School of Education

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EFFECT OF ARTIFICIAL INTELLIGENCE ON UNIVERSITY STUDENTS’ ACADEMIC PERFOMANCE: A CASE OF GRETSA UNIVERSITY THIKA SUBCOUNTY, KIAMBU COUNTY, KENYA.
(Gretsa University, 2025-10) ASUMARI, GEOFFREY NYABUTO
Academic performance and learning outcomes are being revolutionized by the introduction of Artificial Intelligence (AI) into higher education. This study aims at finding out possible advantages and difficulties of examining the complex effects of AI on academic achievement at universities. The study will be guided by the following objectives. To investigate how AI technology, affect students' participation, motivation, and engagement in their coursework. To identify and analyse the ethical concerns and psychological impacts associated with using AI in academic settings. To evaluate how AI tools, impact the efficiency of learning processes and administrative tasks in educational institutions. To assess how the use of AI affects students' development of critical thinking and problem-solving abilities. The study will be guided by augmented intelligence, connectivism and Zone of Proximal Development theories. The research instruments used are questionnaires. Content validity will be used to examine each questionnaire in turn and compare the content. To assure item reliability, the test-retest method will be used.
SOCIAL-ECONOMIC FACTORS INFLUENCING IMPLEMENTATION OF NEW HIGHER EDUCATION FUNDING MODEL AMONG PRIVATE UNIVERSITIES IN THIKA SUBCOUNTY, KENYA
(Gretsa University, 2025-10) KIUGI, JOEL KARUGU
Implementation of new high funding model has been influenced by various factors in private universities in Thika Sub- County, Kenya. Thika Sub- County private Universities has undergoes this problem since the introduction of this New higher funding model .This study examined the socio-economic factors influencing the implementation of the new Higher Education Funding Model (NHEFM) in private universities in Thika Sub-County, Kenya. The research was guided by three main objectives: 1)To assess the effect of household income, 2) To evaluate the role of community economic development, and to analyze cultural attitudes toward education in shaping the adoption of the funding model. The study was anchored on the Social Equity Theory, which emphasizes fairness and equal access to educational opportunities regardless of socio-economic background. The study adopted a descriptive research design targeting a population of 420 respondents, including 400 students, 10 dean of school, 6 HELB official and 4 finance officers from selected private universities within Thika Sub-County. Using stratified and simple random sampling techniques, a sample size of 200 respondents was selected, including 193 students, 2 dean of school, 2 High Education Learning Board official and 2 finance officers. A mixed-methods approach was employed data were collected through structured questionnaires and analyzed using both descriptive statistics (frequencies, percentages, and means) and inferential statistics, specifically correlation and regression analysis, to determine relationships between the study variables., Quantitative data were analyzed using descriptive statistics, while qualitative insights were drawn from thematic analysis. Findings revealed that household income significantly affects students’ ability to access and sustain higher education, with the majority of respondents reporting financial constraints. Community economic development also played a crucial role, as local initiatives and partnerships influenced access to scholarships and institutional sustainability. Additionally, cultural attitudes toward education were largely positive, with most participants acknowledging education as essential for success, though parental involvement remained limited. The study concludes that addressing financial barriers, strengthening community support, and promoting greater parental engagement are essential for effective implementation of the NHEFM in private universities. Recommendations include expanding financial aid programs, fostering community-university partnerships, and implementing awareness initiatives to enhance cultural and family support for higher education. These findings provide valuable insights for policymakers, educators, and stakeholders working toward equitable and sustainable higher education in Kenya.
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
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.
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
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.
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.
FACTORS AFFECTING STUDENTS’ PERFOMANCE IN ENGLISH IN THE KENYA CERTIFICATE OF SECONDARY EDUCATION IN TETU SUB COUNTY, NYERI COUNTY
(Gretsa University, 2025-10) GATHONI, IVY MAINA
English has remained the core language used in Kenyan schools throughout the years. Student performance in English therefore directly affects their overall performance, bearing in mind that the majority of the subjects are taught and examined using English. Low performance in English therefore is often tantamount to poor grades across other subjects. The aim of this study was to investigate determinants of students' performance in English language in Kenya Certificate of Secondary Education (KCSE) in secondary schools under Tetu Sub-County, Nyeri County. The research aims were to investigate the availability of teaching and learning resources, assess students' and teachers' attitudes toward English, and determine the impact of teaching procedures on students' performance. The sample involved students in secondary schools and English teachers from the sub-county. The descriptive survey study design was employed, with stratified random sampling to obtain a representative sample of participants and schools. Data was collected using questionnaires and interviews and analyzed using qualitative and quantitative approaches, including descriptive statistics and thematic analysis. Poor pedagogical practices and learning resources, unfavorable subject attitudes, and inadequate instructor training were the principal drivers of underperformance in the English subject, according to the research. Intensive intervention in resource management, instructor development, and attitude change programs is recommended by the research to improve students' performance in the English subject as well as their overall academic performance
INDICATORS OF STUDENT ENGAGEMENT AT BROADWAYS SECONDARY SCHOOL IN THIKA SUB-COUNTY, KIAMBU COUNTY.
