Academic Excellence for Africa

The purpose of the study was to examine influence of the use of culturally themed educational games on learners’ acquisition of basic arithmetic skills in lower grades of public primary schools in Malindi Sub-County, Kilifi County. The study was guided by the following research question: How does the use of culturally themed educational games influence the acquisition of arithmetic skills among lower grade learners in public primary schools? The study was informed by Ethno-mathematics Theory. The study adopted a mixed methods approach, employing a convergent design. A cross-sectional and phenomenology designs were employed to collect quantitative and qualitative data respectively. The target population included 82 public primary schools, 82 head teachers, 415 lower grade teachers, 2,880 lower grade pupils, and one Sub-County Director of Education (SCDE) from Malindi sub-county. Stratified sampling was used to select 10 public primary schools, systematic sampling to select 288 lower grade pupils, simple random sampling to select 81 lower grade teachers, purposive sampling to select 10 head teachers, and one SCDE. Data collection instruments included questionnaires for teachers, interview guides for head teachers and SCDE, and focus groups discussion guide for learners. Reliability was confirmed using Cronbach’s Alpha coefficient of 0.8. Validity of qualitative instruments was ensured through expert review, pilot testing, triangulation, and member checking to enhance trustworthiness and credibility. Quantitative data was analyzed using descriptive and inferential statistics while qualitative data was subjected to thematic content analysis. The study observed ethics. The study revealed that culturally themed educational games enhanced pupils’ engagement, participation and acquisition of basic arithmetic skills among lower grade pupils in public primary schools. The findings showed that culturally relevant games had the potential to promote meaningful and effective numeracy learning. The study recommends teachers to integrate culturally themed educational games in mathematics instruction as well as education stakeholders to provide resources and training to facilitate implementation.

The purpose of the study was to examine effectiveness of in-service training programmes on teachers’ instructional quality in public senior schools in Mavoko sub-county, Machakos county, Kenya. The study focused on the following research question: How do in-service training programs affect teachers’ instructional quality in public senior schools in Mavoko sub-county? The study was grounded in Human Capital Theory by Theodore Schultz. A mixed-methods approach under a convergent design was employed. The quantitative component adopted a cross-sectional design, while the qualitative component was guided by a phenomenology design. The target population comprised 16 public secondary schools, including 16 principals, 285 teachers, 2,850 Form Three and Four students, and one Sub-County Director of Education. Sampling techniques used included stratified sampling for schools, simple random sampling for teachers, systematic sampling for students, and criterion-purposive sampling for principals and SCDE sampling, resulting in a sample of 7 schools, 7 principals, 74 teachers, 285 students, and the Sub-County Director of Education. Data collection instruments included questionnaires for teachers, interview guides for principals and the Sub-County Director of Education, focus group discussion guides for students, a document analysis guide, and an observation guide. Quantitative data were analyzed using SPSS version 28, where descriptive statistics such as frequencies, percentages, means, and standard deviations were used. Inferential statistics, including t-tests and ANOVA, were used to determine differences between variables. Findings were presented using tables. Instrument validity was ensured through face, content, criterion, and construct validity, while reliability was tested using Cronbach’s Alpha (0.8). Qualitative data were analyzed thematically using NVivo, guided by credibility, dependability, transferability, and confirmability, with ethical considerations observed. The study found that successful in-service training programs enhanced teachers’ pedagogical skills, instructional strategies, assessment practices and classroom management. It implies that continuous professional development contributes significantly to the enhanced instructional quality of teachers. The study recommends that education stakeholders should strengthen regular needs-based training programs, provide adequate resources and establish monitoring mechanisms to ensure sustained improvement in teaching practices in public senior schools.

