School of Education

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    DETERMINANTS OF DEFERMENT OF STUDIES AMONG UNIVERSITY STUDENTS IN GRETSA UNIVERSITY, THIKA SUB-COUNTY, KIAMBU COUNTY, KENYA
    (Gretsa University, 2024-07) KIOKO, IREEN MUTHEU
    The case of deferment of studies among students at Gretsa University has increased at a very alarming rate in the last 2 years. The study assessed the determinants of deferment the objectives being: to investigate the influence of financial constraints on students' decision to defer their studies, to evaluate the impact of health issues on students at Gretsa University's decision to defer their studies, and to determine the connection between students’ choice to defer their studies and early pregnancy. The study employed a mixed-methods research design. The target population was be 40 students from different schools in the institution and 10 administrative staff, a total sample of 50 respondents was used. Data was collected through the use of questionnaires and was to be analyzed using descriptive statistics that is pie charts, frequency distribution tables, and graphs. Financial constraint was found to be the major determinant of studies deferment and it can be curbed in various ways including students taking part in online jobs like freelancing to earn some extra money. On health issues parents ought to make sure their children are under a medical cover such as NHIF in case of any health emergency. The study can be replicated in determining reasons for deferment of studies among students in other universities in Kenya
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    THE ROLE OF CULTURAL DIVERSITY IN SCHOOLS IN FOSTERING SOCIAL INTEGRATION AND ENHANCING LEARNING OUTCOMES: A CASE OF GRETSA UNIVERSITY, THIKA SUB-COUNTY, KIAMBU COUNTY, KENYA.
    (Gretsa University, 2024-10) OMOLO, VICTOR; MORAA, OLPHA; MAKASI, PHYLLIS; ORONJE, ISAAC
    This study aimed to discuss the effects of cultural diversity on social integration and learning outcome among college students at Gretsa University in Thika in Kiambu County in Kenya. The university had a huge population of more than 1,000 diverse students, and so it formed an excellent context to talk about the role of cultural differences on the student experiences. The role of cultural diversity in higher education has been gaining more and more importance, and though it is accepted specifically with regard to its role in social integration and academic performance, there are still gaps in understanding the kinds and the extent of its impact. The purpose of the research is to study the way cultural diversity affects the social integration and learning outcomes based on the descriptive survey research design by conducting a survey with 90 surveyed participants. The specific objectives included assessing students' perceptions of cultural diversity in which 70% of respondents indicated the university manages cultural diversity while 20% indicated a lack of awareness and 10% were unsure about their existence , measuring the level of social integration in which 88.9% of the respondents agreed that cultural diversity positively impacts their social interactions , citing opportunities to form intercultural friendships and participate in multicultural activities while 11.1% disagreed by noting challenges like language barriers which may hind integration , and exploring the relationship between cultural diversity and academic success in which about 40% of respondents reported that cultural diversity enhances their academic experiences by exposing them to diverse perspectives while 30% of respondents stated that cultural diversity fosters active participation in class discussions and campus activities, enriching their learning their learning experience and building stronger social connections and 30% of respondents emphasized that exposure to diverse viewpoints improves their ability to analyze information critically and solve problems from multiple perspectives . According to the hypothesis of the study, it was possible to assume that the more culturally diverse a population is, the more socially integrated it is and the better its academic outcomes. To achieve these goals, the questionnaire was spread among 100 students, chosen by means of a simple random sampling method. Data analysis was performed in a descriptive and inferential statistics methodology to obtain trends and relations of variables and thematic analysis was used to obtain any qualitative aspects. The study was meant to contribute to the knowledge body of cultural diversity in higher education by contributing some practical suggestions that can be used to stimulate social integration learning experiences at Gretsa university.
