Journal of Research in Education and Technology

Influence of Blended Family Structure on Academic Performance of Adolescent Students in Selected Secondary Schools in Baringo North Sub-County, Kenya

Kipchilat Chebungei — 2025-10-01

Families provide a conducive environment which necessitates acquisition of self-concept, self-confidence and self-efficacy amongst adolescent students in secondary schools in Kenya. However, the increase in non-marital childbearing, cohabitation, divorce and remarriage have ushered in a host of changes to the traditional construct of the family. This has led to the emergence of non- traditional family forms such as the blended family systems. These family changes adversely impact the academic performance outcome of adolescent students in secondary schools in Kenya. This study examines the influence of blended family structure on academic performance in selected secondary schools in Baringo North Sub County. The study was guided by John Bowlby’s Attachment Theory (2009). Concurrent mixed method research design was employed in the study and the study targeted 370 respondents; 350 adolescent students and 20 teachers. Stratified random sampling was applied to capture proportional representation of students from blended and intact family households across different school categories. Quantitative data were collected through structured questionnaires and academic records, while qualitative data were obtained through focus group discussions and key informant interviews with teachers and guidance counselors. Quantitative data were coded into SPSS version 26 and analysed using descriptive and inferential statistics while qualitative data were thematically analyzed. The findings revealed a significant positive correlation between both intact family structure (r=0.417, p<0.01) and blended family structure (r=0.356, p<0.05) with academic performance, suggesting that family background is a strong predictor of student success. Students from intact families reported the highest, most consistent levels of academic support from both parents, fostering a highly positive academic environment. However, students from blended families reported facing complexities, notably inconsistent or lower support from stepparents, but demonstrated resilience. Their academic outlook remained positive due to strong motivation from their biological parent, high support from siblings, and a significant compensatory role played by teacher concern. The study concludes that while the intact family structure provides the most seamless academic support, the ultimate success of adolescents in blended families relies heavily on a supportive network involving the biological parent, siblings and dedicated educators. The findings emphasize the need for targeted interventions in schools, including specialized teacher training and counselling, to effectively support students navigating complex family transitions.

Influence of Increased Trainees’ Enrolment on Collaboration Between Industries and TVET Institutions in Public TVET Institutions in Uasin Gishu County, Kenya

Irine Chepkurui Cheruiyot — 2025-09-18

Technical and Vocational Education and Training (TVET) institutions play a central role in producing a skilled workforce for Kenya’s growing economy. Recent government initiatives to expand access have led to increased enrolments in public TVET institutions, raising concerns about how this growth affects collaboration with industries that are vital for practical skill development. This study examined the influence of increased trainees’ enrolment on collaboration between industries and public TVET institutions in Uasin Gishu County, Kenya. A descriptive research design guided the study, targeting 17,800 trainees, 750 trainers, and 4 principals across four institutions. Using stratified and simple random sampling, the study engaged 1,780 trainees, 75 trainers, and all four principals. Data were collected through questionnaires and interviews, then analyzed using both descriptive statistics and thematic analysis. Findings revealed that industrial attachment remains the most common form of collaboration, followed by workshops, seminars, and limited research partnerships. However, the effectiveness of these collaborations was rated low, with 65.9% of trainees and 67.2% of trainers indicating that current industry linkages were not effective. The main challenges included resource constraints, technological gaps, limited time for industry engagement, and inconsistent support for securing attachments. Principals further highlighted systemic barriers such as understaffing, inadequate funding, and logistical difficulties that undermine institutional capacity to sustain quality training amid rising enrolment. The study concludes that while industry attachments dominate collaboration efforts, they are insufficient to address the growing skill demands under increased enrolment. Strengthening partnerships through dual training models, co-designed curricula, shared training facilities, and structured mentorship is necessary to enhance training quality. The study recommends greater government support in aligning enrolments with institutional capacity, expanded industry participation in training, and investment in modern facilities to ensure TVET graduates are adequately prepared for the labour market.

