FAILURES OF IN-SERVICE PROGRAMMES AND HIGHER EDUCATION IN LIFTING PEFORMANCE IN SCHOOLS IN WAJIR EAST DISTRICT

PRESENTED BY: SHUKRI ALOSAW MOHAMED

REGISTRATION:

A Research Proposal submitted to the School of Applied Social Sciences in Partial Fulfillment of the Requirements for the award of Masters of Education in Education Planning, Management and Administration of Mt. Kenya University

Jan 2012

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DECLARATION
I hereby declare that this proposal is my original work and has not been presented for a Degree in any other University. No part of this proposal should be reproduced without my permission and/or that of Mt. Kenya University.

Shukri Alosaw Mohamed MED/NRB/09/012

___________________ Signature

_______________ Date

This proposal has been submitted for examination with my approval as university Supervisor:-

__________________

_________________ Signature Date

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ABSTRACT
The aim of any human resource development and empowerment project is primarily to improve the performance of the workforce. The process of trying to improve the productivity of the workforce is deemed to continuous through the lifetime of the workforce. Teachers form one of the largest single workforce in country. The study will try to investigate in- service education from a human resource dimesion. Kafu (2011) states that teacher education is an important component of education and through it school teachers are considered mentors of any society and the government, school administration and the teachers them have taken initiative in promoting their access to education through workshops and other higher education programmes. The current trends in teacher education sees most of the of teachers take into higher education programmes and have attended numerous in service course as require by the education master plan of 1999 to 2010 (1997). Despite teachers going for these numerous course and other undertaking masters programmes, this is not reflected in the performance of schools where this teachers practice. Schools continue to perform the same although the teachers are highly qualified in education and being enumerated well. The purpose of this study is to investigate the reasons behind the failure of high teacher education and in-service training to influence performance in a positive way. The study shall be centered in Wajir east district and will only be carried in secondary schools in the area. The objective of the study is to find out the level or degree of availability of in-service or higher education to teachers in the district. Find out the motivation behind these higher education programmes and why teachers strive to access them. The researcher will collect data from students, head teachers, teachers and the DEO of the study area. The data will be analyzed statistically using statistical packages such as SPSS (statistical package for social science). Descriptive statistics will also be employed by use of frequency charts, bar charts, and pie charts .and correlation and regression techniques.

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TABLE OF CONTENTS
DECLARATION.....................................................................................................................ii ABSTRACT............................................................................................................................iii TABLE OF CONTENTS........................................................................................................iv LIST OF ABBREVIATIONS AND ACRONYMS...............................................................vi CHAPTER ONE......................................................................................................................1 1.0 INTRODUCTION.................................................................................................................1 1.1 Background of the Study.......................................................................................................1 1.2 Statement of the problem.......................................................................................................2 1.3 Purpose of the Study..............................................................................................................3 1.4 Research Objectives...............................................................................................................3 1.5 Research Questions................................................................................................................4 1.6 Research Hypothesis..............................................................................................................4 1.7 Significance of the Study.......................................................................................................4 1.8 Scope of the Study.................................................................................................................5 1.9 Assumptions of the Study......................................................................................................5 1.10 Limitations of the Study......................................................................................................5 1.11 Theoretical framework.........................................................................................................6 LITERATURE REVIEW .......................................................................................................8 2.1 Introduction............................................................................................................................8 2.2 Types of training...................................................................................................................8 2.21 Pre-service Training .......................................................................................................8 2.22 In-service Training and Staff Development ...................................................................9 2.3 The nature of school based in service training....................................................................11 2.4 Short term objectives of trainees instruction should be.....................................................12 2.5 General expectations of trainees from in service courses...................................................13 2.6 Effectiveness of in-service training.....................................................................................13 2.7 Teachers human resource development.............................................................................14 2.8 Ongoing professional development ....................................................................................15 2.9 Teachers working conditions ..............................................................................................15 2.10 Occupational status ...........................................................................................................16 2.11 Teacher motivation............................................................................................................17 2.12 Challenges of teachers in service training.......................................................................18 2.13 Summary............................................................................................................................19 CHAPTER THREE................................................................................................................20 RESEARCH DESIGN AND METHODOLOGY................................................................20 3.1 Introduction..........................................................................................................................20 3.2 Research Design..................................................................................................................20 3.3 Study Area ..........................................................................................................................20 3.4 Target Population.................................................................................................................21 3.5 Sample Size and Sampling Procedures...............................................................................21 3.6 Data Collection Methods.....................................................................................................22 3.7 Reliability and Validity of Research Instrument ................................................................22 3.7.1 Validity of Research Instruments.................................................................................22 3.7.2 Reliability of Instrument of Data Collection................................................................23 3.8 Data Collection....................................................................................................................24 3.9 Data Analysis.......................................................................................................................25 3.10 Ethical Considerations.......................................................................................................25 REFERENCES.......................................................................................................................25 APPENDIX I..........................................................................................................................28 QUESTIONNAIRE FOR THE TEACHERS OF SECONDARY SCHOOLS........................28 QUESTIONNAIRE FOR THE PRINCIPAL OF SECONDARY SCHOOLS........................31 iv

QUESTIONNAIRE FOR THE DISTRICT EDUCATION OFFICER....................................35 QUESTIONNAIRE FOR SECONDARY SCHOOL STUDENTS..........................................37 WORK PLAN........................................................................................................................41 BUDGET................................................................................................................................42

LIST OF ABBREVIATIONS AND ACRONYMS

DC DEB DEO EQNA HODs KCSE KESI KHs. MOEST NGO QA UNESCO District Commissioner District Education Board District Education Officer European Quality Assurance Heads of Departments Kenya Certificate of Secondary Education Kenya Education Staff Institute Kenya Shilling Ministry of Education, Science and Technology Non-Governmental Organization Quality Assurance United Nations Education, Scientific and Cultural Organization

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CHAPTER ONE 1.0 INTRODUCTION 1.1 Background of the Study

The overall goal of human resource development is to achieve better results and adopt more efficient ways of attaining the intended results. Programmes all over world are being developed continually with the objective of improving the outcomes of various tasks that the workforce undertakes. Kenyas human resource is central to the country attaining its goals of education. Education is also the key in the protection of democratic institutions and human rights through well informed citizens. This is all stated manuscript outlining Kenyas vision 2030. The ministry of education acknowledges that most of the graduates from training colleges and universities are usually half baked (Kafu, 2006). Thus the need for in-service training, workshops and encouraging teachers to undertake higher degrees.

