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EDA/0309/2015

TABLE OF CONTENTS

Content page no.

I. Critical aspect arising from the model school …………...………… 2


II. Curriculum vitae …………………………………………………… 3
III. Sample letter……………………………………………. ………… 5
IV. Field school report……………………………………….…………. 6
V. Background of St. Paul’s Emulakha secondary school…...………... 7
VI. The location and structure of St. Paul’s Emulakha ………………… 8
VII. Identity …………………………………………………. …………. 9
VIII. History of St. Paul’s Emulakha secondary school……….………… 11
IX. Facilities and resources ………………………………… ………… 13
X. The principal …………………………………………… ………… 21
XI. The deputy principal……………………………………. ………… 25
XII. The senior teacher …………………………………… ………… 26
XIII. Director of studies (DOS) ………………………………………… 26
XIV. Department reports …………………………………… ………… 27
XV. Students leadership ……………………………………... ………… 37
XVI. Personal diary ………………………………………….………... 41
XVII. Research proposal……………………………………………………43
XVIII. Research report…………………………………………... ………... 56
XIX. School environmental studies……………………………………….69
XX. Self-evaluation report……………………………………………….78

FORE WORD

This publication was requested by Masinde Muliro University of Science and Technology
(MMUST) CIT department as a mandatory for all second year students in the faculty of
education. It is normally conducted during the second semester of every academic year under a
course CIT 299 (INTRODUCTION TO TEACHING AND SCHOOL OPERATIONS). Its aim is
to subject students to the structure, culture and general school operations

CRITICAL ASPECT ARISING FROM THE MODEL SCHOOL

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Introduction

St. Paul’s Emulakha Secondary school. Is located in Kakamega County, Lurambi constituency.
Generally, St. Paul’s Emulakha Secondary is a good model school, but like any other schools, it
had some critical issues, which affected the operational performance of the school and
achievements of education called for by the Kenya’s national goals of education.

SCHOOL FEES

Payment of school fees affects academic performance of students. Those who are unstable in fees
payment are sent home frequently. This interferes with their studies since learning continues in
their absence. This also makes it difficult for teachers to effectively measure whether their
objectives are attained after an instructional period. Delay in fees payment also affects the
purchase of resources of great significance to learning process. This has a negative impact in
daily operations of the school since at most of the time teachers and learners’ morals are
withdrawn by inconveniences created by poor steps in fee settling. The parents should be
encouraged to apply for CDF projects and come up with any income generation projects to help
in funding the school in form of payment. The school should also raise more economic activities
to act as income generating projects and properly budget for the available funds to cut off
inconveniences created by lack of funds at school.

TIME

Time was not well managed and observed. At first the school lacked the daily attendance book
indicating arrival and departure time of teachers. Most of the teachers came to school late and
left earlier before the time recommended at the national level. The students on the other hand
needed to be pushed harder for them to read and revise on their own. They consume much of
their time making a lot of noise and unnecessary movements especially preps time. The school
administration should lay their own strict rules governing time management to be emulated by
teachers, learners and any other educational stakeholders.

This can help the school at least open another page in academic performance.

SPORTING AND GAMES FACILITIES

The school takes part in many games and the main challenge is the motivation of the students in
various games and inadequate facilities. The school should work hard in conjunction with the
community to ensure they acquire sporting facilities. This can enable students develop different
abilities and exercised their talents.

CURRICULUM VITAE

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PERSONAL DETAILS
NAME : MARASWO KIPROTICH JOSEPH
DATE OF BIRTTH : 4TH, JULY, 1996
LANGUAGES : ENGLISH, KISWAHILI AND KALENJIN
MARITAL STATUS : SINGLE
SEX : MALE
NATIONALITY : KENYAN
ID NO : 33530701
E-MAIL : josehrotich@gmail.com
CONTACT : 0725536940
RELIGION : CHRISTIAN

ADDRESS : 630, KITALE

CURRENT OCCUPATION : TEACHER

WORK ASPIRATION : HUMAN RESOURSE MANAGER

EDUCATIONAL BACKGROUND
2015 – 2019 : Masinde Muliro University of Science and Technology. Bachelor of Education
arts
2010 – 2014 : St Andrews Osorongai Secondary School
2000-2009 : Pengi Primary School

WORK EXPERIENCE
July-august2017 ; Osorongai Secondary School

RESPONSIBILITIES

Mathematics form two and form three

Business form one

PROFESSIONAL OBJECTIVE

As efficient and effective worker.

HOBBIES

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 Playing volleyball
 Reading novels, magazines,
 Watching movies

REFEREES

MR BENJAMIN K. KOECH

P.O BOX 2997,

Kitale,

Mobile; 0734248509

DR. BARASA BULUMA

MASINDE MULIRO UNIVERSTY OF SCIENCE AND TECHNOLOGY

P.O BOX 190-50100,

KAKAMEGA.

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.SAMPLE LETTER OF EMPLOYMENT

Maraswo Kiprotich Joseph,

P.O BOX 630,

Kitale.

josehrotich@gmail.com

25TH June 2017

THE PRICIPAL,

ST. ANDREWS BOYS OSORONGAI SCHOOL, CHERANGANI.

P.O BOX 2997,

Kitale

Dear Sir,

RE:APPLICATION FOR EMPLOYMENT

As per the advertisement I heard over the radio and in The Standard newspaper page 7 on
Wednesday, 14th May, I hereby apply to be given a chance in your school as a teacher. I am a
Kenyan citizen of twenty-three years old, a graduate from Masinde Muliro University and
obtained an upper second class honors in bachelors of education (arts), combination
(Mathematics and Business)

Given chance I promise to be loyal to my duties and observe the code of ethics as much as the
profession is concerned.

Attached are photocopies of my academic qualification and credentials.

Yours faithfully

Maraswo Kiprotich Joseph

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Field school report

INTRODUCTION

This was a report carried out by a second year education student at Masinde Muliro University
of science and technology. The research was carried out on 16th (Thursday) February 2017 in St
Paul’s Emulakha secondary school, located along Ingotse-Butsotso road. The student visited the
school to gain epistemology on matters regarding the curriculum implementation in school. The
student therefore set aside half a day activity where she had an interactive session with the head
teacher deputy head teacher, board of governors, students, non – teaching staff among others The
information gathered from the responses formed a very concrete background for my report.

1. AIMS OF THE FIELD SCHOOL PROJECT

 Aimed at determining the role and activities of both the teaching and non-teaching staff
in the school and their contributions in the school operations.
 The research was to establish the role of the deputy principal on curriculum issues both
formal and informal, students discipline and welfare.
 Finding out the roles of the heads of departments and how they deal with the issues of the
curriculum and coordinate the academic activities including curriculum planning and
evaluation.
 Aimed at finding out the roles of the principal on the general school operations especially
the instruments of the school administration and management resources and facilities
including the school community relationship. To establish the roles of the B.O.G and
P.T.A members regarding the policies and their role in management of the school.
 To find out the various issues revolving around the students, academic and their welfare.

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BACKGROUND OF \\ST. PAUL’S EMULAKHA SECONDARY SCHOOL

Geographical Location

The school is located along Ingotse Bushili road 8km away from Bushili market, which is in
Kakamega county, Namukholo constituency and Butsotso North location. The community
surrounding composes of mainly Bunyala (luhya). The community depends on agriculture with
maize being their main cash crop and sugarcane that is processed by West Kenya Sugar
Company.

The school is sponsored by Catholic Church,

ST. PAUL’S EMULAKHA SECONDARY SCHOOL,

P.O BOX 2787-50100

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THE LOCATION AND STRUCTURE OF ESOKONE MIXED DAY SECONDARY


SCHOOL

The Sketch Map to ST. PAUL’S EMULAKHA HIGH SCHOOL

KAKAMEGA- WEBUYE ROAD

BUSHILI MARKET

AB
GK
SA
PLAY GROUND LIB
2 PO
F1E
F1W
F2W F2W
PR
F3E F4E
F4W
K F3W GAC
LAB

TEACHERS’
GIRLS’ BOYS’ TOILETS
TOILETS TOILETS

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IDENTITY

The name of the school is ST. PAUL’S EMULAKHA SECONDARY SCHOOL, whose motto,
vision and mission are as follows:

Motto:

To Be Centre of Excellence Both Academically and

Socially

Vision:

Hard work with Prayer Pay

Mission:

Withdrawing Strength to Develop Relevant

Dynamic Citizen Responsible Our Prito

Spirit Equipping Appropriate Skills in Life


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THE SCHOOL HAS THE FOLLOWING CORE VALUES ;

1.Accountability

2.Transparency

3.Punctuality

4.Moral uprightness

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HISTORY OF ST PAUL’S EMULAKHA SECONDARY SCHOOL

It was started on 7thFebruary,1994 with form one enrolment of 22 students and the establishment
of 3 BOG teachers. school fees were ksh 4,600 (four thousand six hundred only) to cater for
teachers’ salaries and provide tuition materials. This was under the pioneer principal Mr.,
Mukoya Stephen.in 1995 student enrolment increased from twenty-two to fifty-two with form
one and two

In March,1996, the TSC posted a newly appointed principal to the school Mr. Luke Erambo, to
succeed Mr. Mukoya Stephen.