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    SOLID WASTE MINIMIZATION PRACTICES IN KIGANJO, THIKA SUB-COUNTY, KIAMBU COUNTY, KENYA
    (Gretsa University, 2025-07) GICHAGA, JOHN; WAWIRA, NIVERATA; NGITHI, MARY; KIRUI, KENNETH
    This study investigated waste minimization practices in Kiganjo, in response to the growing environmental and health concerns associated with solid waste management. Guided by Fisher et al. formula, data was obtained from a minimum sample size of 384 residents at Kiganjo area of Kiambu County. This study adopted a descriptively research design and inferentially using Statistical Package for Social Sciences (SPSS). Analytical findings indicted a significant positive relationship between waste segregation and waste minimization (r = 0.436; p < 0.01). Major types of wastes segregated were organic waste (25.1%), glass (23.1%), plastics (22.4%), paper and cardboard (18%), and metal (11.5%). The most cited motivation was awareness of environmental impact, reported by 27.8% of the participants while community pressure or social norms (14.2%) had the least impacts implying that peer influence is not a major driver in this area. There was a significance positive relationship between waste recycling and waste minimization (r=0.695; p<0.01). Major types of recycled waste were paper (28.5%), plastics (20.4 %), glass (17.9%), metal (17.2%) and clothing or textiles at 16.1%. The leading motivation was the economic savings (e.g. selling recyclables), accounting for 31.3% of the responses and social or community responsibility (8.6%) were the least. There was a positive relationship between proper housekeeping and waste minimization (r=0.281; p<0.01. However, majority of the respondents (73.7%) reported that they do not reuse materials from proper housekeeping while only (26.3%) indicated that they do. The study concluded that waste minimization practices were influenced by awareness of environmental impact, local government initiatives and campaigns, availability of waste segregation bins, community pressure or social norms and personal habits or preferences. The study recommended provision of bins for public use, creation of public awareness on the importance and method of waste separation, establishment of community recycling stations and linking them to waste collectors and processors
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    SOCIO-ECONOMIC FACTORS CONTRIBUTING TO THE HIGH RATE OF BOYCHILD DROPOUT IN PUBLIC DAY SECONDARY SCHOOLS, KIHARA, KIAMBAA SUB-COUNTY, KIAMBU COUNTY.
    (Gretsa University, 2025-10) MUTHONI, MARY; LINAH, ROSEMARY; KIBET, ESTHER
    This research explored the socio-economic causes of school dropout among boys from government day secondary schools, with emphasis on Kihara Location in Kiambaa Sub-County, Kiambu County, Kenya. The rate of dropout of boy child in the Kenyan day schools has been high in the last few years. Despite policy changes aimed at enhancing the retention rate, boys still face different socio-economic issues, which hinder their learning process. This study aimed at exploring the underlying socio-economic reasons that lead to boy child dropout and determining its underlying impacts through participation in schools. The research also sought to suggest viable methods for enhancing retention. A descriptive survey was adopted, and information recorded in the form of questionnaires which was distributed to students and teachers, interviews were also conducted with the school principal. Analysis of the results indicated a number of important factors. Low household income and poverty forced many boys to work in tea and coffee farms, which consumed much time and energy to attend school. Peer pressure also came out as a strong candidate, and in most cases, it draws the boys into unproductive activities, and they end up not caring about education. Students who had a disadvantaged background would have lead to child labour derailing their education. Also, there was cultural pressure which put boys to earlier responsibilities, urging them to think of school as a secondary priority. This study revealed that there should be an intensified school-based counselling program, bursaries and meals should be given to the at-risk students, and there is a need to start a mentorship programs done together with the local communities. The study also sought to increase partnerships between schools, government, and non-profit organisations to ensure that boys are helped not only in school but also in society. Lastly, it encouraged the review of the existing education policies towards representing the unique demands of boys more accurately in pursuit of equality and a brighter future for young men in Kihara Location and the rest of the country.
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    CHALLENGES FACING DIGITAL LEARNING IN UNIVERSITIES IN KIAMBU COUNTY, KENYA
    (Gretsa University, 2025-10) NASEI, MERCY; CHERUTO, BRILLIANT; KEMUNTO, PHIBIAN; CHEPKOECH, MERCY
    Digital knowledge has developed as a vital component of higher education, particularly in the wake of technological advancements and disruptions like the COVID-19 pandemic. However, universities in Kiambu County, Kenya, face significant challenges in implementing effective digital learning systems. The study aims to identify and analyze these challenges, focusing on technical challenges, financial constraints, and content coverage and deleverage. This will be through questionnaire interviews to gather information from the institutional university students, lecturers, and IT staff in selected universities in Kiambu County. Major findings suggest that insufficient internet access, restricted availability of digital devices, and insufficient training for educators are major barriers to successful digital learning implementation. The research underscores the need for target interventions, including investment in digital infrastructure capacity-building programs and inclusive policy frameworks to enhance digital learning in higher education. These findings provide a foundation for policymakers and university administrators to address the digital gap and improve education quality in Kiambu County
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    EFFECTS OF POOR MENTAL HEALTH ON STUDENT'S ACADEMIC PERORMANCE IN THIKA SUB-COUNTY, KIAMBU COUNTY, KENYA.
