Abstract: This study examined the effect of the provision of teaching and learning resources on the implementation of inclusive education in public primary schools in Nandi County, Kenya. The study adopted explanatory survey design using mixed method approach. The target population was primary school headteachers, Teachers, and Sub-County Directors. There are 831 headteachers, 4156 teachers, and 6 sub-county directors of education respectively in Nandi County. The sample size comprised of 62 headteachers, 308 teachers, and 6 Sub-County Directors of Education, giving a total of 376 respondents. Interviews and questionnaires were used to collect data. Data were collected through structured questionnaires, interviews, and document analysis. Descriptive statistics were used to analyze the data, while inferential statistics, including correlation analysis, were employed to examine relationships between resource provision and the effectiveness of inclusive education. The findings revealed that the provision of instructional resources significantly influenced the successful implementation of inclusive education, with the majority of respondents (78%) reporting that resource availability positively impacted their ability to deliver inclusive education. However, challenges such as insufficient specialized materials, inadequate teacher training, and limited infrastructure were identified as barriers. The correlation analysis showed a significant positive relationship (r = 0.72) between the adequacy of resources and the effective implementation of inclusive education. The study concluded that enhancing resource provision, involving stakeholders, and adopting ICT tools were critical to improving inclusive education practices. The recommendations included increasing resource allocation, strengthening teacher capacity, and fostering greater collaboration among stakeholders.

Abstract: This research paper explores the ethical application of artificial intelligence (AI) in university curricula, focusing on the challenges and opportunities it presents. The paper is a result of a survey conducted among students and staff at Busitema University to understand the current state of AI usage, identify the benefits and challenges, and how to address the emerging ethical implications. The findings revealed that students are increasingly using AI for various academic tasks, but there is a lack of formal integration and limited awareness among staff. The limitations of AI, such as inaccuracies in its outputs and potential hindrances to deep learning and innovativeness, are also underlined in our findings. The paper therefore calls for structured AI education and policy development within universities to regulate AI use, promote transparency, and address ethical concerns. Specific recommendations include integrating AI into the learning management system, providing AI training for both students and staff; and developing guidelines and standards for responsible AI use. This paper emphasises the need to balance the benefits of AI with ethical considerations so that institutions continue to nurture critical thinking skills even in the era of AI integration into teaching and learning.

Abstract: The study investigated the impact of budgeting on the implementation of inclusive education in public primary schools in Nandi County, Kenya. The target population comprised 831 headteachers, 4,156 teachers, and six Sub-County Directors of Education. A sample of 62 headteachers, 308 teachers, and six Sub-County Directors of Education was selected using stratified random sampling for headteachers and teachers, and purposive sampling for Sub-County Directors. Data were collected through questionnaires and interviews. Descriptive and inferential statistics, including multiple regression analysis, were utilized to analyze the data. The findings revealed that budgeting significantly influenced the implementation of inclusive education, with Pearson’s correlation coefficient (r = 0.591, p < 0.05) indicating a positive and significant relationship. Budgeting practices, including stakeholder involvement, preparation, and review cycles, and allocation of resources to priority needs, were critical in enhancing inclusive education outcomes. The analysis further revealed that 35% (R² = 0.350) of the variation in the implementation of inclusive education could be attributed to budgeting. Challenges highlighted included inadequate funds and poor teacher remuneration, which demotivated teachers. The study concluded that effective budgeting enhances the implementation of inclusive education and recommended increasing budget allocations, strengthening stakeholder engagement, and adopting monitoring mechanisms for accountability. The findings contribute to improving financial management practices in public primary schools and advancing inclusive education policies. Future studies should explore the influence of alternative funding models on the sustainability of inclusive education.