In May,1997, a fund raising was held which realized ksh 312000 to purchase the next piece of
land.

In February,2000 Mr. Luke Erambo was transferred to St. Ignatius Mukumu Boys Boarding
school. Mr. Charles Lung’atso succeeded him as a new principal.

The following is the order of principals since that time to the present moment.

1. Mr. Mukoya Stephen


2. Mr. Luke Erambo
3. Mr. Charles Lung’atso

St Paul’s Emulakha Fraternity

a) The students’ body as at 07/02/2017

Boys girls totals

Form 1 113 82 195

Form two 90 67 157

Form three 98 64 162

Form four 93 56 149

394 269 663

The large number of students has made it necessary for the school to work on the project of
building more classrooms. The students of this school are generally disciplined; however, there
are few cases of indiscipline.

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b) Teachers

St. Paul’s Emulakha secondary school has a total of 32 teachers as follows.

TSC teachers 14

BOM teachers 18

It is import6ant to note that these teachers operate as a team and therefore specialization is
practiced within the subjects taught. No individual teacher owns a subject but rather the subjects
are owned by the departments.

c) Staff

For the school to run effectively its staff must be stable. They are the administrators that ensure
the smooth and effective running of the school Programs.

In this school there are two categories of staff; the teaching and the non-teaching staff or support
staff. The staff in this school is as tabled.

Post Teachers Casuals Cooks Matron Grounds Security Drivers


men

Number 32 8 2 1 3 2 1

3 . FACILITIES AND RESOURCES

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The following table shows facilities and resources available in the school.

FACILITY NUMBER No. REQUIRED

ADMINSTRATION 1 1
OFFICE

CLASS ROOMS 12 2

KITCHEN 1 -

TEACHERS HOUSES 2 -

LAND (acres) 6.5 2

LABORATORIES 2 1

SCHOOL BUS 1 -

MULTIPURPOSE HALL 1 -

LIBRARY 1 -

Tuition facilities

The school has twelve classrooms

CHALLENGES

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 Windowpanes broken accidentally by students


 Students' books rained on during rainy seasons especially those sitting next to windows
where windowpanes have broken.
 No emergence doors inn case of a disaster.

Solutions

 Broken windowpanes are being repaired.

Administration block

The school has one administration block constructed separately from classes and near the gate
for easy access by visitors. The administration block consists of the staffroom, the principal’s
office, senior master, deputy principal, bursar under one roof. The Director of Studies’ office is
on a separate block together with the form 1 stream.

Laboratory

The school has two laboratories. The laboratory serves the three science subjects; Chemistry,
Biology and Physics. The school has one lab technician who keeps the lab in order.

Kitchen

The school has one kitchen which serves the staff and students body with meals. The kitchen is
relatively big but with several challenges:

Challenges facing the kitchen

 The kitchen is congested since it also serves as a store for firewood and broken furniture
 The school allows payment of school fees in kind which include supply of firewood,
maize and beans in addition to cash. However, this possess other challenges;

Library

The school has one library which was an extension of one of the classroom. It is therefore on the
same line with the tuition block. It serves the school with required resource.

Challenges facing the library

 The library is very small hence only few students can read inside

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 Being small the library has fewer reading materials as compared to the number of
students

1. ECONOMIC ACTIVITIES

The school keeps dairy animals that help to provide milk for use within the school. The school
also has canteens which provide necessary services such as personal effects for the students,
teachers and the community at large.

2. GOVERNANCE

Provincial Director of Education (P. D. E.)

The following is the structure of the office from the Ministry of Education to the P. D. E. The
functions relayed under this office apply to all schools in Kenya

Minister of
Education
Quality Assurance and standards

Asst Basic Education


Minister Secondary Education

Permanent Adult Education


Secretary Policy and Planning
(CEO)
Human Resource Management
Director of
Education Provincial Director of Education

District Education Officer

Area EducationField
Officer
Service

Roles of the P. D. E

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1 Coordination of and overseeing all educational issues in the province


2 Training stakeholders: - subject based workshops, seminars
3 Improvement of educative standards
4 Works hand in hand with D. E. Os’
5 Education of stakeholders- B.O. Gs’ on management issues
6 Serves as an agent of TSC for posting and allocation of teacher placement
7 Schools and college registration
8 Promotion of access to Education and encourage transition of students to avoid
repetition
9 Nomination of B. O. Gs’
10 Monitor Education policies such as F. P. E and U. P. E
11 Aid in student and teacher management
12 Serve clients with Educational issues
13 Management of workplace policy- Most Vulnerable Children (MVCs), Orphaned
and Vulnerable Children (OVCs) in the selected schools. Provision of food in
which case each child is allocated 2000/= per term
14 Work hand in hand with NGOs
15 Teachers affected and infected with HIV and AIDS have their associations
managed
16 Guidance and counseling services

Role of a Kenyan District Officer

The general duty of a D.E.O is to control the whole district with regard to education, manage,
guide, hear and redress the teacher’s complaints of the teacher, other staff and general public. All
the duties by teachers, other staff are compiled with under the name of DEO

Other duties

o Inspection; Conducts inspections on school selection and facilities. He also inspects


officers and other facilities of Education within the district and also the various offices of
educative supervisors like the inspectors of schools and the Mandal Educational Officers.
o Visits; The D.E.O also conducts visits on educational institutions within the district. S/he
then submits the visit reports to the director of school Education within a week
o Preparation and submission of accurate number statements, budget estimates, revised
estimates and surrenders it in time
o Responsible for the constitution of common Boards
o Every D. E. O must tour for 20 days in the month with 10 night halts
o Timely implementation and monitoring of plan schemes sanctioned by the government
o Implementation of all plan schemes and review of plan and non-plan expenditure
o Review the academic performance of teachers and fixing targets of achievement for
schools and inspecting offices
o Attends principal’s conference on zonal basis once in a year

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THE ORGANIZATION STRUCTURE OF THE SCHOOL


ST PAULS EMULAKHA SECONDARY
SCHOOL

SCHOOL

BOARD OF DIRECTORS

PRINCIPAL

DEPUTY PRINCIPAL
BURSAR
SENIOR MASTER
ACCOUNTS CLERK

DIRECTOR OF STUDIES
Matron LIBRARIANN

DIRECTOR OF STUDIES
CATERESS
STORE KEEPER

SENIOR HEADS OF DEPARTMENT HEAD COOK FARM HAND

WORKSHOP TECHNICIAN
HEAD OF SUBJECTS KITCHEN HAND

LAB TECHNICIAN
CLASS HOUSE CLUB PATRON
TEACHER TEACHER HEADMAN
.
LAB TECHNICIAN

PREFECTS GROUNDS MEN

CLERICAL OFFICERS
TEACHERS
ENQUIRIES STAFF
COUNSELORS

The Daily School Routine

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Monday to Friday

time Event

7:15-7:30AM DEVOTION/PREPS/COMMUNITY WORK

7:30 - 7:55 AM PARADE (MONDAYS AND FRIDAYS)

CLASS MEETINGS (TUESDAYS)

GUIDINCE & COUNSELLING (WENESDAYS)

TUTOR-TUTEE (THURSDAYS)

7:55 - 8:00 AM ROLL CALL

8:00 - 8:40AM 1ST LESSON

8:40 - 9:20AM 2ND LESSON

9:20 - 10:00AM 3RD LESSON

10:00 - 10:20AM LONG BREAK

10:20- 11:00AM 4TH LESSON

11:00 - 11:40AM 5TH LESSON

11:40 - 11:45AM SHORT BREAK

11:45 - 12:25 PM 6TH LESSON

12:25 - 1:05PM 7TH LESSON

1:05 -1:30 PM LUNCH

1:30 - 1:55PM MATH PRACTICE/STORY BOOK READING

1:55 - 2:00PM ROLL CALL

2:00 - 2:40PM 8TH LESSON

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2:40 -3:20PM 9TH LESSON

3:20-3:30PM EVENING DEVOTION

3:30-4:45PM CLUBS (MNDAYS)

GAMES (TUESDAYS & THURSDAYS)

CLEANING (WEDNESDAYS)

SOCIETIES (FRIDAYS)

NOTE:

This Daily Routine should be Strictly followed, unless otherwise advised by the Principal, or the
Deputy Principal.

Board of Governors

St. Paul’s Emulakha Secondary School has the B. O. G. that controls the financial operations of
the school. The principal is the secretary but is often helped by the deputy principal.

The BOG is also in charge of implementation of school projects, employment of teachers. It is


also in charge of teachers’ discipline as well as student’s discipline in cases of expulsion.

PTA

It is composed of the chairperson, class representatives, secretary, treasurer and the principal.
This is a body that brings together teachers and parents with an aim of looking into affairs of
students and ways of improving academic performance.

