Abstract: Academic dishonesty is a growing concern in secondary schools globally, and Kenya is no exception. This study investigated the influence of study habits on academic dishonesty among secondary school students in Makueni County, Kenya. This study was informed by Psychosocial Dynamic Theory and Theory of Planned Behaviour. The investigator used mixed method concurrent triangulation model that combined linear regression model and phenomenology. The targeted populace for the study was 79,122 participants consisting of 75,000 students, 3,865 teachers, 250 principals, 6 SCDEs and 1 CDE. The researcher used stratified sampling technique to select schools participating in the study. The sample size was 802 which consisted of 750 students sampled randomly, 25 principals and 25 teachers sampled purposively. There was 1 SCDE and 1 CDE purposively sampled. The research tools utilized were surveys for principals, teachers and students, and interviews for SCDEs and the County Director of Education. The validity of the research instruments was guaranteed by the expert opinion of the supervisors. For reliability, test-retest technique was utilized with Cronbach’s Coefficient Alpha worth 0.700 termed as dependable. Concurrent triangulation was utilized to guarantee credibility. A detailed interview was utilized to assess dependability of non-numerical tools. Descriptive data was analyzed using frequencies and percentages and presented through tables and figures. Inferential statistics was analyzed through linear regression and presented through tables while qualitative data was analyzed thematically and presented through narration and verbatim citations. The study findings were that poor study habits led to inadequate preparation, causing students to engage in academic dishonesty.

Abstract: Academic dishonesty in public secondary schools is a growing concern, influenced by various factors, including societal expectations. This paper examines how societal pressures and expectations contribute to academic dishonesty among students in public secondary schools in Makueni County, Kenya. This study was informed by Psychosocial Dynamic Theory and Theory of Planned Behaviour. The study used mixed method concurrent triangulation model that combined linear regression model and phenomenology. The sample size was 802 which consisted of 750 students sampled randomly, 25 principals and 25 teachers sampled purposively. There was 1 SCDE and 1 CDE purposively sampled. The research tools utilized were questionnaires for principals, teachers and students, and interviews for SCDEs and the County Director of Education. Inferential statistics were analyzed through linear regression and presented through tables while qualitative data was analyzed thematically and presented through narration and verbatim citations. The study findings were that societal expectations significantly influenced academic dishonesty, suggesting the need for a multifaceted approach to addressing this issue. The study recommended that parents and schools should cease from exerting exceeding pressure on academic performance of learners as it may be detrimental to their well-being and a catalyst to academic dishonesty.

Abstract: The absence of diverse teams among teachers might restrict students’ access to a comprehensive learning environment that fosters inclusivity, cultural understanding, and adaptability, impacting their overall academic performance and preparedness for a diverse global landscape. The purpose of this study was to investigate the influence of open communication by principals on performance of Kenya Certificate of Secondary Education Examinations in public secondary schools in Nandi County, Kenya. The study was anchored on the theory of educational productivity. The study adopted a descriptive survey design. The target population was 3388, comprising five sub-county education directors, 236 principals and 264 deputy principals, and 2883 teachers. The sample size was 339 respondents. Stratified and simple random sampling was used into select the respondents. This research used questionnaires and interview schedules to collect data. The quantitative data collected were analyzed using descriptive and inferential statistics using statistical package for social science (SPSS) computer software (Version 25). Descriptive statistics used were frequencies, percentages, mean, and standard deviation. Inferentially data were analyzed using Pearson correlation coefficient and regression analysis. The study established a positive significant correlation between principals’ diverse teams’ development and performance of Kenya certificate of secondary education examinations. (β5=0.494, p=0.000). The study therefore recommended that school leaders actively prioritize and invest in fostering diverse teams within secondary school settings. Principals should actively seek to build teams comprising individuals with diverse backgrounds, experiences, skill sets, and perspectives. This entails creating inclusive recruitment and retention strategies that embrace diversity in both teaching and non-teaching staff.