The government has initiated capacity building programs to ensure that education personnel and managers handling the added responsibility have adequate capacity in terms of managerial skills and facilitation tools to support the implementation of reforms aimed at improving education. The Kenya government echoed the same view in the Sessional Paper No. 6 of 1988 when it said that there is urgent need to develop and promote teacher education program of the administration of education if the country is to succeed and national development is to be accelerated (Republic of Kenya, 1988) .

The Aga Khan Educational Services also launched school improvement programme to strengthen the quality of teaching and resources in Kenya, Tanzania and Uganda. Teachers from 170 schools in Kisumu and Mombasa (Kenya), Kampala (Uganda), and Dar er salaam 1

(Tanzania), most of them state schools, benefit from training workshops and resources. SIPs are aimed at helping teachers to teach more creatively and children to learn faster through the introduction of student-based activities. The stakeholders in the education sector acknowledge that teacher training is a continuous process. Scholl administration encourages attendance of seminar and workshops to help mould more up to date human personnel. They go to further lengths of offering motivation and incentives to those who attend the in service courses although these courses and programmes can be viewed as forms of motivation themselves. The ministry of education is in the front line in organizing these programmes with the aim of improving the standard and quality of education in the country but this objective is not the aim of those who take advantage of them in attendance. The intended outcome of the courses is better performance in school. This is not the case as indicated by the KCSE results for the past ten years from schools in Wajir east district.

{Records of performance}

1.2 Statement of the problem

Since the early 1980s, the importance of the in-service training in the professional development, and especially in education (Blackburn and Moisan, 1987) is accepted by all. In service training is not seen as a remedy for deficiencies in initial training, but as a long term process and apart of continuing education that makes it possible to acquire knowledge in the initial and can be defined as a variety of activities and practices in which teachers become involved in order to broaden their knowledge, improve their skills and assess and develop their professional approach (Perron, 1991). The in service training is understood as a tool to professionalize teaching, improve quality and efficiency of the new educational systems and promote the scientific and technological advances and innovations.

However, although in service training is thus considered, it doesnt seem to be enough guarantees to produce changes. The links between in service training and innovations in educational practice is not clear and it would be necessary to turn to it in a deeper way. Since there is not enough research that shows the short term and long term effects of the in service training innovation projects and changes in educational practice (Blackburn and Moisan, 1987: Hernandez, 1996). This lack of relation between in service training and its effects in the educational practice is a problem shared by all systems of education that envisage the in service training as a key aspect to improve education practice and performance. In this research, the following aspects will be analyzed, teacher motivation to attended, aims of the training, relation between attendance to in service courses and KCSE performance, students attitude towards in service courses for their teachers, level of teacher education in relation to performance, authorities involved in provision and supervision of these courses,

1.3 Purpose of the Study

The main purpose of this study will be to investigate the reasons why performance in secondary schools remains the same or worse despite teachers attending and completing many in service courses in Wajir East district.

1.4 Research Objectives

The objectives of this study will be to. i) ii) iii) To find out the availability of in service courses and higher education opportunities for teachers in Wajir East District. To find the attitude of teachers towards in services courses, school based programs and higher education. To find the reasons hindering the transfer of knowledge and new skills acquired from these courses to the classrooms. 3

iv)

To provide suggestions that will help put in use the skills acquired from in service programs and improve performance in schools.

1.5 Research Questions

The study will be based on the following research questions: i) ii) iii) iv) What percentage of secondary school teachers have attended in service courses, workshops and masters degree program s? What are the motivations for attending these programs? What are the challenges experienced by head teachers and teachers themselves in trying to put the new knowledge into practice? What suggestions can help make these in service and higher education courses more productive?

1.6 Research Hypothesis

The following null hypothesis will be tested in the study: H0: There are a significant number of teachers in Wajir east district who have attended in service courses, workshops and masters programs. H1: There is a significant relationship between the level of teacher education and performance in school in Wajir east district.

1.7 Significance of the Study

The findings are expected to provide schools in Wajir East District, Ministry of Educational Planners and KIE with a better understanding of the shortcomings of in house trainings and workshops. The study will expose reasons as to why teachers do not transfer knowledge from in service course into the classrooms. With these information at hand, it will easy to tailor in service courses and workshops in such a way that there will influence the performance at the classroom level. This will go a long way in increasing the productivity of teachers. The study will also take a critical look at the benefits and modes of organizing and facilitating these in service courses. 4

1.8 Scope of the Study

The study will confine itself to the performance in of secondary schools in Wajir East. It will probe the change in performance based on the number of teachers who have attended in service courses and higher education. It will try to expose reasons behind the stagnation of performance in spite of improved teacher education, promotion and increase in enumeration. The study will mainly involve teacher, in addition to the response from teachers, students and head teachers opinions will be analyzed too.

1.9 Assumptions of the Study

The study is based on the following assumptions that: i. ii. iii. iv. The researcher will get permission from the Wajir East District DEOs office to carry out the study. Secondary schools Head teachers in the selected schools will allow the researcher to carry out the study. The respondents will respond to the questionnaire in an honest manner and provide information that will be useful for the study. The researcher will assume that all the performance records for target schools are available.

1.10 Limitations of the Study

The findings of the study will apply to poor and average performing schools. The findings of the study will not be applicable to those schools where performance is high since there are other factors that influence that level of performance. Private schools are also left out of the study. This is because most of them are much oriented towards making profits and thus they do not take in service courses seriously.

1.11 Theoretical framework

This study is based on the constructivism theory. Constructivism is becoming a strong influence in higher education. Teachers receive new effective classroom practices through graduate courses and school professional development. Both of these places can offer teachers resources, skills and ideas to use constructive teaching practices dealing with new knowledge. However, there is still need to increase constructivist philosophies in current practicing teachers using these ideas particularly in the area of new knowledge and skills. Rakes and Cox (2006) indicate that teachers computer skills and comfort with technology do have an effect on using technology in a constructivist model. Graduate courses alone are not the only way for teachers to learn new skills or ideas. In-house school professional developments also allow an opportunity for learning constructivism and technology integration. As classroom teachers are taught new knowledge without pedagogy like constructivism, they seem to just fit the knowledge into their current teaching practices (Matzen and Edmunds, 2007). Matzen and Edmunds (2007) state that when professional development presents technology. The authors are asking if both new knowledge and student centered learning can be taught at the same time. The authors discovered that after participating in a 50 hour, one week professional development experiences which included modeling a student centered technology, teachers seem to add technology to their lesson without changing their teaching practices. Teachers who had more constructivist beliefs were more likely to use technology in a constructive way (Matzen and Edmunds, 2007). There were some differences though in teaching practices and technology use. A few teachers in the study seemed to stray from their regular teaching when using technology. Matzen and Edmunds (2007) indicate a reason for this, since technology is new, teachers use it in the classroom the way they saw it modeled. These teaching views and practices can further evolve when a clear distinction is made between the tools from teaching the task. When a teacher creates a constructivist environment, they need 6

