http://repository.must.ac.ke/handle/123456789/17 Tue, 12 May 2026 12:24:56 GMT 2026-05-12T12:24:56Z http://repository.must.ac.ke/handle/123456789/1631 Effects of Principals’ Organization of Mathematics Contests on Students’ Performance in Mathematics in Kenya Certificate of Secondary Education Examinations in Meru County Kirikua, Thiharu Maingi Performance of candidates in Kenya Certificate of Secondary Education Mathematics in Meru County of Kenya from 2012 to 2016 has consistently been deteriorating. This has called for this study so as to establish whether this trend has anything to do with organization or otherwise of external Mathematics contests in secondary schools of Meru County of Kenya. The study adopted ex post facto design because the effects of independent variable on dependent variable had already occurred. Research instruments were Mathematics teachers’ questionnaire, and Principals’ interview guide. The target population was 299 principals and 836 Mathematics teachers in the County. This study used stratified random sampling with proportional allocation. The sample size was 30% of the total target population. It was established that most principals did not organize Mathematics contests, to the detriment of performance of their KCSE candidates. Fri, 01 Jan 2021 00:00:00 GMT http://repository.must.ac.ke/handle/123456789/1631 2021-01-01T00:00:00Z http://repository.must.ac.ke/handle/123456789/1630 To Examine the Effects of the Principals’ Invitation of Mathematics Specialists on Students’ Performance in Mathematics in KCSE Examination in Meru County, Kenya Kirikua, Thiharu Maingi Performance in Mathematics in Meru County, Kenya from 2012 to 2016 has consistently been deteriorating. The purpose of this study was an evaluation of how the administrative strategies designed by the principals affected students’ performance in the Kenya Certificate of Secondary Education (KCSE) in Meru County. Objectives that directed the study were to evaluate the various attributes on student performance in KCSE examination in Meru County. The objective was to evaluate the effects of Principal’s invitation of Mathematics specialists and students’ performance, in mathematics. This study used ex post facto design. The research instrument was Mathematics teachers’ questionnaire, KCSE document analysis for five years in Meru County and Principal’s interview guide. The target population was 299 principals and 836 Mathematics teachers in the County. This study used stratified random sampling with proportional allocation. The sample size was 30% of the total target population translating to 92 principals and 251 Mathematics teachers. Validity was ensured by piloting the instrument. Reliability was ensured by using split half technique. From the findings, majority of Mathematics teachers and principals claimed that they invited Mathematics specialists, team teaching and peer teaching specialists to their schools. However, most of the invitations were done only once a year. Chisquare results showed that invitation of Mathematics specialists (p 0.021), team teaching (p 0.006), peer teaching specialists (p 0.048) and others (p 0.034) all had a significant effects on how students performed. The study recommends that principals should invite more than one Mathematics specialist to their schools to ensure that Mathematics teachers and students are adequately exposed to different kinds of skills and strategies on Mathematics performance in K.C.S.E examination. Principals should also increase the frequency of inviting the external support staff from annually to one or twice per term to ensure that the skills and strategies imparted are reinforced to become a routine practice for the Mathematics teachers and the students. The findings of the study were expected to be useful to the Ministry of Education, teachers and students as well as other stakeholders in the education sector. Wed, 01 Jan 2020 00:00:00 GMT http://repository.must.ac.ke/handle/123456789/1630 2020-01-01T00:00:00Z http://repository.must.ac.ke/handle/123456789/1629 To Establish the Effects of Principals’ Support to Teachers Through Mathematics Seminars/Workshop on Student’ Performance in Mathematics in Kcse Examination in Meru County, Kenya. Kirikua, Thiharu Maingi Performance in Mathematics in Meru County, Kenya from 2012 to 2016 has consistently been deteriorating. The purpose of this study was an evaluation of how the administrative strategies designed by the principals affected students’ performance in the Kenya Certificate of Secondary Education (KCSE) in Meru County. Objectives that directed the study were to evaluate the various attributes on student performance in KCSE examination in Meru County. The objective was to evaluate principal’s support to teachers through Mathematics seminars/workshops and student’s performance in Mathematics. This study used ex post facto design. The research instrument was Mathematics teachers’ questionnaire, KCSE document analysis for five years in Meru County and Principal’s interview guide. The target population was 299 principals and 836 Mathematics teachers in the County. This study used stratified random sampling with proportional allocation. The sample size was 30% of the total target population translating to 92 principals and 251 Mathematics teachers. Validity was ensured by piloting the instrument. Reliability was ensured by using split half technique. The findings revealed that principals were not sponsoring Mathematics teachers to attend workshops and seminars. The principals cited a lack of resources and budgetary allocation to the low number of Mathematics teachers attending seminars and workshops. The findings of the study were expected to be useful to the Ministry of Education, teachers and students as well as other stakeholders in the education sector. Wed, 01 Jan 2020 00:00:00 GMT http://repository.must.ac.ke/handle/123456789/1629 2020-01-01T00:00:00Z http://repository.must.ac.ke/handle/123456789/1571 Effects of Teacher Professional Development on Implementation of Competency-Based Curriculum in Junior Schools in North Imenti Sub-County, Meru County Ireri, Christabel Wegoki; Njagi, Kageni; Njati, Ibuathu C. Kenya is experiencing a gradual transition from a content-focused education (8-4-4) to a competency-based curriculum (2-6-3-3-3). However, teachers have insufficient pedagogical preparedness and lack comprehensive content knowledge for a competency-based curriculum. This research examined the effects of teacher professional development on implementing the competency-based Curriculum in junior secondary schools in North Imenti, Meru County. The study's objectives were to evaluate how enhancements in professional development, particularly in pedagogical skills, could facilitate the successful implementation of CBC. The literature review synthesizes existing studies on competency-based education, focusing on aligning teacher professional development with curriculum demands. The study used a descriptive survey design. The target population comprised 26 junior schools in North Imenti Sub-County, Meru County. The respondents were two sub-county education directors, 26 head teachers, and 70 junior school teachers. Through stratified sampling, the sample size was 31 Respondents, that is, eight head teachers, 21 teachers, and two sub-county directors of education. The data was collected using Questionnaires, interview schedules, and observation checklists. The findings indicated that most junior school teachers (95%) had undergone professional development in implementing a competency-based curriculum. The study concluded that Teacher Professional Development is essential for equipping teachers with the necessary skills and knowledge for the effective implementation of a Competency-Based Curriculum. The study recommended the development of continuous, competency-focused professional development initiatives that address these critical areas of instructional methodologies. Mon, 01 Jan 2024 00:00:00 GMT http://repository.must.ac.ke/handle/123456789/1571 2024-01-01T00:00:00Z