Mod 3 All Quiz

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Table of Contents
COMPETENCY-BASED ASSESSMENT .......................................................................................... 3
 Honesty and integrity ................................................................................................................9
EDUCATION ADMINISTRATION ................................................................................................. 26
 Step 1: Identify the decision ................................................................................................... 32
 Step 2: Gather relevant information ..................................................................................... 32
 Step 3: Identify the alternatives ............................................................................................. 32
 Step 4: Weigh the evidence .....................................................................................................32
 Step 5: Choose among alternatives ........................................................................................ 32
 Step 6: Take action .................................................................................................................. 33
 Step 7: Review your decision & its consequences .................................................................33
 Organizational Analysis ......................................................................................................40
 Design HRD Policies and HRD Plans ................................................................................40
 Implement Policies and Plan .............................................................................................. 40
 Assess and Reassess .............................................................................................................40
 Strategy #1: Monitor data, public policy, and legislation continuously .........................49
 Strategy #2: Create a strategic three to five year plan .................................................... 49
 Strategy #3: Minimize unnecessary administrative costs ................................................49
 Strategy #4: Manage assets appropriately ........................................................................ 49
 Strategy #5: Operate with transparency and accountability .......................................... 49
 Strategy #6: Review cost containment strategies ............................................................. 49
1. Praise them ...............................................................................................................................75
2. Recognize staff who consistently go above and beyond ....................................................... 75
3. Make yourself available .......................................................................................................... 75
4. Craft a compelling reward program ..................................................................................... 76
5. Recognize (and reward) effort ............................................................................................... 76
6. Ask for their opinions ............................................................................................................. 76
7. Encourage their ideas ..............................................................................................................76
8. Recognize when they’re busy or stressed .............................................................................. 76
10. Buy them lunch ......................................................................................................................76
11. The morning/afternoon off voucher .................................................................................... 76
12. Free coffee/snacks ..................................................................................................................77
13. Create a forum so teachers can recognize each others’ hard work ..................................77
Theory Y assumptions are positive; ................................................................................................. 77
1. Income statement .......................................................................................................................79

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2. Cash flow statement .................................................................................................................. 79


3. Balance sheet .............................................................................................................................79
4. Note to Financial Statements .....................................................................................................79
5. Statement of change in equity ................................................................................................... 79
o Implements vision and values .............................................................................................80
o Boosts morale .......................................................................................................................81
o Ensures effective communication ...................................................................................... 81
o Motivates employees ........................................................................................................... 81
o Provides appropriate resources ......................................................................................... 81
 Achieving financial goals ......................................................................................................88
 Preparation for emergencies ..................................................................................................88
 Improved financial understanding .........................................................................................88
 Financial security .................................................................................................................. 88
 Financial independence ......................................................................................................... 88
1. Surveys and Questionnaires ................................................................................................. 113
3. Observations .......................................................................................................................... 113
4. Records and Documents ....................................................................................................... 113
5. Focus Groups ......................................................................................................................... 113
GUIDANCE AND COUNSELLING ...............................................................................................134
 Talk about your problems ................................................................................................ 138
 Take proactive steps ..........................................................................................................138
 Balance work and life ........................................................................................................138
 Suggest a breakout area ....................................................................................................138
 Engage with colleagues outside work .............................................................................. 138
Enjoying a healthy social life with your work colleagues can make it easier to approach them
about causes of frustration in the office so engage with work events wherever possible. ..........138
 Host regular reviews......................................................................................................... 138
SPECIAL METHODS ...................................................................................................................... 146
1. ENCOURAGES POSITIVE ACADEMIC PERFORMANCE ..........................................178
2. HELPS STUDENTS STAY MORE FOCUSED ON THEIR GOALS .............................178
3. LIMITS PROBLEMS WITH NEGATIVE PEER PRESSURE ........................................ 179
4. CREATES A SAFE ENVIRONMENT FOR STUDENTS ............................................... 179
Advantages of Projectors in the classroom ..................................................................................... 182
Easy to explain and share ideas ............................................................................................... 182
Helps create an engaging learning environment .................................................................... 182
Facilitates collaborative learning ............................................................................................. 182

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More Engaging .......................................................................................................................... 182


Multimedia integration ............................................................................................................. 182
Convenience and portability .................................................................................................... 182
Disadvantages of projectors in the classroom ................................................................................. 183
Cost ............................................................................................................................................. 183
Maintenance ...............................................................................................................................183
Theft ............................................................................................................................................183
§ Specific: Is there a description of a precise behavior and the situation it will performed in? Is it
concrete, detailed, focused and defined? .....................................................................................195
§ Measurable: Can the performance of the objective be observed and measured? .................. 195
§ Achievable: With a reasonable amount of effort and application can the objective be achieved?
Are you attempting too much? .................................................................................................... 195
§ Relevant: Is the objective important or worthwhile to the learner? Is it possible to achieve this
objective? .................................................................................................................................... 195
§ Time-bound: Is there a time limit, rate number, percentage or frequency clearly stated? When
will the objective be accomplished? ............................................................................................195
Advantages of Projectors in the classroom ..................................................................................... 197
Easy to explain and share ideas ............................................................................................... 197
Helps create an engaging learning environment .................................................................... 197
Facilitates collaborative learning ............................................................................................. 197
More Engaging .......................................................................................................................... 197
Multimedia integration ............................................................................................................. 198
Convenience and portability .................................................................................................... 198
Disadvantages of projectors in the classroom .............................................................................198
Cost ............................................................................................................................................. 198
Maintenance ...............................................................................................................................198
Theft ............................................................................................................................................198
WRITTEN COMMUNICATION ....................................................................................................208
PHYSICAL EDUCATION ...............................................................................................................229

COMPETENCY-BASED ASSESSMENT
a) 360 degrees method of assessment
b) Role of formative assessment
 Monitoring student achievement for purposes of providing individualized instruction
 Evaluating teaching effectiveness with a view of enhancing planning, selection of
teaching techniques, resources e.t.c.
 Motivating learners
 Encouraging good studying habits
 Providing learners’ entry behavior

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 Providing feedback that identifies learners’ strengths and weaknesses


c) Importance of assessment requirements
 Eases competency-based assessment
 Specifies requirements which trainees need to meet:
 Provides quality assurance
 Guides on who should conduct assessment in a particular unit of competency.
 Guides on the number of assessments to be conducted for the trainee to be judged
competent.
 Guides on the environment and resources required for conduct of assessment.
 Directs the development of PC Weighting/Evaluation tool
 Directs development the of assessment tools.
d) Principles of assessment
 Reliability: degree of consistency and accuracy of the assessment outcomes.
 Flexibility: opportunity for a candidate to negotiate certain aspects of their assessment
(for example, timing) with their assessor.
 Fairness: assessment does not disadvantage particular candidates or groups of candidates
 Validity: ALL requirements of the unit of competency are covered
e) Rules of evidence

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1. Explain five dimensions of competency (10mks)

2. Suggest five roles of the internal assessor (10mks)


 Guiding the trainees accordingly
 Delivering the unit(s) of competency using various strategies
 Agreeing on the assessment plan with the candidate and fully briefing the candidate on
the assessment process
 Conducting assessments, judging the evidence, making assessment decisions and
preparing a report
 Developing and validation of assessment tools in line with Councils assessment
guidelines.
3. Explain five qualities of a good assessment tool for candidates (10mks)
o Reliability
The right assessment tool produces the same results over time. So there’s a consistency, or
accuracy in these results. Here, you should consider whether the test can replicate results
whenever it is used.
For example, if the students perform the same tasks simultaneously, then such assessment
passes as reliable.
o Validity
The validity of an assessment boils down to how well it measures the different criteria being
tested. In other words, it is the idea that the test measures what it intends to measure.
This means your assessment method should be relevant to the specific context. For example,
if you’re testing physical strength, you shouldn’t send out a written test. Instead, your tests
should include physical exercises like pushups and weightlifting.
o Equitable
A good assessment tool is equitable, which means it doesn’t favor or disfavor any participant.
Fair assessments imply that students are tested using methods and procedures most

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appropriate to them. Every participant must be familiar with the test context so they can put
up an acceptable performance.
o Standardization
Standardization means applying consistency to your testing methods. For example, if you’re
sending out a questionnaire, it should have the same set of questions for all participants, and
all the answers should be graded using the same criteria.

Other characteristics of assessment tools include:

 A good assessment tool should provide a window for high-quality feedback.


 It is feasible and accounts for equivalence.
 It should motivate participants to be involved in the testing.
 It should be transparent, non-discriminatory, and match expectations.

4. Explain five roles of formative assessments (10mks)


 Clarifying learning goals and success criteria within a broader progression of learning;
 Eliciting and analyzing evidence of student thinking;
 Engaging in self-assessment and peer feedback;
 Providing actionable feedback;
 Using evidence and feedback to move learning forward by adjusting learning strategies,
goals, or next instructional steps;
 Assist and support learning by advising the learner about the quality of performance and
the learner's rate of progress towards the achievement of the competency standard.

5. Discuss five documentations used during the preparation and conducting of


competency-based assessment (10mks)
i.Questionnaires
Are to most commonly used instruments

Each item in the questionnaire addresses a specific learning outcome.