to separate the tools from the concept. An example would be the basic understanding of math. Math is the process of solving problems, not the calculations that obtain answers. The calculations are the tools that help us solve the problem. With the increased use of technology, we need to be even more diligent in the separation of tool and task. Beatham (2008) points out there is a paradox in human use of technology: the more powerful and indispensible the technology the technology becomes, the more it becomes invisible, because it becomes more assumed. Just like the math teacher assuming the calculation is the task and not the tool. As educational technology becomes increasingly the norm in learning environment, self directed and independent learners can benefit

LITERATURE REVIEW 2.1 Introduction

The purpose of in-service training programmed for teachers is to continuously upgrade teachers pedagogical skills and mastery of subjects, enabling them to provide high quality teaching. To improve teaching quality, MoE has designed two models of in service where teachers are trained during the holidays (SMASSE), and school-based distance education programmes that use interactive materials. These programmes are programmes are geared towards attaining universal primary education by 2015 and are in line with Sessional paper No. 1 of 2005 on policy Framework for education training and research. The policy articulates the need for continues skills upgrading for teachers. The focus has been on up-scaling countrywide in-service programmes, to reach all teachers in both secondary and primary schools. Impact studies show that the greatest impacts on classroom practice are in service training. Sustaining ongoing in service training is seen as key as is embracing innovations such as ICT integration in teaching and learning (UNESCO, 20102011).

2.2 Types of training

Training may broadly be categorized into two types: pre-service training and in-service training. Pre-service training is more academic in nature and is offered by formal institutions following definite curricula and syllabuses for a certain duration to offer a formal degree or diploma. Inservice training, on the other hand, is offered by the organization from time to time for the development of skills and knowledge of the incumbents.

2.21 Pre-service Training

Pre-service training is a process through which individuals are made ready to enter a certain kind of professional job such as agriculture, medicine, or engineering. They have to attend regular classes in a formal institution and need to complete a definite curriculum and courses

successfully to receive a formal degree or diploma. They are not entitled to get a professional job unless they can earn a certificate, diploma, or degree from the appropriate institution.

2.22 In-service Training and Staff Development

In-service training is a process of staff development for the purpose of improving the performance of an incumbent holding a position with assigned job responsibilities. It promotes the professional growth of individuals. "It is a program designed to strengthen the competencies of workers while they are on the job" (Malone, 1984, p. 209). In-service training is a problemcentred, learner-oriented, and time-bound series of activities which provide the opportunity to develop a sense of purpose, broaden perception of the clientele, and increase capacity to gain knowledge and mastery of techniques. In-service training may broadly be categorized into five different types: (1) induction or orientation training, (2) foundation training, (3) on-the-job training, (4) refresher or maintenance training, and (5) career development training. All of these types of training are needed for the proper development of staff throughout their service life. Induction or Orientation Training. Induction training is given immediately after employment to introduce the new staff members to their positions. It begins on the first day the new employee is on the job (Rogers & Olmsted, 1957). This type of training is aimed at acquainting the new employee with the organization and its personnel. Induction training for all new personnel should develop an attitude of personal dedication to the service of people and the organization. This kind of training supplements whatever pre-service training the new personnel might have had (Halim and Ali, 1988). Concerning the characteristics of a new employee. Van Dersal (1962) said that when people start to work in an organization for the first time, they are eager to know what sort of outfit they are getting into, what they are supposed to do, and whom they will work with. They are likely to be more attentive and open-minded than experienced employees.

In fact, the most favourable time for gaining employees' attention and for moulding good habits among them is when they are new to the job. Foundation Training. Foundation training is in-service training which is also appropriate for newly recruited personnel. Besides technical competence and routine instruction about the organization, every staff member needs some professional knowledge about various rules and regulations of the government, financial transactions, administrative capability, communication skills, leadership ability, coordination and cooperation among institutions and their linkage mechanism, report writing, and so on. Foundation training is made available to employees to strengthen the foundation of their service career. This training is usually provided at an early stage of service life. Maintenance or Refresher Training. This training is offered to update and maintain the specialized subject-matter knowledge of the incumbents. Refresher training keeps the specialists, administrators, subject-matter officers, supervisors, and frontline workers updated and enables them to add to the knowledge and skills they have already. Maintenance or refresher training usually deals with new information and new methods, as well as review of older materials. This type of training is needed both to keep employees at the peak of their possible production and to prevent them from getting into a rut (Van Dersal, 1962). On-the-Job Training. This is ad hoc or regularly scheduled training, such as fortnightly training under the training and visit (T&V) system of extension, and is provided by the superior officer or the subject-matter specialists to the subordinate field staff. This training is generally problem or technology oriented and may include formal presentations, informal discussion, and opportunities to try out new skills and knowledge in the field. The superior officer, administrator, or subject-matter specialist of each department must play a role in providing onthe-job training to the staff while conducting day-to-day normal activities.

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Career or Development Training. This type of in-service training is designed to upgrade the knowledge, skills, and ability of employees to help them assume greater responsibility in higher positions. The training is arranged departmentally for successful workers, at all levels, for their own continuing education and professional development. Malone (1984) opined that services that provide the opportunity for all staff to prepare a plan for career training will receive the benefits of having longer tenured and more satisfied employees, which increases both the effectiveness and efficiency of a service. Malone stated that "career development is the act of acquiring information and resources that enables one to plan a program of lifelong learning related to his or her work life" (p. 216). Although workers are responsible for designing their own career development education, the organization sometimes sets some criteria and provides opportunities for the staff by offering options.