    (Gretsa University, 2025-10) KIPLANGAT, EZRA
    Mental health issues continue to be a significant challenge that impacts the academic performance of students in Thika Sub-County, Kiambu County, Kenya. This study looked at how psychological problems like stress, anxiety, and depression affect students' ability to succeed academically. Finding out how common mental health problems are among secondary school students, examining the impact these problems have on academic achievement, and evaluating the efficacy of school-based support networks were the goals. Utilizing a mixed-methods approach, questionnaires were used to collect quantitative data, while interviews were conducted to gather qualitative viewpoints from instructors and students. The research aimed to connect mental health conditions with academic achievement while identifying gaps within institutions regarding the management of these issues. The results highlighted the degree to which mental health challenges impede academic performance, emphasizing the need for targeted interventions. By addressing these issues, the research aids in the development of policies and initiatives aimed at enhancing student well-being and fostering academic achievement. In essence, it emphasizes the importance of mental health as a vital component of both educational success and overall personal growth.
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    IMPACT OF STUDENT-CENTERED LEARNING APPROACHES ON ACADEMIC PERFORMANCE IN PUBLIC SECONDARY SCHOOLSA: CASE IN NAIVASHA SUBCOUNTY, NAKURU COUNTY
    (Gretsa University, 2025-10) KWAMBOKA, MILDRED MENGE
    The impact of student-centered learning strategies on academic achievement in Nakuru County's Naivasha Sub-County is investigated. The growing emphasis on student involvement and active learning process is what motivated this study. The goal is to find out if using student-centered learning approaches affects academic results in a way that can be measured, and in the process, to highlight the challenges encountered whilst implementing these approaches. Using a mixedmethods approach, the study will combine qualitative insights from teacher and student through administering questionnaires and quantitative analysis of academic performance data. A selection of 5 schools, 5 school principals 60 teachers and 300 students from the Naivasha Sub-County public secondary schools will be made. Exam results and student satisfaction are examples of academic performance measures that will be examined how student-centered learning impact education. The purpose of this study is to add already available about effective teaching strategies, with a focus on the Naivasha Sub-County. The findings might help educators, school administrators, and legislators understand the advantages of putting student-centered learning strategies into practice. In the end, our research aims to improve educational quality and encourage student achievement within the larger community
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    EFFECTS OF DRUG AND SUBSTANCE ABUSE ON ACADEMIC PERFOMANCE AMONG STUDENTS AT GRETSA UNIVERSITY
    (Gretsa University, 2025-10) WEKESA, CHRISPINUS; ONIX, MARY KHATSENZIA; CHEPKOECH, MEDAH; KWAMBOKA, VANE
    Drug abuse in Kenyan schools has become a pervasive issue with detrimental effects on student learning, performance, and moral behavior. If left unchecked, this menace could lead to widespread indiscipline and unmanageable schools and higher learning institutions. Despite the severity of the problem, limited research has been conducted on drug abuse and its impact on academic performance and social wellness in Gretsa University. This paper delves into the causes, forms, and effects of drug and substance abuse on Grestsa university students. It drew upon existing research to provide a comprehensive understanding of the issue and presents strategies for addressing the associated problems. The paper outlines the research methodology of the study on drug abuse and its effects on academic performance in Gretsa University. Questionnaires were employed as data collection instruments. The study focused on the students. Data collection was conducted between January and April 2025 using structured questionnaires. The research methodology addressed the study's objectives and provided valuable insights into drug abuse and its impact on academic performance in Gretsa University. According to the findings from the data collected, the study reveals that drug and substance abuse has a negative impact on students’ academic performance. Key findings show that students who engage in drug and substance abuse often experience poor concentration, memory loss and low motivation which leads to declining grades. The conclusion of the study emphasizes that substance abuse not only affects academic outcomes but also impacts students’ overall well-being and future potentials. Therefore, there is an urgent need for universities, colleges, schools, parents and communities to work together in creating awareness, offering guidance and implementing preventive measures to help students stays focused and succeed academically. Based on the findings of the study, several recommendations can be made to address the negative effects of drug and substance abuse on academic performance. First, the universities, colleges and schools should strengthen their guidance and counseling departments.