Before including an item in the questionnaire, you should understand how it will be

analysed
ii. Interview schedules
 A face-to-face method of data collection
 An oral administration of an interview schedule
 An interview schedule can contain structured, semi-structured or unstructured items
 Structured questions usually have categories with responses which the interviewer
simply checks
iii. Observation schedules
 An observation form helps the researcher to record what he/she observes. The
researcher must define the behaviours or items to be observed
 In some studies rating scales may be embedded in the observation form
 An example of an observation form is the KTTC teaching practice assessment form
iv. Rating scales
 A scale consists of the lowest and the highest point. Lickert type of scales are the
most common. Contains 3 – 5 point categories
 Statements are provided and the respondents are required to rank or rate them in
accordance with instructions provided
v. tests
 Planning the test
 Construction of test items (objective & essays)
 Construction of marking schemes
 Management of examinations
6. Explain five desirable assessor attitudes and behaviors during assessment (10mks)
 Effective communication

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 Keeping a level head


 Independence and impartiality
Assessors should carry out their professional tasks without any form of discrimination
based on: age; ancestry; color; citizenship; disability
 Confidentiality-Assessors must:
 respect the confidentiality of individual applicants' personal information; and
 ensure that information about an individual is not disclosed to others, except:
o in specified circumstances; and
o with the informed consent of the individual.
 Honesty and integrity
Assessors are required to act with honesty and integrity in their relationships with
clients and others, including professional colleagues, and must not engage in any
activity or behavior that would be likely to bring their organization or profession into
disrepute or undermine public confidence in the profession.

 Empathy
 Leadership
 sense of responsibility
 integrity
 flexibility
 sociability
 time management
 making decisions

7. Explain four characteristics that distinguish competency-based assessment from other


conventional examinations (8mks)

8. Explain six reasons for involving learners in competency-based assessment (12mks)


 Assessment is a co-operative venture between the assessor and the assesse.
This helps to build candidate confidence.

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 The candidate becomes a better operator by gaining a full and accurate


picture of his or her own level of competence.
 Candidates take as much responsibility as possible for gathering and
organising evidence;
 Candidates participate in assessing their own performance this way they are
able to identify the next steps in their learning and development

 The learner is the major stakeholder and the center of the learning process
 To facilitate some discussion and agreement on assessment plan with assessors
 To produce sufficient evidence of current competence and/or of prior
achievement (where applicable)
 To ensure that he/she adequately prepares and avails himself/herself for
assessment
 To acclimatize them to assessment rules and regulations and ensure their
adherence to them
 To ascertain that they understand the procedures they can follow when making
appeals
9. Identify three forms of evidence and give three examples in each (12mks)
Form Example
1 Direct  Direct observation
 Oral questioning
 Demonstration of specific skills
2 Indirect
 Assessment of qualities of final
product
 Review of previous work
undertaken
 Written tests of underpinning
knowledge
3 Supplementary  Testimonials from employers
 Reports from supervisors
 Work diary or journal
 Evidence of training
 Examples of reports or work
documents

10. Explain the four principles of assessment (8mks)


 Reliability: degree of consistency and accuracy of the assessment outcomes.
 Flexibility: opportunity for a candidate to negotiate certain aspects of their
assessment (for example, timing) with their assessor.
 Fairness: assessment does not disadvantage particular candidates or groups of
candidates
 Validity: ALL requirements of the unit of competency are covered
11. Discuss how to conduct competency-based assessment professionally (14mks)

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12. Explain the purpose of reviewing assessment (6mks)


 Reviewing assessments ensures that assessment remain valid, reliable, flexible and
fair.
 Reviewing ensures that procedures and methods remain flexible, fair and able to meet
the needs of all individuals.
 Provides an opportunity for identifying errors in clarity of items.

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 In case of appeal, reviewing allows for reflection and discussion on what happened
during the assessment.
 Allows for analysis and verification of procedures and methods
 Allows for maintenance of organisational quality assurance in assessment
13. Role of an external verifier
 Verifying competency-based assessment to ensure quality and consistency.
 Supporting and advising testing centers on improving the effectiveness and quality of
assessment.
 Informing the testing centers about any changes that may take place.
 Maintaining accurate records of the results of external verification which the Council
will enter into its database

14. Types of assessment


a) Formative assessment (Assessment for learning)
A planned, ongoing process used by all students and teachers during learning and teaching to
elicit and use evidence of student learning to improve student understanding of intended
disciplinary learning outcomes and support students to become self-directed learners (CCSSO
2018).
b) Summative assessment ( Assessment of learning)
Assessment of learner’s achievement at the end of a term, stage, course or programme. However,
it does not necessarily involve formal testing or examinations.
A determination of whether a unit of competency or a learning outcome has been achieved for the
purpose of formal recognition of training
c) Assessment of learning outcomes
Assessment of an individual’s achievement of stated learning outcomes, using a variety of
assessment methods (written, oral and practical tests/examinations, projects and portfolios) during
or at the end of an education programme or a defined part of that programme
d) Diagnostic assessment
Help learners and their supervisors determine their education and training needs
e) Assessment for the recognition of prior learning
Determines whether a person has achieved standards of competency which have not yet been
formally assessed or recognised so that they may gain entry to or credit in recognised courses
f) Predictive assessment
The process of identifying potential successes and failures in learners’ development and
suggesting appropriate action to stimulate progress and deal with anticipated shortcomings.
g) Self-referenced assessment
Assessment of learner’s progress and achievement with reference to himself/herself

15. Qualities of a good assessment tool for a candidate


o Reliability
The right assessment tool produces the same results over time. So there’s a consistency,
or accuracy in these results. Here, you should consider whether the test can replicate
results whenever it is used.
For example, if the students perform the same tasks simultaneously, then such assessment
passes as reliable.
o Validity

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The validity of an assessment boils down to how well it measures the different criteria
being tested. In other words, it is the idea that the test measures what it intends to
measure.
This means your assessment method should be relevant to the specific context. For
example, if you’re testing physical strength, you shouldn’t send out a written test. Instead,
your tests should include physical exercises like pushups and weightlifting.
o Equitable
A good assessment tool is equitable, which means it doesn’t favor or disfavor any
participant. Fair assessments imply that students are tested using methods and procedures
most appropriate to them. Every participant must be familiar with the test context so they
can put up an acceptable performance.
o Standardization
Standardization means applying consistency to your testing methods. For example, if
you’re sending out a questionnaire, it should have the same set of questions for all
participants, and all the answers should be graded using the same criteria.

Other characteristics of assessment tools include:

 A good assessment tool should provide a window for high-quality feedback.


 It is feasible and accounts for equivalence.
 It should motivate participants to be involved in the testing.
 It should be transparent, non-discriminatory, and match expectations.

16. Roles of formative assessments


 Clarifying learning goals and success criteria within a broader progression of learning;
 Eliciting and analysing evidence of student thinking;
 Engaging in self-assessment and peer feedback;
 Providing actionable feedback;
 Using evidence and feedback to move learning forward by adjusting learning
strategies, goals, or next instructional steps;
 Assist and support learning by advising the learner about the quality of performance
and the learner's rate of progress towards the achievement of the competency standard.
17. Principles of CBA
 Reliability: degree of consistency and accuracy of the assessment outcomes.
 Flexibility: opportunity for a candidate to negotiate certain aspects of their
assessment (for example, timing) with their assessor.
 Fairness: assessment does not disadvantage particular candidates or groups of
candidates
 Validity: ALL requirements of the unit of competency are covered
18. Importance of assessment requirements
 To ease competency-based assessment
 To specify requirements which trainees need to meet:
 For quality assurance
 It guides on who should conduct assessment in a particular unit of competency.
 It guides on the number of assessments to be conducted for the trainee to be judged
competent.
 It guides on the environment and resources required for conduct of assessment.
 To direct development of PC Weighting/Evaluation tool
 To direct development of assessment tools.

19. Importance of summative assessment


 Ranking, grading and/or promoting learners,

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 Certification
 help education authorities and managers make informed decisions about resource
allocation, curriculum update and investments,
 To improve pedagogical practices

20. 360 degrees assessment method


21. Advantages of the 360 degrees assessment method
22. Explain any five benefits of conducting 360 degrees assessment (10mks)
23. Assessment requirement is a document prepared prior to conducting competency-
based assessment. Discuss any five importance of this document (10mks)
24. Before developing a test there is a need to prepare a table of specification. Appraise
any five benefits of this document (10mks)
25. Continuous assessment is considered an integral process in training. Explain five
forms of formative assessment (10mks)
26. Discuss four principles to be considered for effective assessment (20mks)
27. Recognition of prior learning has recently gained popularity as one type of
assessment. Examine any five benefits of this assessment (10mks)
28. Explain five roles of a trainee in competency based assessment (10mks)
29. Evidence of the information gathered which when matched against a performance
criteria, provides proof of competency. Explain four rules of evidence to consider
when collecting evidence of performance (8mks)
30. Explain four distinguishing features of competency-based assessment (4mks)
31. Assessment verification is meant to ensure that the assessment of outcome is
objective and quality standards were adhered to. Explain any five activities
involved in external assessment verification (10mks)
32. Planning is an initial stage in assessment tool development. Identify any five
activities that take place in this stage (10mks)

