Academic Excellence for Africa

The study examined influence of chronic truancy on students’ learning outcomes in public junior schools in Nakuru West sub-county, Nakuru county, Kenya. The study was guided by one research questions addressing how does chronic truancy influence learners’ overall learning outcomes in public junior secondary schools in Nakuru West sub-county? The study was anchored on Bronfenbrenner’s Ecological Systems Theory (1979) and adopted a convergent mixed-methods design, comprising a quantitative cross-sectional survey and a qualitative phenomenology design. The target population comprised 9,671 learners, 47 teachers, 20 Heads of Institutions, and one Sub-County Director of Education. A sample of 384 students was selected using proportionate stratified and systematic sampling techniques. All 47 teachers in the selected schools were targeted through census sampling, of whom 31 responded to the questionnaires, while six Heads of Institutions and one Sub-County Director of Education were selected using purposive sampling. Data were collected using questionnaires, focus group discussions, interviews, and document analysis. Validity and reliability of the quantitative instruments and trustworthiness of the qualitative data were established. Quantitative data were analyzed using descriptive statistics and simple linear regression in SPSS Version 26, while qualitative data were analyzed thematically. The findings revealed that chronic truancy (β = –0.265, p < .001) had a statistically significant negative influence on learners’ learning outcomes by reducing classroom participation, curriculum exposure, academic achievement, and learner engagement. It concluded that persistent absenteeism creates learning gaps and limits students’ development of essential competencies. The study recommends strengthening attendance monitoring, improving school–parent collaboration, and providing counseling, mentorship, and targeted learner-support interventions to reduce truancy and improve academic outcomes.

The purpose of this study was to investigate influence of the content of teacher professional development programmes on the implementation of competency-based education in public junior schools in Matungulu sub-county, Machakos county. The study was anchored on the Model of Teacher Change, by Guskey. A mixed methods research approach, specifically a convergent design, was employed. The target population comprised of 84 public junior schools, 84 heads of institutions, 350 junior school teachers, two Quality Assurance and Standards Officers (QASOs), and one Sub-County Director of Education (SCDE) in Matungulu sub-county. Sample size comprised of 10 public junior schools selected using stratified and random sampling, 10 heads of institutions through criterion sampling, 2 QASOs and 1 SCDE selected using criterion purposive sampling, 91 teachers selected using simple random sampling. Data collection instruments included questionnaires for teachers, interview guides for head of institutions, QASOs, and SCDE. Data was analysed using SPSS 28 for descriptive and inferential statistics, and NVivo for thematic analysis of qualitative interview data. Findings have been presented in tables and graphs. Research instruments have been validated through face validity, and reliability ensured using Cronbach’s Alpha coefficient of 0.85. Ethical considerations were observed to protect participants’ rights, privacy, and well-being. The study found that relevant and practical professional development content improved teachers’ implementation of competency-based education. It concluded that programme content strongly influences teachers’ classroom practices. It recommended aligning professional development content with teachers’ practical needs and CBE requirements.

The rapid advancement of digital technologies has transformed academic libraries, creating both opportunities and challenges for digital collection development. In Kenya, many academic libraries lack adequate frameworks to guide the acquisition, management, and alignment of digital resources with user needs. This study assessed the current state of digital collection development at the Cooperative University of Kenya (CUK) Library and proposed a customized framework suited to its institutional context and user requirements. A convergent parallel mixed-methods design was employed, targeting 396 participants (students, library staff, and faculty heads), with a response rate of 64% (n=254). Data were collected using questionnaires and interview guides. Key findings showed a significant gap between high user demand for digital resources and the adequacy of existing collections. Budget constraints and inadequate ICT infrastructure emerged as the primary barriers. Qualitative findings revealed fragmented collections across multiple platforms, inconsistent user awareness leading to underutilization, and significant digital literacy gaps. The study proposes a comprehensive framework comprising five interdependent pillars: a formal digital collection policy, a sustainable funding model, unified technical infrastructure, strategic collection development, and human capacity development. These pillars operate within a continuous user engagement and feedback loop. The framework offers a practical, evidence-based model for academic libraries in Kenya and similar resource-constrained environments seeking to transition toward integrated, user-centered digital knowledge hubs.