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    EXPLORING THE INFLUENCE OF SOCIAL MEDIA ON INTERPERSONAL RELATIONSHIPS AMONG COLLEGE STUDENTS IN THIKA SUB-COUNTY
    (Gretsa University, 2025-10) MAINA, CEPHAS; MUTISYA, GERALD; MOMANYI, JOB; RAPHAEL, MERCY
    This paper examines the effects of social media on the interpersonal relationship of college students in Thika sub-county with the aim of looking off more at three problems where social media influences the face-to-face communication informs curated content on social media to self-perception and self-esteem and the emotional impact of cyber bullying that content in cyber bullying. The study focused on the mixed-methods design combining quantitative questionnaires and validated scales data with qualitative data provided by semi-structured interviews. 514 college students from Thika, Kiambu County, Kenya, was selected through stratified random sampling. Quantitative analyses reveal significant findings: higher social media usage frequency is negatively correlated with face-to-face communication frequency, curated content significantly impacts self-perception and self-esteem, and cyber bullying profoundly affects emotional wellbeing. It additionally contains theoretical framework which clarifies the theory in which this study was supported. The two keys are social comparison theory and uses gratification theory. The data was collected through questionnaires. This allowed the study to be covered faster as it can easily collect the data from large population.
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    EFFECTIVENESS OF LEARNER - CENTRED LEARNING ON UNDERGRADUATE ACADEMIC PERFORMANCE: A CASE OF EDUCATION STUDENTS AT GRETSA UNIVERSITY, KENYA
    (Gretsa University, 2025-10) NASIMIYU, MARION; CLAIRE, VALENTINE; BRELYNE, RASSY; OBARE, ELIAKIM
    This study assessed the influence of learner-centered teaching strategies on the academic performance of students at Gretsa University. It focused on assessing whether instructional methods like group discussions, student presentations, peer-led sessions, and case-based learning enhance comprehension, engagement, and academic achievement. The study objectives were: to identify the learner-centered techniques most commonly used by instructors, determine the frequency of their application, evaluate students’ perceptions of their effectiveness, and identify challenges in their implementation. The Faculty of Education's undergraduate students were the target of the study. Using Yamane's (1967) formula, a sample of 90 students were selected. Structured questionnaires were used to gather the data, and descriptive statistics including primarily frequencies and percentages shown in tables and charts were used for analysis. Students' opinions and experiences were captured by conducting a thematic analysis of the qualitative data. The results revealed the most commonly used learner-centered strategies were group discussions and student presentations. The majority of students concurred that these tactics enhanced participation in class activities, fostered collaboration, deepened understanding, and raised engagement. But the study also pointed out a number of issues, such as packed classrooms, little instructional time, a lack of resources for instruction, and trouble efficiently managing group projects. The study concluded that learner-centered teaching strategies, when effectively implemented, positively impact students’ academic performance and learning experiences. It suggests that universities make investments in sufficient teaching resources, lower class sizes to facilitate more interactive learning, and give lecturers ongoing professional development opportunities in order to increase their efficacy. Improve their abilities in active learning techniques. Students should also be motivated to participate and work together in order to take more ownership of their education
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    IMPACT OF SMASE ON THE PERFORMANCE OF SECONDARY SCHOOL TEACHERS CHEPALUNGU SUB-COUNTY, BOMET COUNTY, KENYA.