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EDUCATION ADMINISTRATION
1. The classical organizational theories have outlined their purpose. Give four reasons
to dispute this claim (4mks)
The classical organization theories refrain from outlining their purpose. More specifically,
a) Scientific Management Theory
Proponent: Frederick Taylor (1856-1917) an American
His main aim was to try and achieve efficiency in organizations and maximize profits through
high productivity. His studies led to the development of basic principles of management and
various significant assumptions
b) Administrative Management Theory
Henri Fayol (1841-1925) came up with various managerial functions and refrained from
expounding on the purpose of administrative management as part of classical organization
theories.
Luther Gullick Administrative Principles
Emphasized on the role of administrator as the executive. He coined the acronym POSDCoRB
1. Planning
2. Organizing
3. Staffing
4. Directing
5. Coordinating
6. Reporting
7. budgeting

c) Max Weber principles of Bureaucracy


Weber (1860-1920) was first to describe the concept of bureaucracy. He came up with guidelines
for an ideal structure of organizational effectiveness. Okumbe (1995) stated a bureaucratic
organization refers to the red tape and rigid application of policies, which give guidance to all
organization activities while almost totally ignoring the workers needs.
2. Give five ways in which the Hawthorne studies would be relevant to a school
principal 5mks)
According to the Hawthorne studies;
 The school principal’s interest in workers would result in better performance - In the
“Illumination Experiments,” productivity improved with successive increases in
illumination in a work area, then increased again when the illumination was subsequently
reduced. This led to the conclusion that it was not the level of illumination that played a
role in worker productivity, but the perception of the worker that management was
interested in them and in their working conditions.
 The Hawthorne studies emphasize on the importance of friendliness and using a relaxed
approach for school principals when dealing with surbodinates- The supervisor involved
in the illumination experiment had been relaxed and friendly; he got to know the
operators well and was not too worried about company policies and procedures.
Discipline was secured through enlightened leadership and understanding, and an esprit
de corps grew up within the group.
 The school principal would ensure to fulfil economic needs as well as the human desire
for recognition- The studies indicate that economic motivation is subsidiary to human
desire for recognition by co-workers.
 The principal would allow the flourishing of groups -The function and functioning of
informal groups is important in work motivation. Output was determined by informal
social groups rather than by management. Job satisfaction and output depended more on
cooperation and a feeling of worth than on physical working conditions.

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 The school principal would need training in understanding the personal problems of
workers in the institution, and also in listening and interviewing techniques.
 The principal can uncover better methods to ensure employee satisfaction- Job
satisfaction increased as workers were given more freedom to determine the conditions of
their working environment and to set their own standards of output.
3. What is a system (2mks)
 A system can be defined as a set of interrelated parts or elements forming an
organized whole and functioning for a specific purpose
 A system can be looked at as having inputs, processes, outputs and outcomes.
Systems share feedback among each of these four aspects of the systems.
4. Outline five characteristics of a school that would make it to be regarded as a system
(5mks)

 The schools have a clear purpose just like a system. What is the desired result of
the system?
 As systems, schools emphasize on accountability. Who is responsible for executing
each step of the system, at a determined time, in order for the system to accomplish
its goal? How will you objectively measure the success of the system?
 Schools processes must be documented. If the system isn't written down, it may or
may not exist in the mind of employees and could be an endless variety of
interpretations. If a system isn't described in writing, employees can't be expected to
follow it and a potential buyer can't know that it truly exists.
 Just like systems schools must have repeatable procedures. If your systems only
work if you are there to execute them, they do not meet the standard of "repeatable."
If you feel you can't delegate your role in a particular system, that system is not
repeatable. Your systems may be dependent on a particular position but they must be
independent of any particular person to be easily repeatable.

 Organization:
o It implies structure and order. It is the arrangement of components that helps to
achieve objectives.
 Interaction:
o It refers to the manner in which each component functions with other components
of the system.
 Interdependence:
o It means that parts of the organization depend on one another. They are
coordinated and linked together according to a plan. One subsystem depends on
the output of another subsystem for proper functioning.
 Integration:
 It refers to the holism of systems. It is concerned with how a system is tied together.
 Central Objective:
o A system should have a central objective. Objectives may be real or stated.
Although a stated objective may be the real objective, it is not uncommon for an
organization to state one objective and operate to achieve another.

5. Give four reasons why teachers may be reluctant to be involved in decision-making


(4mks)

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 Fear of accountability for bad decisions


 Temporal constraints for had decisions
 Friction with management in case they make unfavorable decisions
 Lack of sufficient information and evidence for decision-making
6. Explain five ways in which the government regulates the provision of education in
Kenya (10mks)
 Development of laws governing education, training and research in Kenya.
For example, the Education Act Cap 211 of 1968 revised 1970 and 1980 is the
main legal document governing education.
 Establishment of governmental education sectors to facilitate curriculum
development- this aids the standardization of the education provided in Kenyan
learning institution. Such sectors include the National Curriculum Development
Centre.
 Evaluating, betting and approving for application in Kenya local and foreign
curricula and curriculum support materials- the process occurs in relation to
the levels of education and training through agencies such as KICD.
 Development of licensing, registration and accreditation procedures in basic
education- The steps indicated relate to teaching professionals and institutions of
education as well as research
 Quality auditing and standards maintenance- achieved through the Education
Standards and Quality Assurance Council
7. Explain five challenges face by school heads as a result of the introduction of free
education policy (10mks)
 Poor funding
 Unavailability of qualified trainers
 Lack of continuous training for trainers
 Lack of infrastructure
 Politics in education
 Corruption
 Lack of community support
8. Define discipline (2mks)

9. Define budgeting and auditing


 A budget can be defined as financial plan.
 A budget is a plan of how to raise revenue and expenditure for a given period of
time i.e. one calendar year.
 A budget is also a plan of financial operations for some future period i.e. one year
and expressed in accounting terms.
10. Identify four causes of indiscipline in educational institutions (4mks)

 Favoritism: teacher favors some students and the other will see this favoritism as an
offence against them which leads to rebellion
 The rules are not enforced; when a student is not punished for an offence, he/she goes
on to commit more offense

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 The teacher student relationship: the relationship between teacher and student is
essential for any learning process. If there is a breakdown in this relationship, indiscipline
emerge
 Lack of motivation: when the students are not motivated they intended to work in an
indiscipline manner.
 Bad habits: some students have acquired bad habits from the previous teaching
experiences. Once a student, for instance, has formed the habit of coming to school late, it
will be hard for him/ her to change the behavior.

 Teachers' lateness and absenteeism


 Overcrowded classrooms
 Unconducive school environment
 Harsh school rules and regulations
 Poor teaching by some teachers
 Poor leadership of some school administrators.
11. Suggest four ways in which the school administration can avert the causes of
indiscipline mentioned above (4mks)
 Provision of moral leadership
 Including moral education/instruction in the curriculum
 Ensure behavior-accountability among teachers
 Thorough implementation of discipline-related policies
12. Outline four benefits of studying educational administration (4mks)
 Increased effectiveness in planning, organizing, and implementation of the
school’s mandate.
 It facilitates the optimal utilization of human and material resources
 Facilitates the establishment and maintenance of a positive public image
of the institution
 Increases the efficiency of the institution
13. Administration is a crucial process in any educational institution. Give five points to
justify the statement(5mks)
 Ensures that sound policies and objectives are formulated in a given school, and that
methods are determined for the achievement of these objectives.
 Procures the resources necessary for the achievement of the objectives.
 Ensures proper organization and coordination of activities of the school, in order to
achieve the set objectives with maximum efficiency and effectiveness.
 Influences and stimulates the human resources so that they can work towards the
achievement of educational goals.
 Integrates the school and its activities in the set-up of the society.
 Portrays a positive image of the school to the public.
 Evaluates the school activities in accordance with the set objectives
14. Assume you are a principal of a secondary school in your district. Name four
stakeholders of the school you will work with
 Students
 Teachers
 School Administrators
 Parents
 Employers
 Textbook publishers
15. As a democratic principle, explain to expectations that you have from each of the
four groups that you have named above
County Government

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• Facilitate training for teachers at Pre-Primary level


• Provide and manage all resources for CBC implementation at Pre-primary level.
Head Teachers
• Creates a positive climate within the school set up.
• Supervise and coordinate curriculum implementation.
Teachers
• Key Implementers and facilitators of CBC
• Ensure access of available textbooks to students, maintain and update related
records and timely retrieval.
Parents/Guardians
• Role model - The first educator, trainer and a source of authority to learners
• Provide basic needs for learners
• Involved in school activities
• Provide conducive learning environment for CBC.

Learners
• Influence teachers’ selection of learning experiences
• Actively engages in and contribute to teaching, learning and assessment
processes.

