for teaching in the classroom. The study revealed that the majority of public primary school teachers lacked Information Communication Technology training. In order to integrate ICT into teaching and learning, the study recommended that teachers acquire training in information and communication technology.

The purpose of this study was to examine the influence of Democratic leadership style on students’ academic performance in public secondary schools in Mwala Sub-county, Kenya. This study used a descriptive survey research design. Target population of the study was all the 72 schools, all the 72 principals, and all the 471 teachers in Mwala Sub-county public secondary schools. Out of the population of 72 schools, 36 were chosen through stratified random sampling technique. All the 36 principals of the sampled schools were purposively included in the study. Yamene (1967) formula was used to give a sample of 216 teachers. Proportional allocation method was used to identify a weighted teachers’ sample for each school. Simple random sampling technique was employed to select the participating teachers in each school. The instruments were validated through piloting and by research experts to ascertain content validity while reliability was achieved through piloting using the test-retest reliability technique. Data were coded and entered into Statistical Package for Social Sciences (SPSS) version 23.0 for analysis. Inferential statistics which involved running correlation analysis at a 0.05 level of significance were employed to test the nature and strength of relationships between variables. The results established that there was a weak positive but statistically significant correlation between democratic leadership style and students’ academic performance (R=.365, p=.043). Based on the findings, the study recommends to the Kenya Institute of Educational Management (KEMI) and the Teachers’ Service Commission (TSC) to regularly in-service teachers on leadership styles; principals to enhance practices associated with democratic leadership practices since it improves academic performance.

Purpose: Secondary school students face numerous challenges as they balance academic challenges, parental and peer pressures, emotional issues related to puberty changes and adolescence expectations. They also grapple about not knowing what the future holds in terms of career paths. As a result of these challenges, it is common for adolescents to have suicidal thoughts that may lead to suicide attempts.. Suicide is among the leading cause of death in young people and is prevalent worldwide. Suicidal behavior has been associated with attachment security in studies but few of these studies have been done in Kenyan adolescents. This study filled this gap by investigating whether attachment styles predicted suicidal behavior in students attending secondary schools in Nairobi, Kenya. Methodology: The study was correlational in design and was based on the attachment theory. Three hundred and sixty seven randomly selected students completed self-report measures consisting of the Attachment Styles Questionnaire and a Suicidal Behavior Scale. Findings: Results of multiple regression showed that that attachment styles significantly predicted suicidal behavior (F = 36.125, P < .000) and 30% of variance in suicidal behavior was attributed to the attachment styles (R2 = .300). Preoccupied (β = .487, P < .001) and dismissing (β = .122, P = .018) attachment styles predicted suicidal behaviors. Unique Contribution to Theory, Practice and Policy: The contribution to knowledge of this paper is that it provides a theoretical and practical contribution on the importance of attachment styles in predicting suicidal behaviours. The results of the study show that attachment security plays an important role in adolescents’ suicide behavior as insecurely attached students have a higher risk of suicide.Basically, the study contributed to a theoretical enhancement of the current level of knowledge on the existing literature on attachment styles and suicidal behaviours, achieved by testing empirically the adolescent behaviour. Therefore, suicide prevention programs should take into account adolescents’ attachment styles.

The purpose of this study was to determine the extent to which principals’ use of transformational leadership style influences students’ academic performance in public secondary schools in Mwala sub-county, Machakos County. This study used descriptive survey research design. It targeted 72 schools, 72 principals and 505 teachers in Mwala Sub-county. The study employed stratified random sampling technique to select 36 principals and simple random sampling technique to include 216 teachers. The instruments were validated through piloting and by research experts to ascertain content validity while reliability was achieved through piloting using test-retest method. Data was coded and entered into Statistical Package for Social Sciences (SPSS) version 23.0 for analysis. Descriptive statistics which included frequencies, percentages, means and standard deviations were employed to analyse data. Inferential statistics which basically involved running correlation analysis at 0.05 level of significance were employed to test the nature and strength of relationships between variables. The study employed tables to present the analysed results. The results revealed that there was weak positive but statistically significant correlation between transformational leadership style and students’ academic performance (R=.374, p=.038). The study recommends to: Kenya Institute of Educational Management (KEMI) and the Teachers’ Service Commission (TSC) to regularly in-service teachers on leadership styles; principals to enhance practices associated with transformational leadership practices since they improve academic performance.

Infection with sexually transmitted diseases and unwanted pregnancies are risks associated with adolescents’ risky sexual behavior. Mental models of attachment relationships influence behavior and may influence adolescents’ involvement in sexual activities that are risky. This study explored whether attachment styles predicted adolescents’ involvement in risky sexual behavior. A correlational study design was adopted with 367 students from public secondary schools in Nairobi County taking part in the study. The Attachment Styles Questionnaire and Risky Sexual Behavior Scale were used to collect data. Multiple regression analysis was used to determine whether secure, preoccupied, dismissing or fearful attachment styles predicted students’ risky sexual behavior. The study found that preoccupied attachment style and secure attachment style had predictive effects on risky sexual behavior. Preoccupied attachment style was predictive of greater involvement in risky sexual behavior whereas secure attachment style was predictive of less risky sexual behavior. It was evident based on the findings that secure attachment style was protective against risky sexual behavior whereas preoccupied attachment style created vulnerability to risky sexual behavior. It was recommended that special attention should be paid to adolescents with insecure attachment styles in guidance and counseling programs aimed at discouraging adolescents’ risky sexual behavior and parents/guardians should be encouraged to be more nurturing towards their children in order to encourage formation of secure attachment which was protective against risky sexual behavior. Keywords: attachment styles, attachment avoidance, attachment anxiety, secure attachment, risky sexual behavior