Teacher’s Perceptions on the Availability and Adequacy of Resources in the Implementation of Competency-Based Education in Junior Schools in Trans-Nzoia West Sub County, Kenya

Denis Nyangaresi Mochama — 2025-09-02

The transition to Competency-Based Education (CBE) in Kenya marks a significant shift from a content-heavy, exam-oriented system to a learner-centered one. This new approach requires not only well-prepared teachers but also adequate teaching and learning resources. Yet, in many schools, the sufficiency of these resources remains in question. Teachers, as the frontline implementers of the curriculum, directly shape how learners experience CBE, and their perceptions strongly influence both the delivery process and learning outcomes. In Trans-Nzoia West Sub-County, as in other parts of the country, the transition to CBE and the establishment of junior secondary schools have brought about new demands and challenges. This study examined teachers’ perceptions regarding the availability and adequacy of infrastructure and instructional resources in supporting CBE implementation. The adequacy of facilities and materials not only affects teachers’ perceptions but also determines the teaching approaches they adopt. The study was grounded in constructivist learning theory, which emphasizes student-centered learning where teachers act as mediators who organize materials and foster a supportive environment that values learners’ experiences. The study adopted a concurrent mixed methods design. The study targeted 60 junior secondary schools in Trans-Nzoia West Sub-County, comprising 288 teachers involved in CBE implementation. From this population, the study sample comprised 15 schools, including 64 teachers and 15 head teachers. Data collection involved teachers’ questionnaires and observation checklists for first-hand information. Content validity of the items was reviewed by experts, while a pilot test confirmed reliability with a Cronbach’s alpha coefficient of 0.73. Data were analyzed using descriptive statistics with the aid of SPSS version 22, while chi-square tests were applied to assess associations between categorical variables. The study found that most teachers viewed competency-based education as necessary and reported moderate competence in developing tasks aligned with CBE skills (M=3.75, SD=0.600). While teachers acknowledged applying varied lesson planning approaches (M=3.52, SD=0.676), their teaching strategies were only moderately aligned with learner-centered CBE requirements (M=3.28, SD=0.691). However, perceptions of infrastructural facilities were largely negative, with very low mean scores (M=1.86, SD=0.551), indicating dissatisfaction with available classrooms, materials, and resources for effective CBE assessment. Chi-square tests confirmed significant associations between teacher perceptions of both instructional resources (χ²=24.9, p=0.002) and infrastructural facilities (χ²=79.0, p=0.000) with CBE implementation. Therefore, to develop positive teacher perception, one of the determinants for successful implementation of CBE, adequate infrastructure and instructional materials should be prioritized. The study recommended that the government through the ministry of education should provide adequate infrastructure and instructional facilities for effective implementation of CBE.

Students’ Perceptions of the Effectiveness of Christian Religious Education in Promoting Moral Values in Secondary Schools in Soy Sub-County, Uasin Gishu County, Kenya

Rael Jelimo — 2025-10-03

Christian Religious Education (CRE) plays a vital role in Kenyan secondary schools, with its core objective being the development of students’ moral character. However, its effectiveness in addressing moral issues such as indiscipline, dishonesty, substance abuse, and teenage pregnancies remains a concern. In Uasin Gishu County, the continued decline in students’ moral values has sparked questions about whether CRE is achieving its intended purpose. This study explores students’ perceptions regarding CRE’s effectiveness in promoting moral values among secondary school students in Soy Sub-County, Uasin Gishu County. Anchored in Albert Bandura’s Social Learning Theory (1977), the study adopts a pragmatism research philosophy and an exploratory research design. The target population was 681 Form Four students Using Yamane’s (1967) sample size formula, a sample of 252 respondents was determined. Purposive and simple random sampling techniques were employed to ensure balanced representation. Data was collected using questionnaires and analyzed quantitatively with SPSS version 23 and qualitatively through thematic analysis. Findings showed that most students viewed CRE as effective in shaping moral behavior. Key values reinforced included honesty, responsibility and respect. Qualitative data indicated that students found CRE lessons relatable but criticized exam-focused teaching and weak linkage between moral instruction and real-life practice. Peer pressure and limited parental support also reduced its moral impact. The study concludes that CRE plays a significant role in shaping students’ moral values but its influence is hindered by weak implementation and social distractions. It recommends that the Ministry of Education and school administrators strengthen value-based pedagogy, integrate more interactive and practical teaching methods, and involve parents and faith-based organizations in reinforcing moral learning. These efforts would enhance the effectiveness of CRE in molding responsible and ethically grounded learners in Kenyan secondary schools.

