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
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.
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
INFRASTRUCTURE AND ACADEMIC PERFORMANCE OF SECONDARY SCHOOL STUDENTS IN THIKA SUB-COUNTY, KIAMBU COUNTY, KENYA
(Gretsa University, 2025-10) ODONGO, BAILEY; MUENI, JACKLINE; KIBANYA, JOSEPHINE; ISAAC, ANDERSON
Infrastructure in the education sector is very important in learners‟ academic performance. The study investigated the impacts of school infrastructure on academic performance of secondary school students in Thika sub county, Kiambu county. The objectives of the study were to investigate how the quality of physical and technological infrastructure affect academic performance of secondary school students. The theory used was Tintos theory. This study used descriptive survey design and collected data using questionnaires from the sampled respondents. The data was analyzed and presented using tables. The study established that good infrastructure positively impacted students‟ academic performance. The study encouraged the stakeholders to invest in suitable physical and technological infrastructure in secondary schools to promote good academic performance.
EFFECTS OF SOCIOECONOMIC STATUS OF PARENTS ON ACCESS TO EDUCATIONAL RESOURCES FOR HIGH SCHOOL STUDENTS IN THIKA SUBCOUNTY, KIAMBU COUNTY, KENYA
(Gretsa University, 2025-10) MITCHELLE RAEL; BEATRICE MUTHON; DANIEL LEDAMA
This study examines how parental socioeconomic status (SES) affects the availability of educational resources for high school students in Thika Sub-County. It examines how disparities in family income and parental education levels lead to differences in students’ access to crucial learning resources and facilities, thereby affecting their academic outcomes and future prospects. The research had the objective of Investigating how parental income influences students’ access to educational resources. Evaluating the impact of parents' education levels on the availability of learning resources and infrastructure and lastly to recognize the differences in resource access for students from varying economic backgrounds. Data were collected via questionnaires distributed to a diverse sample of students and parents from various high schools in Thika Sub-County, using a descriptive survey design. Descriptive and inferential statistical methods were used in the analysis to reveal connections between SES factors and resource availability. The results uncovered substantial inequalities in access to educational resources correlated with SES. Students hailing from families of higher socioeconomic status and better-educated parents enjoyed greater access to essential learning resources like textbooks, technology, and extracurricular activities than those from families of lower income. It was discovered that these disparities contributed to variations in academic performance and future opportunities. The results highlight the necessity for focused policies to deal with inequities in access to educational resources. Among the recommendations are greater financial support for schools in low-income areas, offering subsidized educational resources, and establishing initiatives aimed at helping students from underprivileged backgrounds. The goal of such measures is to promote fair educational opportunities and improve academic results regardless of socioeconomic status
MITIGATING NOISE FOR EFFECTIVE LEARNING ENVIRONMENT ON STUDENT'S PERFORMANCE IN SECONDARY SCHOOL IN THIKA SUB-COUNTY KIAMBU COUNTY KENYA
(Gretsa University, 2025-10) KENYATTA, DANCAN
The study aims to investigate the impact of noise reduction strategies on improving the learning and overall learning of secondary school students in Thika, kiambu county, kenya, and their impact on the learning environment. A Cross - sectional study design was used to select sample from the target population of primary school students, teachers, parents and administrators in the Thika subcounty. A stratified random sampling was employed to select the sample. Results show that teachers are effective implementing noise control strategies and keeping classrooms quiet, helping to create a better learning environment in secondary schools. However, teachers were not able to effectively reduce noise levels in the classrooms. The results also showed that the introduction of noise control policies and noise testing are the most effective strategies for mitigating noise within secondary schools in the district. The study provides valuable insight and benefits to many stakeholders on the educational situation in this particular educational setting, highlighting the need for comprehensive research on this matter beyond specific regions or locales. This research embarks on an exploration of the multifaceted issue of noise pollution in secondary school environments and its implications for academic performance of students.The research explores impact of noise on students performance in secondary school within Thika sub-county, kiambu county kenya. It evaluates the effectiveness of various noise mitigation strategies including noise control policies, soundproofing measures and teacher training in noise management.Schools with well -defined noise control policies saw a significant reduction in noise levels 71.42%. Schools with strict adherence to noise control policies reported significant improvement in student performance.The schools had invested in soundproofing classrooms. They schools reported a marked decrease in noise levels during teaching. Schools reported that while soundproofing was effective, the cost were a barrier to widespread implementation. Also schools had the budget to implement compressive soundproofing measures.Schools provided training programs for teachers on noise management techniques. Teachers who received training were more development at managing classroom noise, leading to a significant improvement in student focus and participation and equipped to handle noise - related disruption contributing to a better overall learning environment.