Publishers
 Develop quality print and digital Curriculum Support materials for CBC.
Development Partners
 Support Curriculum Reform and its implementation
Universities
 Align their courses/programs with CBC.
 Align teacher training programs with CBC.
School Community
• Provide additional resources, security and facilities to enable community service
learning.
• Help in improving existing school facilities.
16. Identify five characteristics of a good leader according to the leadership traits
Theory
 Personal initiative
 Self-assurance
 Decisiveness
 Assertiveness
 Compassionate
 Intelligent
 Compassionate
 Tall (ability to think and see far)
 Good looking (well groomed)
 Melodious voice
 Should be wise.
17. Using four examples, explain why the traits theory would be an acceptable in school
leadership today
 It provides a detail knowledge and understanding of the leaders element in the
leadership process
 It is a naturally pleasing theory
 It serves as a standard against which the leadership traits of an individuals can be
assessed

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 It is valid as lot of research has validated the foundation and basis of the theory.
 It tries to find differences between individuals.
 In addition, it was one of the first systematic attempts to study leadership and
understand its nature.
 Underscores traits and dispositions, anyone who wants to become a successful
leader can improve.
18. List four source documents which form a basis for auditing educational institutions
 Payment vouchers
 Purchase invoices
 Receipts books
 Asset registers
 Cheque books
19. State five sources of income for educational institutions
 Grants from government -rent from staff houses
 Student fees -contribution from PTA members for school project
 Donations -income from production unit
 Interview fees -farming projects
 Hiring out school facilities -tender fees

20. Explain three ways in which the board of governance and the school management
committee assist the headteacher in financial management in educational
institutions
 Selecting and appointing staff with regard to costs and curriculum needs
 Ensuring the school estate is properly maintained (this will involve liaison with
the Project Manager when the services are provided by a contractor)
 Developing the School Development Plan includes the school’s financial plan
and education plans
 Consistent evaluations to determine the implementation of financial decisions
21. Explain five ways in which a knowledge of planning would help you to become a
good principal
(1) It ensures success of the institution. It takes into consideration the important issues,
conditions, constraints and factors in education. Its focus is on future objectives,
vision and goals. It is proactive in nature in that it emphasizes perception and ability
to apply theory and profit from it in advance of action.
(2) The scarcity of financial and other non-material resources poses a challenge to
education. Planning is a response to such challenges and explores the possibilities of
alternative uses and optimum utilization of limited resources.
(3) Effective and efficient planning saves time, effort and money.
(4) It is a co-ordinated means of attaining pre-determined purposes.
(5) Education is a public service demanded by the public and supplied by the
government. For any government effort of such a large magnitude as education,
planning is absolutely necessary.
(6) Educational planning is one of the components of the overall national socio-
economic development. The over-all planning has to provide the objectives of
education and the finances for educational development for accomplishing these
objectives.
 Brings in improvement in the structure of the educational institute.
 Brings proper direction to functioning of the educational institute.
 Makes teachers active and strategic thinkers so that they can contribute towards the
improvement and development of institution and the programmes of the institution.

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 Develops a comprehensive programme of improvement the educational system by


focusing on the all-important required parameters through optimum utilization of
resources.
 Shifts the emphasis from expenditure orientation to effort orientation.
 Makes education productive.
 Brings an accord between the development of an institution and national level planning.
 Provides realistic and concrete ideas to educational planning.
 Develops and promotes a democratic environment.
 Makes education available to the poorest of the citizens.

22. Outline five mistakes that a chairperson of a staff meeting should avoid
 Arranging too many meetings
 No direction or meeting agenda
 Arriving late or finishing late
 Failing to set ground rules
 Not encouraging the participation of other individuals
23. Outline the process of decision-making

 Step 1: Identify the decision


You realize that you need to make a decision. Try to clearly define the nature of the
decision you must make. This first step is very important.

 Step 2: Gather relevant information


Collect some pertinent information before you make your decision: what information is
needed, the best sources of information, and how to get it. This step involves both internal
and external “work.” Some information is internal: you’ll seek it through a process of
self-assessment. Other information is external: you’ll find it online, in books, from other
people, and from other sources.

 Step 3: Identify the alternatives


As you collect information, you will probably identify several possible paths of action, or
alternatives. You can also use your imagination and additional information to construct
new alternatives. In this step, you will list all possible and desirable alternatives.

 Step 4: Weigh the evidence


Draw on your information and emotions to imagine what it would be like if you carried
out each of the alternatives to the end. Evaluate whether the need identified in Step 1
would be met or resolved through the use of each alternative. As you go through this
difficult internal process, you’ll begin to favor certain alternatives: those that seem to
have a higher potential for reaching your goal. Finally, place the alternatives in a priority
order, based upon your own value system.

 Step 5: Choose among alternatives


Once you have weighed all the evidence, you are ready to select the alternative that seems
to be best one for you. You may even choose a combination of alternatives. Your choice
in Step 5 may very likely be the same or similar to the alternative you placed at the top of
your list at the end of Step 4.

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 Step 6: Take action


You’re now ready to take some positive action by beginning to implement the alternative
you chose in Step 5.

 Step 7: Review your decision & its consequences


In this final step, consider the results of your decision and evaluate whether or not it has
resolved the need you identified in Step 1. If the decision has not met the identified need,
you may want to repeat certain steps of the process to make a new decision. For example,
you might want to gather more detailed or somewhat different information or explore
additional alternatives.
24. Identify six causes of indiscipline in schools

 Favoritisms: teacher favors some students and the other will see this favoritism as an
offence against them which leads to rebellion
 The rules are not enforced; when a student is not punished for an offence, he/she goes
on to commit more offense
 The teacher student relationship: the relationship between teacher and student is
essential for any learning process. If there is a breakdown in this relationship, indiscipline
emerge
 Lack of motivation: when the students are not motivated they intended to work in an
indiscipline manner.
 Bad habits: some students have acquired bad habits from the previous teaching
experiences. Once a student, for instance, has formed the habit of coming to school late, it
will be hard for him/ her to change the behavior.

 Teachers' lateness and absenteeism


 Overcrowded classrooms
 Unconducive school environment
 Harsh school rules and regulations
 Poor teaching by some teachers
 Poor leadership of some school administrators.
25. What is a school budget
 It is a statement of expected income and proposed expenditure for the named institution
for a specified period of time.
 Budgeting is the process of preparing a summary of the programmes of the institution
showing the expected revenue and expenditure.
 School budget guides the principal while carrying out various school activities in order to
achieve the school objectives.
26. Discuss six major Financial Management challenges facing heads of educational
institutions in Kenya today
1. Budgetary control
Lack of planning affects the effectiveness of schools as it complicates reporting on
achieved objectives and results. The planning process helps to develop objectives, key
activities, milestones, Key Performance Indicators (KPIs), financial policies and
procedures. Most schools struggle to effectively implement their budgets and this hinders
or delays the schools to improve the quality of education. In most schools, budgets are not
being effectively monitored to the extent that numerous budget amendments and
adjustments are being done without the requisite authority’s approval. In any organization,
budgets serve as guides or benchmarks to financial planning and projects management. In
view of the poor financial policies and procedures, most school heads and bursars are

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being found wanting during the audit process. It is imperative that all budget amendments
and adjustments should be authorized by the relevant authorities. In Zimbabwe the office
of Provincial Education Director is responsible for the authorization of budgets
amendments based on cash flows rather than on accrual basis. The school development
plan should inform budget management and as such minimize deviations from set targets.

2. Deficit school accounts


Most schools’ books of accounts are running with deficit balances. Deficits interrupt or
restrict operational activities. The deficit school accounts are mostly caused by lack of
internal controls and as such increased misappropriation of funds and failure to adhere to
financial policies and procedures when making payments.

3. Lack of budget reviews.


Financial control is a fundamental aspect of effective financial management. Budgets are
not being reviewed after every end of School Terms hence there will be no budgets
analysis being done. Budget reviews are part of financial controls to determine any
variances between planned and actual results. The determination of variances is useful as
a spur to immediate remedial action if actual performance is below expectation. Budget
reviews help to enhance financial control, and this is a continuous process to ensure
school’s resources are mobilized and distributed effectively. The process also enhances
monitoring and evaluating the school’s financial progress and initiating corrective action.

4. Lack of accountability
There is a lack of leadership accountability in school financial management. This is
exhibited through the seemingly pervasive abuse of offices by school heads (principals).
School heads are regarded as the accounting officers of schools and as such they use their
power to ‘force’ bursars to release funds or make other payments without following
procedures. This emanates from improper and ineffective school management and lack of
stringent accounting rules and procedures. Such practices exhibit a lack of values and
Values-based leadership among those in positions of authority and decision-making.
Internal control systems comprise a system of procedures and methods with the objective
to assure compliance with the principles of legality, transparency, efficiency,
effectiveness and management economy. A good leader should conscientiously manage
and execute the organization’s budgeting activities among other diverse responsibilities.
A competent school leader exhibits healthy human relations, trustworthy advice,
commendable leadership and a two-way communication with staff. These qualities can be
enhanced through Appreciative Leadership and engaging purposely in methods of enquiry.

5. Use of cash before banking


The Zimbabwean economy relies mainly on cash payments and as such most schools use
receipted cash before banking, which is a chargeable offence in financial management.
All cash received must be banked first before being used. The digitization of school fees
payments should be a top priority in most schools as a method of enhancing the financial
management function.

6. Collusive and corrupt conduct


There is a challenge of collusive and corrupt conduct during procurement process. This
culminates as a violation of procurement procedures. Procurement is the process of
purchasing goods and services. The procurement process is one major source of conflict
of interest between principals and agents in an agency relationship. This is because
collusion and corruption are rampant in procurement procedures. Procurement procedures,

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though clearly defined and communicate are not being followed in schools and this
causes major financial problems for schools. The distortion of the procurement process
via collusion and corrupt practices typically has a particular detrimental effect on schools.
The resulting failure to achieve best value for money has a negative impact on the range
and depth of services and infrastructure development within schools. An effective
procurement policy promotes efficiency or the achievement of the “best value for money”.
This is normally achieved through a competitive bidding process. It is critical that schools
protect the integrity of the procurement process, so as to maximize the resulting benefits
for society. Bid rigging is the typical mechanism of collusion which leads to the
predetermination of the outcome of the procurement process by the participants rather
than the competitive process. To protect the integrity of the procurement process, schools
need to design and implement the procurement procedure. This requires values and the
right attitude among those involved in the procurement process. A bigger picture
consideration when engaging in procurement processes is essential rather than self-
centeredness behaviors.

