There has been a struggle to survive economically and academically. The objective of the study was to determine the influence of gold mining on Boy-Child‟s transition rate from Primary to Secondary School. The descriptive research design was adopted to guide the study. The target population was 4963 people who constituted by 89 head teachers of primary schools in Rongo Sub-County, 356 Class teachers, 4518 boys. A sample size of 30% of each category was included in the study to provide the required information about the implication of gold mining on boy-child primary education. This translated to 1355 boys, 107 class teachers, and 27 head teachers. Data collection instruments included structured questionnaires and interview schedule for the boy-child, class teachers, head-teachers and the sub-county education officer. The questionnaires were pre-tested using test-retest analysis technique to gain the desired reliability coefficient of 0.7 indexes. The test-retest method was also used to estimate the degree to which the same result would be obtained with a repeated measure of the accuracy of the same concept to determine the reliability. In the structured questionnaires, the question items helped the researcher to get information from the respondents. After collection, the data was coded and fed into the computer for analysis using SPSS Version 21 Statistical Program for Social Sciences. Findings indicated that there were 159 (99.38%) of the respondents who indicated that proximity of gold mines affected the retention and transition of the boy-child in primary schools. It was concluded that the parents and other education stakeholders to pay more attention to boy child transition. It was recommended schools be located far from the gold mining cites.

Globally, corporal punishment in schools was banned. In keeping with the international trends of recognizing the rights of the child, and since Kenya is a signatory to the United Nations Charter on Human Rights; and, having been criticized by the World for allowing the use of corporal punishment in schools, the same was banned in the Kenyan schools about 14 years ago. However despite this ban, newspapers, media and limited research show that corporal punishment is still occurring in schools. The government has made efforts to curb the continuing use of corporal punishment. This research therefore, was about Effects of ban of corporal punishment on discipline in public primary schools in Koibatek Sub County and was guided by the following objective: to establish the role of educators in relation to management of discipline of pupils in public primary schools, The research adopted descriptive survey design and carried out the study in Koibatek Sub County. It targeted primary school head teachers, deputy head teachers, guidance and counselling teachers, teachers (educators) and pupil two Zonal Quality Assurance and Standards Officers in public primary schools. To select schools, stratified random sampling will be used. The main respondents were stratified on the basis of their zones. The study sample thus comprised of 20 head teachers, 20 deputy head teachers, 20 guidance and counselling teachers, 54 teachers and 432 pupils making a total of 548 respondents. To collect the required data, the researcher used Questionnaires and interview schedules for data collection. The survey instruments were piloted in Baringo County using the test-re-test method. The reliability coefficient obtained was 0.78 which was considered good enough for a scientific study. In addition, the research instruments were subjected to the scrutiny of two experts who established face as well as content validity. The researcher then sought permission from the National Council for Science, Technology and Invocations strain before starting the process of data collection. Data was organized, presented, analyzed and interpreted using descriptive statistical and inferential techniques using the Statistical packages of social sciences (SPSS) version 20. Presentation of data will be done by use of tables, pie charts and bar graphs, mean and percentages. The study found that out of 20 schools in the study, 16(80%) had taken pupils as partners in developing school rules that would be obeyed. It was concluded that schools are however using alternative methods of instilling discipline in their respective schools. It was recommended that teachers and administrators ought to be flexible to adapt to new information and accept change so that the ban would bring intended changes in the education system.

Play contributes to learners developing physical skills, their understanding of different concepts, their ability to solve problems, their self-confidence and motivation, and an awareness of the needs of others. The study was guided by this objective: - To determine the availability of play materials and their influence on children acquisition of physical skills in Koibatek Sub-County, Baringo County. The study was guided by experiential learning theory by Kolb. The researcher adopted descriptive research design. The researcher targeted all the 250 ECDE centers in Koibatek Sub-county. Simple random sampling was used to select 152 ECDE centers and purposively selected 152 ECDE teachers, one teacher from each selected ECDE centers. Validity of the research tools were established by use of education experts at the university, while reliability of the instruments was tested using pilot data and a co-efficient threshold of more than 0.70 accepted. The data was collected using a questionnaire. Data findings were analyzed with the help of a Statistical Package for Social Sciences (SPSS) and the results presented using tables, graphs and narrative. The study findings indicated that there were adequate play materials in the ECDE centers. In addition, availability of play materials, significantly influenced acquisition of physical skills (p=0.000), with the later contributing to 34.0% of the physical skills. The study recommended enforcing the ECDE standard guidelines and deploying adequate, trained and qualified ECDE teachers to implement curriculum. The researcher paid keen attention to research ethical issues and got the informed consent of the respondents and guarded against plagiarism and ensured confidentiality.

The teaching profession has one of the highest numbers of workforce grappling with heavy workload. Excessive lecturers‟ workload causes adverse effects to both employer and employee. Lecturers are assigned lectures in multiple independent universities and there is no platform to foster inter-university communication regarding the shared lecturers‟ employment state, tenure and lecturing obligations. Kenya‟s Commission for University Education has guidelines set to limit the maximum lecturer workload and yet there is no way in which Commission for University Education monitors and regulates inter-institution lecturers‟ teaching workload. There is the need to employ technology to address this problem. Hence this study examined quantitative factors used in evaluation of a lecturers‟ teaching workload. A critical survey of previous studies and current technologies associated with lecturers‟ workload management helped establish the technological gaps to be filled by a web-based model for monitoring inter-institution lecturer‟s teaching workload in institutions of higher learning. The methodology adopted by this research is the triangulation methodology while a proof of concept methodology was applied to develop and test the model. The research questions were answered through engaging industry experts in a validation exercise. The model‟s properties validated included confidentiality, integrity, availability, user interface and viability. During focus groups, the model‟s confidentiality attribute received the lowest rating of the five evaluated attributes. Participants acknowledged the need to monitor lecturers‟ workload to help in policy formulation and ultimately improve lecturers‟ competency. Management, human and technical challenges are anticipated during the adoption phase of the model. Feedback received from part of the participants also indicated that the model would be an efficient tool in safeguarding lecturers against burnout arising from heavy workload.

The study determined the dimensionality of WAEC and NECO Economics test items and assessed the difference in each of item discrimination, difficulty and the guessing parameter of the two tests as obtained using CTT and IRT. These were with the view of determining the comparability of the two examinations under different test theories. The research design adopted for the study was descriptive. The population for the study consisted of secondary school students in Osun State and a sample of 540 students. The instruments used for the study were adopted respectively from the 2017 Economics WAEC and NECO Senior School Certificate Examination titled Economics Achievement Test 1 (EAT 1) and Test 2 (EAT 2). The results showed that the difference in the discrimination indices of NECO and WAEC Economics test items when CTT was used is not significant (U=1.52, P > 0.05). However, there is a significant difference (U=3.029, P < 0.05) in the discrimination indices when IRT was used. The results also showed that while the difference in difficulty indices of NECO and WAEC Economics test items was not significant with the use of CTT (U=0.138, P > 0.05), the difference was significant when IRT was used (U=2.095, P > 0.05). The results further showed that difference in the guessing parameter of NECO and WAEC Economics test items is not significant (U=1.519, P > 0.05). The results concluded that while the two examinations were comparable under classical test theory, they are not comparable under item response theory.