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
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
FACTORS INFLUENCING ADULT EDUCATION ENROLLEMENT IN THIKA SUB COUNTY, KIAMBU COUNTY, KENYA
(Gretsa University, 2025-10) OUMA, FALDO OMONDI; AKEYO, AZENATH; KIBUI, MARGARET NYAMBURA; NG’ETHE, GRACE
The study’s purpose was to investigate factors influencing enrolmrnt in adult education in Thika subcounty, kiambu county. The study objectives were to study the prevalence of adult education and to study factors influencing enrolment. The target population for this study consisted of 110 respondents where 80 learners participated and 30 teachers also participated. The research methodology used was descriptive survey design. The sample was selected randomly, the study incooperated use of questionnaires which were structured into close ended questionnaires. Data was annalysed using statistical package for social science(SPSS) through descriptive statistical technique .qualitative was categorized and presented in emergent themes and hence the findings presents using tables. The findings revealed the factors such as time availability, cost of education and family support had a great impact on enrolment in adult education centers
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
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.
EFFECTS OF SELECTED CULTURAL PRACTICES ON EDUCATIONAL ACHIEVEMENT AMONGST GIRLS IN NAROK COUNTY, KENYA
(Gretsa University, 2025-10) CHEPNGETICH, BRENDA; AUMA, REBECCA OGINGA; SABINA, MERCY MIGIRO; CHEPKOECH, CHARITY
The study investigated effects of cultural practices on girl child educational achievement .The objectives of the study was: Analyze the effects of female genital mutilation among girls on educational achievement among girls in Narok County, to examine the effects of early marriages on educational achievement in Narok County and to evaluate the influence of gender roles on girls educational participation and achievement within the County .The study was conducted using descriptive survey design .The target population was teachers 30 and 70 parents .The study sample will be drawn 5 secondary schools across 2 educational zones utilizing stratified sampling for schools and Purposive sampling for teachers and parents .Data was collected primarily through questionnaires and analyze using both qualitative and quantitative technique of data analysis. The findings revealed that cultural practices remain deeply attached in maasai community, significantly influencing girls educational outcomes. FGM was found to cause physical and psychological trauma that limit class attendance and concentration while early marriage emerged as primary factor contributing to school dropout among girls. Gender roles further limited academic progress by burdening them with domestic responsibilities that reduced their study time. The correlations analysis indicated a strong negative relationship between the prevalence of harmful cultural practices and educational achievement levels among girls
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.
PERSONALIZED LEARNING AND ITS IMPACT ON STUDENTS ACADEMIC ACHIEVEMENTS. A CASE OF AGA KHAN ACADEMY NAIROBI
(Gretsa University, 2025-10) MUTHONI, CLAIRE
Personalized learning is an educational approach that customizes teachings, pacing and content to individual needs, interests and learning preferences of each student. This study aimed to explore the impact of personalized learning approaches on academic achievements among students at Agha Khan Academy .PL is characterized by customized instructional methods, adaptive technologies and individualized support mechanism. It has gained notability in secondary education as a means to address diverse students’ needs and enhancing learning outcomes. Using a mixed method research approach, the study integrated quantitative data on student academic progress alongside qualitative insights obtained through students and teacher’s interviews. The study aimed to ascertain the extent to which personalized learning strategies contribute to advancements in academic performance across various academic disciplines. Moreover, the study aimed to identify factors that influence the effectiveness of personalized learning strategies including institutional support and student engagement levels. The finding of this study seek to identify and inform with evidenced based practices and policy recommendations for enhancing and promoting student success in secondary education setting with more extensive consequences for curriculum design and teaching methodologies and student support services at Agha Khan school and beyond. This study investigates the impact of personalized learning on academic achievement at Aga Khan Academy, focusing on students’ perceptions, pivotal strategies and content mastery. The study highlights that PL is perceived as effective in enhancing engagement, motivation and retention. Key strategies identified included flexible pacing, differentiated instruction and adaptive technology with teachers and students emphasizing their role in fostering academic success. However, challenges such as selfdiscipline issues and resource gaps were noted. The study concluded that PL significantly contributes to academic achievement but requires improvements in teacher training, resource allocation and addressing implementation challenges to optimize its impact on student’s outcomes.