7. Mismanagement of school projects


School projects are another secondary source of funding for schools, if properly managed
and integrated into the school financial management system. In most school projects, staff
takes loans of items with the idea of paying on month end, but they do not own-up their
obligations.

8. Poor records keeping and management


Schools also face the challenge of failing to account for expenses incurred as a result of
the absence of supporting documents (receipts) to support the expenditures incurred. Poor
records management leads to difficulties in administering, developing and supervising
education systems. Record keeping is a vital financial management responsibility because
of the indispensable role of records and information in the operational activities of the
school system. Quality performance, task accomplishment, and measurable outcomes are
important responsibilities which depend on the accessibility of usable records. Without
records, it is virtually impossible to determine responsibilities for actions and hold
individuals accountable.

9. Fraudulent activities
Reports show that some School Bursars are being caught of fraudulent activities such as
under receipting of fees. This is mainly a result of poor internal monitoring of the
school’s financial resources. Internal monitoring supervises the entire school financial
management system. In most schools, the school heads oversee the budgeting, accounting
and auditing functions of financial management. This multiplicity of roles performed by
school heads is controversial and problematic, as the school heads can remarkably derail
and decentralize governance structures by retaining control for themselves.

10. Economic challenges


The issue of ethics is highly compromised in schools’ financial management practices. It
is essential that schools’ administration staff and the subordinate employees be educated
with the knowledge of ethics and ethical practices. There seem to be rampant abuse of
travelling and subsistence allowances by most staff in schools. Most staff abuses such
benefit by always travelling in order to get allowances, that is, staff creates unnecessary
journeys in order to get the allowance. There is also the challenge of discriminations
between teaching and non-teaching staff. Some schools regard the teaching staff as the

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most important staff than other administrative staff. The issue of values and ethical
practice should be ingrained in the schools’ corporate culture.
27. Discuss five situations in which a school head may abuse or misuse power when
delegating duties to members of staff
 Coercion -Constantly reminding an employee that they can be fired or replaced when
they decline handling some delegated tasks.
 Financial abuse- Forcing an employee to work overtime multiple times a week
without additional pay to complete delegated duties.
 Withholding critical information from an employee that he/she needs to know-
before embarking on the assigned duties.
 Micro-managing individuals after delegation- This interfers and disturbs
surbodinates and makes it difficult for them to work efficiently.
 Forcing the delegatee to break school policies while completing given responsibilities
 Discrimination when delegating duties- racial, sex, religion
 Putting personal interests before the school.
28. Using relevant examples explain five ways of mitigating negative effects of
groupthink syndrome
 Initially, the school head should avoid stating their opinions or preferences when
assigning tasks. Give people time to come up with their own ideas first.
 Assign at least one individual to take the role of the "devil's advocate."
 Discuss the group's ideas with an outside member in order to get impartial opinions.
 Encourage group members to remain critical. Don't discourage dissent or challenges
to the prevailing opinion.
 Before big decisions, leaders should hold a "second-chance" meeting where members
have the opportunity to express any remaining doubts.
 Reward creativity and give group members regular opportunities to share their ideas
and thoughts.
 Staff in learning need to know that they can voice their ideas and opinions without
retribution – even if they may be in opposition to someone else’s, particularly a
manager’s.
 Diversification, starting at the top of your organization, is another way to start
making changes. You must have a diverse representation of people, especially in
those critical decision-making roles, to encourage and obtain a broad variety of
perspectives on certain issues.

29. Briefly explain F.W. Taylor's contribution to the development of management


thought (6mks)
His main aim was to try and achieve efficiency in organizations and maximize
profits through high productivity.
The basic principles according to his study included:
i. Job analysis
ii. systematic methods for selecting workers and training them for specific
tasks
iii. clear-cut division of responsibility between management and workers
iv. The management was to handle goal setting; planning and supervision
while workers performed the required tasks
v. Rigid discipline during performance, interpersonal contact was prohibited.
vi. Strict applications of incentives pay practices.
vii. Specifications of daily tasks or piece – rate i.e. less pay or no pay for less
work.
viii. Provision of standardized conditions and appliances.
Taylor made three significant assumptions

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i. A worker could be programmed to be as efficient as a machine in an


industrial organization. This led to the metaphor of “man – as – machine” or
“rational machine”
ii. Workers want from employers, good wages while employers want cheap
labour and low cost of manufacture.
iii. Formal organizational structure with emphasis on division of labour,
specialization and close supervision
30. Outline briefly and discuss the basic functions of management in any organization
(5mks)
 Planning: examine the future and come up with plans of action
 Organizing: build up the structure, material and human undertaking
 Commanding: maintain activity among the personnel
 Coordinate: bind together, unify and harmonize activity and efforts
 Controlling: ensuring everything occurs in conformity with policy and practice
31. List and briefly explain the role of a school principal as an instructional leader
(5mks)
 Communicating high expectations for teachers and students
 Supervising instruction
 Monitoring assessment and student progress
 Coordinating the school's curriculum
 Promoting a climate for learning
 Creating a supportive work environment for teachers
32. All educational institutions are to a certain extent bureaucratic organizations.
Explain (9mks)
 Division of labor: divide tasks into highly specialized jobs
 Rules and regulations to ensure uniform performance- These so-called standard
operating procedures are the clear, written instructions for each specialized job at
every level of the hierarchy. Workers who follow them can be sure that they are on
the same page as their colleagues and are doing their jobs properly. According to
beekeepers, bees, too, have a sophisticated system of communication that keeps their
hives running smoothly.
 Hierarchy of authority to ensure clear chain of command- Bureaucracies have a
firm chain of command. Every worker has his or her own place in the chain, and
everyone's work is overseen by someone on the next level up. Power flows down
from the top of the hierarchy and diminishes as it approaches the bottom. Just think of
the beehive. The queen bee stands at the top, and each worker bee or drone has its
own place in the hive's chain of command.
 Impersonality- maintain social distance from subordinates to avoid favors or
prejudices
 Competence – based employment on qualifications related to job performance
33. Various writers on management and sometimes grouped in "schools of thought."
Discuss the major differences between the classical and neoclassical schools of
management of thought (15mks)
 The classical theory came into public in the 19th century and early 20th.
 At that time, the management was more focused on large scale manufacturing and
wanted to enhance the productivity and efficiency of operations.
 Their strategy to increase them based on a rewarding system for workers, luring them
into working more to get a good income.
 Generally, classical theory only considered the physical and economic needs of
employees.
 Neoclassical theory, on the other hand, is a modification of the classical theory.

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 This theory pays more attention to employees needs and expectations; this not only
considers physical and economic needs, but also other social needs such as job
satisfaction, and carrier growth.

34. What is motivation (2mks)


 Internal and external factors that stimulate desire and energy in people to be
continually interested and committed to a job, role or subject, or to make an effort
to attain a goal.
 The act or process of giving someone a reason for doing something: the act or
process of motivating someone
 The condition of being eager to act or work: the condition of being motivated
 A force or influence that causes someone to do something
35. Distinguish between McGregor's Theory x and Theory y (15mks)

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36. Discuss five barriers to effective communication in a school (15mks)


1. Language Barriers (Linguistic Barriers): When communicating in the same
language, the terminology used in a message may act as a barrier if it is not fully
understood by the receiver(s). For example, a message that includes a lot of specialist
jargon and abbreviations will not be understood by a receiver who is not familiar. Clearly,
language and linguistic ability may act as a barrier to communication. However, even
with the terminology used, regional colloquialisms and expressions may be
misinterpreted or even considered offensive.

2. Psychological Barriers. The psychological state of the receiver will influence how the
message is received. For example, if someone has personal worries and is stressed, they
may be preoccupied by personal concerns and not as receptive to the message as if they
were not stressed. Stress management is an important personal skill that affects our
interpersonal relationships.

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3. Physiological Barriers. Physiological barriers may result from the receiver’s physical
state: for example, a receiver with reduced hearing may not grasp to entirety of a spoken
conversation especially if there is significant background noise.
4. Physical Barriers. An example of a physical barrier to communication is geographic
distance between the sender and receiver(s). Communication is generally easier over
shorter distances as more communication channels are available and less technology is
required. Although modern technology often serves to reduce the impact of physical
barriers, the advantages and disadvantages of each communication channel should be
understood so that an appropriate channel can be used to overcome the physical barriers.

5. Systematic Barriers. Systemic barriers to communication may exist in structures and


organisations where there are inefficient or inappropriate information systems and
communication channels, or where there is a lack of understanding of the roles and
responsibilities for communication. In such organisations, individuals may be unclear of
their role in the communication process and therefore not know what is expected of them.

6. Attitudinal Barriers. Attitudinal barriers are behaviour or perceptions that prevent


people from communicating effectively. Attitudinal barriers to communication may result
from personality conflicts, poor management, resistance to change or a lack of motivation.
Effective receivers of messages should attempt to overcome their own attitudinal barriers
to facilitate effective communication.
37. Discuss the phases of human resource development in any organization (15mks)

 Organizational Analysis
Review the organization as a whole for training and development needs. Then,
analyze job tasks, and finally, determine the employee’s developmental needs.