The body helps in soliciting funds to improve infrastructure. It also participates in checking the
student’s discipline. It is also helpful in acquainting parents a school aims, methods and
aspirations. PTA also organizes harambee meetings for the purpose of raising funds for
construction of school buildings and facilitating co-curricular activities.

Through self-help efforts, the body also provides physical facilities to the school. Importantly,
the body also opens channels for a two-way communication.

The role of the PTA:

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 It is an executive board which links with the teachers and students


 Encourage parents to take part in development of the school
 Solve problems between parents and the School
 Is concerned and ensures that development takes place.
 Talk about the performance of the school and react positively for instance by motivating
the students and promising to do something like motivation.
 Banking and accounting for all moneys raised in the school

Projects in St. Paul’s Emulakha Secondary School

 Extension of the Library


 Computer laboratory
 Payment of the School Bus

How to become PTA member?

 One must be able to read and write


 Should be a parent of at least one student in the school

THE PRINCIPAL

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The Principal St. Paul’s Emulakha Secondary School is Mr. Charles Lung’atso. His office
functions as the nerve center of the school where major decisions affecting the operation of the
school are being made and communicated to other departments.

The most confidential files and school records are kept in this office. The principal has a role to
play in the motivating the learners, the teacher and the parent in order to cultivate a lively school
spirit and excellence in performance.

To be a principle, various factors are put into consideration.

They include:

 Grade: To be a principle one has to have passed through K-J-L-M.


 Commitment level: Being a principal is involving a lot and so there’s need for a person who is
committed to His/her duties.
 Performance: Record from the subjects the person teaches should show excellent results in
order to be confident that s/he can take the school to higher academic heights.
 Further training: It requires one to train and acquire skills and knowledge in different
management related fields. This is facilitated by such programs as in-service training,
workshop/seminars among others.

Most importantly there should be consistency in ones work so as to keep the school performance at the
peak.

Duties of the Principal

 He liaises with the head offices such as the ministry of education Teachers service

commission P.T.A, B.O.G.


 At times the principal may be required to give a confidential report about the staff
members or general operation of the school to those offices. He also works with the

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teachers training institutions during event s such as teaching practice, field school
research etc.
 He is also the secretary to the Parent Teacher Association P.T.A. and B.O.G
 Responsibility to parents: The school committee serves as the voice of the parents of any
school. Its members speak on behalf of the parents the principal should therefore respect
their opinion, listen to their suggestions and seek their advice and support. Progress
depends on support of the head teachers given from parents.
 Role of the principal in relation to general operation of the school
 He coordinates day to day running of the institution through delegation of duty to other
teachers i.e. disciplinary cases delegate to the deputy head teacher.
 He acts as the nerve center/axis of the school. The school running programs originate
from this office.
 He coordinates matters between the teaching staff, the school and the ministry of
Education. The teacher’s welfare and any other school problem needs to be channeled to
the Ministry of Education thus the principal is there to bridge the gap.
 He monitors the syllabus coverage by making sure that the scheme of work, lesson plans
and record of work are properly made and followed by all teachers in their respective
subjects.
 He acts as secretary to both the B.O.G and P.T.A.
 He acts as a link between the school and K.N.E.C. He is responsible for registering
students for their Kenya Certificate of Secondary Education (K.C.S.E)
 He acts as the agent of the Teachers Service Commission (T.S.C). He represents the
teachers who are in his institution. The problems of teachers which need to be pardoned
by the T.S.C are communicated through him.
 He creates the image of the school and protects the school name, its motto, mission and
vision.
 He is the voice of K.N.U.T in the school i.e. Ifs the teacher misbehaves or have unethical
behavior, it is the duty of the principal to communicate this to KNUT concerning this
matter.
 He acts as the agent of the Teachers Service Commission (T.S.C). He represents the
teachers who are in his institution. The problems of teachers which need to be pardoned
by the T.S.C are communicated through him.
 He creates the image of the school and protects the school name, its motto, mission and
vision.

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 He is the voice of K.N.U.T in the school i.e. Ifs the teacher misbehaves or have unethical
behavior, it is the duty of the principal to communicate this to KNUT concerning this
matter.

Challenges
 Since the introduction of free education, the parents have abandoned their duties and left
them to the government. This makes it impossible to run the school as it is dependent on
the government. They also don’t understand when there is delay in disbursement of
funds. They start accusing the principal of mishandling or embezzling school funds.
 The parents are not embracing the students to work hard. They are not making follow up
on part of the student performance. They have left the students to the teachers. Low
performance due to limited access to the available resources i.e. books student ratio is too
low. Library space is limited, laboratory equipment in adequate contributing to low
performance in sciences
 Most of the time money is delayed during disbursement. This delay may cause
indiscipline cases because the students may not understand why some services are not
being provided in school.
 Since the start of the free primary education, the student population has increased
drastically. Therefore, creating pressure on the available social amenities and learning
facilities. The pressure also arises from the MPs, D.E.O who bring in students who may
not have obtained the right marks for admission. During the form one selection the school
capacity is not taken in consideration thereby the population keeps on increasing thus
creating pressure on facilities.
 Considering the size of the student population and the available teachers, the student’s
individual needs are not met. However, to curb this problem of staffing, the former
students whom performed well are used in teaching i.e. backup teachers. Also some
teachers are employed by the board to assist.
 As population increase water has become e a problem as it is not enough for all students.
This has made the school to close down some water points.

Important Documents of the school


 Class register
 Log book
 Personal files for teacher’s bog, P.T.A, minutes, project proposals etc.

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 School administration register


 Fee registration book
 Ledgers
 Stores ledger
 Cash books
 Mark books
 Record of work
 Visitors’ book
 Teaching records, lesson plans, scheme of work etc.

THE DEPUTY PRINCIPAL

This docket is in charge of the discipline in the school and is monitored by the deputy principal.
He also performs other duties delegated to him by the principal. He also prepares the school
routine and manages the routine.

Roles of the deputy principal

 Is in charge of the school timetable, maintaining staff registers and checking the marking
of class register.
 In charge school workers; organizing and planning their duties
 Ordering, issuing, accounting, and controlling all stores
 Maintaining records of the proceedings of the staff meetings
 Help the head teacher maintain good discipline in the school
 Delegates responsibilities, prepare staff minutes
 Appoints prefects’ patrons
 Supervises heads of departments
 In charge of the admission of students in the school
 Preparation of living certificates
 Deals with transfer of students

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 Preparation of calendar of events in consultation with the Director of Studies


 Helps in preparation of curriculum and supervises teaching of the curriculum

How to enhance discipline of teachers?

 Leading by example
 Holds regular staff meetings to correct themselves
 Encourages student teacher’s relationship
 Encourage apology when a teacher was absent
 Some discipline cases are directed to the class teachers.

3. THE SENIOR TEACHER

This office is headed by Mrs. Beatrice Makana

The Role

 Presenting teacher’s issues to the head teacher.


 Coordinates school administration to ensure that teachers have the right accommodation
facilities.
 Works with the MOD to ensure that student attend preps in the morning
 Has permission to send students home if proven guilty of indiscipline cases
 Also deals with admission of students in the school (this is however done in a panel so he
discusses with other teachers).
 After the discussion, he ensures that students get their admission letters in time.
 He also has the capacity to issue certificates
 On behalf of the principal and his deputy, the senior master patrols the school
 Keeps all the records of the form four students
 Prepare a term duty roster for teachers like the one Mr. Ameyo gave us in the following
page.

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DIRECTOR OF STUDIES (DOS)

The department has two members; Mr. Ingubu Fednant who is in charge of Exams.

Roles

 Ensure that the timetable and school calendars are ready in order to run the school
efficiently.
 Ensure that the curriculum is implemented
 Implementation of other activities a part from the curriculum
 Provide guidance on career matters
 Ensure that students attend preps

General trend in performance

From the best to the last, departments perform as follows:

1 Industrial Arts

2 Languages

3 Humanities

4 Sciences

5 Mathematics

DEPARTMENTAL REPORTS

A. Industrial Arts

Headed by Mrs. Petronilla Siringi, this department is divided into three sub departments. The
subjects taught here are Art and Design (A/D), Building and Construction (BC) and Business
Studies (BS). The department is divided due to the fact that the subjects are a bit diversified and
so there is need to ease the running of the office.

The HOD welcomed as warmly and was willing to share exhaustively on our project. To the
question of coordination in the department, he said that he meets with the other heads of
departments to fix dates of meeting in order to avoid clashing in the school timetable. For

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convenience, and since the technical subjects (known in the school as industrial) are quite
involving in terms of practical work, he said that each teacher in the department just teaches one
subject.

Why ’Industrial Arts?’

Responding to this question, Mr. He said that these subjects are professional, “a step towards the
industrial market.” The skills acquired are easily applicable to the job area and one can be able to
earn and support their families economically after the secondary school level.

Performance

The HOD said proudly that the subjects in its docket are an examination booster. In the recent
examination, French, Building and Construction, art and design took the lead with Business
studies taking the fifth position overall.

High performance in these subjects attracts mass enrolment and this means that certain criterion
has to be followed to select the student who should take a given subject. Business studies for
instance take the largest percentage of the students in the school. Out of the 136 current forms
four students 111 take this subject.

