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Browsing Postgraduate Theses and Projects by Author "Adan, Ali Mohamud"
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Publication Open Access Effect of Discipline on Public Primary Schools Performance in Mandera East: A Case of Central Division(Mount Kenya University, 2012-11) Adan, Ali MohamudPublication Open Access Effect of discipline on public schools performance in Mandera East:A case of Central Division.(Mount Kenya University, 2012-11) Adan, Ali MohamudPublication Open Access Effects of discipline on public primary schools academic performance in Mandera East: A case study of Central Division.(Mount Kenya University, 2012-11) Adan, Ali MohamudThis study sought to find out the effect of indiscipline on performance in public primary schools in Central zone, Mandera East District. Many times, school management dwell and put much emphasis on how to achieve high score in exam and do not have a clear perception of how indiscipline influences academic performance. They give attention to content delivery, teaching materials and on syllabus coverage without having an understanding of students personalities as human beings and because of this school don’t help students develop their potentials in spheres of life and don’t excel in their academic undertaking. The study therefore tried to establish the relationship between indiscipline and performance of pupils. The study objectives included determining pupils’ characteristic in terms of behavior, gender, age, environment, qualitative and experience at the end of academic year. The study employed research design using qualitative and quantitative with descriptive case study approach on sample of 200 pupils in eight selected public school in central zone, Mandera East District. Data was collected using research questionnaires, the data collected was processed using SPSS and was analyzed using frequency percentage graphs. The study established that the relationship between discipline and academic performance had a significant influence to staff at large and to the learners on issues pertaining schools activities. The study concluded that discipline had major impact on academic performance in schools. The study was based on the assertive discipline theory by Lee and Marlene Canter. His theory based on the concepts of teacher’s right in the classroom as well as those of the pupils. It is on this that the researcher has based his theoretical frame work. A wide number of books and other references was used in providing literature in chapter two and enrich the study. The researcher recommends that the teachers should be taken to seminars, workshops and courses in guidance and counseling and that every school have at least two teachers who are trained in guidance and counseling. The school heads should support teachers in dealing with indiscipline cases and that the ministry should come up with a formalized way of dealing with indiscipline cases in our schools. Those people in our community who do not avail the drugs to our school going children should be dealt with seriously so as to allow our children to perform well in their exams. Further research should be done on eradication of drugs abuse in our primary schools.Publication Open Access Influence of examination management practices on academic integrity in public tertiary institutions in Mandera county, Kenya(Mount Kenya University, 2024-05) Adan, Ali MohamudEnhancing academic integrity and certification credibility relies on effective examination management. However, Mandera County's public tertiary institutions face malpractices that undermine credibility. This study investigates examination management practices' influence on academic integrity in these institutions. Objectives include examining the impact of examination setting, storage, distribution, invigilation, marking, and grading on academic integrity. Insights from Systems theory, Academic Performance theory, and Examination Malpractice Lemon theory inform the research. To conduct the study, a mixed methodology was employed, utilizing the concurrent triangulation research design. The target population consisted of 1394 respondents, including three principals and 150 College Tutors, seven Examination Officers and 1234 students from which 462 respondents were sampled using Yamane’s Formula. From this sample, three principals and seven examination officers were chosen using purposive sampling. Conversely, from each college, 150 tutors were selected using purposive sampling and about 303 students were selected randomly. Through the application of this sampling procedure, the researcher successfully obtained a sample comprising three principals, seven examination officers, 150 teachers and 303 students. Quantitative data was collected from college tutors and students via questionnaires, while qualitative data came from principals and Examination Officers through interviews. To ensure validity, reliability, credibility, and dependability, a pilot study involved 10% of the total sample size (463 participants) from a neighboring county. Experts established face and content validity. Reliability was assessed using the test- retest method, with a resulting coefficient of r = 0.725, indicating commendable internal reliability. Credibility relied on data triangulation by multiple analysts, and dependability through detailed reporting of the data collection process. Data analysis identified recurring themes in respondents' experiences. Qualitative data underwent thematic analysis, aligning with the study objectives, and were subsequently presented in both verbatim and narrative formats. For the quantitative data, a descriptive analysis was conducted, utilizing frequencies and percentages. Additionally, inferential statistics were performed through Pearson’s Product Moment Correlation Analysis using Statistical Package for Social Sciences (SPSS Version 23), and the findings were presented in tabular form. The study's outcomes revealed the existence of diverse examination practices that contribute to the enhancement of academic integrity. The study reveals that most tertiary institutions have not fully adopted crucial examination practices, including setting, distribution, invigilation, and marking. To address this, it proposes prioritizing training sessions for teachers to enhance their examination setting skills. Additionally, implementing ample security measures during examination distribution is crucial to curb malpractices. Adhering to invigilation specifications, considering the number of students per class, is also recommended. Standardizing marking and grading will allow students to compare their performance across institutions, promoting improvement. Effective implementation of examination management practices by the Ministry of Education is essential.