School of Education, Arts & Social Sciences
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Item Relationship between provision of guidance and counseling services and academic performance of student in public secondary schools in kasarani constituency, Nairobi county, Kenya(KCA University, 2025) Kiarie, Betty N.Guidance and counseling services are a crucial element in any learning environment and contribute to improved academic performance. The study focused on investigating the relationship between the provision of guidance and counseling services and the academic performance of students in Public Secondary Schools in Kasarani constituency, Nairobi County, Kenya. The study was informed by the social learning theory as proposed by Albert Bandura and, the theory of planned behavior as by Icek Ajzen. The study used descriptive research design. Mixed sampling methods were used to draw study sample. The study used Krejcie and Morgan formulae to draw a study sample of 356 from 4,637, form three students. Owing to the small number of school-based counselors, census technique was used to select and include all the 12 head of guidance and counseling departments from 12 selected public Secondary schools in Kasarani constituency and their 12 deputy assistants. Data from students was collected using a questionnaire with open and closed ended questions while interview guide was used with the teacher-counselors. The questionnaire was validated by the supervisors from the department of Education counseling psychology at KCA University. The reliability of the instruments was assessed using the split-half method. A pilot study was conducted at St. Lucie Kiriri Girls Secondary School to ensure the effectiveness of the instruments. Quantitative data was analyzed by means of descriptive statistics and the Statistical Package for Social Sciences (SPSS), version 22.0. The findings were presented through the use of pie charts, and tables. The study established that guidance and counseling services play a critical role in enhancing students' academic performance in public secondary schools within Kasarani Constituency, Nairobi County. Pearson correlation results indicate a statistically significant positive correlation between students’ academic performance and the availability of G&C services (r = 0.422, p < 0.01), academic performance showed a significant negative correlation with psychological challenges (r = - 0.438, p < 0.01). of G&C services helped students manage emotional, social, and academic challenges. The study concludes that while guidance and counseling services are present in most schools, their availability and quality vary significantly, affecting their effectiveness. Additionally, psychological challenges such as stress, peer pressure, and bereavement negatively influence academic engagement, and current counseling programs are insufficient to fully address these needs. The study concludes that academic counseling positively influences students’ performance by promoting goal-setting, time management, and motivation. The study recommends the expansion and standardization of counseling services, incorporation of life skills training, and increased policy support to strengthen the role of guidance and counseling in secondary education.Item Determinants of relapse in psychiatric patients discharged from Mathari national teaching and referral hospital, Kenya(KCA University, 2025) Mwenda, Agnes K.This study addressed the critical issue of psychiatric relapse following hospitalization at Mathari National Teaching and Referral Hospital (MNTRH) in Kenya. Despite receiving inpatient treatment and clinical stabilization, a significant proportion of psychiatric patients experienced symptom recurrence after discharge, perpetuating a revolving door phenomenon that disrupted recovery trajectories and strained limited healthcare resources. Regional studies demonstrated concerning relapse patterns, with Ethiopia reporting a 37.78% relapse rate among patients with severe mental illnesses and Botswana documenting a 75.0% relapse prevalence at their main psychiatric unit, while Kenya-specific empirical research on psychiatric relapse determinants remained critically limited. The purpose of this study was to investigate the determinants of relapse among psychiatric patients discharged from Mathari National Teaching and Referral Hospital, Kenya. Specifically, the study aimed to identify patient-related determinants of relapse, determine healthcare-related determinants of relapse, explore socio-economic determinants of relapse, and develop an evidence-based intervention framework to prevent relapse among psychiatric patients at MNTRH. The study was informed by the Stress-Vulnerability Model and the Health Belief Model, which provided analytical lenses for examining the multifaceted nature of psychiatric relapse. An ex post facto research design with a mixed methods approach was employed, involving 301 family caregivers (92.0% response rate) and 12 healthcare providers (75.0% response rate). Data were collected using structured questionnaires and semi-structured interviews, then analysed using SPSS version 28.0 and NVivo 14. Results revealed that 61.1% of patients required readmission after discharge, with patient-related determinants (medication non-adherence, poor illness