The purpose of this study was to investigate influence of school leadership training on effective management of public comprehensive junior schools in chesumei sub-county, nandi county, Kenya. One research question guided the study, focusing on: How does school leadership training influence effective management of public comprehensive junior schools in Chesumei sub-county? The study was anchored on Kotter’s Change Management Theory. A mixed methods research approach, specifically a convergent parallel design, was employed. The target population comprised 125 public integrated junior schools, 125 heads of institutions, 522 teachers, Quality Assurance and Standards Officer, and Sub-County Director of Education in Chesumei sub-county. Sample size included 10 public comprehensive junior schools selected using stratified and random sampling, 10 heads of institutions and Quality Assurance and Standards Officer using purposive sampling, and Sub-County Director of Education using criterion purposive sampling, and 46 teachers selected using simple random sampling. Data collection instruments included questionnaires for teachers, interview guides for heads of institutions, Quality Assurance and Standards Officer and Sub-County Director of Education. Research instruments were validated through face validity, and reliability were ensured using Cronbach’s Alpha coefficient of 0.80. Data were analyzed using SPSS version 28 for descriptive and inferential statistics, and NVivo for thematic analysis of qualitative interview data. Findings were presented in tables and graphs. Ethical considerations were observed to protect participants’ rights, privacy, and well-being. The study found that school leadership training significantly influences effective management of public comprehensive junior schools by enhancing instructional supervision, curriculum implementation, resource coordination, and stakeholder engagement. It concluded that well-prepared head teachers are better equipped to manage CBE reforms and improve school effectiveness. The study recommends continuous leadership training, mentorship, coaching, and institutional support to strengthen school management practices.

This study investigated influence of ict-supported english lessons on english performance in national examinations in public secondary schools in Lilongwe west Division, Malawi. The study was guided by five research question: What is the level of ICT integration in English instruction in public secondary schools in Lilongwe West Division? The study was anchored on Constructivist Learning Theory as advanced by Jean Piaget. The study employed a mixed methods approach, specifically a convergent design, using a cross-sectional survey and phenomenology designs for quantitative and qualitative data collection respectively. The target population included: 47 public secondary schools, 47 head teachers, 94 English teachers, 2,850 form four students, and one Education Division Manager from Lilongwe West Division. The study adopted stratified sampling to sample 10 public secondary schools, simple random sampling to sample 48 form four English teachers, systematic sampling to sample 285 form four students, purposive sampling to include 10 head teachers and one education division manager to ensure fair representation of different categories of respondents. The study employed questionnaires for teachers, interviews for head teachers and education division manager, focus group discussions for students, document analysis guide, and observation guide to gather data. Reliability was confirmed using Cronbach’s Alpha coefficient of 0.80. Quantitative data was analyzed using descriptive and inferential statistics while qualitative data was subjected to thematic content analysis. Ethical considerations were observed. The ICT supported English lessons improved the learners’ engagement, access to learning resources and English performance in national examinations. The study pointed out that ICT use improves language learning and academic results with adequate infrastructure and teacher competence support. It implies better ICT facilities, providing teachers with digital pedagogy and promoting continuity in the use of technology in teaching English.

This study investigated parental involvement on learners’ academic performance in public junior schools in Kajiado West Sub-County, Kajiado county. Research question that guided the study is: How does parental participation in school activities affect learners’ academic performance in public junior schools in Kajiado’s West sub-county? The study was grounded on Epstein's Overlapping Spheres of Influence Theory. The study adopted a convergent mixed-methods design, integrating both quantitative and qualitative approaches. The quantitative component used a Cross-sectional survey, while the qualitative strand applied a phenomenology design. The target population included 76 junior schools, 76 head teachers, 238 teachers, 580 parents, 5,400 Grade 8 and 9 learners, and one SCDE. Stratified and simple random were employed to obtain a sample of 8 schools, and 47 teachers, purposive sampling for 8 head teachers and one SCDE, systematic sampling for 280 learners, and cluster sampling for 58 parents. Data was collected using questionnaires, interview guides, focus group discussion guides, a document analysis guide, and observation guide. Quantitative data was analyzed using SPSS version 28 to generate descriptive statistics and inferential statistics. Qualitative data was analyzed thematically using NVivo software. Findings were presented using tables, graphs, and narrative descriptions. Content validity was ensured through expert review, while reliability was established using internal consistency measures of alpha 0.70 and above. Ethical principles were strictly observed throughout the study. The study established that the involvement of parents in school activities has a positive influence on the academic performance of learners in public junior schools in Kajiado West Sub-County. It found that effective parent–school engagement improves learners’ motivation, supervision and academic support. The study suggests regular parent-teacher communication, school meetings and structured opportunities for parents to participate actively in their children’s education.