    (Gretsa University, 2025-10) CHEMUTAI, JOY
    This study investigates the impact of Strengthening of Mathematics and Science in Secondary Education (SMASE) program on secondary school teachers’ performance in Chepalungu SubCounty, Bomet County, Kenya. The SMASE program, aimed at enhancing teacher training in mathematics and science, has been instrumental in improving instructional quality in Kenya’s rural areas. However, despite its implementation, Chepalungu Sub-County continues to experience low student performance in these subjects. This study explores the role of teacher education levels, teaching strategies, and the availability of teaching aids in influencing student outcomes. Using a descriptive research design, the study collected both qualitative and quantitative data from teachers, principals, and students across secondary schools in the region. The findings indicate that while the SMASE program has contributed to the improvement of teachers' instructional skills, challenges such as inadequate resources and limited access to advanced teacher education persist. The study concludes that a more comprehensive approach is needed to address these barriers, including better resource allocation and continuous teacher professional development to enhance the program's effectiveness in improving student performance in mathematics and sciences.
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    EFFECTS OF VIOLENCE ON ACADEMIC PERFORMANCE: A CASE OF GRETSA UNIVERSITY
    (Gretsa University, 2025-10) NJUKI, GERALD MUTURI; MUGURU, PHOEBE MWANIKI; NYAMBURA, MERCY KIMANI
    School violence is a solemn and growing concern that impacts students not only substantially, but also emotionally and academically. This study, conducted at Gretsa University, explored how different forms of violence—including spoken abuse, physical assault, bullying, and cyberbullying—affect students’ academic performance. Using a expressive examination design, data were gathered from 170 students through questionnaires and interviews. The findings were alarming: 79% of students had faced verbal abuse, which led to anxiety and reduced classroom participation; 57.6% reported physical abuse, often in social spaces like hostels, resulting in fear and absenteeism; 70.6% had experienced bullying, which discouraged group work and class involvement; and 58.9% had suffered cyberbullying on platforms like WhatsApp and Facebook, causing emotional distress and withdrawal from online learning spaces. Statistical analysis confirmed a strong negative relationship between violence and academic performance, with bullying (r = -0.61) and verbal abuse (r = -0.59) having the most significant effects. Affected students struggled with concentration, missed classes, lost motivation, and recorded lower grades. The study recommends stronger mental health support, stricter anti-violence policies, digital safety training, and confidential reporting systems to help create a safer and more supportive learning environment at the university
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    CHALLENGES FACING THE TRANSITION FROM THE PRIMARY TO JUNIOR SECONDARY SCHOOL IN ST JOSEPH KEBURUNGA PRIMARY SCHOOL NYAMARAMBE SUB- COUNTY, KISII COUNTY ,KENYA.
    (Gretsa University, 2025-10) NYANGWESO, NAOMY
    The transition from primary to junior secondary school (JSS) under the Competency-Based Curriculum (CBC) in Kenya has presented several challenges to learners, teachers, and education stakeholders. This study investigated the challenges facing the transition from primary to JSS in St. Joseph Keburunga Primary School, Nyamarambe Sub-County, Kisii County. The specific objectives were to examine the influence of school-level factors, student-level factors, family and community support, and general challenges on the transition process. The study adopted a descriptive research design and targeted 98 respondents, including teachers, learners, and education officers. Data were collected using questionnaires and analyzed descriptively with frequencies, percentages, and mean scores. A response rate of 91.8% was achieved, which was considered adequate for analysis. Findings revealed that while classrooms were fairly adequate (80% agreement), inadequacies were noted in teacher training, staffing, and provision of learning resources. At the student level, learners were academically prepared and motivated, but challenges existed in emotional adjustment and study habits. Family and community support was evident, particularly in parental involvement with homework, yet financial constraints emerged as the most significant barrier (71.1% agreement). General challenges included environmental adaptation, learner anxiety, and the cost of transition. The study concludes that successful transition to JSS is influenced by multiple interrelated factors, with financial constraints and insufficient resources being the most critical. It recommends investment in school infrastructure, continuous teacher training, enhanced guidance and counseling services, greater parental involvement, and financial support mechanisms to ensure smooth transition.