insight) showing the strongest negative correlation with relapse (r = -.612, p < .001). Healthcare-related factors (inadequate follow-up, limited staffing) and socio-economic determinants (unemployment, unaffordable medications, stigma) also significantly predicted relapse. Regression analysis showed that the four predictor variables collectively explained 55.9% of variance in psychiatric relapse (R² = .559, p < .001). The study concluded that psychiatric relapse at MNTRH results from complex interactions between patient vulnerabilities, healthcare system limitations, and socio-economic pressures. The study recommends establishing dedicated relapse prevention units, implementing mandatory family therapy, creating structured telephone follow-up systems, decentralizing psychiatric services to counties, prioritizing depot medications, and expanding insurance coverage for psychiatric care. Future studies explore determinants of treatment adherence among psychiatric patients as well as determine the effectiveness of different intervention models in preventing relapse.Item The impact of birth order on the personality traits of kca university Students in Nairobi county, Kenya(KCA University, 2025) Wagema, Newton T.Personality is the culmination of an individual's thoughts, emotions, and behaviour. Research has indicated that some factors influence the environment, including birth order. This study aimed to examine the impact of biological birth order on personality traits among university students in Nairobi County. The study objectives were to find out the impact of birth order on the agreeableness of university students in Nairobi County, to determine the impact of biological birth order on the openness of university students in Nairobi County, to find out the impact of biological birth order on the conscientiousness of university students, to find out impact of biological birth order on extraversion of university students in Nairobi county and to determine the impact of biological birth order on neuroticism of university students in Nairobi county. This study was guided by the use of the Big Five model, a personality theory upheld by psychologists at the time. The research targeted 200 university students in Nairobi County, specifically at KCA University. The study employed a survey research design, with the targeted respondents and sample size including university students enrolled in KCA University within Nairobi County, totaling 200 respondents. A stratified sampling technique was used, and the data collected were analyzed using the SPSS package. Findings were presented in tables and figures. Studying the impacts of birth order on personality was essential, as it helped young adults understand and appreciate the differences in personality within their family setups. The study found significant variations in personality traits among university students, particularly when considering their birth order. Firstborns were generally found to score higher on traits such as conscientiousness and openness, while laterborn children displayed higher levels of agreeableness and extraversion. The research also revealed that birth order played a subtle but important role in shaping key personality aspects, influencing how students interacted with others and approached academic and social challenges. These findings contributed to a deeper understanding of how family dynamics might influence individual personality development and provided valuable insights for both personal growth and family relationships.Item Impact of teenage pregnancies on adolescents’ mental health after covid-19: A case of Kakuma Turkana west sub-county, Kenya(KCA University, 2025) Misoi, Wendy J.This research studied the impact of teenage pregnancies on adolescents' mental health after COVID-19: a case study of Kakuma Turkana West Sub-County, Kenya. The purpose of the study was to identify the impact of teenage pregnancies on adolescents' mental health after COVID-19 in Turkana West Sub-County to provide evidence to guide preventive and targeted mental health services for adolescent mothers in similar settings. Teenage pregnancy was already a public health crisis, but the COVID-19 pandemic aggravated the issue and also mental health issues among adolescents, especially in marginalized regions. Minimized access to education, healthcare, and social support systems precluded during lockdown increased psychological distress and placed adolescents who were pregnant at higher risk of anxiety, depression, and intimate partner violence. The study aimed to achieve four objectives: to find out the socio-demographic factors associated with teenage pregnancies, to evaluate the impact of the COVID-19 pandemic on mental health, to establish the role of social support systems in mitigating mental health issues, and to find out the prevalence of common mental health disorders among adolescent mothers. The study was guided by two theories: the Social Cognitive Theory by Albert Bandura and the Theory of Planned Behavior by Icek Ajzen. The study purposefully selected a target population of 62 teenage mothers who re-enrolled in twelve schools in Kakuma Town, using a mixed methodology and a descriptive survey design. A purposive sampling technique was used to select study participants. A pilot study was conducted to