The purpose of this study was to examine the influence of Heads of Institutions' transformational leadership practices on parental participation in decision-making in private primary schools in Athi River Sub-county, Machakos County, Kenya. The study was guided by the following research questions: To what extent does the idealized practice of school leadership influence parental participation in decision-making in private primary schools in Athi River, Machakos County? To what extent does inspirational motivation influence parental participation in decision-making? How does intellectual stimulation influence parental participation in decision-making? How does individualised consideration influence parental participation in decision-making? Transformational Leadership Theory informed the study. The study adopted a mixed methods approach, employing an explanatory sequential design. The quantitative phase utilised a descriptive cross-sectional survey design, while the qualitative phase employed a phenomenology design. The target population included 25 registered private primary schools, 25 HOIs, 400 teachers, and 460 parents. Stratified sampling was used to select eight private primary schools, stratified purposive sampling to select 8 HOIs, simple random sampling to select 80 teachers, and 120 parents, respectively. Data collection instruments included questionnaires for teachers and parents, interview guides for HOIs and a document analysis. Validity of instruments was established through expert review. Reliability was established by computing pilot testing. Quantitative data was analysed using descriptive and inferential statistics while qualitative data were subjected to thematic content analysis. Ethical considerations were observed. Heads of institutions' transformational leadership practices significantly influence parental participation in decision-making. Inspirational motivation is the strongest and most consistent driver of parental engagement. Idealised practice and intellectual stimulation show significant effects, but affirmation is inconsistent, weak on trust and confidence for idealised influence, and unevenly institutionalised across schools for intellectual stimulation. Individualized consideration is the weakest dimension, with agreement falling below half on responsiveness and recognition of parents' individual needs.

This study investigated the influence of principals’ controlling functions on students’ academic achievement in senior schools in Kipipiri sub-county Nyandarua County, Kenya. The study was guided by research questions: In what ways does the principals’ controlling function influence student academic achievement in public senior schools? Fayol’s Administrative Theory of Management guided the study. The study employed a convergent mixed method design, using a cross-sectional survey and phenomenology approaches. The target population comprised of 15 public senior school, 15 principals, 214 teachers,1012 form four students, 1 Teachers Service Commission Sub-County Director and 1 Sub- County Quality Assurance and Standards Officer. Purposive and Stratified simple random sampling techniques were used to select 383 respondents for this study. Data was collected using questionnaires, interview guides and document analysis. Validity was tested by research experts and pilot testing and reliability was confirmed using Cronbach’s Alpha coefficient of 0.92. Quantitative data was analyzed using descriptive and inferential statistics while qualitative data was subjected to thematic content analysis. Ethical considerations were observed throughout the study. The findings demonstrated that principals controlling functions have influence on students’ academic achievement. The study concluded that principals’ controlling function provides an important mechanism for maintaining instructional quality and responding to academic performance gaps, controlling function influenced the conditions under which teaching and learning occurred through several interconnected mechanisms. The study recommends that Education quality assurance and standards officers should strengthen school-based monitoring and evaluation, while the government should ensure adequate staffing and instructional resources. Principals should strengthen classroom supervision and monitoring students’ academic progress through regular observation, assessment, feedback and timely interventions.

Steel manufacturing firms in Kenya operate in a capital-intensive and highly competitive environment in which taxation can affect compliance costs, investment decisions, cash flows and profitability. This study examined the relationship between four dimensions of taxation practice—tax compliance practices, tax governance practices, tax incentive utilisation and tax technology adoption—and financial performance among steel manufacturing firms in Nairobi County. A positivist, cross-sectional explanatory survey design was used. The study targeted all 33 steel manufacturing firms identified through the Kenya Association of Manufacturers database and obtained responses from all 33 designated finance managers or officers, giving a 100% response rate. Data were collected through a structured questionnaire and analysed in SPSS Version 29 using descriptive statistics, Pearson correlation and multiple linear regression. Financial performance was operationalised in the administered questionnaire through six Likert-scale statements concerning profitability and returns generated from the firms’ asset base. The regression model was statistically significant, F(4, 28) = 41.998, p < .001, with R = .926, R² = .857 and adjusted R² = .837. Tax compliance practices (B = 1.870, β = 1.990, p < .001), tax incentive utilisation (B = .408, β = .625, p = .017), and tax technology adoption (B = .595, β = .676, p = .008) were positively associated with financial performance. Tax governance practices were not statistically significant (B = .084, β = .140, p = .258). The findings indicate that compliance capability, effective use of legitimate tax incentives and tax technology are important dimensions of taxation management within the sampled firms, while formal tax governance arrangements did not demonstrate an independent statistical association with performance after the other dimensions were considered. The study recommends stronger integration of tax planning with financial decision-making and deeper integration of tax technologies with accounting and reporting systems.

