http://ir.mksu.ac.ke/handle/123456780/210 Fri, 03 Apr 2026 23:20:48 GMT 2026-04-03T23:20:48Z http://ir.mksu.ac.ke/handle/123456780/20038 MODELLING THE EFFECTS OF DEFAULTER TRACING ON RETENTION IN HIV/AIDS CARE SAMMY MAINGI Sat, 01 Nov 2025 00:00:00 GMT http://ir.mksu.ac.ke/handle/123456780/20038 2025-11-01T00:00:00Z http://ir.mksu.ac.ke/handle/123456780/20037 EFFECT OF PRINCIPALS’ ADMINISTRATIVE PRACTICES ON STUDENTS’ ACADEMIC PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN MACHAKOS SUB-COUNTY, MACHAKOS COUNTY, KENYA TIFFANY NDANU NDUNDA The interest in school leadership is based on the belief it can significantly influence directly or indirectly, the teaching and quality of learning in schools, and as a result student achievement. This study investigated the effect of principals’ administrative practices on students’ academic performance in public secondary schools in Machakos sub-County, Machakos County, Kenya. This study was guided by these objectives: to establish the effect of human resource management practices on students’ academic performance; to establish the effect of curriculum implementation practices on students’ academic performance; to determine the effect of students’ welfare practices on students’ academic performance and to examine the effect of financial management practices on students’ academic performance in public secondary schools in Machakos Sub-County, Machakos County, Kenya. The study was based on the human capital theory and prudential theory. Descriptive research design was used for this study. The target population for this study were 48 principals and 400 teachers totalling to 448 respondents from which a sample of 15 principals and 120 teachers were chosen using simple random sampling. Questionnaires were used to collect data from the respondents. Validity was established through expert judgement. The research used Cronbach alpha formula to test reliability. Cronbach’s alpha coefficient of 0.9641 was realized indicating the consistency of research instruments. Data collected were coded and analysed with the help of Statistics and Data (Stata) analysis package. Descriptive statistics in form of mean and standard deviation were used to display the data. Inferential statistics specifically regression analysis was used to show the relationship and strength of the relationships among study variables respectively. The study found that human resource management practices and financial management practices had a positive and statistically significant effect on students’ academic performance. In addition, curriculum implementation practices had a negative and statistically significant effect on students’ academic performance. However, students’ welfare practices did not have a statistically significant effect on students’ academic performance in public secondary schools in Machakos Sub-County, Machakos County. Based on the findings, the study recommends that in the aspect of human resource management practices, there is need for the principal to recognize teachers who have contributed positively to improving the quality of education; principals ought to devise other ways of curriculum implementation practices which motivates the teachers and the students other than monitoring the classroom attendance of the teachers, regular internal assessments in the school, or even emphasizing covering the syllabus on time; and regarding financial management practices there is need for the principal to have a good administrative financial skills, ensure the bursar office provides full accounting reports on time, allow students to continue learning even though they have fee arrears, and ensure all the accounts records are well kept. The study will add to the already available few empirical pieces of literature on principals’ administrative practices and public secondary school academic performance in Kenya and the world. Sat, 01 Nov 2025 00:00:00 GMT http://ir.mksu.ac.ke/handle/123456780/20037 2025-11-01T00:00:00Z http://ir.mksu.ac.ke/handle/123456780/20036 DETERMINANTS OF PRINCIPALS’ INTEGRATION OF INFORMATION AND COMMUNICATION TECHNOLOGY IN PUBLIC SECONDARY SCHOOLS IN MACHAKOS SUB-COUNTY, KENYA SCHOLAR KIVUITU MBATHA Operative ICT integration is very crucial for the management of the public secondary schools in the modern world of technology. This study sought to evaluate the determinants of principals’ integration of ICT in public secondary schools in Machakos Sub-County, Machakos County Kenya. The objectives of the study were to: examine the influence of principals’ characteristics on ICT integration, investigate how principals’ level of ICT literacy affect ICT integration, determine the effects principals’ provision of ICT resources on ICT integration and to examine the effects of principals’ attitude on ICT integration in public secondary schools in Machakos Sub-County. The study was grounded on two theories: Unified Theory of Acceptance and Use of Technology (UTAUT) developed by Venkatesh, Morris, Davis, and Davis (2003) who aimed at explaining how users accepted IT, their intensions and behavior and the second theory was the Technology Acceptance Model (TAM) by Davis (1989) which was based on factors influencing user adoption and acceptance of technology. The study adopted a descriptive research design. The target population of the study consisted of 44 principals and 528 heads of department (HOD) of the public secondary schools in Machakos Sub-County. A simple random sampling and purposive sampling was utilized to select a sample of nine public secondary schools in Machakos Sub-County where nine principals and 105 heads of department participated in the study. The quantitative data was collected by means of a well-structured questionnaire for heads of departments (HODs) and qualitative data was collected through interviewing the principals to evaluate the determinants of principals’ integration of ICT in public