test the reliability and validity of the tools before the actual study, and items were adjusted to address this study’s objectives. The researcher obtained ethical clearance from the Scientific and Research Ethics Committee from KCA University, an introduction letter from the Postgraduate School, and a NACOSTI license. To ensure no harm the researcher obtained consent from the study participants. The quantitative and qualitative data were collected through questionnaires and focus groups were filled out by 54 teenage mothers and 15 informants from the local ministry of education, healthcare providers, and community structures, with a return rate of 93%. Data was analyzed using descriptive, inferential, and thematic analysis and was presented through tables showing sample characteristics and variable-wise data, including means, standard deviations, frequencies, and percentages. The findings informed that 77.8% of the adolescent mothers were aged between 18-19 years, which aligned with common trends in teenage pregnancies. The COVID-19 pandemic had a considerable negative impact on mental health, with a mean score of 4.3 for difficulty accessing mental health services and 4.5 for increased feelings of isolation. This informed that the pandemic exacerbated pre-existing mental health challenges among the participants. Though it showed that family and peer support reduced stress levels, the study recommends the formulation of policies that will integrate adolescent mental health care into reproductive health and maternal health services to assist in mental health being prioritized. The findings will benefit school managers, parents, teenage mothers, and education and health policymakers, as the statistical data collected through the study identified the prevalence of common mental issues and risk factors experienced by adolescent mothers, which may lead to the development of psychological interventions and policies.Item Examining parental mental health as a mediating factor between family dysfunction and school-aged children’s mental health in Malindi, Kenya(KCA University, 2025) Were, Mercy A.Mental health is essential to the cognitive, emotional, social, and psychological development of children. Existing literature highlights that early childhood mental health challenges can lead to poor developmental outcomes, impaired academic performance, and reduced quality of life. In Kenya, mental health disorders among school-aged children—such as depression, anxiety, behavioral issues, and suicide—are on the rise. This study examined parental mental health as a mediating factor between family dysfunction and the mental health of school-aged children in Malindi, Kenya. Specifically, it investigated the direct effect of family dysfunction on children’s mental health, the impact of family dysfunction on parental mental health, and the combined predictive influence of both variables on child mental health outcomes. Guided by Structural Family Theory and Bronfenbrenner’s Ecological Systems Theory, the study employed a descriptive cross-sectional design targeting children aged 6 to 18 years attending public schools. Stratified and systematic random sampling was used to select households, and data were collected through semi-structured questionnaires administered to parents and primary caregivers. Quantitative data were analyzed using SPSS version 27, applying Pearson’s correlation and multiple linear regression. Findings revealed that the relationship between family dysfunction and children’s mental health was statistically insignificant (F = 1.552, df = 1, 328, p = .214). Similarly, family dysfunction showed no significant impact on parental mental health (B = -0.053, p = .188), and neither variable significantly predicted children’s mental health outcomes. The study recommends interventions focused on family role clarification, counseling, and community-based mental health support. These findings offer valuable insights for parents, educators, mental health practitioners, and policymakers, and underscore the need for longitudinal research to explore causal relationships and evaluate the long-term effectiveness of family-centered interventions.Item Teacher Motivation Factors Influencing School Management Practices in Public Secondary Schools in Machakos County, Kenya(KCA University, 2016) Mutua, Jacqueline M.The purpose of the study was to determine the influence of teacher motivation factors on school management practices in public secondary schools in Machakos county Kenya. The specific objectives were to find out how teacher motivation factors which include desire for professional growth, monetary reward, welfare of students and attainment of school goals influence school management practices in public secondary schools in Machakos County; The findings of the study may be of importance to the ministry of education as they might get to know the effect of teacher on school management practices in public secondary school in Kenya. The study targeted 212 schools, 212 principals and 986 teachers. The study was guided by Goal setting theory by Locke(1986). The study adopted a descriptive survey. The study used mixed methodology to gather information. The study employed stratified sampling technique to sample 21 schools, purposive sampling to sample 21 principals and