The purpose of this study was to investigate influence of curriculum reforms on students’ academic performance in international schools in Nairobi City County, Kenya. It was guided by one research question: To what extent have curriculum reforms in international schools influenced students’ academic performance in Nairobi City County? The study was anchored on Educational Production Function Theory. Mixed Methods approach was used. Convergent design of mixed methods approach was applied. In the quantitative aspect, cross-sectional survey was used whereas under the qualitative aspect, phenomenology design was used. The study targeted 50 international schools, 50 Principals, 50 executive heads, 690 teachers and 8,850 students. Stratified and simple random sampling were used to select 10 schools, systematic sampling to select 383 students, criterion purposive to include 10 principals and 10 executive heads, and simple random sampling to select 87 teachers. The study employed questionnaires for teachers, interviews for principals, and executive heads, focus group discussions for students, document analysis guide, and observation guide to gather data. Reliability was confirmed using Cronbach’s Alpha coefficient of 0.83. Quantitative data was analyzed using descriptive and inferential statistics while qualitative data was subjected to thematic content analysis. Ethical considerations were observed. The study found that curriculum reforms influence students’ academic performance in international schools through improved teaching approaches, assessment strategies, and learner engagement. It concluded that successful curriculum implementation requires adequate teacher preparation, resources, and stakeholder support. The study recommends continuous teacher training, effective curriculum monitoring, and collaboration among stakeholders to ensure that curriculum reforms enhance students’ academic outcomes in Nairobi City County.

The purpose of this study was to investigate the influence of artisanal gold mining activities on learners’ attendance in public junior schools in Rachuonyo South Sub-County, Homa Bay County, Kenya. The study was guided by the following research question: To what extent does learners’ participation in artisanal gold mining activities influence school attendance? The study was anchored on Human Capital Theory. A mixed methods approach, specifically a convergent design, was employed. A cross-sectional and phenomenology designs were used for quantitative and qualitative data respectively. The target population comprised 84 public junior schools, 84 heads of institutions, 416 teachers, 5,840 Grade 7 and 8 learners, 480 parents, and one Sub-County Director of Education (SCDE. The sample size included 9 public junior schools selected using stratified and simple random sampling, 9 heads of institutions and 1 SCDE selected through criterion purposive sampling, 90 teachers selected using simple random sampling, 48 parents selected using cluster sampling, and 374 learners selected through systematic sampling. Data was collected using questionnaires for teachers, interview guides for heads of institutions, SCDE and parents, and focus group discussion guides for learners. Data was analyzed using SPSS version 28 for descriptive and inferential statistics, and NVivo for thematic analysis of qualitative data. Research instruments were validated through face validity, and reliability ensured using Cronbach’s Alpha coefficient of 0.80. Findings were presented in tables and graphs. Ethical considerations were observed. Findings were presented using tables, with ethical considerations observed throughout the study. The findings revealed that artisanal gold mining activities negatively influence learners’ attendance in public junior schools in Rachuonyo South Sub-County through increased absenteeism, child labour involvement, economic pressures, fatigue, and reduced parental supervision. The study concluded that participation in gold mining activities remains a significant barrier to regular school attendance and learner participation in education. The study recommends strengthening community sensitization programmes, enforcing child protection policies, supporting economically vulnerable households, and improving school-based attendance monitoring strategies to enhance learners’ regular attendance in gold mining-affected communities.

The purpose of this study was to investigate influence of household food insufficiency on learners’ enrolment in public junior schools in Voi sub-county, Taita Taveta county, Kenya. It was guided by one research question: To what extent does insufficient household food influence learners’ enrolment? The study was anchored on Abraham Maslow’s Hierarchy of Needs Theory. A mixed methods approach, with convergent design was employed. The target population comprised of 45 public junior schools, 45 heads of institutions, 3,276 learners, 274 junior school teachers, 620 parents, and one sub-county director of education in Voi sub-county. Sample size included: 10 public junior schools which were selected using stratified and random sampling, 328 learners selected using systematic sampling, 73 teachers selected using simple random sampling, 10 heads of institutions were selected using criterion purposive sampling, and 1 SCDE selected using criterion purposive sampling. Data collection instruments included: questionnaires for teachers, interview guides for heads institutions and SCDE, and focus groups discussion guide for learners. Data was analyzed using SPSS version 28 for descriptive and inferential statistics, and NVivo for thematic analysis of qualitative data. Research instruments were validated through face validity, and reliability ensured using Cronbach’s Alpha coefficient of 0.80. Findings were presented in tables and graphs. Ethical considerations were observed. The study may find that household food insufficiency negatively influences learners’ enrolment through increased absenteeism, reduced school participation, and delayed entry into junior schools. It may conclude that food insecurity remains a significant barrier to educational access. The study recommends strengthening school feeding programmes, supporting vulnerable households, and promoting community-based interventions to improve learners’ enrolment and retention.