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 investigates the impact of headteachers’ decision-making skills on learners’ academic achievement in public primary schools in Uriri Sub-County, Migori County, Kenya. Headteachers play a vital role in determining academic success through their leadership in areas such as resource allocation, curriculum implementation, and staff motivation. This descriptive survey design was employed to systematically examine how these leadership traits influence learners’ performance in the Kenya Certificate of Primary Education (KCPE). Data were collected from headteachers, teachers, and pupils using questionnaires, interviews, and document analysis. The study revealed that schools with strong decision-making practices, particularly in resource allocation and democratic leadership, performed better in KCPE results. The findings suggest that leadership development programs aimed at improving decision-making skills could enhance educational outcomes in rural schools. Recommendations include training for headteachers in decision-making and promoting participatory leadership practices.

Abstract: This study was on causes of becoming homosexuals for most learners living in informal boarding facilities in Zimbabwe. Interpretivism was employed in this work as a research paradigm. A qualitative research approach was adopted. A phenomenology research design was used to explain how the respondents perceive the phenomena. The study took place in 3 purposively selected schools in Midlands Province. The participants were also purposively selected. The participants were 18 learners (9 girls and 9 boys), six from each school (3 boys, 3 girls), and 6 teachers (1 male, 1 female from each school). The researcher used structured in-depth interviews with open-ended questions to all participants to allow probing. Focus Group Discussions (FGDs) were used on the learner participants in their natural settings that is their respective schools. The researcher used a thematic approach to analyze the data and the presentation was purely qualitative with phrases from respondents quoted verbatim. The study found that sharing of blankets because of poverty, lack of adult supervision in IBFs, lack of information about sex from elders, and lack of the topic about homosexuality in the curriculum were the contributing factors to homosexual tendencies to learners in (IBFs) in Zimbabwe. The researcher recommends that Guidance and Counselling sessions be taken seriously in schools and more so for learners who stay in IBFs who constitute a more vulnerable group. Curriculum planners should include the topic of homosexuality in line with the African culture in the curriculum.

Abstract; This study was an evaluation of the sufficiency of ICT infrastructure in relation to teaching and learning of geography on learners academic achievement inpublic secondary schools in Nyamira county, Kenya. The major issue was to evaluate the challenges on ICT infrastructure they face as teachers in their respective schools. The study used three research instruments to collect data, questionnaire ,interview schedules and observation checklist ,data was collected from 190 public secondary schools, and five sub – county quality and standards officers .The data was mainly collected and coding was done by using statistical package for social sciences (SPSS) version 27.0 for analyzing data. Descriptive statistics and inferential statistics were used to analyze and present data in form of tables that were integrated in the findings, the findings were highlighted and in depth analysis was done. The major barriers that face the sufficiency of infrastructure in the schools visited ranges from, administrative, finances, and inadequate wellwishers as a result there are a few gadgets and infrastructural facilities that are not enough in these schools during instructions. The study therefore recommended that the administrators, financiers and well wishers to assist in improving the schools infrastructural facilities in order to improve ICT usage during teaching and learning process for our schools to achieve learner centered strategies in teaching geography in Nyamira county.

Abstract: Education is an important adventure in the progress of human life and there are numerous elements attached to its effective achievement, one being the availability and use of learning materials. This paper analyzes role of parents in providing learning materials for numeracy acquisition among Pre-Primary II Learners in Suba Sub-County, Kenya. A pilot study was done in Mbita sub-County to establish validity and reliability of the research tools. The study used Descriptive Survey research design and two sampling techniques to select participants: purposive and simple random sampling. The study was guided by two theories: Cognitive Load Theory by John Sweller, and Social Interaction Theory by Lev Vygotsky. Target population for the study was 199, which comprised Early Year Education coordinator, Early Year Education zonal supervisors, head teachers and pre-primary II learners’ parents. A sample size of 63 respondents was selected; 52 participated with response rate of 82.5%. Questionnaires and Interview Schedule were used to collect data. Discourse analysis and Statistical Package for Social Sciences (SPSS) were used to analyze qualitative and quantitative data respectively. The study established that learning materials influenced acquisition of numeracy skills, despite less involvement of parents. The study further revealed that there was inadequate learning materials in most pre-primary centres. The study recommends that parents should be involved by the school administration to provide learning materials. Parents should be encouraged to provide learning materials. A further study needs to be conducted on” effects of education level of pre-school learners’ parents on provision of learning materials.”