Perceptions of the Clinical Nurse Educator Model Among Nurses and Midwives at Moi Teaching and Referral Hospital, Kenya

Carolyn J. Sang — 2025-09-30

The Clinical Nurse Educator (CNE) model is essential in the evolving healthcare landscape for connecting theoretical knowledge with practical application, especially in resource-limited contexts such as Kenya. CNEs offer bedside education, facilitate professional development, and provide mentorship to nurses and midwives. Nonetheless, their effectiveness may be compromised by factors such as insufficient supervision, elevated patient loads, and personnel shortages, which can adversely impact the professional development of nursing staff. This study investigates the perceptions of nurses and midwives regarding the CNE model at Moi Teaching and Referral Hospital (MTRH), Kenya, a national referral institution serving a diverse and high-acuity patient population. Recognizing the CNE model as a strategic intervention for bridging the gap between theoretical instruction and clinical practice, the research explores its effectiveness in enhancing professional competence, mentorship, and patient care within a resource-constrained setting. Employing a sequential explanatory mixed-methods design, the study integrates quantitative data from structured questionnaires with qualitative insights from in-depth interviews and focus group discussions. A total of 274 nurses and midwives were sampled, alongside a census of 13 CNEs. Quantitative data were analyzed using SPSS version 28 with descriptive statistics, while thematic analysis was applied to qualitative data. Findings reveal that CNEs are highly valued for their interpersonal skills, emotional support, and bedside teaching, with competency ratings consistently exceeding 85% across five domains. Younger nurses rated CNEs more positively, reflecting generational differences in learning preferences. Nurses and midwives highlighted the practical and emotional benefits of the CNE model, whereas CNEs pointed to systemic challenges such as excessive workload, limited protected teaching time, and insufficient institutional support. The findings demonstrate the CNE role’s capacity to strengthen clinical leadership, professional identity, and a culture of continuous learning. To sustain and scale the model, structural reforms, increased staffing, dedicated teaching resources, and formal institutional backing are required. These insights provide guidance for policy makers and institutional leaders aiming to enhance clinical education frameworks in Kenya and similar contexts.

Influence of Availability of Tools and Equipment on Practical Skill Acquisition in Technical Training Institutes in South Rift, Kenya

Joyce Chebet Bett — 2025-09-23

Technical and Vocational Education and Training (TVET) is key for preparing a skilled workforce by providing practical, hands-on competencies that meet labor market demands. The effectiveness of this training, particularly in Kenya's key sectors, relies heavily on the quality and availability of essential tools and equipment. However, many institutions face a persistent problem of inadequate and outdated equipment, which directly hinders skill acquisition and creates a mismatch between graduate abilities and industry needs. This study examined the influence of training tools and equipment on the acquisition of practical skills in Technical Training Institutes (TTIs) within Kenya’s South Rift region. The study was guided by the Functional Context Theory advanced by Thomas Sticht (1975). It applied an interpretivist paradigm and adopted an embedded mixed methods research design. The target population consisted of 1,240 respondents, including trainees, trainers, and administrators from selected technical institutes. A sample of 310 participants was drawn through stratified and simple random sampling to provide adequate representation. Data collection involved structured questionnaires administered to trainees and trainers, as well as interview guides with principals. Quantitative data were analyzed using descriptive statistics in SPSS version 29, while qualitative data were analyzed thematically. Findings of the study revealed significant disparities in the adequacy and modernity of training resources across institutions. While 50.9% of trainees and 58.5% of trainers reported inadequacy of tools, a substantial proportion (49.1% of trainees and 41.5% of trainers) expressed satisfaction, highlighting inconsistency across institutions. Regarding workshop adequacy, 68.1% of trainees affirmed their institutions were well-equipped, compared to evenly split trainer views, suggesting perceptual differences between trainees and instructors. On equipment modernity, 56.5% of trainees and 56.1% of trainers agreed that tools were up-to-date and relevant, though a significant minority highlighted reliance on outdated resources. Importantly, 72.0% of trainees and 86.6% of trainers strongly affirmed that the availability and quality of equipment directly influence skill acquisition, underscoring the consensus that tools are indispensable for bridging theory and practice. Qualitative findings reinforced these results, with both trainers and trainees emphasizing that adequate tools enhance learning scope, improve demonstrations, and promote mastery of practical competencies. Principals further noted that strained resources, exacerbated by rising enrollments, hindered quality training delivery despite efforts to maintain facilities. The study concludes that while some progress has been achieved in equipping TTIs, gaps in adequacy, equity, and technological modernity persist, threatening consistent training quality. It recommends increased government funding, regular maintenance, strengthened industry partnerships, integration of tools in pedagogy, and robust monitoring frameworks to ensure equitable access to modern, industry-relevant training equipment. These measures are critical for producing competent, work-ready graduates capable of driving Kenya’s socio-economic transformation.