simple sampling technique to sample 99 teachers. The study findings found out that job satisfaction affects employee motivation. From the findings of the study, it was concluded that job satisfaction, reward systems, professional development and work situational factors affect employee motivation. The study recommends that schools should ensure that the school environment is conducive for teachers to ensure their motivation and satisfaction with their jobs. This can be achieved by ensuring that there are adequate teaching and learning resources. The study finally recommends that another study be done in other districts on the effect of school leadership style on teacher motivation which was not the concern of the study.Item Investigating the Causes of Pupils Dropout in Public Primary Schools in Imenti North Sub County, Meru County, Kenya(KCA University, 2016) Thiruane, Rhoda K.Education plays a key role in human development through the process of empowering people to improve their well being and participation in national building. Dropout however, poses a serious threat to gains in education despite the government emphasis on Education for All (EFA) by this year (2015). The purpose of this study was to investigate the causes of pupils’ dropout in public primary schools of Imenti North Sub-County. The objectives of the study were to determine the influence of socio-economic factors, school based factors and pupil characteristics on dropout in public primary schools in Imenti North Sub-County. The study used descriptive survey design targeting 59 head teachers and 671 teachers from all the 59 public primary schools in Imenti North Sub-County. Stratified random sampling was used to select 18 schools, 18 head teachers and 108 teachers. The study used questionnaires on teachers and head teachers to collect information on dropout. Data was analyzed using statistical package for social sciences (SPSS). Findings were presented using frequency tables and bar graphs. This study established that low socio-economic status, poor school performance, drug and substance abuse, peer pressure among others contribute to pupil dropout. Poverty leading to financial problems was also cited as a cause of primary school dropout. The study recommends that the government should take stern measures against traders who employ children to pave way for these children to go to school. Head teachers should come up with school policies for drug free learning environment and the administrators to play an active role in enforcing the policy. A similar study should be carried in other sub counties that were not covered by the study. Similar studies should be carried out among other students groups like high school students.Item Factors Influencing Curriculum Development in Meru University of Science and Technology, Meru County, Kenya.(KCA University, 2018) King'au, Lucy N.The general objective of this study was to analyse the factors that influence curriculum development in Meru University of Science and Technology (MUST), Meru County, Kenya. The specific objectives of the study were; to establish the relationship between cultural values and curriculum development, to establish the influence of political factors and to determine the influence of technological factors on curriculum development in the University. The study was based on the actor network theory developed by Callon (1986) and Latour (1988). A correlational research design was used to assess the relationship between the variables in the study. The target population for this study comprised of eighteen chairpersons of academic departments and full time lecturers in the University. All the chairpersons of departments were selected through purposeful sampling for the study. Stratified random sampling was used to select fifty nine out of the total one hundred and eight lecturers. Questionnaires were used to collect data from the respondents, while document analysis was used to obtain secondary data from Senate Board minutes. Data collected was analysed using Statistical Package for Social Sciences (SPSS). The analysed data was presented in percentages and frequency tables. Inferential statistics were used to describe the relationships between the independent variables and the dependent variable. Findings of the study established that there was a relationship between cultural values and curriculum development and that political and technological factors influence curriculum development to a large extent in MUST. The study recommended that curriculum developers need to consider these three factors when developing new curriculum or reviewing an existing one. The findings of the study may be useful to academic departments in universities, curriculum development policy, non-governmental organizations, and research scholars.Item School Based Factors Influencing Performance in Public Day Primary Schools in Miriga Mieru East Division, Imenti- North District, Meru County, Kenya(KCA University, 2016) Njeru, Hellen M.Poor performance in Kenya Certificate of Primary Education in some regions of Kenya has been attributed to various factors which differ depending on the region under study as well as the school. Performance in Miriga Mieru East Division in Meru County Kenya has been dismal in the recent past. The purpose of the study therefore was