2.3 The nature of school based in service training

In service education should begin in the schools. It is here that learning and teaching takes place, curricular and technique are developed and needs and deficiencies revealed. Every school regards the continued training of its teachers as an essential part of its task, for which all members of staff share responsibility. To Ibe (1990) school-based in service training programmes should be initiated by school principal, the teachers, the support staff and sometimes the community. Such programmes evolve through participatory and cooperative planning among the school personnel supported by senior administration staff from the head office. An active school is constantly reviewing and reassessing its effectiveness and ready to consider new methods, new forms of organization and new ways of dealing with problems that arise. They must set aside time to explore these questions, as far as the teachers can manage their resources by arranging for discussion, seminar and workshops with visiting tutors from nearby institutions. It will also give time and attention 11

to induction of new members of staff, not only those in their first year of teaching but all those who are new to the school. Mabuza (2005) is for the view that this model was developed to make the processes of needs analysis easier and that training could be closely linked to needs so that barriers of negative implantation would disappear. However, the model has the inherent danger of limited application would disappear. It can lead to little benefit unless there are good trainers because most of the programmes presenters of the course may not have the experience and expertise required. To Milondzo (2003:23) school based in service training must be used on three major premises namely 1. teachers should be involved in the identification and articulation of their own training needs 2. Growth experience should be individualized, and 3. The single school is the largest and most appropriate unit for educational change.

2.4 Short term objectives of trainees instruction should be

To recognize what they do not know and need to learn in order to better service students To ask and get answers about what they did not understand, so that they may improve the way they teach To think about how the environment can be adapted in order to make classroom better places for learning To come away with skills, tools and information, which will help one to fulfill the immediate needs

The following are some long term objectives for training 12

To build more competence and confidence at work To show the teachers how to enable their students to become more active in their own educational process

To have a bigger picture of the field as a whole, which would help in making proper decision in the classrooms

In service training should provide a good number of people with knowledge, skills and expertise, what is important for both short term and long term objectives is that they should be sensitive to the culture, needs and places where they are to be implemented. Furthermore, they should be sensitive to the needs of the student and the needs of the teacher (Mcleithe).

2.5 General expectations of trainees from in service courses

Most trainees expect to learn more from these courses. According to Tom Miller, for example, if you are teaching them about communication skills, they also expect you to talk about social skills, cognitive learning, etc. others expect to do things differently with students as a result of training. Alysen Kimonel observed that some of the people expected a workshop or in service training to provide them with something that they would use right away, including materials, tools and skills.

2.6 Effectiveness of in-service training

Wade's (1984-1985) meta-analysis of 91 in-service studies revealed the following effective inservice practices:

In-service training that includes both elementary and secondary teachers is often more effective than in-service for either group separately.

In-service is most successful when participants are given special recognition for their involvement, are selected on a competitive basis, or are designated to participate.

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Regardless of whom conducts in-service sessions (trainers come under many different job classifications), teachers are more likely to benefit when they learn on their own. Similarly, of all the different types of training structures, independent study is the most effective.

There is no magical combination of methods for successful in-service. Nevertheless, inservice programs that use observation, micro teaching, audio and visual feedback, and practice--either individually or in some combination--are more effective than programs that do not use these methods.

There is no evidence that "coaching" greatly enhances instructional effectiveness. At best, it is moderately effective.

2.7 Teachers human resource development.

The highest quality teachers, those most capable of helping students learn, have deep masterly of both their subjects matters and pedagogy (Darling-Hammond, 1997). The preparation that teachers receive before beginning their work in the classroom however varies significantly around the world and even within the least developed countries. In Cape Verde, Togo and Uganda, for example 35 percent to 50 percent of students have teachers who had no training. Yet in Benin, Bhutan, Equatorial Guinea, Madagascar and Nepal, over 90 percent of students have teachers with some form of teacher training. In these later countries, most teachers have, at least, lower secondary education this contrasts sharply with Cape Verde and Tanzania where over 60 percent of students have teachers with only primary school education (Postlewaithe 1998). Perhaps as a consequence of too little preparation before entering the profession, a number of teachers in China, Guinea, India and Mexico were observed to master neither the subject matter they taught nor the pedagogical skills required for good preparation of the material (Carron and Chau, 1996). This affects educational quality since students achievements, especially beyond basic skills largely depends on teachers command of the subject matter (Muchens, Murnance and Willet, 1996) and their ability to use the knowledge to help students 14

learn. A recent evaluation of the East African madrasa (pre-school) programme noted the importance of mentoring trainers in the form of continuous support and reinforcement of teachers learning by on-site visits to classrooms following two week orientation training and alongside weekly trainings in Madras resource centre (Brown, Brown and Burma, 1996).

2.8 Ongoing professional development

Professional development can help overcome shortcomings that may have been part of teachers, pre-service education and keep teachers abreast of new knowledge and practices in the field. This ongoing training for teachers can have a direct impact on student achievement. Case studies from Bangladesh, Botswana, Guatemala, Namibia and Pakistan have provided evidence that ongoing professional development, especially in the early years after initial preparation and then continuing throughout a career; contribute significantly to students learning and retention (Craig, Kraft an Du Plessis, 1998). Effective professional development may take many forms. It should not be limited to formal off site kinds of programmes. Dialogue and reflections with colleagues, peer and supervisor observations and keeping records are all effective ways for teachers to advance their knowledge (UNICEF, 2000). A programme in Kenya, the Mombasa school Improvement project, built on this approach supported with in service as well as external workshop training improved significantly in their abilities to use child-centered teaching and learning behaviors (Anderson, 2000). In India, an effective programme used interactive video technology led to improve conceptual understanding of pedagogical issues for a large number of geographically dispersed teachers (Maheshwari and Raina, 1998).

2.9 Teachers working conditions

Teachers working conditions affect their abilities to provide quality education. Many aspects of school life and educational policy go into teachers perception of the employment. As mentioned above, the condition of infrastructure and availability of textbooks and learning materials and class sizes all influence the teachers experience as an educator. Teachers remuneration also matters. In many countries, teachers salaries have declined in recent years, 15

and teachers are not always paid in time. In Bangladesh, Nepal and Uganda for example, the teachers of 27 percent, 35 percent and 60 percent of all students, respectively, were paid a month or later (Postlewaithe, 1998). Low and late remuneration may lead teachers to take on another job, which hurts students learning. A study in the 12 Latin American countries found that children in schools where many teachers work in other jobs in addition to teaching are 1.2 times more likely to have lower test scores and/or higher grade repetition (Willms, 2000). Effective teachers are highly committed and care about their students (Craig, Kraft and Du Plessis, 1998); they need supportive working conditions to maintain their positive attitudes.