Due to its relevance to the contemporary society, the subject has been made compulsory for
form 1 and forms 2 students. Moreover, this subject is chosen by many because of its cost
effectiveness. One does not need tools for practical’s save for the recommended text books.

The school and teaching practice

Mrs. Petronilla Siringi pointed out that the school does not only support but also recommends
teaching practice for prospective teachers. This is because the participants are young and they
help in reducing the age gap between the teacher and the students. This is significant because
learners tend to be more open and receptive to their age mates thus encouraging learning.

B. Humanities

The department is composed of 3 main subjects:

1. Geography
2. History
3. Religion (C.R.E)

Performance

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There was a drop in performance because student’s leadership is not governed well and lack of
enough teaching resources such as books.

CRE and History as subjects

The main things taught in History are political social and economic. In social life interaction with
one another is given priority. In CRE, religious matters are dealt with deeply as one moves from
one stage to the other.

C. Kiswahili and other Languages

The department comprises of two languages i.e. Kiswahili and French

It has 6 teachers of Kiswahili and one of French. The teachers work together in cooperation
to ensure that the school excels in these languages.

Roles of the Department

To ensure that the performance of the school in languages is at its peak


Ensure that students master their language and have the best understanding of the same
through practice i.e. Kiswahili is used on Thursday and Friday while French is used at
will.
Link the school to the community through organization of field trips for instance
IsimuJamii to ensure that students know how language is used

The following table shows allocation of classes to teachers per week

F1 F2 F3 F4

5 5 6 6

Evaluation in the department

 Random C. A. Ts’ and tests every week to learners


 Three exams i.e. Entry C.A.T at the beginning of the term
 Mid C.A.T; Mid Term

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 End Term Exam; End of Term

D. English Department

This is headed by Mrs. Siringi with 7 members 4 of whom are ladies. This involves four teachers
under TSC and three on BOG.

Role of the HOD

 Lesson allocation: - The department has 28 lessons in a week whereby 6 are for form I
and II each four language and two literature lessons. Form III and IV have each 8 lessons
in a week which involve each of the literature and language taking four lessons.
Averagely, each teacher has 22 lessons per week.
 Ensure that teachers attend lessons
 Uniting members in the department by encouraging team work.
 Text book coordination: The department uses among other books, Excel In English as
course book. Form one and two teachers are issued with books on term basis while those
for Form 3 and Form 4 are issued with books yearly
 Guaranteeing leave of teachers
 Orientation of new teachers
 Acquiring and maintenance of new resources
 Supervise the Library
 Budgeting on behalf of the department

Methods of Teaching

 Lecture method
 Question and Answer
 Use of audio visuals

Performance

The following is a breakdown of mean scores in the K.C.S.E results since 1997
Year Mean Score

1997 4.250

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1998 4.619

1999 4.231

2000 5.200

2001 5.082

2002 5.205

2003 4.817

2004 5.215

2005 6.084

2006 5.606

2007 5.210

2008 5.354

2009 5.565

2010 6.173

2011 6.522

2012 5.743

2013 5.759

2014 6.0342

2015 5.9755

2016 4.2897

20 20 20 20 20 20 20
mean 10 11 12 13 14 15 16

1st Qtr 2nd Qtr 3rd Qtr 4th Qtr

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MEAN SCORE 6.1 6.5 5. 5.7 6.. 5.9 4.2


7 2 74 6 03 7 8

Roles of the librarian

 Receive all the books for the entire school


 Issue of books for use by the students
 In charge of sanitation in the Library

Sections of the Library

a) Short Loan: - Involves reference material and is limited for use while in the Library
b) Long Loan:-If in any case a student returns the book late, he is denied borrowing books
for 14 days

Challenges

 No power to force a student to pay for the lost books


 No power to speak out when teachers hold meetings in the Library
 Books get lost when students are left to read
 Congestion in the Library especially during the exams
 Workload is heavy as she is alone

Qualifications for one to be a librarian

 Certificate in the field

E. Mathematics Department

This department prepares students for mathematical oriented areas.

The aim of the department is to enable students go through the course and come out with full
understanding of the subject.

Roles of the department

 Coordinate teaching and learning


 Motivation of well performing students
 Remedial lessons for the underperformers

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Methods of Instruction

 Socratic method
 Lecture method i.e. in areas like matrices
 Practical method e.g. by use of models
 Use of tests
 Group work

Challenges faced by the department.

i. Students have a negative attitude towards mathematics.


ii. It being a day school, most students are affected by absentees hence it being hard to
maintain a steady performance pace.
iii. Lack of enough manpower.
iv. Lack of enough textbooks. The student textbook ratio is 2:1.
v. Insufficient teaching aids.
vi. The administration does not meet their requisition.

Measures put in place to boost the performance of the subject

i. There is continuous mathematics evaluation.


ii. There are successive mathematics inter-class contests.
iii. Assignments are given and checked regularly.
iv. There are mathematics clubs, that is senior and junior mathematics club.
v. There are mathematics discussion groups in which students are given questions every
day.

F. Biological Department

It involves two subjects namely Biology and Agriculture.

Aims of the department

 Produce proper understanding knowledgeable students who can practically use their
knowledge in their entire life.
 Timely syllabus coverage
 High performance in the exams

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Duties of the HOD

 Check the schemes of work of other teachers


 Check the teacher’s attendance to class
G. Physical Science

The subjects in this department are Physics and Chemistry. The department is headed Ingubu
Fednant.

Motto: To bring up all round students to solve the problems of the environment. The
department has 10 teachers involved in its activities its offices are found in the chemistry
laboratory.

Findings this department has two laboratories i.e. Chemistry laboratory and physics laboratory.
Most of its equipment’s are bought off the shelf or by tendering. There are laboratory sessions to
each class and a time-table to be followed to ensure efficiency. It also has two laboratory
technicians. Students’ performance is ensured through the following practices:

 Simplifying practical for them.


 Teaching theory part before teaching them practical part.
 Doing many number of practical.
 Evaluating data collection done by students and close monitoring of attendance of
laboratory sessions

H. Games & Sports

Headed by Mr. Mchujo Josphat.

St. Paul’s Emulakha school management fraternity has worked on both co-curriculum and in
curriculum to enhance the welfare of the students. This is due to the diversities of the students’
abilities in various fields. Some students have talents in various sporting activities. Such students
are availed freedom of choice to excel in their own areas of interest.

There are several games that the school provides such as football, volleyball, handball, netball,
table tennis, badminton, rugby and basketball.

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The school is located on a fairly topographically a flat terrain. There enough playing pitches for
all the mentioned games. The school has purchased enough playing kits and sport kits for all the
students who might be interested in participating in such games.

The school has long term history in producing the best drama actors and actresses. Drama and
music participants are granted by the school. The students who are talented in producing the best
melodies and fantastic dancing techniques are all granted to have their usual practices and
trainings within the school compound.

The societies are; Young Christian Society and Christian union.

 ideas and get new ideas for themselves.


 With the occupation of students when are not in class through games, clubs and societies,
it reduces indiscipline cases amongst them because it keeps them occupied.
 Clubs widen the scope of thinking of the students and encourage innovation and
invention.

Duties of the H.O.D Games

 He ensures all games activities are operational- the pitch, the courts are in good shape to
be used.
 At games times on the daily routine, the students are all participating in the games.
 He allocates games to teachers as their coaches – those who show interests in the game
 He makes requisition on behalf of the department- to buy equipment and games facilities.
 The H.O.D also attends meetings on the school and outside the school- he represents the
department in the school administration.

The strategies they put in place to ensure students participation;

 Some students’ do not see the willingness to participate in games and co-curriculum
because they think it would not help them. The department, they have put some strategies
to ensure their participation, these strategies are;
 Students have to buy a P.E kit during their admission at the school
 The school routine has compulsory games time for clubs and societies.

The strategies they put to identify students’ talents

 Some students hide their talents and avoid participation in the school teams to represent
the school, due to that the school has come with some strategies they put in place. Some
of the strategies are;

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 They have put into their calendar sports days every term (second Saturday every term)
this helps in discovering the students’ talents.
 The department keeps records of performance used especially when selecting the
athletics team.

Challenges faced by the department

 Some of the teachers allocated to particular games may not be willing to be in charge the
game because of some reason – may be due to personal differences between the teachers.
 Mostly the department is faced by financial constraints that purchasing sport equipment
and facilities is difficult or buying sporting materials enough for the student’s population
is hard.
 Sometimes the principal is reluctant in supporting the activities of his department and
concentrate more in the academic departments.
 Despite the measures put in place, some students still do not participate in the sporting
activities.

 Due to the growing population in the school, the sport complex in the school is not
sufficient for the growing number of students
I. Guidance and counseling
Headed by Mr. Eric Bulinda.

Guidance and counseling department deals problems that affect the school in general, that is, the
problems that are faced by, teachers, non-teaching staff and the community. It is made up of eight
members and the class teacher of the affected student. The department has a head, organizing
secretary and other members., including the deputy principal.