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    INSTITUTIONAL MANAGEMENT EFFECTS ON ACADEMIC PERFOMANCE IN SECONDARY SCHOOLS IN KIKUYU SUB-COUNTY, KIAMBU COUNTY, KENYA
    (Gretsa University, 2025-10) KIPKOECH, FREDAN; ADHIAMBO, ALICE; JEMUTAI, DORINE; MAYIAMEI, MERCY
    This research project examined the effects of institutional management on academic performance in secondary schools within Kikuyu Sub-County, Kiambu County, Kenya. The study aimed to determine how three key aspects of management discipline, communication, and resource management influence students’ academic achievement. The motivation for this research stemmed from persistent disparities in school performance despite standardized curricula and government interventions, suggesting that variations in institutional management might be a critical factor. A descriptive mixed-methods research design was adopted, integrating both quantitative and qualitative approaches to provide comprehensive insights. The target population included 650 students, 130 teachers, and 20 administrators drawn from both public and private secondary schools in Kikuyu Sub-County. Stratified and simple random sampling were employed to ensure balanced representation, while purposive sampling targeted key informants such as school heads. A total of 266 participants were selected, and 245 valid responses were obtained, representing a response rate of 92.1%. Data were collected using structured questionnaires and interviews, then analyzed using descriptive statistics (frequencies and percentages) and inferential statistics (correlation and regression analysis). The findings revealed that while most schools embraced positive disciplinary measures such as counseling and mentoring rather than punitive actions, discipline exhibited only a weak positive but statistically insignificant relationship with academic performance (β = 0.136, p = 0.234). Similarly, communication between teachers, students, and administrators was frequent, particularly through feedback mechanisms, but its effect on academic performance remained weak and nonsignificant (β = 0.121, p = 0.230). Resource management was identified as a major challenge across many schools, with shortages in ICT tools, textbooks, and classrooms being prevalent. Qualitative data complemented these results, emphasizing that leadership style, mentoring, and effective feedback loops contribute indirectly to better performance by enhancing morale and accountability. Respondents also highlighted that inadequate infrastructure and limited community engagement hindered learning outcomes. These insights underscored the need for holistic approaches that integrate management practices with broader socio-educational factors. The study concluded that while discipline, communication, and resource management are essential for fostering conducive learning environments, they do not independently determine academic success. Their true value lies in supporting and reinforcing other educational processes. The research therefore recommends that schools adopt restorative discipline methods, strengthen internal and external communication channels, conduct regular resource audits, and actively involve parents and communities in school affairs. Policy recommendations include the Ministry of Education investing in ICT infrastructure, establishing standardized resource benchmarks, and mandating continuous professional development for school leaders
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    THE ROLES OF VARIOUS STAKEHOLDERS IN IMPLEMENTATION OF INCLUSIVE EDUCATION IN PRIMARY SCHOOLS IN NYERI CENTRAL SUB COUNTY IN NYERI COUNTY, KENYA
    (Gretsa University, 2025-10) MAGETO, KEVIN MORANGA
    The purpose of the study was to investigate the various roles of stakeholder‟s involvement in inclusive education implementation in primary schools in Nyeri Central District, Nyeri County, Kenya. The study employed the following objectives; To determine the extent to which pupil‟s involvement affect inclusive education implementation, To determine the extent to which the involvement of teachers affect inclusive education implementation in primary schools, To determine the extent to which the involvement of parents affect inclusive education implementation in primary schools and To establish the extent to which the involvement of school management committee affect inclusive education implementation in primary schools in Nyeri Central District, Kenya. The researcher used the quantitative approach to describe findings of the report as it is easier to analyze data in numerical form, Orodho (2003). The study adopted a descriptive research design. The study was conducted in Nyeri Central district, Kenya. The sample size entailed a 40% of head teachers, 40% of teachers as well as10% of pupils. Head teachers were selected using simple random sampling. The instrument that was used in collecting data from the sampled respondents was questionnaires. The researcher presented and analyze data by use of frequency tables, figures, tables and percentages. The study concluded that Stakeholder involvement towards curriculum implementation in a school influence pupils’ KCPE performance. Schools where the headteacher involve pupils, teachers, parents and school management committees to a large extent perform better in KCPE as compared to those schools where pupils, teachers, parents and school management committee are not involved. Educational Policy makers should sensitize the parents and pupils on the importance of being involved in inclusive education implementation, all school stakeholders to practice team work towards inclusive education implementation and that pupil should be exposed on benchmarking activities. Ministry of education should allocate adequate funds to head teachers and school management to facilitate provision of adequate teaching and learning materials in schools which enhance inclusive education implementation.