2.10 Occupational status

Occupational status depends on the public valuing of the competence, role and overall contribution of a particular occupation to individual and societal welfare. Occupations that have attained professional status share a common set of characteristics including a high level of education and training, a strong idea of public service with an enforced professional code of conduct and high level of respect from the public at large. Teachers in most LICs are semiprofessional mainly because of their relatively low levels of education and training vis--vis professional occupation. Such as doctors, engineers and lawyers, also, the sheer size of the teaching force militates against professional exclusivity. Teaching has become employment of the last resort among university graduates and secondary school leavers in many countries. Consequently, teachers often lack a strong, long-term commitment to teaching as a vocation. Finally, teachers are paid considerably less than the mainstream professions. It is widely argued that the status of teachers in most countries, both developed and developing, has declined appreciably during recent decades. However, the forces that are resulting in the de-professionalization of teachers are probably more pronounced in LICs. These include protracted economic and social crisis in many LICs, increasing diversification of the teaching force with increasing reliance on less well-educated and qualified teachers with lower job

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security generally lower standards of teachers, termination and dramatic decisions in the standards of living of teachers.

2.11 Teacher motivation

According to Paul Bennell (2004), work motivation refers to the psychological processes that influence individual behavior with respect to the attainment of workplace goals and tasks. The received wisdom among occupational psychologist is that pay on its own doesnt increase motivation. However, pecuniary motives are likely to be dominant among teachers in those LICs where pay and other materials benefits are too low for individual and household survival needs to be met. Only when these basics needs have been met is it possible for higher- order needs, which the basis of true job satisfaction, to be realized. There is a wide range of views about teacher motivation in Africa and South Asia, most of which are country specific. However, there appear to be mounting concerns that unacceptably high proportions of teachers working in public school systems in many LICs are poorly motivated due to a combination of low morale and job satisfaction, poor incentives and inadequate controls and other behavioral sanctions. Consequently standards of professional conduct and performance are low and falling in many LICs. The excessive politicization of public education has had a profound impact on levels of accountability in many education systems, which has, in turn, seriously affected teacher commitment and motivation. The poor and declining quality of public education has led to growing numbers of parents sending their children to non-state schools. In some countries, particularly in South Asia, this amounts to mass exodus. Incentives for schools and teachers in public education system to well are frequently weak due to ineffective incentives and sanctions. Very low pay forces large proportion of teachers to earn secondary income from private tutoring and other activities. Poor human resource management also seriously de-motivates employees. Teacher management at national and sub-national level is nothing short of chaotic in many countries. Where teachers pay large bribes to secure employment and desire posting, this may impact on job commitment and overall motivation. In 17

these situations, teaching positions and little more than sinecure which means that teachers do not feel accountable to school management, parents or the wider community. Being posted to a rural school is likely to de-motivating for most teachers. Increasing hours of work, larger class sizes, more subjects and constantly changing curricula are cited as major de-motivators in many countries. What is expected from teachers (the social content) is not pitched at a realistic level in many countries given material rewards, workloads and work and living environments. In many countries, teachers are being asked to take on more responsibilities, including HIV/AIDS education, counseling and community development. The work and living environments for many teachers are poor, which tends to lower self-esteem and is generally de-motivating. Housing is major issue for nearly all teachers. The struggling teachers is an all common sight, especially in primary schools. High proportions of teachers remain untrained in many LICs which adversely affects can-do motivation. Too often, teachers are thrown in at the deep end with little or no induction. Multi-grade teaching is common in LICs, but most teachers are not adequately prepared for the special demands of this typing teaching. Individual teacher characteristic can also adversely impact on motivation levels. In particular, the age profile of teachers has become younger in many countries due to the rapid expansion of primary and, more recently secondary school enrolments and/or higher rates of teacher attrition.

2.12 Challenges of teachers in service training

A good in service training should be tailored to meet the needs of those taking the workshop. Therefore the trainers should know the working environment of the trainees. Do they have the support of their administration? Do they have access to the proper materials and equipments? What kinds of support services exist? What do they already know? Ideally, the trainers should first visit the workplace to see first-hand the environment and facilities are like, what the teaching conditions are. Tom Miller argued that the first challenge is to know, learn and understand the culture and expectations of people with whom one will be involved because this is to make the learning 18

opportunities make sense for them. Another challenge he considers is how he should create opportunities for the people to own the knowledge he will be giving them. Assessment of teaching process effectiveness poses additional challenges to be integrated too. In every in service training it is a challenge for the trainers to establish a good relationship with the trainees. Inevitably, some teachers will be coming because they want to learn new ideas or technique, but others may be there because of coercion, allowances etc. it is important to be able to empathize with their needs.

2.13 Summary
Effective staff development has been identified by numerous researchers as a necessary prerequisite to the successful integration of educational technology into the schools (U.S. Congress, 1988, 1995; Wood & Smellie, 1990). A wide variety of in-service activities have been initiated by school districts, regional educational centers, private consultants, and commercial vendors. However, little is known about the effectiveness of these programs. Therefore, teachers and administrators have little empirical data with which to judge the merits of a particular in-service approach. Similarly, educators responsible for providing technologybased in-service programs have little to guide them in developing new programs or improving existing ones. As Stecher and Solorzano (1987) concluded, In-service is less successful when participants are regarded as major contributors. Programs are more effective when the leader assumes the role of "giver of information" and the participants are "receivers of information." (p. 54).

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CHAPTER THREE RESEARCH DESIGN AND METHODOLOGY 3.1 Introduction

Methodology refers to the system of methods or procedures used in sampling and collecting data required for a particular research. It is also the application of the principles of data collection methods and procedures in any field of knowledge. This section describes research design, target population, sampling design and sample size, data collection methods, validity and reliability of research instruments and data analysis technique.

3.2 Research Design

The study will adopt ex post facto research design. The study will be concerned with ascertaining the failure of school based programmes to affect the performance of schools in Wajir East. It will investigate how often and the percentage of teacher on training,

administration rules and procedures requiring teachers to undergo training and adherence to their training schedule, how training skills application is administered in classroom and its returns, teachers attitude towards training, administration motivation on teaching, training and students learning, Teachers level of education and socio-economic well-being of teachers affects students in that area. Such issues are best investigated through ex post facto research design (Patton, 2002) and hence the choice.

3.3 Study Area

The study will be carried out in public primary schools in Wajir East district. The area is situated in North Eastern province of Kenya and lies between latitude 00 10o North of longitude 35o, 25o and 35o 45o east at an altitude of 2, 179m above sea level (Wajir East District development plan, 2010 2015). The researcher prefers the area because it is characterized by poor school performance, early marriages. In addition, most residents just like most Kenyans 20

live below the poverty line. The number of Kenyans living below the poverty line increased from 3.7 million in 1972/73, to 11.5 million in 1994 and 12.5 million in 1997 to 22 million by end of 1998 (UNDP, 2009). This implies that the socio-economic status of parents in Wajir East district is a vital determinant of poor performance in education.