Objectives

The main objective of this department is to help the students to understand why they are in
school.

Factors considered before counseling a student

 Gender
 Nature of the case
 The student background
 Consent of the counselee
 Situation and environment before counseling
 Ways of getting information from the client
 Spiritual aspect
 Academic performance

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Challenges facing the department

 Heavy workload with limited time.


 The school routine sometimes does not favor the activities of the department
 There is no conducive room for counseling i.e. individual counseling
 Lack of qualified counselors
 Poor attitude towards counseling as many teachers feels it is a waste of time
 Inadequate funds
 Lack of awareness

Ways of coping up with the above challenges

1. Personnel attending seminars and conferences for further awareness in the field.
2. Sensitization of learners and teaching staff
3. Invitation of quest speakers
4. Peer counseling among learners

Increased

Role of GAC in the school

 Advise students on what to do, and what they should not do. A student who persists in
doing an offence is expelled
 Helps to maintain a good relationship between students and the community at large i.e.
Giving sound advice in case of misunderstanding between a teacher and a student or the
student and the parent in which case the student is affected psychologically.
 Assist the learners to improve on their academics by advising them to avoid activities that
deter their performance such as theft and abuse of drugs.
 Offer reading materials and moral support

STUDENTS’ LEADERSHIP

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The administration is also assisted by the prefect body in the smooth running of the school.
Student leadership is headed by;

 Head Boy
 Head Girl

Others includes; the class prefects from form one to form four.

HEAD BOY

Roles of the Head Boy

 Ensure that other prefects are working


 Ensures that the school is clean and organizes fellow students during manual work and
other cleanliness activities in the school.
 Advises fellow students on different matters and also provides any necessary assistance.

Challenges facing the Head boy

 Unable to deal with some indiscipline students and thus is often threatened.
 Other students don’t work by his expectations

HEAD GIRL

 Offers advice to her fellow girl students and provide any necessary assistance to them.
 Organizing fellow students during school cleaning.

Challenges facing the Head boy

 Unable to deal with some indiscipline students and thus is often threatened.
 Other students don’t work by his expectations.
 Hatred from fellow students.

CLASS PREFECTS

They are in charge of individual classes from form one to form four. They also assist the
administration in the smooth running of the school. Their roles may include;

 Make sure the timetable is strictly observed by teachers and that a teacher does not miss
his/her lesson.
 Arrangement of the classroom.
 Organizes class claiming by making duty roaster for those students to perfume cleaning.

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 Ensuring silence in class.


 Collecting of assignments, homework and class work.

Challenges

 Cheeky students make noise despite reporting them to the class teacher.
 Harassment by teachers especially when students fail to do the assignment.
 Some students avoid class cleaning.

K. The Store

The table below shows the items found in the store

Item Description or types


Food stuff Maize, Beans, Sugar, Rice, Cooking Fat e.tc
Equipment Machinery, Hoc, Space
Stationery Hard cover books Files Pens e.tc
SI Consumables Keeps record of food stuffs
SR Expendables Keeps record of non-food items such as farm tools
Roles and duties of the store keeper
 Ensure that the food stuffs is in good condition
 Issue daily food stuff and stationery for use
 Keeps all records of operation
 Ensure safety of the items

The Bursar
The bursar in this school.
Roles of the bursar’s office
 Making sure that it receives funds on behalf of the school and makes payments to the
suppliers. More so, the clerk advises the principal on financial matters.
 The department is in charge of coordinating the non-teaching staff and other
departments.

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 Ensures that any requirements of the school are met in time


 No result slip is issued to a form lever without completion of school fees

The Kitchen
For years since the school begun, the kitchen has been headed by the school cateress. However,
from July 2010, the school enjoys services of the school Matron,
The kitchen staff comprises of 4 cooks, 3 kitchen hands. Facilities include energy saving Jikos,
boilers, gas cookers and a freezer. Below is a table showing the menu for the students

Day 10.30-11.00 a.m. 12.45-1.30 p.m.

Monday Githeri, tea

Tuesday Ugali, Sukuma


Black Tea

Wednesday Githeri, tea

Thursday Ugali, Sukuma

Friday Githeri, tea

Saturday Rice, Beans

Security
Any visitor is required to register as they enter and state the reason for coming. During the day
there is one guard while 4 are needed at night.
The school has a well-constructed fence which has only one main gate. This ensures that no any
unauthorized outsider in the school compound. It also has sufficient watchmen who are trained
on some matters of security. Concerning the community, the school liaises with the community

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Roles he plays including;

o Keeping the records of the visitors immediately they arrive in the school.
o Allow in and exit of students at the right time.
o Ensuring that the outsiders do not enter into the school compound without permission.
o Ensure that the compound is very silent to provide a conducive environment for learning.
o Ensures that the compound is clean.
o Alerting the school concerning the emerging issues in the school.
o Checking of the student bags upon before entry and exit from the school.

Challenges

 Delayed payment of his salary.


 Heavy work load.
 Disturbance from the outsiders.
 Managing the large school compound has not been easy.
 Language barrier between him and some of the visitors who are literate.
 He is sometimes undermined by visitors and other members of the school.
 Insufficient facilities to use in his service.
 Since he is the man, it has become difficult to inspect female individuals in the school
and female visitors.

PERSONAL DIARY

PERSONAL SCHOOL DIARY


DAY/ DATE TIME ACTIVITY
8.00 am. Arrival at school
8.00-8.30 am. Introduction and School deputy principal for
briefing
Then proceeded to the school mass
8.30-9.00 am. We interviewed the School Principal
9.00-9.30 am. We interviewed the Deputy Principal
9.30-10.00 am. We interviewed the DOS
10.00-10.20 am. Tea break

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10.20-11.00 am. We interviewed Various Head of


Departments. I.e. Humanities, language,
mathematics, Science and Technical. (in a
group of two per department)
11.00-11.30 am. We interviewed catering Head
11.30-12.00 pm. Interviewed Finance Department
12.30-1.00 pm. Some school workers
1.00-2.00 pm. Lunch Break
2.00-2.30 pm. Interviewed teaching staff
2.30-3.00 pm. Interviewed Librarian who is also a teacher.
3.00-3.30 pm. Laboratory Technician
3.30-4.00 pm. We interviewed the school prefects
4.00-4.10 pm. Vote of thanks
4.10 pm. We left the school (conclusion of the field
study)

CHALLENGES THAT THE GROUP FACED DURING THE STUDY

 Some of the members were lacking fare.


 Absence of some teachers in the school hence not able to collect full information.
 Limited time for carrying out the research yet there was a lot to be done.
 Difficulty in identifying various offices in the school because they are under the same
building and not all are labeled.
 Poor time management especially among members of the group.
 There were no facilities such as chairs hence we were forced to stand while conducting
the research.
 Lack of co-operation from some of the teachers who were not willing to respond to our
questions sometimes.

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RESEARCH PROPOSAL
MASINDE MULIRO UNIVERSITY OF SCIENCE AND
TECHNOLOGY

RESEARCH PROPOSAL ON POOR PERFORMANCE OF MATHEMATICS AT ST.


PAUL'S EMULAKHA SECONDARY SCHOOL.

REG NO: EDA/0309/2015

NAME: JOSEPH KIPROTICH MARASWO

FACULTY: EDUCATION AND SOCIAL SCIENCES.

DEPARTMENT: CURRICULUM AND INSTRUCTIONAL TECHNOLOGY

COURSE CODE: CIT 299

COURSE TITLE: INTRODUCTION TO TEACHING AND SCHOOL OPERATION.

TASK: RESEARCH PROPOSAL ON SCHOOL EXPERIENCE IN


PARTIALFULFILLMENT AS A REQUIREMENT FOR THE
AWARD OF A DEGREE IN EDUCATION ARTS

PRESENTED TO: DR. BARASA BULUMA

DATE: 30TH SEPTEMBER 2017

Table of contents

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Acknowledgement ...................................................................................................................45

Abstract.....................................................................................................................................46

1.0 Introduction.........................................................................................................................46

1.1 Background to the problem.................................................................................................47

1.2 Statement of the problem....................................................................................................47

1.3Purpose of the study.............................................................................................................47

1.4 Objectives of the study…………………………………………………………..………..47

1.5 significance of the study………………………………………………………………….48

1.6 Definition of terms..............................................................................................................48

1.7 Hypothesis...........................................................................................................................48

1.8 Scope and limitation of the study........................................................................................48

2.0 Literature review.................................................................................................................49

3.0 Methodology.......................................................................................................................50

3.1 Location of the study...........................................................................................................50

3.2 Target population.................................................................................................................50

3.3 Sample size and sampling procedure..................................................................................50

3.4 Instruments of data collection.............................................................................................50

4.0 Analysis of data...................................................................................................................51

4.0 Bibliography or references..................................................................................................51

5.0 Appendices/Annexes

Acknowledgement

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As a result of success of my research project, I would like to send my gratitude to the lecturers
MMUST department of Curriculum and Instructional Technology for guidance and maximum
directives he accorded to me for this successful work. I do also appreciate Mr. Charles
Lung’atso Principal Emulakha Secondary School for accepting to carry out my research work in
her school. I won’t forget the support of Emulakha Secondary School teachers, and students for
their discipline and cooperation that made my work easier. I also appreciate the work of my
friends who made this reports a success. Finally, I thank God for giving me the gift of life,
potential and perseverance to accomplish my work.