 Design HRD Policies and HRD Plans


Based on organizational objectives, create ideal training methods for the different
job tasks, department, teams, or individuals.

 Implement Policies and Plan


Use employer branding and communications plans to actively communicate the
HRD Plan, programs associated, procedures to participate, exclusions, and dates
of import.

 Assess and Reassess


Determine if the HRD Plan reached the assigned goals, reevaluate to improve
results or meet new criteria/goals for HRD within the organization.
38. Explain how you would ensure sound Financial Management in Grace College
(10mks)
1. Rigorous recording of financial transactions
On top of anyone’s head, effective and exhaustive financial management includes
religiously recording transactions. For schools with several sources of income and
expenses, it’s best to bunch them up into different categories to organize all the data.
2. Creating detailed 3 to 5-Year Financial Plan
Strategic financial plans become your best friend and most essential tool when it comes to
effective school finance management.
Nothing makes your planning more specific and stringent when you are forced to think
ahead and consider various forecasts.

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Creating a financial plan starts with the biggest contributing factors to the budget and
works your way down. Follow the same manner when accounting expenses. Once
completed, you have a better grasp of cash flow.

More than that, you can make better decisions for the current year’s budget to achieve the
set of long-term financial goals.

3. Make allowances for adjustments and compromise


A specific long-term financial plan is excellent, but remember to always leave enough
room for adjustments and changes. Make the plan as a guide to your institution’s financial
true north.

Changes are welcomed as long as they don’t stray from the goal.

4. Eliminating Unnecessary and Repetitive Expenses


Effective financial management also means weeding out unnecessary expenses.
As stated in the previous item, follow the school’s financial true north. If the expense
does not further the development along the line, then drop it.
These transactions are also easy to spot once you follow through with meticulous tracking.
Once pointed out, the budget allocated initially can be channeled to more essential factors,
such as digital classroom or journal subscriptions.

5. Uphold Accountability and Transparency


Lastly, financial management is never complete without full accountability and
transparency. Anything that involves a pool of money from various contributors is a
collective issue.

Transparency lets the stakeholders know where their money is going and how they will
benefit from it. Accountability, on the other hand, pertains to the responsibility that comes
with each financial decision.

These traits are essential in managing school finances because someone needs to be
responsible for the money from the students. Somebody needs to make sure that it will be
for the students.
39. Give details of steps to follow in developing a budget for Grace College (12mks)
 Step a) Identify programmes, projects and activities to undertake during the budget
period.
 Step b) Identify the resources required in terms of manpower, materials and time.
 Step c) Costing the resources where a detailed lists of expenditure is prepared by
budgeting committee in consultation with school management and HODs.
 Step d) Presentation of the budget as per budgetary guidelines formulated by
government through ministry of education or the donor guidelines.
 Step e) Obtaining approval of the budget by the authorities.
 Step f) Implementation of the budget.
40. Using the financial guideline for schools and colleges briefly examine any four
methods you would follow while procuring goods and services for Grace College
A] Open National Tendering System,
-the opportunity is advertised inviting provider to bid directly for a contract.
-the advertisement is placed in at least three daily newspapers of nationwide circulation.

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-allow 28 days for preparation of tenders in open tendering.


-all interested parties submit their written tenders in sealed envelope and place in a
lockable box marked clearly “TENDER BOX”.
-opening of tender is done by tender committee and minutes taken to indicate the
procedures followed and representatives of tenderers present.
-scoring takes place and successful organization is awarded contract.
-open national tendering is used in educational institutions when a contract does not
exceed two million Kenya shillings. [2,000,000]

B] Restricted tendering system,


 Invitation to tender is addressed to a limited number of interested qualified bidders [not
less than three].
 The procuring body/institution usually maintains a list of pre-qualified bidders which
should be updated every year by advertising in three national newspapers. [Organization
submits expression of interest and fills pre-qualification questionnaire. successful
organization will go onto select list]
 Selection is done from the select list
 Tender documents are completed and submitted.
 Scoring takes place and successful organization is awarded contract.
 There must be a minimum of five bidders.
 This method is allowed when goods, works or service are complex or specialized. The
maximum tender amount is ten million [10,000,000].

C] Negotiated tendering system


-It is used in a limited number of carefully defined cases [e.g large capital project where a
range of solutions to deliver are possible].
-opportunity is advertised. However the specification is not established at the start of the
process.
-Organization can submit expression of interest and fill in a pre-qualification
questionnaire.
-Successful bidders are invited to negotiate with the procuring entity. [This is called the
dialogue phase].
-Dialogue phase generates solutions to the agreed requirement.
-Finally tenders are submitted based on each bidder’s individual solution.
-Scoring takes place and successful organization is awarded the contract.
-There must be a minimum of three bidders.
NB This system is widely used in engineering and construction industry.

D] Direct Procurement
 It is used when goods, works or services can only be supplied by only one bidder. It may
also be used in times of national emergencies or disaster.
 Procuring institution prepares a description of the goods, works or service showing any
special requirements in terms of quality, quantity, terms or time of delivery.
 Procuring entity may negotiate with bidder, agree on price then confirm it by a contract
signed by both.
 When contract price is below two hundred thousand [200,000] no need for signed
contract.

E] Competitive Dialogue system


-This system is used in case of particularly complex contract.
-Opportunity is advertised and
-Organization submit expression of interest and fill in pre-qualification questionnaire.
-The specification is not established at the start of process.
-Successful bidders discuss the form of the contract and technical specification with
procuring body before the tender documents are issued.

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-Discussion ends when procuring body can identify solution to meet its needs.
-Bidders then submit tender based on solution resulting from discussion.
-Scoring takes place and successful organization is awarded the contract.
-There must be a minimum of three bidders.

E] E-tendering system
-It is a procurement and tendering system which allows contractor to bid for tenders on-
line.

41. Expound on any five methods of disposal of idle and obsolete assets in an
educational institution (10mks)
Transfer of Assets to a New School Site
 If many assets are to be transferred to the new site, an appropriately detailed list
of such items could be compiled for ease of use. However, the disposal column of
the inventory should also be appropriately updated to show that the items in
question have been transferred.
 The receiving schools should include all transferred items in its own inventory.
Sale of Assets
 The sale of assets involves assigning a minimum price to the item(s) and
publicizing the item’s availability for sale and setting a closing date for receipt of
bids.
 This may range from an advertisement on the Council’s Intranet Site, a newsletter
advertisement or a general round-robin email notice.
Donations to external organizations including Schools
 The schools may authorize the donation of equipment to another organization or
school, updating the inventory to reflect this.
 In the main and with reference to the Code of Conduct, such donations should be
to organizations or schools and not individuals.
Destroy or Recycle Assets
 Items with no market value and no use to any other organization or person may
be destroyed in an appropriate and safe manner.
 Items must be destroyed or recycled in accordance with legislation (for example
there are certain legislative requirements for the disposal of batteries, recycling of
electrical and white goods etc).
 Advice on how to destroy or recycle assets in accordance with legislation can be
obtained from Environmental Services.
Donating or Selling Items to Staff
 When offering items to staff, the schools will follow the Council’s Code of
Conduct for Schools-Based Employees, which lays down guidelines on how
schools and individual members of staff should avoid any impropriety or any
suspicion of improper conduct.
 In this regard, if schools receive any such offers, they need to consider carefully
what subsequent action may be appropriate.
 For example, items should be appropriately advertised within schools to allow all
staff the opportunity to see what may be available.
 In addition, consideration could be given to allocating items like computer
equipment via a lottery if there are more interested parties than items available.
42. Explain any five functions of the county director of education in Kenya (10mks)

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 Identify staffing gaps in schools within the county;


 Appoints and deploys primary school heads;
 In liaison with the Regional Coordinator, appoint School principals and other
administrators.
 Facilitating the processing of teacher registration and enforcement of
the requirements for teacher registration;
 Coordinate teacher recruitment at the county and ensure that the
Commission’s recruitment guidelines in force are adhered to;
 Maintain a data base of registered teachers including the unemployed teachers within
the county;
 Manage aspects of teacher management as per the existing policy
and guidelines within the county through: –
i. Recruitme;
ii. Transfers;
iii. Posting;
iv. Receiving and recommending teachers’ study leave;
v. Handling disciplinary matters as directed by the Commission Secretary; and
vii. Identifying through a competitive process and recommending to the Commission
Secretary, teachers to be deployed to administrative positions;
 Implement guidelines issued by the Commission from time to time;
 Maintain a data base for all administrative posts in the county;
 Maintain a data bank of all teacher vacancies available at the county;
 Coordinate identification and selection of candidates for Teacher Professional
Development Courses (TPDC) within the county as per the guidelines issued by the
Commission from time to time;
 Coordinate teacher promotions under the common cadre establishment within the
county;
 Ensure that teachers comply with the teaching standards prescribed by the
Commission;
 Monitor the conduct and performance of teachers at the county level;
 Oversee performance appraisal of teachers at the county level;
 Submit other reports related to performance of teachers as the
Commission may require from time to time;
 Transmit reports from heads of institutions to the Commission;
 Supervise staff within the county;

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 Advise the respective county governments on matters relating to


the teaching profession;
 Establish mechanisms to enhance communication and service delivery at the county;
 Perform any other duty as may be assigned by the Commission from time to time.
 Liaise with the Commission Secretary and other stakeholders in resource
mobilization.
 In discharging the functions spelt-out under the Code or Regulations for
Teachers, the County Director shall at all times be answerable to, and work under the
direction of the Commission Secretary.

