Bachelors of Education

Permanent URI for this collectionhttps://repository.mua.ac.ke/handle/123456789/1316

Browse

Filter results by typing the first few letters
Now showing 1 - 8 of 8
  • No Thumbnail Available
    Item
    ASSESSING TEACHER EXPECTATIONS ON STUDENTS’ ACHIEVEMENT IN KENYA . A CASE STUDY IN SELECTED PUBLIC SECONDARY SCHOOOL IN KAJIADO COUNTY
    (Management University of Africa, 2025-06) ODHIAMBO ISAAC OCHIENG
    This study sought to assess teacher expectations on students’ achievement in Kajiado County, focusing on selected public secondary schools. ‘‘The purpose was to explore how teacher expectations, academic expectations, and growth mindset collectively influence students’ academic achievement’’. The study was anchored on Rosenthal and Jacobson’s Pygmalion Effect Theory, complemented by Dweck’s Mindset Theory and Gardner’s Theory of Multiple Intelligences. The research objectives were to examine the effect of teacher expectations on students’ achievement; to analyze how academic expectations shape student performance; and to evaluate the role of a growth mindset in enhancing achievement. The study targeted a population of 2,000 participants consisting of 1,600 students, 350 teachers, and 50 school administrators, with a sample size of 266 students, 60 teachers, and 7 administrators. The study adopted a descriptive survey research design. Data were collected through structured questionnaires distributed among the sampled groups. The data were then analyzed using descriptive statistics including frequencies and percentages and presented in tables and charts for clarity. ‘‘Findings revealed that teacher expectations significantly influence students’ motivation and performance; academic expectations set by teachers and institutions enhance students’ commitment to academic work; and promoting a growth mindset among students contributes to improved academic outcomes’’. The study concluded that positive teacher expectations combined with supportive academic environments and deliberate cultivation of a growth mindset are critical in boosting student achievement. It recommended professional development programs for teachers to raise awareness of expectation effects, fostering growth mindset practices in classrooms, and strengthening academic support systems within schools in Kajiado County.
  • No Thumbnail Available
    Item
  • No Thumbnail Available
    Item
    FACTORS AFFECTING ACADEMIC ACHIEVEMENT IN SECONDARY SCHOOLS IN KENYA. A CASE STUDY OF SECONDARY SCHOOLS IN LAIKIPIA COUNTY.
    (Management University of Africa, 2025-06) JOHN KARIUKI KINYUA
    The general objective of this study was to examine the factors affecting student academic achievement in secondary schools within Laikipia County, Kenya. It specifically looked into the roles of socio-economic background, school infrastructure, parental involvement, and peer influence. The study adopted a descriptive survey design and collected data from 222 participants, including school principals, teachers, students, and parents. The analysis revealed that students from low-income families often struggle with accessing learning materials and maintaining school attendance. Additionally, schools with overcrowded classrooms and inadequate learning resources were linked to lower academic outcomes. Parental involvement was found to positively impact student success, especially when parents engage in school activities and support learning at home. The study also noted that peer influence can either motivate students academically or lead to negative behaviors such as absenteeism. The research concludes that student performance is shaped by a combination of home, school, and social environment factors. It recommends that stake holders work collaboratively to improve learning conditions, enhance parental engagement, and promote positive peer interaction. It also recommends targeted interventions such as financial aid, infrastructure improvements, enhanced parental engagement, and peer mentorship programs to promote academic success. These findings provide valuable insights for educators, policymakers, and stakeholders in the education sector.
  • No Thumbnail Available
    Item
    FACTORS INFLUENCING POPULATION GROWTH ON THE ECONOMY OF KENYA A CASE STUDY OF NAIROBI COUNTY
    (Management University of Africa, 2025-06) GEOFFREY KEGODE
    This study investigates the factors influencing population growth and its impact on the economy of Kenya, focusing on Nairobi County as a case study. The research was prompted by the increasing concern over rapid population growth in Nairobi and its associated economic implications, including strain on resources, infrastructure, employment, and service delivery. The primary objectives of the study were to identify the key determinants of population growth in Nairobi County, examine their effects on the local and national economy, and recommend practical measures to mitigate negative outcomes. A mixed-methods approach was employed, incorporating both quantitative and qualitative data collection techniques. Data was gathered through structured questionnaires administered to residents, interviews with key informants including county officials and economists, and review of relevant secondary data from government reports and academic literature. Major findings revealed that rural-urban migration, high fertility rates, and declining mortality rates are the leading drivers of population growth in Nairobi. These demographic trends were found to contribute to unemployment, housing shortages, environmental degradation, and pressure on public services, thereby impeding sustainable economic development. The study recommends the implementation of comprehensive urban planning policies, increased investment in family planning and reproductive health services, promotion of decentralization to reduce rural-urban migration, and enhancement of public education on population management. In conclusion, the research underscores the urgent need for integrated policy frameworks and multi-sectoral collaboration to address population growth challenges in Nairobi County and to harness its potential for positive economic transformation. The findings contribute significantly to the discourse on urban population dynamics and economic planning in Kenya, offering valuable insights for policymakers, researchers, and development practitioners.