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Abstract

This is a research proposal that is written with the direct need to establish the students’ attitude
towards Mathematics in Emulakha Secondary School. This is a psychological research that will
try to come to a conclusion that there are various issues which lead to a negative attitude towards
Mathematics. This research covers the entire Emulakha Secondary School community that will
be the main base of the research report.

Mathematics being a core subject in secondary education, and a ladder to many key courses, the
research tries to establish some of the causes of negative attitude towards Mathematics and later
find suitable solutions. The collected data will be from the principal, teachers, parents and
students.

The research will help those who come into contact with this work to realize the importance or
the extent to which the learner and teachers will be able to handle Mathematics to enhance
effective performance.

The outmost motivation to carry out this research was the fact that the culture in many mixed
secondary school students that Mathematics is complex and it is meant for bright students. This
aroused curiosity of the question why?

CHAPTER ONE

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1.1Background of the problem

The research was stipulated by the poor performance among the students at KCSE level. The
investigation is to be based on the low performance in Mathematics at St. Paul's Emulakha
secondary school. The problem will be identified through observation of students during
teaching, their performance at KCSE level from school records, filling in questionnaires and
through personal interest as partial fulfillment of the course CIT 299. I will therefore try to look
at these causes and give the way forward to help improve in performance.

1.2 Statement of the problem

Mathematics performance in Emulakha Secondary School has been poor as compared to other
performing schools. The situation has become chronic. Is the poor performance in Mathematics
caused by the effects within the school environment?

1.3 Purpose of the study

 To come up with possible solutions that will enhance good performance in Mathematics
in the school.
 To find out causes of low performance in Mathematics at K.C.S.E level.

1.4 Objectives of the study

i) To investigate student’s attitude towards Mathematics as a subject.

ii) To investigate methods employed by teachers in teaching Mathematics.

iii) To investigate syllabus coverage at Emulakha Secondary School.

1.5 Significance of the study

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I will be interested in the causes of poor performance in Mathematics and how the research
findings will help in alleviating this problem through suggestions to the principal, subject
teachers and learners. This will enable the stakeholders and responsible personnel to foster
creativity and instill confidence

1.6 Definition of terms

o Poor performance – To do something below average.


o Research proposal – Is a study of a plan that is formally suggested.

1.7Hypothesis

Negative attitude by students is a major factor to a poor performance in Mathematics at KCSE


level.

1.8Scope and limitation of the study

The research work was zeroed down to the root causes of poor performance in Mathematics at
St. Paul's Emulakha Secondary School where data was acquired from, i.e. the principal, teachers,
parents and learners.

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CHAPTER TWO

2.0 Review of related science.

There has been a persistent deteriorating in performance in Mathematics at K.C.S.E level in secondary
schools since independence

Learners many times excel in their KCSE results with wonderful mean grades, but of the majority
Mathematics has been one of the poorly performed with very low grades.

The vital causes cited for the low achievement include inadequate textbooks, inadequate teaching staff,
and different social backgrounds. Lack of exposure, poor family backgrounds, negative attitude among
others.

It was reported that an increase in the number of textbooks in a school has a sizeable effect on the
students’ achievement. Research has shown that the most performing secondary schools in KCSE had
adequate and modern textbooks in their libraries.

Kinyanjui (1979) argued that professional training enables teachers to impart knowledge to the learners
efficiently. From the saying you can only give what you have. It is essential that teachers are trained
effectively to acquire skills and have the knowledge at their fingertips in order to deliver well to the
learners.

Beecher 1946, lack of trained staff has led to poor performance in examinations. Trained teachers greatly
motivate the learners on delivery of the skills as they appear enjoying the subject and this reflects
achievements in examinations. Role model teachers have greatly influenced learners.

Ministry of education report 1988, regarding cost sharing, the putting up of physical facilities and
purchase of materials was to be undertaken by parents and the community while salary payment to
teachers was responsibility of the government. An economic survey in 1997 established that 46.8% of the
Kenyans live below the poverty line and hence could not afford to finance education of their children.

Biology being one of the fastest growing of all the subjects, it is being taught in our schools as though
nothing new had happened in at least three centuries. The program of instruction had tended to over
emphasize the manipulative aspects of Mathematics, with entirely too little attention being paid to the
conceptual and structural aspects of the subject.

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3.0 METHODOLOGY

3.1 LOCATION OF THE STUDY

I will target Emulakha Secondary School which is one of the public, Secondary School in
Kakamega County.

3.2 TARGET POPULATION

The target group that I will obtain data from will be the entire Emulakha Secondary School
fraternity.

3.3 SAMPLE SIZE AND SAMPLING PROCEDURE

This data will be obtained through random sampling technique; of the one stream, whereby I will
give each class two questionnaires i.e. I will choose five students in each class and a teacher
from every department.

3.4INSTRUMENT OF DATA COLLECTION

The following techniques will be used to collect data.

a) Questionnaire

I will prepare a set of different questionnaire formats for different interviews. He will deliver to
students and teachers in person and the principal will deliver to parents. Questionnaires will be
used in collecting data because it is accurate in giving of information.

b) Observation

I will purely face a scenario of looking at things from a distance and making conclusions. I will
look at the equipment and facilities in the library and the school in general. Further I will observe
students closely and know how they are taught by attending Biology lessons taught by the
colleagues and I will teach form two class.

[c] Reading documents

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I will read books, magazines and unpublished records to check on ideas that relates to the topic
of investigation. The documents will have plenty of knowledge concerning the topic.

BIBLIOGRAPHY

Oppenheim A.N. (1992) Questionnaire Design, Interviewing and Attitude Measurement

Scott D. and Usher R. (1999) Researching Education Continuum. London.

Oxford (2006) Word power Dictionary. Oxford University Press. New York.

Best J.K. and Kahn J.V. (1993) Research in Education. 7th Edition Prentice Hall, India.

Sadker Pollack, M. and Sadker Miller, D. (2000) Teachers, schools, society. Libraryof Congress.
United States of America.

Lester D.J. (1980) Writing Research Papers 3rd Edition Scott Foresman and Company.

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QUESTIONNAIRES FOR STUDENTS

Please tick the appropriate answer in the appropriate box.

Do not indicate your name anywhere on the form.

1. Which form are you?

Form One Form Two Form Three Form Four

2. What is your feeling when Mathematics is the next lesson?

Enthusiastic Stressed Bored Neutral

3a). Are you given exercises or homework?

Yes No

b) If yes, how often

Once a week thrice a week daily

4. What is your general feeling about Mathematics?

It is enjoyable

It is like any other subjects

It is the worst subject

I hate it

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5. Tick the factors you think may have contributed to the low performance in Mathematics in the
school.

Too many subjects Negative attitude

Lack of instructional material Lack of exposure

6a) Have you timetabled Mathematics in your personal timetable?

Yes No

b) If yes how many times does it occur in a week?

………………………………………………………………………………………………………
…………………………………………………………………………………………………

7. Do you have fee paying problem?

Sometimes Not at all always

8. Which grade did you score in the previous examination in Mathematics?

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QUESTIONNAIRES FOR TEACHERS

Please answer the following questions by ticking in the appropriate box. The given
information will be treated as private and confidential.

1. What attitude do students have towards learning Mathematics?

Positive Negative

2. Are there enough textbooks and other relevant instructional materials to use while teaching?

Yes No

3. Have the learners been able to cope with the workload?

Yes No Try

4. Do you use teaching aids?

Always Sometimes Not at all

5. State how often the following methods of learning Mathematics are done in a term.

a) Group assignments

Nil Twice Once More than twice

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b) Class discussions

Nil Twice Once More than twice

c) Inter-school discussions

Nil Twice Once More than twice

RESEARCH REPORT
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RESEARCH REPORT ON POOR PERFORMANCE IN MATHEMATICS AT K.C.S.E


LEVEL AT ST. PAUL 'S EMULAKHA SECONDARY SCHOOL.

FACULTY: EDUCATION AND SOCIAL SCIENCES

DEPARTMENT: CURRICULUM AND INSTRUCTIONAL TECHNOLOGY

COURSE CODE: CIT 299

COURSE TITLE: INTRODUCTION TO TEACHING AND SCHOOL OPERATION

NAME: MARASWO KIPROTICH JOSEPH

REG NO: EDA/0309/2015

TASK: RESEARCH REPORT ON SCHOOL EXPERIENCE IN PARTIAL


FULFILLMENT AS A REQUIREMENT FOR THE AWARD OF BACHELORS DEGREE
OF EDUCATION ARTS.