(Gretsa University, 2025-10) MBINYA, WINFRED; MULI, PEACE; CHEPNG'ETICH, HILDA
Class engagement is an essential factor in enhancing academic achievement and promoting positive social behaviors among students. This study investigates the indicators of class engagement in Broadways Secondary School, located in Thika Sub-county, Kiambu County. The purpose of the research is to examine the indicators of class engagement, factors that influence engagement, and assess the impact of engagement on academic. We employed a descriptive research design, targeting teachers and students at Broadways Secondary School. Stratified random sampling was used, where a sample of 10 teachers and 100 students were selected .Data collection instruments included questionnaires observations and interviews, which were analyzed using descriptive statistics and thematic analysis. Findings of the study were expected to reveal the main indicators of class engagement, such as behavioral, emotional, and cognitive engagement, along with the influence of teaching methods, classroom environment, and student attitudes engagement levels. This study will contribute to a deeper understanding on how to foster class engagement, leading to improved academic outcomes and positive behavioral changes among students. The recommendations derived from this study will offer quality insights for teachers, school administrators, and policymakers in achieving student engagement in Kenyan secondary schools.
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
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
LECTURERS’ EXPECTATIONS AND STUDENTS’ ENGAGEMENT ON ACADEMIC PERFORMANCE IN GRETSA UNIVERSITY, THIKA CAMPUS, KENYA
(Gretsa University, 2025-10) ODHIAMBO, DICKENS; KARIMI, DINAH; LAVINE, GRACE; NASIMIYU, NELLY
This study examined on the influence of lecturers' expectations and student engagement on academic performance at Gretsa University, Thika Campus.This research was carried out in line with the following objectives; to determine lecturers expectation on academic performance in Gretsa University Thika, Kenya, to establish student engagement on academic performance in Gretsa university Thika, Kenya and to establish students academic performance in Gretsa university Thika, Kenya.This research examined how lecturers' expectations affect students' emotional, behavioral, and cognitive engagement, subsequently influencing their academic success. the sample size of the study was 1230 which constituted 1110 students and 120 lecturers .Employing a mixed methodology, the study collected data through structured questionnaires distributed to students and to lecturers, that provided a comprehensive view of how various engagement factors interact with academic performance. Kobo collect toolkit was used to analyze the data collected. Findings revealed clear and supportive expectations from lecturers enhanced students’ motivation and resilience, leading to higher levels of engagement in areas such as class participation and assignment completion. When students perceived their lecturers hold high standards and believed in their abilities, they tend to show greater persistence, dedication, and academic success. This study underscored the importance of fostering positive, expectation-driven interactions within educational institutions to create an environment that maximized student engagement and achievement. It recommended that universities emphasized supportive lecturer-student relationships and established clear, high academic standards to cultivate an environment conducive for academic excellence
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.
AN EVALUATION OF SECURITY EFFECTIVENESS ON FOOD SECURITY IN ISIOLO COUNTY
(Gretsa University, 2025-10) RUKIA, MOHAMED BORU
United Nation Report (2020) and the World Bank through there years of research has shown the global that the upcoming versions of extremely dangerous conflicts currently are more less become more sophistical. More and more parties including non-state and far more state organization due to this major parties involvement that have resulted to extreme and more by unexplainable lives lost in the scramble to show who has the most power, communities, people and event wildlife have been had to relocate due to the now unfriend inhabitants, Investments such houses had to abandoned due to the war, the social life flashed down the drains due to wars the economic life not left aside had to restructure from scratch to cope survival difficult times. This Northern raging disagreements especially in the north eastern of Kenya, we have in Isiolo County one of the counties that from time to time has tried to solve the thing know as sustainable food growth, but it is still on it knees struggling. This study seeks find a way that this situation on food security can be tackles by the horn in Isiolo County and necessary conflict resolution measures taken in Isiolo County. Specifically, the researcher is to dig deep into the matters of hostilities; the after math of the insecurity on food security; and ways that can very effective to reduce the conflicts or to nullify it completely to return the community to the peaceful norms. The researcher majorly took inconsideration of the descriptive survey design to this study to gain more data to make the study a success. Study areas that the researcher choose was a location that mostly had seen the after result of continues disagreement between the communities and the wards are; Wabera, Bulla, Pesa, Chari and Cherab wards in Isiolo County. Coming to analysis the data for the study was collected on one-on-one interview session with the members of the affected community, active discussion in communities formed focus groups and captured chosen key statements in the interview sessions. We have this sample techniques known as the Systematic was used to choose the household that we used in the study to collect the data, a total of about 1000 of them. 100 households received the questionnaires distributed. For the interview session Stake holders who had valuable information were invited to participate in the research study, from number identified some community‟s ember randomly selected take part in the FDG session for inclusion purposes. The Qualitative data collected went through thematic analysis. Quantitative data were cleaned normalized and feed to analytic software know as SPSS and results were output table and graphics for at a glance view. Ethical and logistical consideration was sought from the school of humanity and social science of Gretsa University and research department to find a humble time with data collection permission from local community leaders for data collection purposes. The effectiveness of food security from the data that was analyzed showed vividly that the variables security policies for food that they had the huge impact on the due to some many households not adhering to some farming policies, it was also concluded that Trends of global in security also had a huge impact on food security in Isiolo county from the data that was analyzed in other words it did have much impact due to its nature of the global level. The researcher arrived at his conclusion and concluded that the that the Insecurity and major impact when it comes to pastoralism and agriculture had the most impact on the food security due to its nature of pastoralist moving from area to area and the unfavorable factors like the weather and the small land conflicts
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.
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.
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
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.
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.
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

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