Abstract: The absence of open communication channels within public secondary schools directly affects the educational ecosystem. This communication gap can lead to misunderstandings, misinterpretations of academic goals, and a lack of cohesive strategies among stakeholders, ultimately impacting students’ preparation and performance in the examinations. The purpose of this study was to investigate the influence of open communication by principals on performance of Kenya Certificate of Secondary Education Examinations in public secondary schools in Nandi County, Kenya. The study was anchored on the theory of educational productivity. The study adopted a descriptive survey design. The target population was 3388, comprising five sub-county education directors, 236 principals and 264 deputy principals, and 2883 teachers. The sample size was 339 respondents. This research used questionnaires and interview schedules to collect data. Descriptive statistics used were frequencies, percentages, mean, and standard deviation. Inferential data were analyzed using Pearson correlation coefficient and regression analysis. Qualitative data from interview schedules were analyzed thematically. The study findings revealed that the interaction was found to have a positive and significant effect on the performance of Kenya Certificate of Secondary Education Examinations. (β4=0.113, in=0.038). The study concluded that there was a significant positive correlation between open communication and the performance of Kenya certificate of secondary education examinations. The study recommended that involving staff members in decision-making in schools enhances students’ performance in Kenya certificate of secondary education examinations since teachers will be committed into teaching into understand that their opinions are integrated into the school’s indecision-making process.

Abstract: There is a universal worry about academic dishonesty especially in African nations. The key aim of this investigation was to examine the influence of students’ self-awareness on academic dishonesty in public secondary schools in Makueni County, Kenya. The investigation used theories namely: Psychosocial Dynamic Theory and the Theory of Planned Behaviour. The research used mixed methodology and the concurrent triangulation design. The sample size was 802 which consisted of 750 students sampled randomly, 25 principals and 25 teachers sampled purposively. The study utilized 1 SCDE and 1 CDE purposively sampled. The instruments employed were questionnaires for principals, teachers and students, and interviews for the education officers. Descriptive data was analyzed using frequencies and percentages and presented through tables and figures. Inferential statistics was analyzed through linear regression and presented through tables while qualitative data was analyzed thematically and presented through narration and verbatim citations. The study findings were that self-awareness meaningfully influenced academic dishonesty. The research found out that there was necessity to enhance the students’ self-awareness. It was suggested that integrating involvements like introducing capable, knowledgeable and qualified counsellors in schools was essential to eradicate academic dishonesty.

Abstract: There is a worldwide concern about academic dishonesty and more so in African countries. The main purpose of this study was to investigate the influence of students’ personality traits on academic dishonesty in public secondary schools in Makueni County, Kenya. This study was informed by Psychosocial Dynamic Theory and Theory of Planned Behaviour . The investigation used mixed methodology and the concurrent triangulation design. The sample size was 802 which consisted of 750 students sampled randomly, 25 principals and 25 teachers sampled purposively. There was 1 SCDE and 1 CDE purposively sampled. The research tools utilized were questionnaires for principals, teachers and students, and interviews for SCDEs and the County Director of Education. The study findings were that, personality traits significantly influence academic dishonesty. The study established that there was need to improve on the students’ personality traits . It was recommended that integrating interventions like introduction of competent, experienced and professional counsellors in schools was necessary to eliminate academic dishonesty.

Abstract: Every society’s quality is largely determined by the quality of its educational system. Given the apparent constraints on educational resources, the importance of maximizing their efficient utilization for maximum academic results cannot be overstated. This study assessed the status of educational resources in rural public secondary schools in Misungwi District, Tanzania. It was guided by three specific objectives: to examine available educational resources used in teaching and learning process, to determine the distribution of educational resources in teaching and learning process and to assess the relationship between effective management of educational resources and teaching and learning process outcomes. The mixed research approach and explanatory research design was used. The sample comprised of 3117 participants including 4 heads of schools, 208 teachers, 2900 students, 4 Ward Executive Officers and 1 District Educational Officer. Questionnaires and interviews were used to collect data. Validity was ensured through content validation by research experts. Reliability was r = 0.82 ensured through test–retest. Quantitative data were analysed by descriptive statistics while qualitative data were analysed thematically. A synthesis of the findings indicated that educational resources are available in rural secondary schools. The results also indicated that there is a relationship between distribution of educational resources and teaching and learning process as confirmed by correlation statistics; r=0.86. The study concludes that educational resources are available but are not well managed in teaching and learning process. Therefore, proper mechanism of ensuring the management and utilization of educational resources should be put in place.