secondary schools in Machakos Sub-County, Machakos County. Quantitative data was analyzed through descriptive statistics which included the use of percentages, pie charts, bar graphs, tables and frequencies while qualitative data was analyzed thematically. A pilot study was done among three principals and 30 heads of department of public secondary schools in Kathiani Sub-County and Cronbach alpha (α) was used to test the reliability of the instruments. Validity was proven through expert judgment. Reliability coefficient (r) between the two sets of scores was obtained using Cronbach Alpha Method. If a reliability coefficient of r≥0.75 was obtained, then it indicated a high internal reliability and the instrument yielded reliability coefficient of 0.75 (75%). The study therefore concluded that principals’ characteristics, level of literacy, provision of resources and attitude had significant influence ICT integration. The qualitative data was presented in form of narrative and integrated within the quantitative data. The study concluded that principals’ attitude, characteristics, level of ICT literacy and provision of resources influenced the integration of ICT in public secondary schools of Machakos Sub-County, Kenya. The study recommended that the Ministry of Education which is responsible for ensuring that schools offer quality education should allocate an adequate budget to facilitate provision of resources for ICT integration and also train the principals on ICT changes and development to improve their ICT skills. Sat, 01 Nov 2025 00:00:00 GMT http://ir.mksu.ac.ke/handle/123456780/20036 2025-11-01T00:00:00Z http://ir.mksu.ac.ke/handle/123456780/20035 EFFECTS OF FREE DAY SECONDARY SCHOOL FUNDS ON STUDENTS’ COMPLETION RATES IN PUBLIC DAY SECONDARY SCHOOLS IN MWALA SUB-COUNTY, MACHAKOS COUNTY, KENYA SALOME NDUNGWA KISYANGA Education plays a crucial role in the progress of any nation. Since independence in 1963, Kenya has witnessed significant growth in its secondary school education sector. Numerous new schools have been built to accommodate the rising number of students seeking secondary education. This has effectively reduced the distance students have to travel to reach their schools, making day schooling more feasible. However, despite the government’s efforts to make education more accessible through initiatives like Free Day Secondary Education (FDSE), there is a concerning trend of high drop-out rates among students before completing the entire four-years of secondary school learning. The government’s objective of ensuring education affordability for all school going children has not fully addressed the persistent issue of students dropping out of school prematurely. This research aimed at examining the effects of FDSE funds on the completion rates of students in public day secondary schools in Mwala Sub-County, Machakos County, Kenya. The four objectives of the study were: to establish the influence of disbursement process of FDSE funding on students’ completion rates in public day secondary schools in Mwala Sub-County, Machakos County, Kenya; to determine the effect of FDSE funding adequacy on students’ completion rates in public day secondary schools in Mwala Sub-County, Machakos County, Kenya; to establish the influence of FDSE funds utilization on students’ completion rates in public day secondary schools in Mwala Sub-County, Machakos County, Kenya; and to examine the effect of extra levies on students’ completion rates in public day secondary schools in Mwala Sub-County, Machakos County, Kenya. The study was grounded in the Systems Theory of Management and used a descriptive survey research design. The study focused on the 52 public day secondary schools located in the specified sub county. The research involved a study population of 52 principals, 208 class teachers, 52 chairpersons, and 52 vice-chairpersons of students’ leaders’ councils in day secondary schools. To ensure representation, the Stratified Sampling Technique was used to divide the schools into seven educational zones. A random sample of 28 principals, 107 class teachers, 28 chairpersons, and 28 vice-chairpersons was selected from each zone using simple random sampling. Data was collected through questionnaires, and the instrument’s reliability was assessed using the test-retest technique with the guidance of supervisors. The reliability index was determined using Pearson’s Product Moment Correlation Coefficient method, with an r>0.7 indicating high internal reliability. Experts assessed the appropriateness of the research items and evaluated there suitability to determine validity. While descriptive statistics like frequencies, percentages, and means were used to examine the quantitative data, the qualitative data was analyzed thematically using story forms. The Statistical Packages for the Social Scientists computer programme Version 24 was used for statistical data analysis, and the results were discussed in narrative form and percentages and presented graphically as frequency tables, and figures. The study established that FDSE funding is inadequate for the required learning/teaching resources. The delay in disbursement of the funds affects the quality of learning due to inadequate resources. This compels schools to charge extra levies. As a result, students are sent home for extra levies and those who cannot afford drop out of school. The Ministry of Education should develop clear policy and guidelines to ensure adequacy of funds, disbursement of funds on time and prudent utilization of funds and to curb charging of extra levies in schools. The study found out that the students completion rates were below 70% of the learners who enroll in public day secondary schools in Mwala Sub-County. The high enrolment rates are not in tandem with the completion rates. Sat, 01 Nov 2025 00:00:00 GMT http://ir.mksu.ac.ke/handle/123456780/20035 2025-11-01T00:00:00Z