Browsing by Subject "Student"

Now showing 1 - 3 of 3

Adverse Childhood Experiences and associated correlates among Adolescents at a Rural Private High School in Kenya
(Journal of Child & Adolescent Mental Health, 2020) Mutamba, Everlyne
The study’s aim was to examine the relationship between ACEs and associated correlates among adolescents at a rural private high school in Kenya. An analytical cross-section research design was used, 595 adolescents aged between 13-18 years were selected. Stratified random and simple random sampling method were used in attaining the sample size. Socio-demographic questionnaires, the ten-short version of ACE and Strengths and Difficulties (SDQ) questionnaires were used in data collection. Descriptive and inferential statistics were used to compute data. Bivariate analysis using chi square found that ACEs were significantly associated with emotional and behavioural problems and this was statistically significant at P<0.05. Multivariate analysis revealed that form one and two students were at higher risk of having ACEs. Higher ACEs risk was also found among children living in single parent family organization. Being Muslim, exhibiting normal emotional and peer problems were found to be protective factors as they were associated with lower levels of ACEs. This study was limited to one sub county school and therefore the study findings cannot be generalised to the whole country. Future studies can target students from high economic backgrounds, urban areas to assess the prevalence of ACEs and impacts on its associated correlates.
Attitudes of Students Towards Guidance and Counselling In Machakos District
(Tangaza University College, 1999-05) Ongoro, Ongito John
The significance of guidance and counseling to all present and future endeavour of students can not be ignored. Thus to give support to school guidance and counseling, the researcher saw the need to carry out the study ir. attitudes of the students towards guidance and counseling. The knowledge of the attitudes of students towards guidance and counseling is indispensable in any endeavour to offer assistance to students. The first chapter explains why the study of attitudes of the students is significant. In doing this the background of the study alerts you about the significance of guidance and counseling in relation to the widespread problems and challenges that the students encounter. Statement of the problems informs you about some of the challenges that teacher-counselors encounter in their work of guidance and counseling. Seven research questions in chapter one are the guide on which this study relies. As stated in this chapter the significance of this study is that it will enhance the required awareness and understanding about attitudes of the students towards guidance and counseling. This will enable the teacher counselors and all those involved in school guidance and counseling to make any necessary adjustment in the provision of guidance and counseling services. Chapter two gives focus to definitions of attitudes, guidance and counseling. In the definition of attitude, attitude has been divided into three component parts: Cognitive, affective and behavioural. In brief, school guidance and counseling as defined by Gustard and Ipaye is a process in which teacher counselors avail their assistance to enable students to understand and appreciate themselves, to discover their capabilities and to become more productive and happier people in-the society. The chapter also recalls previous studies which have been carried and which are related to this study of attitudes of students towards guidance and counseling. These studies revealed that there are various factors which influence students' attitudes towards guidance and counseling. These factors ranges from prejudices against guidance and counseling to teacher-counselors' attitudes. Fear is among these factors. As it has been stated in chapter three, only questionnaire method was used in this research. The prepared questionnaires for the students and the teacher-counselors were administered by a research assistant. The research assistant visited three sample schools in Machakos districts. Convenient sampling was applied in the selection of these schools and in the selection of the subjects. Out of a total of 71 questionnaires, 52 were received back. The researcher applied Liked scale in the analysis cf the data. Percentages and frequencies were calculated in this analysis. Following the analysis of the data, mean scores, percentages and frequencies were used in the presentation and discussion of the result in the fourth chapter. The results were presented in accordance to the research questions and brief discussion follows the presentation. Contrary to the researchers' expectation, most of the results in chapter four reveals that in general students attitudes towards guidance and counseling is positive. Chapter five concludes by stating that most of the students accept that guidance and counseling is significant to their lives. They reckon that the significance of guidance and counseling is not limited to school life. It is also significant in their life as individuals in the society and as future citizens. Female students prefer individual guidance and counseling unlike their male studentcounterparts. Just as it was revealed in the previous studies, it has been revealed that most of the students are reluctant to seek guidance and counseling despite their positive attitudes towards guidance and counseling. Chapter five confirms that this reluctance is caused by fear prejudices and some of the teachercounselors' defeating attitudes.
Differentiation in Access to, and the Use and Sharing of (Open) Educational Resources among Students and Lecturers at Technical and Comprehensive Ghanaian Universities
(Open Praxis, 2018-11-19) Pete, Judith; Mulder, Fred; Neto, Jose Dutra Oliveira; Omollo, Kathleen Ludewig
This paper is the second in a series of three with a common goal to present a fair OER picture for Sub-Saharan Africa, represented by large-scale studies in three countries: Kenya, Ghana, and South Africa. This paper examines a deliberate selection of four Ghanaian universities with randomly sampled students and lecturers. Distinct questionnaires for students and the lecturers have been used, which generated a response from in total 818 students and 38 lecturers. The major outcomes based on the empirical data are: (i) there is a significant digital differentiation among lecturers and students at technical versus comprehensive universities in terms of their proficiency and internet accessibility; and (ii) the awareness and appreciation of the OER concept and open licensing is low but from the actual variety and types of processing by respondents of educational resources (not necessarily open) there is a preparedness for openness for the future.