43. Suggest any five ways to enhance the effectiveness of the BOM of an education
system (10mks)
 Regular training targeting all BOM members on their roles. The Ministry of
Education should strengthen the frequency and quality of courses for BOMs and
target all members to improve their effectiveness in financial, human resource,
and physical resources management as well as facilitation of curriculum
implementation.
 Members of the Board of Management should be appointed on merit - The
government should formulate a policy to help determine the kind of professionals
who should be included as members of school BOMs.
 Leveraging on partnerships- A collaborative approach between BOMs and
other stakeholders in the education sector facilities an overall effectiveness in the
implementation of their decisions and the opposition of the resources necessary to
run a school
 Ensuring proper communication and monitoring of crucial decisions made by the
Board
 Optimal utilization of available physical and human resources to achieve the
goals set by BOM
44. Using the classical approach of decision-making, describe the process you will follow
while making decisions in your institution (10mks)
 A problem is identified and framed.
 Goals and objectives are established.
 All the possible alternatives are generated.
 The consequences of each alternative are evaluated in terms of goals.
 The best alternative is selected—that is, the one that maximizes goal achievement.
 Finally, the decision is implemented and evaluated.
45. Give details of at least three activities involved in carrying out the organising
function in an education institution (10mks)
Determining, grouping and structuring activities.
Devising and allocating roles arising from the grouping and structuring activities.
Assigning accountability for results.
Determining detailed rules and systems of working including those for communication,
decision-making and conflict resolution.
46. Explain five strategies the school heads have adopted to enhance learning amidst the
covid-19 health pandemic situation in the country (10mks)
 Stopping physical classes and embracing online

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Centralizing teaching and learning resources making them more accessible to learners.

Rescheduling of the academic calendar

Harnessing available technology to aid content delivery

Mobilization and collaboration with stakeholders to prepare alternative learning

programmes
 Pedagogy. Equipping teachers and school principals with new skills including
dealing with education technology, working with parents and other community
stakeholders, are needed in the modified learning environment
47. Recommend any five ways to effective delegations in a school (10mks)
 Select the person to delegate to on the basis of sound knowledge of staff members in
terms of their varying levels of competence, commitment, and capability.
 The nature and scope of work to be delegated must be clearly defined and should be
for the benefit of the organization as a whole.
 Delegate authority with responsibility. For one to carry out the delegated task
effectively, you must make sure that the necessary authority has also been delegated
to ensure that the job gets done.
 The person to whom the task is assigned must be capable of carrying out the task or
duty to the best of his/her ability and willing to take responsibility.
 Mutual co-operation, understanding, and faith between the manager and staff
members are of utmost importance if delegation is to be successful.
 Some form of supervision is necessary to ensure that the subordinate is doing the
right thing. However, it should not be so close that it stifles the subordinates’
creativity and initiative. Some form of regular reporting to provide a means of
progress control is required.
 Reward should be given to subordinates who successfully complete their delegated
assignments. This will boost their morale.

48. As a professional, explain characteristics you are expected to exhibit at the


workplace (10mks)
 Competence
 Knowledge
 Conscientiousness
 Integrity
 Respect
 Emotional Intelligence
 Appropriateness
 Confidence
49. Explain five reasons why a principal should ensure records are kept in the school
(10mks)

 Schools keep an account of each pupil on its roll and submit periodic reports, which

contain all the necessary information about the pupils.

 The school records help to submit to the Department of Education (he budgetary

statement of financial needs in the beginning of the session.

 School records help to judge the progress of the pupil on rolls, their strength and

weakness and help the teachers and parents to bring about desirable changes.

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 The records also help to know the educational achievements of a particular locality

and even of the stale.

 School records help for the development of healthy relationship between the school

and home. From the progress report, both the teachers and parents evaluate the

pupil’s achievement and progress.

 School records help for undertaking educational research. Research scholars get a

complete picture on pupil progress, instructional materials, physical development,

promotion practices, different tests etc. The research findings also help the school

authorities to introduce new educational reforms.


50. Briefly explain five processes in which a school principal attempts to achieve
organizational goals (5mks)
Planning
o Planning means to forecast or to study the future and arrange the plan of
operation. It can also mean the day to day function of outlining the activities
needed to accomplish the purposes of an enterprise. An enterprise can be an
educational institution or a company. It that determines how all the other
management functions will be carried out.
Organizing
o Organizing can be defined as a process of management concerned with
change and growth of the structure. If planning is considered as providing the
road map for the journey, then organizing is the means by which you arrive at
your chosen destination. Plans are statements of intentions, direction and
resourcing.
Coordinating
o Coordinating involves establishing interrelationships between the different
parts of the organization in order to ensure harmonious operation of the
organization. Once you have organized, you need to ensure that all the units
of the organization are functioning and working towards achievement of
organizational goals.
Directing
o What does directing entail? This is the continuous task of making decisions,
turning them into specific and general orders and instructions and giving the
orders and instructions in your capacity as the leader of the institution. It
involves guiding and supervising subordinates.
 Staffing
o Staffing involves having people in positions needed in the organizational
structure. In order to do this, you have to define the personnel requirements
for each job, and the acquisition of the right person for each job. Once you
have acquired the necessary staff you need to maintain favourable conditions
of work. Staffing is done according to the requirements of different
departments.
 Controlling
o This is the function of keeping everything on check. You need to ensure that
everything is going according to plan. For example, you must control the
budget; watch out on overspending or under spending. You must stick to the
planned budget for proper control.

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 Reporting
o This is the process of keeping those to whom you are accountable informed
about what is going on. This includes keeping yourself and your subordinates
informed through regular feedback.
 Budgeting
o A budget can be defined as financial plan. It is through the budgeting process
that you are able to find out how you will acquire and use financial resources
in order to achieve the organizational goals. It is concerned with fiscal
planning, accounting and control. A budget is a plan of how to raise revenue
and expenditure for a given period of time i.e. one calendar year.

51. Give four problems that may arise in a school due to lack of proper coordination
(4mks)
 Decreased productivity
 Complicated processes
 Delays
 Lost data
 Duplication and unclear departmental priorities
52. The Kenya National Union of teachers is a trade union. Outline four functions of the
trade union (4mks)
 To bring together and unite teachers of all grades and qualifications in Kenya and
providing a forum for co-operation.
 To fight for improved terms and conditions of service for teachers and protecting
teachers interests.
 Promoting programmes aimed at improving teachers’ welfare or socio-economic
status.
 To offer assistance to individual members in professional as well as legal matters.
 To settle disputes between members of the union or between its members and their
employers through collective and constitutional means.
 To co-operate with other societies, bodies, unions or organizations within or outside
Kenya with similar objectives.
 To promote matters leading to the improvement of education and the establishment of
a common system of education.
 To secure effective representation of the teaching profession on the government,
public and private bodies or organizations where such representation may be
necessary.
53. What is a budget? (2mks)
A budget can be defined as financial plan.
A budget is a plan of how to raise revenue and expenditure for a given period of time i.e.
one calendar year.
54. Explain six purposes of a school budget (6mks)
 Ensures proper accountability of school funds and property through keeping proper
books of account.
 It helps to reveal any over-spending [losses] or under-spending [savings] made by
school.
 It discloses the areas of school that require attention and action.
 School Budget provides guide for the implementation of school programmes.
 It helps to align the departmental objectives to achievement school goals.
 It is an important tool for management when controlling and evaluating school
performance.
 It helps to co-ordinate different departmental activities in the school.
 It shows the school financial position as revealed by balance sheet and the income
and expenditure accounts.

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55. Give six constraints you are likely to face in the implementation of a budget (6mks)
o Corruption
 Unstable economic parameters
 Poor budget monitoring
 Poor communication of the budget requirement
 Lack of clear policy and procedures on budgets
 Lack of proper co-ordination
 Lack of skilled personnel to facilitate budget implementation
56. Discuss six strategies you would apply to ensure prudent use of school funds (6MKS)
 Strategy #1: Monitor data, public policy, and legislation continuously
These include student demographic and achievement data, enrollment trends,
financial reviews, state funding formulas, etc. Since district finances are closely tied
to enrollment a nd per-pupil funding allowances, recognizing and analyzing trends
allows school finance officers to make data-driven decisions, proactively create
projections, and anticipate impending challenges.

 Strategy #2: Create a strategic three to five year plan


By focusing on student learning outcomes, stakeholders create a three to five year
strategic plan. This long-term plan is then broken down into implementation plans
with actions steps that guide the budgeting process. In partnership with instructional
staff, finance leaders ensure that annual budgets are carefully aligned to district goals.

 Strategy #3: Minimize unnecessary administrative costs


Consider hidden costs, locate inefficiencies, and rethink outdated processes. By
keeping administrative costs under control, districts can ensure that funds are
allocated where they should be: in the classroom. Investigate the indirect and soft
costs related to district operations.

 Strategy #4: Manage assets appropriately


Anticipate capital expenditures and minimize maintenance costs. By working closely
with facilities administrators and staff, school finance officers can plan appropriately
and in advance.

 Strategy #5: Operate with transparency and accountability


Establish and maintain public trust. Tailoring communications to various groups
allows school finance officers to collaborate effectively with school board members,
administrators, academic leaders, and community members. Engaging these
stakeholders in long-term planning increases buy-in and confidence, building support
for the strategic goals.