to investigate the influence of school based factors on performance in Kenya Certificate of Primary Education Examination in Miriga Mieru East Division, Imenti North District. The objectives of the study were to determine the influence of learning resources, school physical facilities and human resource on academic performance in K.C.P.E in public day primary schools. This study was guided by systems theory input-output model developed by Ludwig Van Bertalanfly in 1956. According to the theory, an organized enterprise does not exist in a vacuum in which it is established, and the inputs from the environment are reserved by the organization which then transforms them into outputs. As adapted in this study, the students (inputs) are admitted into the primary school from different social-economic backgrounds. The target population for the study was the 27 public day primary schools in Miriga Mieru East Division. The study employed a descriptive survey design. This design was the most appropriate for this study because the researcher sought information from respondents regarding their opinion of the performance and how it has been influenced by the school based elements. When they get into the school system, the management of the school transforms them through the process of teaching and learning and the students output is seen through their academic performance. A simple random sampling technique was used to sample 11 out of the 27 schools. In every school, purposive sampling technique was used to sample the head teachers in every school visited. Four pupils two from class eight and 2 from class seven and three teachers who teach class eight pupils were sampled randomly from each school. Questionnaires were used as instruments for data collection. Two public day primary schools from Miriga Mieru West Division were used for pilot study to test validity and reliability. The researcher visited the sampled schools and administered the questionnaires to the head teachers, teachers and pupils. The data was analyzed by descriptive statistics (frequencies and percentages). The research findings show that the schools in the division have adequate resources but the performance was still below average. Human resource was inadequate. The study recommends that more teachers to be employed, inservice programmes for both the head teachers and teachers through the ministry of Education, parents to be fully involved in school programs and a study to be carried out to establish the external factors influencing performance in the same division.Item Analysis of Teaching-learning Resources and Hidden Educational Cost on Hundred Percent Transition to Secondary Schools: A Case of Westlands Sub County, Kenya.(KCA University, 2022) Odhiambo, PeterIn spite of the hundred percent transition policy being in existence for the past four years, some learners do not access secondary education. The study sought to analyze the effect of physical infrastructure, teaching and instruction materials and hidden education cost on a hundred percent transition to secondary school in Wetlands Sub County, Kenya. The specific objectives of the study were to; examine the effect of school infrastructural facilities on a hundred percent transition to secondary school, determine the relationship between the availability of teaching and learning resources and one hundred percent transition to secondary school and to establish the effect of hidden educational costs on a hundred percent transition to secondary school. The study was guided by the Classical Liberal Theory. The study adopted a descriptive survey research design. The target population for the study was all the 14 public secondary schools, 14 secondary school principals, 649 teachers, and 4411 secondary school students in Wetlands Sub County. Purposive sampling was used to sample the principals while simple random sampling was used to sample the teachers and students. The sample size for the study consisted of all the principals, 247 teachers and 367 students. The main data collection tools were questionnaires. Data collection instruments were piloted in 5 schools in Langata Sub County, part of the larger Nairobi County. Test re-test technique was used to ascertain the reliability of the research instruments. The validity of the instruments was ascertained by the experts in Educational Leadership and Management in the School of Education at KCA University. Data was analyzed using SPSS version 25. Data was analyzed using descriptive statistics, namely; frequencies, percentages, mean, standard deviation and inferential statistics. Chi square test was used to test the hypothesis. Findings of the study were presented using frequency tables, bar graphs and pie chart. The study revealed that there was a statistically significant relationship between school infrastructural facilities, teaching and learning resources, hidden costs and a hundred percent transition to secondary schools in Westlands sub-county, Kenya. The study recommended that to improve a hundred percent transition to secondary schools; school infrastructure, teaching and learning resources and hidden educational costs should be put into consideration. The government ought to allocate more funds for infrastructural development and provision of adequate teaching and learning resources.