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
AN ASSESSMENT OF FACTORS THAT INFLUENCE THE DELIVERY OF MATERNAL HEALTH AWARENESS BY CHVS IN THIKA SUB-COUNTY, KIAMBU COUNTY, KENYA
(Gretsa University, 2025-10) AKINYI, IRENE; NYERERE, IAN; NGIGI, IRENE
This paper examines the involvement of the community health volunteers (CHVs) in improving maternal health Awareness in Thika, Kiambu County, Kenya, given the perennial maternal health problems in low-middle-income countries. Although the communities CHVs work with need them to bridge gaps between service delivery and communities, little is known regarding how CHVs’ education, training, age, and engagement in activities within the selected communities affects their ability to facilitate awareness of maternal health. Specifically, an aim is to evaluate factors as education, training, age, and engagement and the ways they influence maternal health Awareness. The study therefore present hypothesis, claiming that there are no correlation between education, training, age, community engagement and awareness on maternal health among the CHVs. This research design adopted a descriptive survey design the research targeted about 100 CHVs and mothers in Thika district and used a stratified sampling method in order to get equal representation. Structured questionnaires and triad-based key informant interviews for quantitative collection methods. The hypothesis was tested using both descriptive and inferential statistics, with chi-square as the statistic of interest for the latter while content analysis and thematic coding for the qualitative data. The reliability was tested internally via Cronbach’s alpha and is set at a minimum of 0.7 validity was tested internally via pilot testing and expert review. These comprise of issues to do with consent and approval from the applicable review boards. Therefore, by filling the gaps found out in the existing literature, it is believe that this study shall provide useful information to the health policymakers, non-governmental organizations, and training programmes so that maternal mortality rates down in Kenya and quality of maternal health services improved. The results are expected to be useful in enhancing the sustainable improvements in the effectiveness of CHV through education, training, and resource management planning to the goals of the sustainable development index in the aspect of maternal health
SOCIO-ECONOMIC FACTORS INFLUENCING IMPLEMENTATION OF NEW HIGHER EDUCATION FUNDING MODEL IN PUBLIC UNIVERSITIES IN NAIROBI COUNTY, KENYA.
(Gretsa University, 2025-10) MAURINE, EFFY; CHERUTO, RIHANNA; VALERIE, JOAN
This study investigated the socio-economic factors influencing the implementation of the New Higher Education Funding Model (NHEFM) in public universities in Nairobi County, Kenya. The research was guided by three specific objectives: to examine the extent of stakeholder involvement, assess the influence of the country’s economic status, and evaluate the impact of the debt crisis in public universities on the NHEFM's implementation Resource Dependence Theory (RDT) and Human Capital Theory was used. A descriptive research design was adopted, a sample size of 300 respondents was successfully obtained from a target population of 350 respondents, out of which 300 valid responses were received148 through Google Forms and 152 through printed questionnaires. Stratified random sampling was used to ensure representation of both students and university administrators. Data were collected using structured questionnaires and analyzed using descriptive statistics such as frequencies and percentages. The findings revealed that while most stakeholders were aware of the NHEFM, many felt excluded from decision-making processes. Economic factors such as inflation, unemployment, and limited government budgets were found to hinder students' access to higher education and affect the model’s sustainability. Additionally, the debt crisis facing public universities was shown to reduce institutional capacity to support and enroll students under the new funding model. The study concludes that stakeholder engagement, economic conditions, and financial stability of institutions are critical determinants of successful policy implementation. The study recommends enhanced communication, financial restructuring, and stronger economic safeguards to ensure the effective rollout of the NHEFM. These findings offer valuable insights for policymakers, university managers, and education stakeholders aiming to improve higher education financing in Kenya.
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.
ROLE OF SCIENCE TECHNOLOGY ENGINEERING AND MATHEMATICS (STEM) ON ACADEMIC PERFORMANCE OF STUDENTS IN JAMHURI JUNIOR SECONDARY SCHOOL IN THIKA SUB-COUNTY, KIAMBU COUNTY
(Gretsa University, 2025-10) CHEROTICH, NELLY; MUTHEU, AGNES; MUTUKU, FAITH; KIPNGETICH, WESLEY; KEKE, ABDALLA
This study investigated the role of Science, Technology, Engineering, and Mathematics (STEM) education in influencing the academic performance of students at Jamhuri Junior Secondary School in Thika Sub-County, Kiambu County. This topic will cover; The background of the study, Statement of the problem, purpose of the study conceptual framework, the significance of the study, literature review, research methodology and findings. The objectives of the study will be to determine how student motivation and engagement, the use of technology, modes of assessment in integrated STEM, and levels of student achievement influence academic performance. The purpose of the study was to investigate how student motivation and engagement, technology use, assessment methods, and levels of student achievement in STEM influence academic performance. The research will adopt a descriptive approach. The target population will comprise 190 students in Grades 7, 8, and 9, and 10 STEM subject teachers, therefore a target population of 200. A sample of 133 learners and 10 teachers will be selected using Yamane’s formula and simple random sampling. Data will be collected using structured questionnaires and analyzed quantitatively through descriptive statistics. The study anticipates that integrated STEM education enhances student engagement, technological competence, and overall performance. The findings indicate that STEM integration enhances student motivation and improves performance when supported by access to technology and practical, collaborative assessment methods. However, unequal access to digital tools and limited teacher training were identified as persistent challenges. The study is significant in that it offers evidence based recommendations for improving STEM delivery, including expanding access to educational technology, enhancing teacher capacity, and adopting varied, hands-on assessment approaches. By addressing these areas, schools can better equip students with the competencies needed for higher academic achievement and future careers in science and technology.
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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