<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Jane K.  Amunga</style></author><author><style face="normal" font="default" size="100%">Amadalo Maurice  Musasia</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">DISPARITIES IN MATHEMATICS ACHIEVEMENT AMONG SECONDARY SCHOOLS: THE CASE OF KENYA</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">achievement</style></keyword><keyword><style  face="normal" font="default" size="100%">disparities</style></keyword><keyword><style  face="normal" font="default" size="100%">professional development and proficient</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2011</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2011</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://journals.indexcopernicus.com/abstract.php?icid=939894</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">28</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">In Kenya, one the subjects tested by the Kenya National Examinations Council (KNEC) in the Kenya Certificate of Secondary Education (KCSE) is mathematics which is a compulsory subject for all candidates. Although competence in mathematics is paramount due to constant change in the global economy and workplace, achievement in the subject remains dismal. It is very important for students to be proficient in this subject because it plays an important role in career choices and professional development. Under-achievement in mathematics limits ones opportunities in competitive professional courses at all tertiary levels. This study sought to establish disparities in the achievement of mathematics in KCSE during 2005-2009 among boys’ and girls’ boarding schools and mixed day schools. Descriptive research design was adopted and data was collected from the Heads of Mathematics Departments in 32 secondary schools in Western Province. Descriptive and inferential statistics were used in the analysis. The findings reveal that there are wide disparities in the performance among the different categories of schools as well as gender. Boys’ boarding schools have a lead in achievement in mathematics. Factors mentioned as contributing to poor performance in mathematics include lack of sufficient text books, negative attitude by students and teachers, lack of frequent practice by students and the influence of previous poor performance. It is hoped that these findings will assist teachers and secondary school administrators address factors contributing to poor performance in mathematics. It is recommended that school administrators should provide sufficient learning materials. In schools with low achievement in mathematics, there should be a concerted effort by entire staff to change the attitude of students towards the subject and incentives given for any minimal improvement realized. </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">8-18</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Jane K.  Amunga</style></author><author><style face="normal" font="default" size="100%">Musasia Maurice  Amadalo</style></author><author><style face="normal" font="default" size="100%">Geofrey  Musera</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">DISPARITIES IN THE PHYSICS ACADEMIC ACHIEVEMENT   AND ENROLMENT IN SECONDARY SCHOOLS IN WESTERN PROVINCE: IMPLICATIONS FOR STRATEGY RENEWAL</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">harnessing</style></keyword><keyword><style  face="normal" font="default" size="100%">industrializing</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2011</style></year><pub-dates><date><style  face="normal" font="default" size="100%">July/2011</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2014/457-1406539985.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">31</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The topic of unequal outcomes for men and women in math and science has been in the public domain for some time now. This study however had special interest in physics because it is an optional science subject in most schools and taken by those confident enough to take on a third science subject. It is a key science subject expected to drive Kenya’s vision 2030 initiative which aims at making the country a newly industrializing middle income country providing high quality life for all its citizens. The realization of this vision calls for the harnessing of the science and technological ability of both men and women in the country; it is a collective responsibility of both genders. The study adopted a descriptive survey design. This paper presents the findings of the study on disparities in achievement and enrolment in physics in Kenya with a focus in Western Province. This study was conducted in 40 secondary schools in Western Province. Out of the selected 40 schools, responses were obtained from 32 schools giving a response rate of 80%. The data collection instrument was a questionnaire. Data on enrolment and performance on physics was obtained from the respective Heads of Departments. The study revealed that there are disparities in enrolment and achievement among the different school categories and gender disparities as well. Boys’ schools have had a steady lead in the enrolment and achievement on physics during the five years. The findings indicate that there is need to have a change in strategies in order to improve performance and enrolment in girls’ and co-education schools.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">18-32</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Jane K.  Amunga</style></author><author><style face="normal" font="default" size="100%">Amadalo Maurice  Musasia</style></author><author><style face="normal" font="default" size="100%">Maiyo  Julius</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">GENDER AND REGIONAL DISPARITIES IN ENROLMENT AND ACADEMIC ACHIEVEMENT IN KENYA: IMPLICATIONS FOR EDUCATION PLANNING</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">gender disparity</style></keyword><keyword><style  face="normal" font="default" size="100%">regions and achievement</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2010</style></year><pub-dates><date><style  face="normal" font="default" size="100%">July/2010</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=2594589</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">23</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">According to the requirements of the educational millennium development goals, countries are supposed to ensure that by 2015, children everywhere, boys and girls alike complete a full course of primary education and eliminate gender disparity in primary and secondary education by 2005 and at all levels by 2015. In line with this requirement, the Kenya government introduced free primary education (FPE) in 2003 and free secondary education in 2008 particularly for day schools. Enrolment in both primary school and secondary school has increased tremendously. This paper examines and highlights the patterns of gender and regional disparities in enrolment and academic achievement in the country. It shows that despite the general increase in enrolment at all levels of education in most regions; the enrolment of boys still exceeds that of girls. The situation is worse North Eastern where enrolment has remained very low despite government interventions. While enrolment figures offer a lot of hope, the situation is grim in academic achievement. Near parity in enrolment in many regions has failed to translate into parity in academic achievement. The girls register low achievement in national examinations when compared to boys nationally and in their respective regions in the country. The paper focuses on the 2009 Kenya Certificate of Primary Education (KCPE) and Kenya Certificate of Secondary Education (KCSE) results because it is the most immediate examination year. Where possible, other years have been used for comparison purposes. This paper argues that it is not enough to have girls in school. They have to benefit from the system by achieving quality grades which will in turn guarantee placement in marketable courses especially those required to drive the economy. Educational planners and policy makers should shift the campaign from enrolment and participation to achievement particularly that of girls. </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">9-19</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Jane K.  