Abstract: This study examined the impact of school quality assurance practices on students’ academic performance in public secondary schools in Mafia District Council. The study was guided by two research objectives, namely to: identify strategies used by SQA to assess the school services on students’ academic performance in public secondary schools; examine the challenges facing SQA during quality assurance exercises on students’ academic performance in public secondary schools. This research employed a mixed-methods approach with a convergent parallel design. The study utilized questionnaire and interview methods for data collection. Quantitative data were analysed by using descriptive statistics with the aid of SPSS while qualitative data were analysed by using content analysis. The findings revealed that school quality assurance practices were significantly influencing students’ secondary school academic achievement. Furthermore, the strategies used by SQA to assess the school’s services were significantly and highly correlated with students’ academic performance. The study highlights the challenges facing SQA during quality assurance exercises, including inadequate facilities and a lack of teachers implementing SQA recommendations. It is recommended that the government increases budget for provision of SQA facilities providing regular training and seminars through in-service training programs in order to accommodate policy and technological changes.

Abstract: The purpose of this study was to establish the effectiveness of the CRE syllabus and recommended secondary school CRE textbooks in Provision of HIV/AIDS education to learners in secondary schools in Kenya. The study used the documentary analysis approach in achieving its objective. The research instrument for this study was document analysis guide. The documents analysed included the secondary school CRE syllabus and recommended text books in Kenya. Data from the documents were qualitatively analysed. The study found that there were challenges in the teaching and learning of CRE in secondary schools that affected its provision and integration of HIV/AIDS education in its curriculum. Some of the challenges were: inadequate content on HIV/AIDS in the secondary school CRE recommended textbooks and inadequate organization of HIV/AIDS topics within the secondary school CRE syllabus. The study recommended that Kenya Institute of Curriculum Development (KICD) should review the secondary school syllabus and organize the topics in such a way that HIV/AIDS issues are taught at all levels (Form 1-4). This study also recommended that the authors and publishers of secondary school CRE recommended textbooks to review them so that what is lacking on HIV/AIDS issues can be included in the revised editions. The study further recommended that the Ministry of Education should organize for provision of learning resources in secondary schools in Kenya. The study is significant because the recommendations made can be used to improve on provision and integration of HIV/AIDS education in the CRE curriculum in secondary schools in Kenya.

Abstract: This study assessed the current status of resources availability in secondary school libraries for studying science subjects. The study employed a concurrent triangulation design with a mixed-method approach. The sample of 190 respondents (students, heads of secondary schools, town secondary education officers, ward education officers, and science subjects’ teachers) was used to provide their answers to the specific questions of this study. Data were collected with the help of open- and closed-ended questionnaires, interviews and observation The researcher administered 171 questionnaires where 94 were distributed to the students and 77 were distributed to the science subject teachers in five public secondary schools. Nineteen (19) participants were interviewed by the researcher. Participants were selected by using purposive, and simple random sampling techniques. The researcher adhered to ethical issues as data was being collected. The findings from the study revealed that most public secondary schools are not equipped with supplementary books, and computers that would help students in studying science subjects. It was recommended that secondary schools should prioritize the expansion and modernization of their library facilities. This includes investing in a diverse collection of scientific literature, both in print and digital formats to cater for the diverse learning needs of students. It was also revealed that Secondary schools should implement a structured program that integrates library services into the curriculum for studying science subjects.

Abstract: Science, as defined by The Oxford Advanced Learner Dictionary (2006), is knowledge about the structure and behavior of the natural world based on facts that can be proven through experimentation. Science laboratory teaching heavily influences the effective teaching and learning of science as it is a place for conducting experiments and the birthplace of a comprehensive and practical understanding of science. With its emphasis on hands-on experiences, laboratory learning is crucial in preparing students for future scientific endeavors. Consistent practice leads to proficiency in what the learner has been taught during classroom instruction. The saying ‘practice makes perfect’ (Hager, 1974, as cited in Pareek, 2019) also holds true in science education. This review paper aimed to illuminate the transformative role of science laboratory education in shaping students’ attitudes toward science subjects and motivation to make a career in science and technology. A Constructivist approach to learning guided this review. Science education significantly benefits from the use of science laboratories, as supported by Dewey’s learning by doing, Kolb’s experiential learning theory, and Kuhn’s paradigm shift theory. According to the instructional theory of learning interaction, the science laboratory directly impacts students’ attitudes and motivation, leading to better academic performance. The literature was thoroughly researched and critically analyzed in the area of interest in the review. The literature sources mainly focus on the last ten years (2013-2023), with some current additions to the present knowledge economy. As recommendations after the literature search, on one side where teacher competency is essential, there is an urgent need to address resource mobilization issues at schools, targeting the problems of budget, space, etc., to make space for innovation.