PRESENTED TO: DR. BARASA BULUMA

DATE: 2017

Table of contents

1.0 Introduction.......................................................................................................................................................58

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1.1 Background to the problem...............................................................................................................................58

1.2 Statement of the problem..............................................................................................................................58

1.3Purpose of the study...........................................................................................................................................58

1.4 significance of the study…………………………………………………………………………………….…59

1.5 Definition of terms............................................................................................................................................59

1.6 Hypothesis…………………………………………………………………………………………………….59

1.7 Scope and limitation of the study......................................................................................................................59

2.0 Literature review...............................................................................................................................................60

3.0 Methodology.....................................................................................................................................................61

3.1 Location of the study.........................................................................................................................................61

3.2 Target population...............................................................................................................................................61

3.3 Sample size and sampling procedure................................................................................................................61

3.4 Instruments of data collection...........................................................................................................................61

4.0 Analysis of data.................................................................................................................................................62

4.0 Bibliography or references................................................................................................................................65

1.0 Introduction

1.1 Background to the problem

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Performance in secondary schools in Kenya has had a constant improvement over the years. This
has been stipulated by stiff competition among schools i.e. districts and national schools. Each
year schools produce students with wonderful mean grades. Teachers and heads of these schools’
target at their schools being ahead in the district, province or national levels but they care less
about individual performance of a particular student in every subject.

But the great worry of teachers, students and various stakeholders in secondary education goes to
poor performance of students in Mathematics every year in KCSE.

Mathematics being the cornerstone of all science and the key principle of all activities has posed
many questions relating to its deteriorating performance and even partaking it to levels.

With this hypothesis in mind, the researcher investigated the possible causes of poor
performance in Mathematics in Emulakha secondary school.

1.2 STATEMENT OF THE PROBLEM

Mathematics performance in secondary schools in Kenya has been poor and the situation has
become chronic.

Is the low performance in Mathematics caused by the effects within the school environment?

1.3 PURPOSE OF THE STUDY

i)To investigate methods, employed by teachers in teaching Mathematics.

ii) To find out causes of low performance in Mathematics at K.C.S.E level in St. Paul 's
Emulakha Secondary School.

iii) To come up with possible solutions that will enhance good performance in Mathematics in
the school.

1.4 SIGNIFICANCE OF THE STUDY

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I was interested in the causes of poor performance in Mathematics and how the research findings
will help in alleviating this problem through suggestions to the principal, subject teachers and
learners.

This will enable teachers to incorporate instructional techniques that are pedagogical to arouse
and sustain learners’ interest and cater for their individual differences. This will finally excite
learner’s curiosity and thus enhance creativity and instill confidence.

1.5 Definitions of terms

1. Work double tides: work twice the normal time or extra hard.
2. Equivoque: A pun; wordplay. Also ambiguity.
3. Upshot: The final or eventual outcome or conclusion.

1.6 HYPOTHESIS

Negative attitude by students is a negative factor to poor performance in Mathematics in


Emulakha Secondary School.

1.7 SCOPE AND LIMITATION OF THE STUDY

The research work was zeroed down to the root causes of poor performance in Mathematics in
Emulakha Secondary School where data was acquired from.

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CHAPTER TWO

2.0 Review of related literature

Since independence the government has been putting some measures to ensure that education
system matches with the rapid changes in education and technology. The syllabus has been
frequently being revised and new editions of books published and certified by the ministry of
education.

Despite all these many weaknesses in the education system has been pointed out. The weakness
has led to greater deterioration in performance of Mathematics, sciences and generally low or
poor grades in KCPE and KCSE results.

The major reasons cited for the low achievement included: poor reading culture, negative
attitude, syllabus coverage, lack of exposure, poor enrolment in form one and poor family
background. In addition, inadequate textbooks and shortages of teachers in the field.

It was further reported that students joined secondary schools with less motivation because their
interests and attitudes had been dimmed in primary schools, and that entry behavior in a school is
a very important aspect. Achievers have innate abilities to perform well and that schools that
excel in examinations have always received talented students. It has been established that poor
performance in Public and private schools was attributed to poor scores of students admitted in
the schools.

According to the ministry of education report 1998, regarding cost sharing; the putting up of
physical facilities and purchase of materials was to be undertaken by the parents and the
community while payment of teachers’ salaries was the responsibility of the government. An
economic survey in 1997 established that 48.9% of Kenyans live below the poverty line and
could not afford to finance their children.

CHAPTER THREE

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3.0 METHODOLOGY

3.1 Location of the study

I have targeted Emulakha Secondary School which is one of the local Secondary school in
Kakamega County.

3.2 Target population

The target group that I obtained data from is the entire Emulakha Secondary School fraternity.

3.3 Sample size and sampling procedure

This data was obtained through random sampling technique, of the one stream of each class; I
gave each class two questionnaires i.e. I chose five students in each class and a teacher from
every department.

3.4 Instrument of data collection

The following techniques will be used to collect data.

1. Questionnaire

I prepared a set of different questionnaire formats for different interviewees. I delivered to


students and teachers in person and the principal will deliver to parents. Questionnaires were
used in collecting data because it is accurate in giving of information.

2. Observation

I purely faced a scenario of looking at things from a distance and making conclusions. I looked at
the equipment and facilities in the library, laboratory and the school in general. Further I
observed students closely and know how they are taught by attending Biology lessons taught by
the colleagues.

3. Reading documents

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I read books, magazines and unpublished records to check on ideas that relates to the topic of
investigation. The documents will have plenty of knowledge concerning the topic.

4.0 ANALYSIS AND PRESENTATION OF DATA

a) Negative attitude:
It was discovered that the learners indeed had developed a negative attitude towards the subject
and more so to the teacher teaching it. They say that the subject is so boring; it is also brought
about by senior students who have passed through the system and not excelled threatening
others how hard the subject is.
Basing on UNESCO (1994), postulates that poor performance is due to lack of motivation,
creativity, interest, practice, confidence and self-drive by learners.

b) Poor reading culture:


I discovered that the learners have a poor reading culture and study habits. Learners lack
personal time tables for study and most believe Mathematics is harder and therefore have even
eliminated Mathematics on their timetables. Some of the learners only read during examination
period leading to poor performance in their examinations.

c) Low entry marks in form one:


No proper form one selection is made since low performance from primary schools is dumped
in the School, because it is believed that the school belongs to the community. This greatly
contributes to students not performing well at KCSE level.

d) Poor syllabus coverage:


By the time students sit for KCSE, Biology syllabus is usually incomplete. This makes students
to lack competence and hence demoralized therefore they panic during examination leading to
poor performance.

e) Inadequate instructional materials

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It was discovered that the library was inadequately stocked. It had inadequate books, tables and
shelves. They lack a media resource center and had no relevant planning aid to supplement the
few textbooks to help boost the performance. The school had only one Mathematics laboratory
with inadequate facilities.

5.0 Summary of the major findings

The major finding obtained from the research indicated that the leading factors to poor
performance in Biology were as follows;

 Negative attitude
 Poor reading culture
 Low entry marks in form one
 Poor syllabus coverage
 Inadequate instructional materials

5.1 conclusions

The study has shown that the negative attitude of the learners towards the teacher and the subject
and effective teaching and learning methodologies such as frequent tests and discussions were
not practiced accordingly at St. Paul's Emulakha Secondary School. Moreover, physical and
instructional facilities were inadequate in the school. These major factors have contributed to
poor performance in Mathematics.

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5.2 Recommendations

Following the findings, I made, I intend to submit the following that will positively reinforce the
performance of Mathematics in Emulakha Secondary School.

 Positive attitude towards Mathematics as a subject, and Mathematics teachers to be


instilled by all learners in order to improve academic performance.
 Teachers and students should be innovative in the designing of teaching aids for
capturing maximum attention and facilitating creativity in learners.
 For academic improvement, students should do extra work on their own on order to
manage covering the syllabus.
 Adequate coverage and timely completion of the syllabus by the teachers is apparently a
very important factor in examination achievement and is attained through thorough
preparation of schemes of work Lesson notes and lesson plans.
 Strengthen guidance and counseling programs together with effective leadership,
appropriate motivations are likely to enhance positive attitude in students.

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BIBLIOGRAPHY

Best J.K. and Kahn J.V. (1993) Research in Education. 7th Ed. Prentice Hall India.

Oxford (2006) Word power Dictionary. Oxford University Press.

Lester D.J. (1980) Writing Research Papers. 3rd Ed. Scott, Foresman and Company.

Openhein A. N. (1992) Questionnaire Design, Interviewing and Attitude Measurement.

QUESTIONNAIRES FOR STUDENTS

Please tick the appropriate answer in the appropriate box.

Do not indicate your name anywhere on the form.

1. Which form are you?

Form One Form Two Form Three Form Four

2. What is your feeling when Mathematics is the next lesson?

Enthusiastic Stressed Bored Neutral


3a). Are you given exercises or homework?
Yes No

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b) If yes, how often

Once a week thrice a week daily

4. What is your general feeling about Mathematics?

It is enjoyable

It is like any other subjects

It is the worst subject

I hate it

5. Tick the factors you think may have contributed to the low performance in Mathematics in the
school.

Too many subjects Negative attitude

Lack of instructional material Lack of exposure

6a) Have you timetabled Mathematics in your personal timetable?