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    FACTORS INFLUENCING CAREER CHOICE AMONG SECONDARY SCHOOL STUDENTS IN KERICHO COUNTY, KENYA
    (Gretsa University, 2025-10) KIPNGENO, EVANCE LIMO
    Choosing a career remains one of the most challenging decisions for secondary school students, as it significantly influences their future livelihood, identity, and success. In Kenya, despite government initiatives such as career guidebooks and counseling programs, many students continue to make ill-informed choices, often leading to dissatisfaction, mismatched skills, and unemployment. The problem arises from limited guidance, parental pressure, peer influence, and inadequate teacher involvement in career mentoring. l students in Kericho County, focusing on family background, peer influence, and teachers’ guidance. The research targeting 300 students, 90 teachers, and 150 parents, selected through random sampling. Questionnaires and interviews were used descriptive statistics, percentages, and charts. family influence played the most significant role in shaping students’ career decisions, as parents often provided guidance and acted as role models. Peer influence was found to be the least significant factor, proportion of students admitting that they considered their friends’ choices. Teacher influence had a moderate impact, mainly through advice and mentorship, though the absence of updated career guidebooks limited their effectiveness. The study concludes that career choice is a multifaceted process shaped by parental advice, teacher guidance, and, to a lesser extent, peer pressure. The study recommends strengthening career counseling programs in schools, updating career handbooks, and engaging parents through sensitization forums to reduce undue pressure on students. Further, teachers should be trained and supported to provide effective career guidance. The findings are significant to policymakers, educators, parents, and students in promoting informed career decision-making and reducing mismatches in the labor market
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    THE EFFECTS OF SOCIAL MEDIA ON STUDENTS' LITERACY SKILLS IN GRETSA UNIVERSITY THIKA SUB-COUNTY, KIAMBU COUNTY, KENYA
    (Gretsa University, 2025-10) MUSEE, DICKSON; MUMO, DANIEL; MUNENE, KENNEDY; MATUKU, DOMINIC
    Social media has become an integral part of learners' lives, transforming communication and learning. This inquiry examines the influence of social media on literacy skills among learners at Gretsa campus, Thika Sub-County, Kiambu County, Kenya. Specifically, it investigates how platforms like Instagram, Twitter, and TikTok influence vocabulary, spelling, grammar, and reading comprehension. Using a descriptive inquiry design, information will be collected from a 10% sample of the campus's student population through questionnaires. Guided by theories such as Social Learning Theory and Media Richness Theory, the inquiry explored both positive and negative effects of social media use. Preliminary outcomes suggest that while social media fosters creativity and audience awareness, its informal language may hinder academic writing and comprehension. By analyzing these dynamics, the inquiry aims to provide valuable insights for educators, learners, policymakers, and researchers to strike a balance between leveraging social media benefits and mitigating its drawbacks. The inquiry's outcomes will contribute to academic discourse on digital literacy and propose strategies for enhancing literacy skills in the context of increasing social media engagement. Ethical considerations and reliability measures ensure the credibility of the outcomes, making this inquiry a meaningful addition to understanding the relationship between social media and literacy
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    FACTORS LEADING TO PROLONGED STAY OF PATIENTS IN KENYATTA NATIONAL HOSPITAL (NAIROBI COUNTY)
    (Gretsa University, 2025-10) OKOTH, JOSHUA ONYANGO
    The study titled "Factors Leading to Prolonged Stay of Patients in Kenyatta National Hospital, Nairobi County" investigates the determinants of extended hospital stays and examines how patients' financial status influences the quality of healthcare they receive. The research objectives are to identify and analyse key factors contributing to prolonged hospital stays, assess the impact of financial status on healthcare quality, explore dimensions of healthcare quality affected by financial constraints—including access to services, treatment outcomes, and patient satisfaction—and recommend evidence-based strategies to reduce prolonged hospital stays while addressing healthcare disparities linked to financial challenges. A sample size of 289 patients was selected through stratified random sampling, ensuring representation across different financial backgrounds and hospital departments. Data was collected via structured questionnaires, patient interviews, and hospital records. Statistical techniques, including multiple regression analysis and ANOVA, were employed to identify significant factors contributing to prolonged hospital stays and to assess the