https://repository.kcau.ac.ke/handle/123456789/10 Sun, 05 Apr 2026 16:42:22 GMT 2026-04-05T16:42:22Z https://repository.kcau.ac.ke/handle/123456789/1602 Impact of teenage pregnancies on adolescents’ mental health after covid-19: A case of Kakuma Turkana west sub-county, Kenya 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. Wed, 01 Jan 2025 00:00:00 GMT https://repository.kcau.ac.ke/handle/123456789/1602 2025-01-01T00:00:00Z https://repository.kcau.ac.ke/handle/123456789/1586 Assessment Of the Teacher Preparedness on Competency Based Curriculum Performance in Public Junior Secondary Schools in Makindu Sub County, Makueni County, Kenya. Makokha, Robert F This study aimed to assess teacher preparedness on Competency-Based Curriculum performance in public junior secondary schools of Makindu Sub-County, Makueni County, Kenya. The study intended to establish the level of teacher preparedness for effective implementation of CBC in public junior secondary schools in Makindu Sub-County. The research aimed to answer the questions: how teachers’ attitude, Assessment of learners, Information Communication Technology skills and the Instructional resources affect the performance of Competency-Based Curriculum in public junior secondary schools of Makindu Sub-County. The study was specifically conducted within Makindu Ward, Nguumo Ward, and Kikumbulyu South Ward. The study adopted the Concern-Based Adoption Model (CBAM). This research targeted 400 respondents which included: 260 junior secondary school teachers, 136 head teachers and 4 curriculum support officers. The research sampled 120 individuals, consisting of 78 junior secondary school teachers, 41 primary school head teachers, and 1 curriculum support officer. The research simple random sampling and purposive sampling. Data was collected using questionnaires and interviews. Thematic analysis was used to analyze qualitative data while quantitative data was analyzed using descriptive statistics. The results of the study revealed that most of junior secondary school teachers were not well conversant with the CBC system of education. Also, the findings established that junior secondary teachers were not well prepared to implement CBC. The study revealed that implementation of Competence-Based Curriculum brings benefits to education as it’s tailored to meet individual student’s needs. The results further proved that CBC promotes critical thinking and problem-solving skills among the learners. The findings equally indicated that CBC promotes higher students’ engagement and motivation since it was well aligned with real world skills. Furthermore, it was confirmed that respondents had a positive attitude towards CBC as its benefit outweigh the potential challenges. The study found out that technological aspects significantly influenced CBC implementation. The study revealed that challenges of implementing a Competency-Based Curriculum (CBC) can significantly impact its effectiveness. These challenges are designing assessment, conducting assessment, fair grading, individualized assessment, access to assessment materials and enough time for assessment. The study recommended that the ministry of education needs to train and motivate teachers to enable them grasp CBC content and pass the same to learners to enhance holistic development. This study would enhance more positive influence on performance and economic development of the country. Further studies can be carried out in other levels of education like the primary schools, senior secondary schools and universities. This study can also be replicated in other sub-counties and counties to find out how CBC is performing in different places of the country. Mon, 01 Jan 2024 00:00:00 GMT https://repository.kcau.ac.ke/handle/123456789/1586 2024-01-01T00:00:00Z https://repository.kcau.ac.ke/handle/123456789/1583 Relationship Between Leadership Practices And Implementation Of Integrated Science In Competency Based Curriculum In Junior Secondary Schools In Westlands Subcounty Kenya Waruiru, Francis I The implementation of integrated science as a learning area in the Competency-based curriculum (CBC) has generated significant interest among scholars in Kenya due to its novel approach to education. Despite its potential benefits, the implementation of integrated science as a learning area in the CBC in junior secondary schools has faced challenges and criticism since its introduction. The purpose of this study is to assess the relationship between leadership practices and implementation of integrated science in the competence-based curriculum in junior secondary schools in Westlands Subcounty. The objectives of the study were to examine the relationship between teacher knowledge; teacher professional development and provision of resources by school leaders for instructional support in the implementation of Integrated Science in junior secondary schools in Westlands Subcounty. The social development theory and participative leadership theory grounded the study. A correlational research design was used. The target population were teachers, heads of departments and principals in the 30 junior secondary schools in Westlands Subcounty. A census was conducted for the integrated science teachers while 30% of heads of departments and principals were purposively selected. Data was collected through mixed methods. A structured questionnaire was distributed to all the teachers of integrated science in JSS schools. Interviews were conducted with heads of departments and principals. A pilot study was conducted in at Moi Educational Centre and PC Kinyanjui Road Primary School to establish the validity and reliability of the data collection tools. Quantitative data was analyzed using the Statistical Package for Social Sciences version 29, employing correlation and regression analysis techniques. Qualitative data was analysed thematically. Results showed that teacher knowledge positively correlated with implementation of integrated science in the CBC in JSS(r=0.926 p=0.000). teacher professional development opportunities positively and significantly correlated with implementation of integrated science in the CBC in JSS(r=0.923, p=0.000). It was established that provision of resources by school leaders for instructional support significantly and positively correlated with implementation of integrated science in the CBC in JSS(r=0.855, p=0.000). This study concludes that, despite teachers' strong understanding of integrated science, they face challenges due to a lack of resources, such as teaching materials and laboratory equipment. There was an increase in teacher workload, yet few received sufficient job training or continuous education opportunities in integrated science. The study concludes that, while the types of resources provided are relevant for instructional teaching, there is inadequacy in the provision of teaching resources. The study recommends that JSS should prioritize the development and procurement of comprehensive teaching materials and laboratory equipment to support integrated science instruction. The study suggests that JSS should encourage greater involvement in research activities and professional organizations to promote continuous professional growth. Principals should receive further support and resources to overcome challenges encountered with educational software and multimedia resources, ensuring seamless integration into integrated science teaching practices. Mon, 01 Jan 2024 00:00:00 GMT https://repository.kcau.ac.ke/handle/123456789/1583 2024-01-01T00:00:00Z https://repository.kcau.ac.ke/handle/123456789/1576 The Role Of Inclusive Education In Enhancing Special Needs Learning Experiences In Public Secondary Schools In Nairobi City County Otieno, Joab O This study evaluated the state of inclusive education in public secondary schools within Nairobi City County, Kenya, with an emphasis on assessing the current status, identifying associated challenges, and proposing practical solutions. The research aimed to explore instructional strategies employed by teachers to enhance inclusive teaching and learning for students with physical disabilities, assess the role of available resources in promoting inclusive educational outcomes, examine the implementation of inclusive education policies, and determine the challenges faced in implementing inclusivity for students with physical disabilities. Used a theoretical framework of Universal Design for Learning and Social Constructivism. The study was conducted across 15 schools in five purposively selected sub-counties within Nairobi City County. The study used a descriptive research design that combined qualitative and quantitative methods. A sample size of 98 respondents was selected through purposive and simple random sampling techniques. Data collection methods included structured questionnaires, interviews, observations, and focus group discussions, with descriptive data presented through tables, charts and graphs. The findings revealed that while there was a foundational understanding and some level of implementation of inclusive education policies, significant challenges persisted. The study found that while there was general support for ongoing professional development and clearer policy guidelines, gaps remained in effective policy application and resource allocation. Insights from the study highlighted the need for policy refinement, increased resource support, and enhanced training for educators. The results can provided valuable guidance for future educational policy and practice, underscoring the necessity for targeted strategies to improve the effectiveness of inclusive education and promote equitable learning opportunities for all students in Nairobi City County's public secondary schools. Mon, 01 Jan 2024 00:00:00 GMT https://repository.kcau.ac.ke/handle/123456789/1576 2024-01-01T00:00:00Z