Yes

b) If yes how many times does it occur in week


………………………………………………………………………………………………………
…………………………………………………………………………………………

7. Do you have fee paying problem?

Sometimes Not at all always

8. Which grade did you score in the previous examination in Mathematics?

……………………………………………………………………

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QUESTIONNAIRES FOR TEACHERS

Please answer the following questions by ticking in the appropriate box. The given
information will be treated as private and confidential.

1. What attitude do students have towards learning Mathematics ?

Positive Negative

2. Are there enough textbooks and other relevant instructional materials to use while teaching?

Yes No

3. Have the learners been able to cope with the workload?

Yes No Try

4. Do you use teaching aids?

Always Sometimes Not at all

5. State how often the following methods of learning Mathematics are done in a term.

a) Group assignments

Nil Twice Once More than twice

b) Class discussions

Nil Twice Once More than twice

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c) Inter-school discussions

Nil Twice Once More than twice

SCHOOL ENVIROMENTAL
STUDY

INTRODUCTION

The school environmental study is a project based on collecting detailed description of various
aspect of the school. The aspect comprises of the school; location, history, typology, status,

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values, mission, vision, administration structure, infrastructure, community, student population


and how school politics, economic and social activities have an impact on school operation.

This environmental report was carried out at ST PAULS EMULAKHA SCHOOL

Study Methodology

Data for environmental study was collected from various parties the school mostly through
interviews and direct observation. The parties that offer information included: -

The principal

He offered information on school administration, teacher’s qualification and measures taken to


implement curriculum within the school.

Deputy Principal

He gave data concerning school discipline status and the school routine.

Head of departments

They gave information concerning school culture and departmental problems.

Students

They gave the school motto, mission and vision.

Supportive staff Gave information concerning school finance, student nutrition and security

PTA members

Gave information on school relation with the community

HISTORY OF THE SCHOOL

It was started on 7thFebruary,1994 with form one enrolment of 22 students and the establishment
of 3 BOG teachers. school fees were ksh 4,600 (four thousand six hundred only) to cater for

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teachers’ salaries and provide tuition materials. This was under the pioneer principal Mr.,
Mukoya Stephen.in 1995 student enrolment increased from twenty-two to fifty-two with form
one and two

In March,1996, the TSC posted a newly appointed principal to the school Mr. Luke Erambo, to
succeed Mr. Mukoya Stephen.

In May,1997, a fund raising was held which realized ksh 312000 to purchase the next piece of
land.

In February,2000 Mr. Luke Erambo was transferred to St. Ignatius Mukumu Boys Boarding
school. Mr. Charles Lung’atso succeeded him as a new principal

Structure of the School

The school has moderate learning facilities including the administration block which is
constructed. there are adequate classrooms, staffroom which if fitted with a television set, the
store, library and secretaries office are contained in one room under the administration block.
The administration block also consists of the accounts clerk’s office which is in charge of
financial matters. The school has a computer together with a printer and a photocopier in the
secretaries’ place which is used for typesetting internal examinations, photocopying and other
office works.

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The classroom also enables teachers to prepare for their lessons and it is equipped with wooden
chairs, two blackboards one in the front and the other at the back, power facilities, metallic
doors, window pens and a master timetable on the wall.

The school has two laboratories and these enables the students to carry out their practical’s for
science subjects. The school is well fenced where all school structures are enclosed.

The school has electricity and power has been installed in every class. The school has adequate
playground which supports co-curricular activities in the school.

AB
GK
SA
PLAY
The Sketch Map to ST.GROUND LIB SCHOOL
PAUL’S EMULAKHA SECONDARY
PO
F1E
F1W
F2W F2W
KAKAMEGA- WEBUYE ROAD
PR
F3E F4E
F4W
K F3W GAC
LAB
BUSHILI MARKET

70

TEACHERS’
GIRLS’ BOYS’ TOILETS
TOILETS TOILETS
EDA/0309/2015

KEY

GK- Gate Keeper’s Office

AB- Administration Block under construction

SA- School Assembly

LIB- Library

PO-Principal’s Office

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F1E-Form One East

F2W- Form Two West

F3E- Form Three East

F3W- Form Three West

F1W- Form One West

F2W- Form Two West

CR- Computer Room

F4E- Form Four East

F4W- Form Four West

GAC- Guiding and Counseling Office

LAB- Laboratory

DH/T- Deputy Principal’s Office

K- Kitchen

THE SCHOOL TYPOLOGY

St Paul’s Emulakha School is a district mixed day school. Majority of the students comes from
within the locality

Physical facilities/structures of the school

This section majorly states the premises of the school and coming up with a map showing the
internal organization of the school plant.

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The facilities infrastructure includes: -classrooms, administrative block, laboratories, library,


staff toilets, school pitch and the school.

Leadership style in the school

A mixture of hybrid style of leadership is used depending on the prevailing situation. They are as
follows: -

I. Democratic style
II. Autocratic

The school curriculum

Curriculum in the school is in three dimensions.

 Formal curriculum
 Non-formal curriculum
 Informal curriculum

Formal curriculum the following subjects are offered in the school.

Basic subjects; Kiswahili, English and Mathematics


Sciences; Biology, chemistry and physics.
Humanities; Geography, History and CRE
Technical and applied subjects; Agriculture and business studies

Non-formal curriculum
The non- formal curriculum comprises of;
Football, Athletics, drama debating club, Young farmers club and Young Christian society

Informal curriculum

The informal curriculum was seen in spiritual education of the students.

The school culture

This section aims at elucidating the culture of the school activities that are that are part of day to
day activities of the school and taken with a lot of seriousness. This value brings out clearly the
school motto, mission and values.

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The school upholds the following

• High standards of environmental hygiene


• High discipline standards
• Punctuality in schools

WAYS OF INTERACTION/COMMUNITY RELATION

The school relates with the community in a number of ways first, the community provides
students to the school, about all students in the school came from the locality. Most of the
parents therefore relate with the school when seeking admission for their children, and also when
invited to the school on special occasions like indiscipline cases parent’s days and educational
days.

The community is agriculturally based. The school purchases some of the agricultural products
such as maize and beans for consumption in the school. The school purchases directly from the
community because the prices are relatively low and no transportation expenses are incurred.

Teachers are part of community therefore their relationship with the community links the school
with the community at large.

The school has subordinate staff comprising of accounts clerk, secretaries, cooks, watchmen,
laboratory technicians, and grounds men. They are also from the surrounding community. The
school provides finance to some community members through wages and salaries thus improving
their living standards.

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The school receives donations from well-wishers in the community the donation can be inform
of finances or even commodities to the school which help in development of the school, facilities
are bought in the school which improves the performance of the school in different aspects of the
curriculum.

The school participates in non-formal curriculum activities such as games and drama in which
the community takes part in the training of students in order for them to participate well in their
competitions with students from other schools.

Seventh, most of board of governors and PTA members are elected from the community. They
help in the school administration and management.

In conclusion, the school relates well with the community members in a number of ways as seen
above, these relation has led to harmonious co-existence between the school and the community
members, which has led to good performance and smooth running of the school.

Academic KCSE performance

The school KCSE performance was as follows;

Year Mean Score

1997 4.250

1998 4.619

1999 4.231

2000 5.200

2001 5.082

2002 5.205

2003 4.817

2004 5.215

2005 6.084

2006 5.606

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2007 5.210

2008 5.354

2009 5.565

2010 6.173

2011 6.522

2012 5.743

2013 5.759

2014 6.0342

2015 5.9755

2016 4.2897

SELF EVALUATION
Personal relationship

Am a highly motivated, hardworking, and committed with high interests in the area of teaching
thus having thoroughly invested and trained in the field of teaching. Working with other people
hand in hand gives me a great pleasure and fulfillment in establishing of social networking stem
in my life experiences. I am transparent and open minded also at good terms with the university
administrative body. I freely interacted with learners and they were also open to me in seeking
both social and academic assistance

Participation

Trustworthy, generosity and competence are part of my core values in daily engagements. I
participated in volleyball as an assistant coach where we managed to reach extra county level
twice when I was a BOM teacher at St. Andrews Osorongai Cherengani

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Performance

Working as a BOG teacher at St Andrews Secondary School, I managed to be the second best
teacher in Mathematics in Transnzoia Catholic Schools Exam. I fully succeeded in carrying out
my research on poor performance in Mathematics and I succeeded in all duties assigned to me
besides a few challenge

Contribution

Learning new skills is a driving force for my personality development in life. I undertake several
courses such as computer skills, fire drills and First Aid Safety skills for betterment of the society.
While teaching, I developed a new simple procedure for drawing cross-section in Mathematics
that enhanced understanding of the concept. Am also open minded and free to handle
students’ problems. I have also engaged in research on the causes of poor performance in
Mathematics and I have given recommendations on the same.

Conclusion: Am a very good teacher

COMPILED
BY
MARASWO KIPROTICH JOSEPH

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