3.4 Target Population

The target population of this study will comprise of DEO, teachers, Principal teachers and students in the 52 public secondary schools on Wajir East district. Principals will also be interviewed to clarify issues that will not be captured well in the questionnaire.

The principals and teachers are central figures in any public secondary school and disseminates of the ministry of education science and technology policies. They are also concerned with the welfare of the students performance in school and hence a working knowledge of the poor performance in their schools.

Students will also be considered because of their well understanding of the performance situation, difference in teachers teaching styles and comparison of their previous performance. The target population will include the DEO, all Principal teachers and students in the 52 public secondary schools in Wajir East district.

3.5 Sample Size and Sampling Procedures

The study will adopt purposeful, systematic and simple random sampling. Purpose sampling will be used to select Principal teachers in the sampled school to participate in the interview. Through simple random sampling technique, 30% of all the schools will be selected. The names of the schools will be written or small papers that will be folded, put in a container and mixed thoroughly. After every picking, the container will be shaken again to ensure through picking. This will be done repeatedly until the fourteen papers are picked. The names of the 21

schools on selected/picked papers will form the sample. The study will sample 30% of the target population since Neuman (2000) argues that it is enough in an expost facto survey study.

At the selected school level, the students will be selected using snowball sampling technique. Snowball sampling is a technique for developing a research sample where existing study subjects recruit future subjects from among their acquaintances (Neuman, 2000). Thus the sample group appears to grow like a rolling snowball. This technique will be necessary since students may know each other regarding the problems with their performance. Snowball will be used to select the ten (10) students respondents in every school. In total 10 principal teachers who will be purposefully sampled and 20% of the total number of pupils (30% of 60 average number of students in form three in Wajir East district) = (18x14 schools) 150 will be randomly sampled for the study.

3.6 Data Collection Methods

The main instrument for data collection will be questionnaires. The questionnaire is a convenient tool especially where there are large numbers of subjects to be handled. It facilitates easy and quick derivation of information within a short time (Patton, 2002). A self-

administered questionnaire will be used by the researcher as it is economically in terms of time.

3.7 Reliability and Validity of Research Instrument

3.7.1 Validity of Research Instruments
According to Fraenkel and Wallen (2000) validity is quality attributed to proposition or measures to the degree to which they conform to establish knowledge or truth. An attitude scale is considered valid, for example, to the degree to which its results conform to other measures of possession of the attitude. Validity therefore refers to the extent to which an instrument can measure what it ought to measure. It therefore refers to the extent to which an instrument asks the right questions in terms of accuracy. Mugenda et al (1999) validity is the accuracy and 22

meaningfulness of inferences, which are based on research results. Validity is the degree to which results obtained from the analysis of the data actually represents the phenomenon under study. Validity therefore, has to do with how accurately the data obtained in the study

represents the variables of the study. If such data is a true reflection of the variables, then inferences based on such data will be accurate and meaningful. The instrument will be rated in terms of how effectively it samples significant aspects of the purpose of the study. The content validity of the instrument was determined in two ways. First the researcher discussed the items in the instrument with the supervisor, lecturers from the department and colleagues. These people will be expected to indicate by tick or cross for every item in the questionnaire if it measured what it was supposed to measure or not. A coefficient of those that measured will be computed. A coefficient of above 0.5 will imply that the instrument is valid. Advice given by these people will help the researcher determine the validity of the research instruments. The advice will include suggestions, clarifications and other inputs in order. These suggestions will be used in making necessary changes. Secondly, content validity of the instrument will be determined through piloting, where the responses of the subjects will be checked against the research objectives. This also gave a reason as to why content will have to be used. For a research instrument to be considered valid, the content selected and included in the questionnaire must be relevant to the variable being investigated argues Kerlinger, (1973).

3.7.2 Reliability of Instrument of Data Collection

Patton (2002) states that the reliability of a test refers to the ability of that test to consistently yield the same results when repeated measurements are taken of the same individual under the same conditions. Basically, reliability is concerned with consistency in the production of the results and refers to the requirement that, at least in principle, another researcher, or the same researcher on another occasion, should be able to replicate the original piece of researcher and achieve comparable evidence or results, with similar or same study population.

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To establish the reliability of the questionnaire, pre-testing through piloting will be done in Wajir East district. The schools that will be used in the piloting study will not be used in the actual study. The reliability of the items will be based on the estimates of the variability among the items. The reliability coefficient will be determined using scores from the test retest technique that will be used. This is because the method will be more accurate as it determines the stability of the instrument. A reliability coefficient of at least 0.5 will be considered high enough for the instruments to be used for the study (Neuman, 2000).

Feedback obtained from the pilot study will assist the researcher in revising the instrument of data collection to ensure that it covers the objectives of the study. The main reason for piloting the questionnaire will be to ensure that the items would detect the kind of responses the researcher intends to get, that the items they are acceptable in terms of their content, and they adequately covers any aspects of the unit which the researcher particularly wishes to explore. In a case where it will be discovered that the items in the questionnaire are difficult for the respondents, they will be rectified accordingly.

3.8 Data Collection

Data will be collected from District Education Officer (DEO), Principal teachers, secondary school students and teachers in the selected schools between April to May 2011. The Instrument of data collection will be questionnaires. The data will be collected by the researcher so as to get first hand experience in conducting the study.

The researcher will seek permission from the Ministry of Education, District Education office and District Commission Office. The researcher will carry out a reconnaissance trip to the district in order to familiarize herself with what goes on in the district. This trip will make the researcher to seek the consent of the participants.

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3.9 Data Analysis

Data will be analyzed descriptively. Data analysis will be facilitated by use of SPSS (Statistical Package for Social Scientist) Computer package. Descriptive methods will be employed in analyzing qualitative data where frequencies and proportions will be used in interpreting the respondents perception of issues raised in the questionnaires so as to answer the research questions. Descriptive statistics such as frequency distribution, percentages, means and standard deviations will be calculated and data presented in form of tables, graphs and charts.

One-way analysis of variance (ANOVA) and chi-square, which are inferential statistical techniques, will be used to test the hypotheses. The level of significance will be tested at 0.05.

3.10 Ethical Considerations

The researcher will respect the respondents privacy. The participants will not be expected to write their names on the questionnaire, but each questionnaire will have a code number for reference. The participants will be assured that the information given will be treated

confidentially and for the purpose intended only. They will also have the freedom to withdraw from the study at any point or time.