Amunga</style></author><author><style face="normal" font="default" size="100%">Maurice M.  Amadalo</style></author><author><style face="normal" font="default" size="100%">Julius K.  Maiyo</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">RANKING OF SECONDARY SCHOOLS AND STUDENTS IN NATIONAL EXAMINATIONS: THE PERCEPTION OF TEACHERS AND STUDENTS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">ranking</style></keyword><keyword><style  face="normal" font="default" size="100%">talent and virtues</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2010</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2010</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1400133957.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">20</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The aim of the study was to investigate the teachers’ and students’ perception of ranking schools and students in national examinations. A descriptive survey design was used and secondary schools in Kakamega south district formed the study population. The sample frame consisted of 75 secondary schools stratified according to performance into low, average and top ranked categories. The sample size consisted of 36 schools (12 from each performance category) selected by simple random sampling and 252 respondents selected purposively from the 36 schools. Data collection instruments were questionnaires. Reliability was established by use of test retest technique. Most of the students and most head teachers approved of ranking while most of the teachers disapproved of ranking. Despite this stand on ranking, both the teachers and students felt that ranking should be improved and thus called for a system of assessment that encompassed all the aspects instead of focusing on academic performance only. This would ensure that ranking of schools and students did not glorify academic achievement at the expense of talent and other virtues. </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">10-24</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Maurice Amadalo</style></author><author><style face="normal" font="default" size="100%">Julius  Kiprop Maiyo</style></author><author><style face="normal" font="default" size="100%">Jane K.  Amunga</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">RANKING SECONDARY SCHOOLS AND STUDENTS IN NATIONAL EXAMINATIONS: THE EFFECT ON PROMOTION RATES AND PERFORMANCE TRENDS IN SCHOOLS IN KENYA</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">promotion rates and performance trends</style></keyword><keyword><style  face="normal" font="default" size="100%">ranking</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2009</style></year><pub-dates><date><style  face="normal" font="default" size="100%">November/2009</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1395386553.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">15</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">This study sought to investigate the effect of ranking upper secondary schools and students in national examinations on students’ promotion rates and on the schools’ performance trends. A descriptive survey design was used and secondary schools in Kakamega south district formed the study population. The study sample consisted of 75 secondary schools stratified according to performance into low, average and top ranked categories. The sample size consisted of 36 schools (12 from each performance category) selected by simple random sampling. Reliability was established by use of test retest technique. Data on promotion rates revealed that, the low ranked schools had promotion rates of 0.990 for form I-II, 0.997 for form II-III and 0.958 for form III-IV. The average ranked schools had promotion rates of 0.984 for form I-II, 0.981 for form II-III and 0.959 while the top ranked schools had promotion rates of 1.00 for form I-II, 0.967 for form II-III and 0.882 for form III-IV. On performance trends, there was no significant difference in the performance of individual schools during the four years but there was significant difference in performance among the different categories of schools.
</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">9-19</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Julius  Kiprop Maiyo</style></author><author><style face="normal" font="default" size="100%">Achoka Judy</style></author><author><style face="normal" font="default" size="100%">Ndiku Judah</style></author><author><style face="normal" font="default" size="100%">Jane K.  Amunga</style></author><author><style face="normal" font="default" size="100%">Wasike Duncan</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">INCOME INEQUALITY CONTROVERSIES ON THE DEVELOPMENT OF EDUCATION IN KENYA</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">development</style></keyword><keyword><style  face="normal" font="default" size="100%">inequality</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2008</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2008</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1392235175.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">7</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Income differentials are a phenomenon that is manifest among individuals, regions and nations. The magnitude of the inequality has diverse effects on education which is itself a key determinant of individual as well as group income. Income inequality is reflected in the unequal access to different levels of education and to schools of different quality of education. This results in unequal consumption of education. These factors heighten the already existing inequality since the distribution of earnings is to a large extend determined by the level and distribution of schooling across population. The effect of income inequality on education dispersion and the average attainment in the population depresses economic growth and affects investment in education by individuals as well as states. Differential investment in education means unequal access to new knowledge and skills which are the driving force in this century. Already, the knowledge revolution has brought the threat of widening the gap between developed and developing countries with disparities in knowledge and information reinforcing disparities in capital and other resources.
 This paper examines the controversies causes of income inequality and the resultant effect on the development of education. The study is a desk review which nevertheless extensively explores existing literature on income inequalities and education dispersion. It narrows this down to the situation in Kenya by focussing on current reactions to income inequality in general and the effect on education. The paper also provides the conclusion and the way forward through the recommendation.
 </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">81-88</style></section></record></records></xml>