Abstract: The aim of this study was to investigate the effects of visual aids in enhancing teaching and learning process in public secondary schools in Ilemela Municipality, Tanzania. Specifically, the study sought to describe visual aids used by teachers during the teaching and learning process and to find out the views of teachers and students about the effects of using visual aids in the teaching and learning process. The study was guided by Skinner’s instructional theory (1974). A mixed research approach was employed, under which the convergent parallel research design was used. A sample size of 111 participants was selected, including students, teachers, school academic masters, heads of schools, and school quality assurance officers were involved in order to provide the required information. Data was collected through questionnaires and interview guides. The quantitative data was analysed using SPSS version 20 and presented on tables in frequencies and percentages, while the qualitative data was coded and analysed thematically. The findings showed that teachers had the tendency to ignore the use of visual aids in the teaching and learning process. This study concluded that the use of visual aids in the teaching and learning process is very important because it simplifies the concepts taught. It is recommended that MoEST provides enough materials, seminars and training to teachers for the preparation and usage of visual aids.

Abstract: Curriculum implementation is an activity which teachers perform in order to acquire the nation’s education objectives. Competence-based curriculum requires teachers to carry out the duty of guiding learners and letting them engage actively in various activities in the process of teaching and learning. The main focus of this study was to investigate challenges faced by teachers in the implementation of CBC, specifically the influence of teachers’ competence. The study used a mixed research approach and a convergent parallel design. It drew a sample of 133 respondents using both probability and non-probability sampling process from a population of 38,848 individuals. Data was collected using primary sources of research instruments such as closed and open ended questionnaire and interview guides. The reliability was tested and the coefficient r = 0.8 allowed the researcher to use the tools. Quantitative data collected was analyzed by the use of Statistical Package of Social Science version 21 presented in tables through frequency and percentage while qualitative data was coded and analyzed thematically through narratives. The findings of the study revealed that many public secondary schools in Nyamagana district do not have enough qualified and competent chemistry teachers which are very important in enhancing the implementation of competence-based curriculum in chemistry subject. The study recommends that the government, with its stakeholders, through community involvement, should provide adequate funds for recruiting more chemistry teachers and keep on giving teachers frequent capacity-building training through workshops and seminars to upgrade their qualifications in both content and pedagogy.

Abstract: This study determined the availability of Teaching and Learning Resources (TLR) in public secondary schools and assessed the adequacy of TLR and its influence on students’ performance in public secondary schools in Arusha District Council. The study adopted a convergent parallel research design and mixed methods research approach to gather data. The sample size included 1 District Educational Officer, 7 Ward Educational Coordinators, 7 Heads of the schools, 28 teachers and 100 form four students from public secondary schools in Arusha District Council. Questionnaires and interview guide were used for data collection. The University experts evaluated the instruments to determine content validity. Reliability of the questionnaires were tested in pilot study and Cronbach Alpha Coefficient was found to correlate at r = 0.85for QHS, QT and QS. Quantitative data was analysed using descriptive statistics in the SPSS and results were presented in tables of frequencies and percentages. Qualitative data was analyzed thematically with respect to research questions. The study finding reveals adequate teachers, classrooms, textbooks, libraries, laboratories, classrooms and desks as teaching and learning resources that influence students’ academic performance in examinations. Furthermore, on adequacy of teaching and learning resources, the study found that, most schools are faced with challenges such as inadequate human, financial as well as time resources. Similarly, inadequate material resources such as classrooms and books due to over enrolment which can be solved by support from Government of Tanzania and educational stakeholders in order to improve academic performance of students. The study recommends that Government, NGOs and educational stakeholders should support the provision of teaching and learning facilities to improve academic performance of students. Teachers are encouraged to implement curriculum using available teaching and learning resources in order to improve performance in national examinations.