  • No Thumbnail Available
    Item
  • No Thumbnail Available
    Item
    SOCIAL MEDIA NETWORKS AND ACADEMIC PERFORMANCE OF SECONDARY SCHOOL STUDENTS IN KENYA: A CASE OF KENYA HIGH SCHOOL-NAIROBI
    (Management University of Africa, 2025-06) LEAH NGALA
    This study explores the effect of social media networks on the academic performance of secondary school students, focusing on Kenya High School in Nairobi. The increasing integration of social platforms into students’ daily routines raises questions about their academic implications. The study is guided by four specific objectives: to analyze the relationship between LinkedIn usage and academic performance; to investigate the effect of Facebook usage on academic outcomes; to assess the impact of WhatsApp usage on student performance; and to evaluate how Twitter influences students’ focus and academic productivity. A descriptive research design was adopted, combining qualitative and quantitative approaches to examine the relationship between social media use and academic outcomes. The target population comprised 270 participants—students from Form 3 and 4, and academic staff—with a stratified random sampling technique used to draw a sample of 135 respondents. Structured questionnaires, tested for validity and reliability through a pilot study, were the primary data collection tools. Data were analyzed using descriptive statistics and multiple regression analysis, with results presented in tables and graphs. Ethical considerations—such as informed consent, confidentiality, and voluntary participation—were strictly adhered to. Key findings revealed that WhatsApp is widely used for academic group discussions and teacher communication, positively influencing learning, although it also presents risks of distraction when misused. Twitter was found to interfere with students’ study time more than it supports academic productivity, due to limited engagement with educational content. Facebook displayed dual effects—while it enables access to academic groups, its predominantly social use undermines academic focus. Conversely, LinkedIn was perceived as beneficial for academic and career planning, although its full educational potential—particularly through LinkedIn Learning—is underutilized. Based on these findings, the study recommends integrating structured use of platforms like WhatsApp and LinkedIn into school programs, promoting digital literacy, and fostering collaboration among teachers, parents, and students to ensure purposeful and moderated use of social media. These efforts can help optimize the academic potential of social media networks while mitigating their distractions. The study concludes that while social media platforms can support academic performance, their impact is largely determined by how they are used, underscoring the need for strategic guidance and policy integration in educational settings.
  • No Thumbnail Available
    Item
  • No Thumbnail Available
    Item
    THE IMPACT OF TEACHER MOTIVATION ON STUDENT PERFORMANCE. A CASE STUDY OF SECONDARY SCHOOLS IN NAIROBI
    (Management University of Africa, 2025-06) SHITAHA BENSON ATEMA
    Students as well as educators need to be intrinsically or extrinsically motivated for education to succeed. The study intends to serve as a guide for further research while promoting tactics to raise teacher motivation as a way to raise student achievement. Determining the degree of teacher motivation, analyzing the effect of teacher motivation on student academic achievements, and identifying tactics administrators can use to improve teacher motivation are some of the main goals the study aimed to accomplish. This study looked into how teacher motivation affected the academic achievement of students in Nairobi County, Kenya's secondary schools that are privately operated. The study sought to determine how motivated teachers are, how workshops and seminars affect student performance, and how a supportive learning environment contributes to improved academic performance. A sample of 222 respondents, comprising parents, instructors, students, and principals, participated in a descriptive survey design. Structured questionnaires were used to gather data, and descriptive statistics had been used for analysis. The results showed that teacher motivation has a major impact on student achievement, with non-monetary elements like acknowledgment and supportive leadership being crucial. The study comes to the conclusion that better student results can result from increasing teacher motivation through professional development, acknowledgment, and a nurturing environment. Institutionalizing teacher support networks and conducting additional study on long-term incentive techniques and emotional intelligence in the classroom are among the recommendations.