REFERENCES
Aga khan educational services (2003). CH-1202, GENEVA. Anderson, S.E (2000), A coordinated District Consultant/Teacher Center centre Approach to School-based Teacher Development: The Mombasa School Improvement Project Paper presented at the Annual meeting of the comparative and international Education Society, San Antonio, Texas. March 2000 25

Beatham, M. (2008, September), Tools of Inquiry: separating two hard tasks to promote true learning. Journal of educational Technology Systems Blackburn, V and Moisan, C (1987), The In service Training of Teachers in the Twelve state of the European Community Manuscript: presses interuniversitaires europeennes. Brown, G., Brown, J., and Surma, S. (1999). The East African Madrasa programme: The Madrasa Resources Centres and their Community-based pre-school programme. Evaluaton Report prepared for the Aga Khan Foundation Craig, H., Kraft, R., and du Plessis. J (1998), Teachers Development: Making an Impact. Washington DC: Academy for educational Development, ABEL clearinghouse for Basic Education Daniel L., Junta de Andaluca, CEP de Alcala de Guadaira Darling-Hammond, L. (1997), Doing What Matters Most: Investing in Quality Teaching. Kart and Town Pennsylvania: national Commission on Teaching and American future. Also at http://www.tc.columbiana.edu/~teachcomm Halim, A., & Ali, M. M. (1988). Administration and management of training programmes. Bangladesh Journal of Training and Development, 1 (2), 1-19. Hernadez, F. (1996) Como Aprenden los docents Ibe MD. (1990), School-based Staff Development Programmes: theoretical base and realities, In Ho, W.K (Ed) 1990. Improving the quality of teaching profession, Singapore: ICET Indire, F.F and Sifuna, D.N (1974), A History of the Development of Teacher Education in Kenya. Nairobi. University of Nairobi press. James, D. Macneil (2004), School based and Cluster based Teacher Professional Development: Bringing Teacher Learning to the Schools. Kafu, P.A (2006): Emerging issues in teacher education in Kenya (unpublished paper), Moi University. Katherine Corell, Johanna L.Oleary and Brian Howe,Introducing a new Grade 8 Curriculum in Childrens Rights in Albert Journal of Educational research, vol 48. 26

Maheshwari, A., and Raina, V., (1998) In service training of primary teachers through interactive video technology: an Indian experience. International review of Education Malone, V. M. (1984). Inservice training and staff development. In B. E. Swanson (Ed.), Agricultural extension: A reference manual. Rome: FAO. Maria J.L, Seville university Matzen, N.J and Edmunds, J.S (2007, summer), Technology as a catalyst for Change: The role of professional development. Journal of Research and Technology in Education. Mclain, M., and Mustrad, J.F, (1999): Reversing the real Brain Drain: Early years study: Toronto, Canada: Publications Ontario Paul B., Teacher motivation and incentives in sub-Saharan Africa and Asia. Knowledge and skills for development, Brighton Postlewaithe, N. (1998), The conditions of primary schools in least-developed countries: International review of education Rakes , G.C, Fields, V.S and Cox, K.E (2006), The influence of teachers technology use of an instructional practices. Journal of research on technology in education. Republic of Kenya (1988), Sessional Paper No.6: Development of education this decade and beyond. Nairobi. Government printers. Rogers, F. E., & Olmsted, A. G. (1957). Supervision in the cooperative extension service. Madison, WI: National Agricultural Extension Center for Advanced Study. Rotta Walstorm, Growth towards peace and environment responsibilities: from theory to practical implication(Jyvaskla, Finland: Institute for Educational research, university of Jyvaskla, 1991). UNESCO National Education Sector Support Strategy (UNESS) for the Republic of Kenya 2010-2011 UNICEF (2000), curriculum report card, working paper series, education section, programme Division, Newyork, NY: Author Van Dorsal, W. R. (1962). The successful supervisor. New York: Harper and Row. 27

Willms, J.D (2000), Standards of Care: Investments to improve childrens educational outcomes in Latin America. Paper presented at the year 2000 Conference of Early Childhood Development Sponsored by the World Bank, Washington, DC April, 2000

APPENDIX I QUESTIONNAIRE FOR THE TEACHERS OF SECONDARY SCHOOLS

This questionnaire is for collecting data on the effect of failure of school based programmes to affect the performance of schools in Wajir East. Data obtained was handled in confidence for purely academic purposes. To enhance confidentiality do not enter your name or that of your school in the questionnaire. 28

Answer all questions by ticking and filling in the blanks as appropriate. Please indicate; Please tick inside the boxes 1. Your age in years _________ 2. Gender. Male Married Single Female Windowed Divorced a. b. Form six (A-level) d. University

3. Marital status.

4. Highest level of education attained Form four (0-level) c. College 5. Highest level of training a. Certificate c. 1st degree b. Diploma d. 2nd degree

6. After school which program listed did you enroll to (please tick)? a. Masters c. In-service e. Higher Diploma f. Any other (specify) ---------------------------------------------------------------------If yes: Answer the following questions 7. How often do you go for the training program? 8. What was your goal for under going the above programmes (in number 6)? ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------9. Where you promoted? Yes: 10. Was your salary increased? Yes: No: 29 No: b. workshop d. School based programmes

10. How has the training improved your performance in the classroom? ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------12. What are the students responses in the class? -----------------------------------------------------------------------------------------------------------------------------------------------------------------------

13. Which schools do you teach? a. Private schools b. provincial schools e. District schools Yes: Give your reasons; --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------15. What is your attitude towards training? ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------16. Has school based program ease your work as a teacher? Yes: Give your reasons: ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------17. What are the major challenges that hinder you from passing the knowledge to the students? 18. Are you comfortable teaching in this environment? 30 No: b. Public schools d. National schools f. Adult schools No:

14. Do you think undergoing the training will improve the students performance wajir east?

Yes:

No:

19. What is your recommendation on improving the study in the region? -------------------------------------------------------------------------------------------------20. What makes you decide about your own in-service training or development? needs of my school chance for better payment the heads suggestion my own need to develop wanting to get betterqualified chance to change my job chance to differentiate my work Others

Yes

No

QUESTIONNAIRE FOR THE PRINCIPAL OF SECONDARY SCHOOLS

This questionnaire is for collecting data on the effect of failure of school based programmes to affect the performance of schools in Wajir East. Data obtained was handled in confidence for purely academic purposes. To enhance confidentiality do not enter your name or that of your school in the questionnaire Please indicate; Please tick inside the boxes 31