influence of financial status on healthcare quality. Findings revealed that key factors such as operational efficiency, communication between healthcare providers and patients, and activity scheduling were critical in determining the duration of hospital stays. Poor communication and inefficient scheduling contributed to delays in patient discharge, particularly for patients facing financial difficulties. Additionally, the quality of record-keeping and management processes significantly influenced the hospital's ability to manage patient flow efficiently. Patients with financial constraints experienced more challenges in accessing timely care, which in turn prolonged their hospital stays. Conclusions drawn from the study indicate that addressing operational inefficiencies, improving communication channels, and ensuring better access to healthcare services for financially disadvantaged patients are essential strategies for reducing prolonged hospital stays. The study recommends investing in hospital infrastructure, enhancing staff training, and implementing policies aimed at reducing healthcare disparities linked to patients' financial status. These interventions are expected to improve overall patient satisfaction and healthcare outcomes at Kenyatta National Hospital. The study provides valuable insights into the systemic issues prolonging hospital stays and offers strategic recommendations for improving patient flow and reducing healthcare disparities. Ethical considerations were adhered to throughout the study, including obtaining informed consent, ensuring the confidentiality of patient information, and securing approval from relevant ethical review boards.
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    IMPACT OF GIRIAMA CULTURAL PRACTICES AND COMMUNITY INVOLVEMENT TOWARDS SCHOOL ENROLLMENT IN WATAMU WARD, MALINDI SUBCOUNTY, KILIFI COUNTY, KENYA
    (Gretsa University, 2025-10) MUTUA, KELVIN MUIA
    The main aim of this study was to determine impact of Giriama cultural practices and community involvement towards school enrollment in Watamu ward, Malindi Sub County, Kilifi County, Kenya. The study was guided by the following objectives that is to determine the correlation between specific cultural practices (child marriage, vocational training) and school enrollment rates, especially for girls, to investigate how factors like socioeconomic status, educational resources, parental involvement, and cultural emphasis on education combine to influence school enrollment rates and to assess the impact of culturally-relevant curriculum materials and teachers from similar backgrounds on school enrollment and academic achievement in diverse communities. The sample size of the study was thirty percent of the total target population of the respondents that is 324 , therefore the sample size will be 97 Two data collection tools was used, a semi-structured questionnaire and an interview guide. Quantitative and qualitative data analysis methods were used. Quantitative data was analyzed using descriptive statistics such as percentages, graphs, pie charts and frequently distribution tables.
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    EFFECTS OF FLOODS ON ACADEMIC PERFORMANCE OF STUDENTS IN PUBLIC SECONDARY SCHOOLS IN MATHARE SUB-COUNTY, NAIROBI, KENYA
    (Gretsa University, 2025-10) LUMAYO, ESNAS
    The main aim of this study is to find out the effects of flood on academic performance of students in public secondary school in Mathare sub-county, Nairobi County Kenya. The study was guided by the following objectives ,to investigate the correlation between the frequency and duration of school closures due to flooding and changes in standardized test scores among secondary school students , to determine the extent to which self-reported stress and anxiety levels in secondary school students following a flood event predict their performance on classroom assignments and participation and to understand how the level of disruption to students' home environments caused by floods (e.g., displacement, loss of belongings) relates to changes in their ability to concentrate and finish classwork effectively. The Social Construction theory was used in carrying out the research study. The total target population was 360 respondents. One data collection tools were used, a semi-structured questionnaire. Quantitative data was analyzed using descriptive statistics such as percentages, graphs and frequently distribution tables. The findings indicate a clear relationship between floods and academic performance in public secondary schools in Mathare Sub-County. The frequent school closures disrupt the educational process, affecting teaching as well as students' ability to learn and perform academically. The stress experienced by students following flood events further exacerbates these challenges, showing the importance of psycho-social support in the aftermath of such disasters. The research recommends that Schools should develop and implement disaster preparedness plans that outline specific protocols for responding to flooding events, including communication strategies and evacuation procedure