https://ir-library.mmust.ac.ke/xmlui/handle/123456789/45 2026-07-21T17:52:38Z https://ir-library.mmust.ac.ke/xmlui/handle/123456789/3608 THE PRODUCTIVENESS OF ALTERNATIVES TO CORPORAL PUNISHMENT IN MITIGATING MORAL DECLINE IN KENYAN SECONDARY SCHOOLS MWENESI, JEPHTHAR Moral formation constitutes a fundamental undertaking of every educational system. The absence of adequate moral principles among the learners invariably impedes progress for both the learner and the teacher. As a consequence, numerous strategies are consistently implemented to confront moral deficiencies in a learning environment. The purpose of this study was to investigate the productiveness of alternatives to corporal punishment in mitigating moral decline among the learners in Kenyan secondary schools. The study's objectives were as follows: Explore teachers' lived experiences with regard to alternatives 2024-06-01T00:00:00Z https://ir-library.mmust.ac.ke/xmlui/handle/123456789/3607 THE PRODUCTIVENESS OF ALTERNATIVES TO CORPORAL PUNISHMENT IN MITIGATING MORAL DECLINE IN KENYAN SECONDARY SCHOOLS MWENESI, JEPHTHAR Moral formation constitutes a fundamental undertaking of every educational system. The absence of adequate moral principles among the learners invariably impedes progress for both the learner and the teacher. As a consequence, numerous strategies are consistently implemented to confront moral deficiencies in a learning environment. The purpose of this study was to investigate the productiveness of alternatives to corporal punishment in mitigating moral decline among the learners in Kenyan secondary schools. The study's objectives were as follows: Explore teachers' lived experiences with regard to alternatives 2024-06-01T00:00:00Z https://ir-library.mmust.ac.ke/xmlui/handle/123456789/3605 THE IMPLEMENTATION OF NON-FORMAL CURRICULUM IN SECONDARY SCHOOLS IN KENYA OLOO, ABISAKI AONO The purpose of this study was to examine the implementation non-formal curriculum in secondary schools in Kenya. Specifically, the study sought to assess the status of implementation of the Non-Formal Curriculum (NFC) in secondary schools , analyse the availability of resources that support participation in Non-Formal Curricular Activities (NFCAs) , explore the perceptions of stakeholders on learner participation in NFCAs and design a model of implementation of NFC in Secondary Schools . The study was predicated upon the Social System Theory, and employed a descriptive survey design. It drew from Gays’ (2006) 10% sample size from a total population of 412 schools in Kakamega County. Participants included 1935 learners, 430 teachers, 43 Heads of Department of NFCAs, 43 Principals, 86 parents and 13 SQASOs. To generate quantitative data, questionnaires were used and for qualitative data, structured interviews, document analysis and observations were utilized. Quantitative data was analysed through the Statistical Package for Social Sciences (SPSS) Version 20 and results presented through frequencies, the mean, mode, percentages and standard deviations and qualitative data was presented in narrative form. The study found that there was implementation of NFC in secondary schools with schools offering from very limited NFCAs to a variety of NFCAs. It also found that resources for implementation of non-formal curriculum activities were inadequate owing to limited funding and the large populations of learners in schools. NFCAs were scheduled in the school routine but follow-ups mechanisms were poor and so the time allocated for NFCAs was not spent on the activities. Majority of the learners participated in NFCAs only at the school level. Schools were keener on competitive participation and this involved only small percentages of learners . Some learners did not participate in NFCAs in their entire school life because they pursued academic excellence alone. The study also drew a model that would guide the implementation of NFC. The study thus recommends that: school administrators should in liaison with relevant stakeholders build on the existing policy to guide learners on participation in NFC activities; schools create and maintain schemes for rewarding learners and teachers who excel in NFCAs; the government should also improve on provision of funds and ensure that disbursement of funds is timely to enable acquisition of resources, infrastructure and supplies that will enhance learner participation in NFCAs. The time scheduled for NFCAs should be utilized for the purpose it is meant for and that teachers should be assigned the task of supervision of NFCAs for effective implementation of NFC . 2024-04-01T00:00:00Z https://ir-library.mmust.ac.ke/xmlui/handle/123456789/3604 THE IMPLEMENTATION OF NON-FORMAL CURRICULUM IN SECONDARY SCHOOLS IN KENYA OLOO, ABISAKI AONO The purpose of this study was to examine the implementation non-formal curriculum in secondary schools in Kenya. Specifically, the study sought to assess the status of implementation of the Non-Formal Curriculum (NFC) in secondary schools , analyse the availability of resources that support participation in Non-Formal Curricular Activities (NFCAs) , explore the perceptions of stakeholders on learner participation in NFCAs and design a model of implementation of NFC in Secondary Schools . The study was predicated upon the Social System Theory, and employed a descriptive survey design. It drew from Gays’ (2006) 10% sample size from a total population of 412 schools in Kakamega County. Participants included 1935 learners, 430 teachers, 43 Heads of Department of NFCAs, 43 Principals, 86 parents and 13 SQASOs. To generate quantitative data, questionnaires were used and for qualitative data, structured interviews, document analysis and observations were utilized. Quantitative data was analysed through the Statistical Package for Social Sciences (SPSS) Version 20 and results presented through frequencies, the mean, mode, percentages and standard deviations and qualitative data was presented in narrative form. The study found that there was implementation of NFC in secondary schools with schools offering from very limited NFCAs to a variety of NFCAs. It also found that resources for implementation of non-formal curriculum activities were inadequate owing to limited funding and the large populations of learners in schools. NFCAs were scheduled in the school routine but follow-ups mechanisms were poor and so the time allocated for NFCAs was not spent on the activities. Majority of the learners participated in NFCAs only at the school level. Schools were keener on competitive participation and this involved only small percentages of learners . Some learners did not participate in NFCAs in their entire school life because they pursued academic excellence alone. The study also drew a model that would guide the implementation of NFC. The study thus recommends that: school administrators should in liaison with relevant stakeholders build on the existing policy to guide learners on participation in NFC activities; schools create and maintain schemes for rewarding learners and teachers who excel in NFCAs; the government should also improve on provision of funds and ensure that disbursement of funds is timely to enable acquisition of resources, infrastructure and supplies that will enhance learner participation in NFCAs. The time scheduled for NFCAs should be utilized for the purpose it is meant for and that teachers should be assigned the task of supervision of NFCAs for effective implementation of NFC . 2024-04-01T00:00:00Z