1. Your age in years _________ 2. Gender. Male Married Single Female Windowed Divorced a. b. Form six (A-level) d. University

3. Marital status.

4. Highest level of education attained Form four (0-level) c. College 5. Highest level of training a. Certificate c. 1st degree b. Diploma d. 2nd degree

6. After school which program listed did you enroll to (please tick)? a. Masters c. In-service e. Higher Diploma f. Any other (specify) ---------------------------------------------------------------------If Any: Answer the following questions 7. Which school do you teach? a. Private schools d. provincial schools e. District schools b. Public schools d. National schools f. Adult schools b. workshop d. School based programmes

8. How often do you go for the training program? ----------------------------------------------------------------------------------------------9. What was your goal for undergoing the above programmes (in number 6)? ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------10. Where you promoted? Yes: No: 32

11. Was your salary increased? Yes: No:

12. How many teachers in your school have enrolled for the programmes mentioned in 6 above? -------------- Out of -------------12. Do you recommend teachers to go training mentioned above? Yes: No:

Reasons -----------------------------------------------------------------------------------------------------------------------------------------------------------------13. Over the past 3 years how many teachers where enrolled to the programmes in 6 above? --------------------------- Out Of ------------------14. Have their relative teaching subject performance improve after the training (relate to question 13)? Yes: No:

15. How do you encourage teachers to go on training? ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------16. What is your attitude toward teachers on school based programs? --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------16. Do you think going to school based programmes will improve the students performance in Wajir East? Yes: No:

17. Support your answer from the previous year performances up to date performances? --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------33

-------------------------------------------------------------------------------------------18. Your recommendations --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

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What are your expectations concerning the effects of training? improving own knowledge improving my students knowledge getting new skills Exchange of experience getting formal qualifications getting additional qualifications editing articles meeting new people improvement of school practice Others

Yes

No

QUESTIONNAIRE FOR THE DISTRICT EDUCATION OFFICER

This questionnaire is for collecting data on the effect of failure of school based programs to affect the performance of schools in Wajir East. Data obtained was handled in confidence for purely academic purposes. To enhance confidentiality do not enter your name or that of your school in the questionnaire. Answer all questions by ticking and filling in the blanks as appropriate. Please indicate; Please tick inside the boxes 1. Your age in years _________ 2. Gender. Male Married Single Female Windowed Divorced

3. Marital status.

4. How often do teachers go for school based programs? --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------5 What are the requirements for one to undergo school based programs?

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----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------6. How many secondary teachers enroll to school based programs yearly? -------------------------------------------------------------------------------------------------7. Do you recommend teachers to enroll to school based programs? Yes: Reason: ----------------------------------------------------------------------------------8. Is school based program a recommendation or the teachers will ? A recommendation: Teachers will: No:

8. Do you provide financial support for the programs? Yes: No:

9. After the program do you recommend their salary Increment? Yes: 10. Do you promote them? Yes: No: No:

11. Do you think teachers enrolling to school based programs have improved the performance of secondary school students? Yes: Reasons: --------------------------------------------------------------------------------------------------12. Would you recommend all teachers go for school based programs in years to come? Yes: No: No:

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QUESTIONNAIRE FOR SECONDARY SCHOOL STUDENTS

This questionnaire is for collecting data on the effect of failure of school based programs to affect the performance of schools in Wajir East. Data obtained was handled in confidence for purely academic purposes. To enhance confidentiality do not enter your name or that of your school in the questionnaire. Answer all questions by ticking and filling in the blanks as appropriate. 1. Your age in years _________ 2. Gender. Male Female

3. Which type of school is this? District: National school provincial public school

4. How many hours are allocated for a single subject a day? 1hour 3hours 5. What time do lectures start and end? (Beside prep time). 37 2hours

From 7am to 6pm From 7am to 4pm Do you have a prep time: Yes:

from 8am to 6pm from 8am to 4pm

No:

6. How often do teachers miss coming for teaching lessons in class? One lesson a week: Three lessons a week Does not come for a week: two lessons a week: four lessons a week does not miss any lesson:

7. Do teachers often ask you questions in class? Yes: 8. How do you participate in class? Do you ask questions? Do you raise your hands to answer questions? 9. What is the level of your understanding when being taught other than reading on your own? High Moderate low No:

11. Whats your level of understanding when reading on your own? High Moderate Low

12. Most of the time in school what do you students do during lesson hours? Being taught: Left to read by your own

13. Is your interaction with your teachers friendly? All are friendly: A few are friendly

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Most are non-friendly 14. Do teachers advice you on the tips to excel? Yes: No:

Most are friendly:

15. How are revision done after exams? You revise together with the help of the teachers: Teachers send you answer sheets You revise as a group: 16. In case of assistance are your teachers approachable? Yes most of the time: No they are always busy 17. Do they assist you satisfactorily? Yes: No: Not always they are not that friendly

18. Are you comfortable learning in this environment? Yes: No:

19. What are the things affecting your performance? Poor teaching skills: Poor interaction with teachers Lack of resources: 20. Do you think teachers take their work seriously? Some do None of them do: 21. Do you think teachers going for in-service programs can raise the students performance? Yes: No: Very few do Most of them do lack of participation: unconcerned teachers

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Reasons-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------

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WORK PLAN
The following work schedule guided implementation of this study.
Activity 1 2 3 3 4 5 6 7 8 Proposal writing Presentation of proposal Piloting of research instruments Data collection Data coding and analysis Research report writing Submission of 1st draft report to supervisors Collection and submission of thesis for examination Defence, collection of thesis, binding final copies and submission of thesis JAN 2011 FEB MAR APRIL MAY JUNE JULY

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BUDGET
The following is the estimated costs for the study. Activity/Cost centre 1 Proposal writing. Estimated cost Library - 2000, transport - 3000, internet - 1500, typesetting 3000, copies and binding - 3000 and stationary - 1500 2 3 4 5 Piloting Data collection Data analysis and report writing Thesis Instruments copies 12 x 30 = 360 Research assistants 2 X 2 days x 500= 2,000 Copies of research instruments 6X80X30 = 14,400 Research assistants 5 X10 days X 500 = 25,000 SPSS data entry and analysis = 27500 Stationary, copies and binding = 5000 Defence, correction, copies and binding = 10,000 TOTAL 2, 360 39, 400 32,500 10,000 98,260 Total cost 14,000

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