Abstract: This study examined how students performed academically after experiencing sexual abuse. The study used a phenomenological research design and a qualitative approach. The target audience consisted of students who are sexually abused, academic instructors, school counsellors, ward education officers, statistical and logistical officers, police officers, and social workers. All provided information that was gathered. The professional participants were chosen using the purposive sampling approach. Semi-structured interviews, observation, and document analysis were conducted from all participants to gather data. The results indicated that the majority of the abused learners underperformed as a result of sexual abuse and developed a fear of everyone around them, which disturbed their academic performance. Some developed an antisocial personality and a misguided annoyed attitude. The study concludes that students in public secondary schools who have experienced child sexual abuse do worse academically. According to the study’s findings, parents, school administrators, and teachers should collaborate when treating abused students to assist them in overcoming their difficulties and enhancing their social and academic performance. In addition, the education stakeholders and relevant ministries (Police, Child and Social Welfare, and the Ministry of Education and Training) should assist in decreasing child abuse from the grassroots level.

Abstract: Literacy in reading is essential for all learning and achievement in life, particularly in the information age. According to a National Examination and School Inspection Authority (NESA) report, the primary three learners in Rwanda do not meet the standards of English literacy. This study sought to compare reading comprehension levels between primary three learners of public schools and those from private schools. Two hundred and thirteen (213) learners were randomly selected and ten (10) primary English teachers were purposively involved in the study. The study was guided by the Simple View of Reading Theory developed in 1986 by Gough and Tunner and supported by Hoover and Gough (1990). English reading test administered to learners was taken from UNESCO’s Global Proficiency Framework for Reading (GPF) document. The results showed the lower reading comprehension of learners from public schools as compared to those from private schools. It was also revealed in public schools that the unavailability of reading materials, limited time allocated to reading and big class size hinder reading performance. It was recommended that the government should provide enough reading materials in public schools. Parents should support children at home in the reading tasks.

Abstract: Despite all effort that has been shown in addressing the education issues that affect the female students, there is still a gap. Thus, the need to study socio-cultural dynamics influencing management of gender participation in schooling among Mijikenda community. The study was conducted to answer a research question; what is the influence of perceived gender roles on the management of gender participation in schooling among Mijikenda community learners in public secondary schools in Kwale County? This study was guided by the Systems theory and augmented by Maslow’s theory of hierarchy of needs. The study employed a mixed approach and was based on descriptive survey design. The study population was 2209 Mijikenda girls and boys who sat for KCSE in 2018 and 2019 and 49 head teachers at the secondary schools in Kwale County. The sample size was 310 participants. The study found that there was an influence of perceived gender roles on the management of gender participation in schooling among Mijikenda community learners in public secondary schools in Kwale County. There were different influences of gender participation in schooling regarding the marriage expectations for girls. Thus, the study concludes that while some of the identified items were negative for the gender balances, others were positive. The study recommends that the Ministry of Education initiate education programmes that promote enrolment, transition, and academic performance in Kwale county.

Abstract: The study looked at the influence of teachers’ attitudes towards information communication technology (ICT), on learners’ academic achievement in geography in public secondary schools in Nyamira county, Kenya. The major aim was to assess the teachers’ attitudes towards ICT usage. The study used three questionnaires and one interview schedule to collect data from 190 public secondary schools and 6 education quality assurance officers. The data was collected and coded by using statistical package for social sciences (SPSS) for analysis, use of mixed method approach was used, where descriptive and inferential statistics were analyzed and presented in form of tables. The main issues faced by teachers might have contributed to the limited use of ICT in teaching and learning process, hence affecting learners’ academic achievements in geography. Teachers’ attitudes will be solved when; pre –training, workshops for capacity building and in-service courses for ICT will be enhanced in all learning institutions. The study therefore recommends that teachers get trained for the implementation of ICT in teaching and learning to be enhanced and improvement of infrastructure.

Abstract: A transition from pre-school to primary school for children is not just a change which has immediate effects but effects on the rate at which children change. The purpose of this study was to determine the influence of parental involvement on learners’ transition rate from public preschools to public primary school in Kapseret Sub County, Uasin Gishu County. The study was guided by Jean Piaget’s constructivist theory. The study adopted a descriptive survey design. The target population for the study included 102 preschool teachers, 153 Grade one, two, and three teachers and 51 headteachers, giving a total of 306 target population. The researcher sampled 171 respondents, including 85 Grade one, two and three teachers, 57 preschool teachers, and 29 headteachers. The study research instruments used were questionnaires. Data from questionnaires were analyzed using both quantitatively and qualitatively using SPSS version 26. Quantitative method involved descriptive analysis and presented in form of tables. Qualitative data from interview schedules were analyzed thematically and presented in prose form. The study findings showed that parental involvement has significant influence on learners transition. Parental and family support plays a key role in transition, learners’ parents share information frequently on progress of their children. The study recommends that preschool children should be well cared for by their parents by checking their education progress and instilling values.