The purpose of this study was to examine influence of parental participation in school-based activities on learners’ acquisition of learning-to-learn competence in public junior schools in Nakuru North sub-county. The study was informed by the Epstein theory of overlapping spheres. A mixed methods research approach, specifically a convergent design, was employed. The target population comprised 45 public junior schools, 45 heads of institutions, 216 teachers, 6,400 Grades 8 and 9 learners, 640 parents, and one Sub-County Director of Education (SCDE) in Nakuru North sub-county. Sample size included 7 public junior schools selected using stratified and random sampling, 7 heads of institutions, and 1 SCDE selected using criterion purposive sampling, 61 teachers selected using simple random sampling, 64 parents selected using snowball sampling, and 376 learners selected through systematic sampling. Data collection instruments included questionnaires for teachers, interview guides for heads of institutions, parents, and SCDE, and focus groups discussion guide for learners, and document analysis guide, and observation guide. Data was analyzed using SPSS 28 for descriptive and inferential statistics, Analysis of Variance was used to test the hypotheses, and qualitative data were analysed thematically using NVivo software and presented in narrative themes supported by verbatim quotations from participants. Quantitative findings were presented in tables and graphs. Study tools were validated through face validity, and reliability ensured using Cronbach’s Alpha coefficient of 0.80. Ethical considerations were observed. Parental participation in school-based activities positively influences junior school learners' acquisition of learning-to-learn competence by promoting self-regulation, discipline, motivation, and positive attitudes toward education. Active and supportive parental involvement in school activities plays a significant role in enhancing learners' learning-to-learn competence and encouraging independent learning. Schools should strengthen school-parent partnerships and provide parents with guidance on effective ways to participate in school-based activities and support their children's learning.

This study examined the effectiveness of school mentorship programs on teachers' instructional competence in public secondary schools in Butula sub-county, Busia County, Kenya. The study was guided by the following research question: To what extent are school mentorship programs effective in enhancing teachers’ instructional competence? The study is anchored on Organizational Socialization Theory, a fundamental concept put out by Van Maanen (1979). The study adopted a mixed-method convergent design, using a cross-sectional design for the quantitative data and a phenomenology design for the qualitative data. The target population comprised 27 principals, 350 teachers, and 1 SCDE from 27 public secondary schools. Data was collected from 192 respondents using questionnaires, interview guides, observation checklists, and document analysis. The sample size included 8 principals, 87 teachers, and 1 sub-county director of education. Data were collected using various instruments, including questionnaires for teachers, interview guides for principals and 1 sub-county director of education, observation checklists, and a document analysis guide. The validity and reliability of the instruments were determined at 0.8 Cronbach's Alpha before they were administered. Quantitative tools, such as questionnaires, were subjected to content and face validity testing. Quantitative data were analyzed using the Statistical Package for the Social Sciences (SPSS) to generate frequencies and percentages, which were summarized and presented in frequency distribution tables. Qualitative data were analyzed through content analysis. The study adhered to ethical considerations. The study found that school mentorship programs positively influenced instructional competence, with school policy serving as a crucial mediator. Key challenges included limited funding, teacher resistance, and leadership reluctance. The study concluded that effective teacher mentorship depends on integrated systems supported by strong policy frameworks and organizational commitment. It recommended institutionalizing mentorship, and ensuring policy development precedes program implementation.