Abstract: The study established the implications of lesson planning for the implementation of the lower secondary school curriculum in Bulamagi Sub County, Iganga District. Objectives were to establish the knowledge of teachers regarding the key learning outcomes of the lower secondary school curriculum and to identify ways in which lesson planning eases implementation of the lower secondary school curriculum. We tested the null hypothesis: “Lesson planning has no significant statistical effect on the implementation of lower secondary school curriculum in secondary schools in Bulamagi Sub County.” This study adopted a cross-sectional survey research design, which involved collecting data from many different individuals at a single point in time on a sample size of 212 respondents, including students, teachers, and headteachers of four selected secondary schools. Data was presented both descriptively and through regression analysis. According to the findings, the model summary shows that lesson planning is a significant predictor of the outcome variable, with an R-squared value of .366. The standardized coefficient of .605 indicates that for every unit increase in lesson planning, there is a corresponding increase of .605 in the implementation of the curriculum. This relationship is statistically significant with a t-value of 11.018 and a p-value of .000. In conclusion, lesson planning significantly contributes to the successful implementation of the lower secondary school curriculum. Schools should prioritize training and support for teachers in effective lesson planning strategies to enhance the implementation of the curriculum.

Abstract: Retrogressive cultural practices upheld by the community living in West Pokot County affect provision of quality learning to primary school learners. This study aimed at finding out how these practices hindered the teaching and learning in public primary schools in West Pokot County. Its objective was to find out: how retrogressive cultural practices contributed to poor school attendance of learners. Its target population was 6,357 people, composed of grade 6 learners represented by their respective class-prefects, grade 6 parents represented by class representatives, all primary school head teachers, teachers, Sub-County Directors of Education (S/C DEs), Curriculum Support Officers (CSOs) and the County Director of Education (CDE). A representative sample of 914 respondents was selected from the target population to participate in the study, using random and purposive sampling procedures. Questionnaires, Semi-Structured Interview Schedules and document analysis guide were used to collect information from the selected respondents. It used descriptive survey design. Analyzed quantitative data were presented in tables, while qualitative data were presented in narrations form. The study found out that: the retrogressive practice of FGM hindered girl child’s education. The study recommended that: local leaders should educate the Pokot community to shun FGM, and more low-cost Boarding Primary Schools should be built in West Pokot County to keep children in school for a long time and avoid harsh Home Environment that hindered their learning.

Abstract: The study was about the correlation between resource availability and students’ performance in practical lessons in secondary schools within Iganga Municipal Council. The specific objectives were to evaluate the impact of availability of basic equipment on students’ performance in practical lessons in secondary schools, and to identify the presence of skilled human resources to enhance the teaching and learning process for students in these practical lessons. The study employed a cross-sectional descriptive design with a sample of 92 respondents, relying solely on a questionnaire for data collection. We presented the findings in summary tables, showing mean and standard deviation. The study revealed that availability of basic equipment enhances students’ achievement in practical lessons through; use of technology to ease tasks, workplace safety, and well-equipped laboratories. The rise of blended learning environments in higher education necessitates adequate equipment, flexible teaching, and investment in educational resources. On the other hand, availability of trained human resource helps to promote inclusive education and enhance instruction quality. Active student participation, communication skills, and respect for different perspectives encourage learning. Teaching methodology and student motivation are crucial for academic success. Curriculum reform should incorporate critical thinking skills for success. Conclusively, the study emphasizes the importance of practical lesson equipment, technology availability, workplace safety, well-equipped laboratories, inclusive education, teacher self-efficacy, professional development, student participation, and curriculum reform. Teachers should allocate resources effectively, foster critical thinking, and provide personalized feedback to enhance student motivation and success, which in turn leads to academic and real-world success.