 Strategy #6: Review cost containment strategies


Take a look at cost containment relative to consolidation and contracting school
support services. Even as school districts strive to improve student outcomes with
rigorous standards and new technologies, it is possible to improve business practices
by refining operational processes. Academic return on investment should always be a
top priority.

57. Give reasons why motivation of teachers is important (10MKS)


 A motivated teacher is vital to a successful classroom and better learning
outcome.

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 Motivated teachers enable the students to achieve academic goals and turn out to
be effectual citizens of the country.
 Makes it possible for the professionals carry out their job duties in an appropriate
manner
 Provides an impetus for teachers to augment their skills and competencies,
primarily required in enhancing the overall system of education.
 Serves as an impetus vital for the teachers to enhance their professional skills and
abilities.
 Makes it possible for teachers to depict professionalism in their conduct critical in
enabling them to render an effective job performance.
 Motivated teachers focus in not only teaching but also imparting knowledge to
their learners
 The approaches used by motivated teachers enhances student engagement
 Motivated teachers indicate a high level of commitment to the fulfilment of their
duties
 Motivated teachers offer ideas critical in school improvement
58. Using herzberg's motivation-hygiene Theory, explain how a school principal can
motivate his or her teachers (10mks)
 If the hygiene factors, for example salary, working conditions, work environment,
safety and security are unsuitable (low level) at the workplace, this can make
individuals unhappy, dissatisfied with their job.
 Motivating factors, on the other hand, can increase job satisfaction, and motivation
is based on an individual's need for personal growth. If these elements are effective,
then they can motivate an individual to achieve above-average performance and effort.
For example, having responsibility or achievement can cause satisfaction (human
characteristics) (Dartey-Baah, 2011).
 Hygiene factors are needed to ensure that an employee is not dissatisfied. Motivation
factors are needed to ensure employee's satisfaction and to motivate an employee to
higher performance.

Herzberg’s five factors of job satisfaction (motivating factors):


 achievement
 recognition
 work itself
 responsibility
 advancement

Herzberg’s five factors of job dissatisfaction (hygiene factors – deficiency needs):

 company policy and administration


 supervision
 salary
 interpersonal relationships
 working conditions

59. You have been appointed a manager of Tetu youth Polytechnic.


a) State five methods used to procure goods and services for a public institution
A] Open National Tendering System,
 -the opportunity is advertised inviting provider to bid directly for a contract.
 -the advertisement is placed in at least three daily newspapers of nationwide
circulation.
 -allow 28 days for preparation of tenders in open tendering.

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 -all interested parties submit their written tenders in sealed envelope and place in
a lockable box marked clearly “TENDER BOX”.
 -opening of tender is done by tender committee and minutes taken to indicate the
procedures followed and representatives of tenderers present.
 -scoring takes place and successful organization is awarded contract.
 -open national tendering is used in educational institutions when a contract does
not exceed two million Kenya shillings. [2,000,000]

B] Restricted tendering system,


 Invitation to tender is addressed to a limited number of interested qualified bidders
[not less than three].
 The procuring body/institution usually maintains a list of pre-qualified bidders
which should be updated every year by advertising in three national newspapers.
[Organization submits expression of interest and fills pre-qualification questionnaire.
successful organization will go onto select list]
 Selection is done from the select list
 Tender documents are completed and submitted.
 Scoring takes place and successful organization is awarded contract.
 There must be a minimum of five bidders.
 This method is allowed when goods, works or service are complex or specialized.
The maximum tender amount is ten million [10,000,000].

C] Negotiated tendering system


 -It is used in a limited number of carefully defined cases [e.g large capital project
where a range of solutions to deliver are possible].
 -opportunity is advertised. However the specification is not established at the
start of the process.
 -Organization can submit expression of interest and fill in a pre-qualification
questionnaire.
 -Successful bidders are invited to negotiate with the procuring entity. [This is
called the dialogue phase].
 -Dialogue phase generates solutions to the agreed requirement.
 -Finally tenders are submitted based on each bidder’s individual solution.
 -Scoring takes place and successful organization is awarded the contract.
 -There must be a minimum of three bidders.
NB This system is widely used in engineering and construction industry.

D] Direct Procurement
 It is used when goods, works or services can only be supplied by only one bidder.
It may also be used in times of national emergencies or disaster.
 Procuring institution prepares a description of the goods, works or service
showing any special requirements in terms of quality, quantity, terms or time of
delivery.
 Procuring entity may negotiate with bidder, agree on price then confirm it by a
contract signed by both.
 When contract price is below two hundred thousand [200,000] no need for
signed contract.

E] Competitive Dialogue system


 -This system is used in case of particularly complex contract.
 -Opportunity is advertised and
 -Organization submit expression of interest and fill in pre-qualification
questionnaire.
 -The specification is not established at the start of process.

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 -Successful bidders discuss the form of the contract and technical specification
with procuring body before the tender documents are issued.
 -Discussion ends when procuring body can identify solution to meet its needs.
 -Bidders then submit tender based on solution resulting from discussion.
 -Scoring takes place and successful organization is awarded the contract.
 -There must be a minimum of three bidders.

E] E-tendering system
 -It is a procurement and tendering system which allows contractors to bid for
tenders on-line.

b) Explain when it is appropriate to use each of the five procurement methods


above
c) Explain five ways in which the school mission is important in the preparation of
a school budget
 A mission statement is used by a company to explain, in simple and concise
terms, its purpose(s) for being.
 Small businesses often develop mission statements as a portion of the overall
company business plan.
 The mission statement contains company values, goals, and strategies that serve
as key components when developing an annual or quarterly budget.
 If a company's mission statement indicates the desire to work with the local
community, a portion of the budget may be dedicated to community outreach
programs or company-sponsored events.
 Likewise, a company whose mission includes having the best website in the
industry would devote a large portion of the technology budget to Web
development and staff.
 Based on the mission statement, those in leadership can recommend specific
goals and objectives to the board or budget planning committee for discussion
and approval.
 Having this information prior to the beginning of the budget process will help to
provide a unifying effect among the final approvers of the budget.
CAT
1. Define the term budget (2mks)
A budget can be defined as financial plan.
A budget is a plan of how to raise revenue and expenditure for a given period of time i.e.
one calendar year.
2. Outline the stages of budgeting (8mks)
Step a)
Identify programmes, projects and activities to undertake during the budget period.
Principal may ask HOD to submit program, project and activities their departments wish
to undertake.
Step b)
Identify the resources required in terms of manpower, materials and time. HOD may
specify when they want to carry out projects. E.g. co-curricular HOD may show activities
of term one, activities of term two and activities of term three together with coaches and
materials to use.
Step c)

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Costing the resources where a detailed lists of expenditure is prepared by budgeting


committee in consultation with school management and HODs.
Step d)
Presentation of the budget as per budgetary guidelines formulated by government through
ministry of education or the donor guidelines.
Step e)
Obtaining approval of the budget by the authorities. These authorities may include: {PTA,
BOM, SMC, DEO,MEO} PTA to authorize development project, BOM to authorize both
recurrent and development budgets, SMC to authorize at primary school, DEO and MEO
to represent MOE interests like sealing for development project.
Step f)
Implementation of the budget. The actual activities contained in budget plan are carried
out with the resources allocated to them in the budget.
NB Amount allocated to each activity should not be exceeded without prior authority
from the management {BOM}.

3. Explain the following types of institution of budgets


a) Master budget
It is the overall school financial plan for a fiscal period. It comprises the
departmental budget and development budget. It is prepared annually.
b) Capital budget
A budget allocating money for the acquisition or maintenance of fixed assets such
as land, buildings, and equipment.
c) Departmental budget (6mks)
It relates to a specific school department and it is part of the school master plan. It
is prepared by the HOD on termly bases.
4. Highlight five qualities of a good financial manager (10mks)
Leadership
Finance managers work with individuals or as part of a team and generally bring a strong
foundation of leading finance teams. Managers know how to enhance efficiency and
productivity while maintaining confidence in their ability to move the company forward.
Effective leaders demonstrate the ability to direct others and delegate tasks. Good
financial managers take charge of situations and form effective solutions to encourage
trust in their leadership skills.

Problem-solving
Whether it is analyzing a budget or calculating the risks of an investment, finance
managers are adept at taking action and finding solutions. Managers have a deep
understanding of the company's financial goals and find effective ways to meet those
goals without jeopardizing the business.

Communication
Since not every person in a company understands complex financial data or documents,
effective finance managers must have strong written and verbal communication skills.
Finance managers are able to explain complicated formulas or analysis to present
information in an accessible manner. Finance managers may work with many
departments, and the ability to alter their communication style to easily convey
information is a vital skill for successful managers.

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Analysis
As part of the decision-making process, finance managers demonstrate logical thinking.
Effective managers are able to look at all options in order to present a comprehensive,
understandable analysis. Finance managers use analytical skills when writing contracts,
creating budgets and forecasting profit and loss.

Interpersonal skills
Finance managers work with many other individuals or teams to resolve financial
problems. They may oversee activities or tasks and their ability to work seamlessly with
other departments and people. Successful finance managers relate well to individuals and
motivate teams to complete calculations and analysis with efficiency and accuracy.

Mathematical proficiency
Finance managers work with large sums of money and rely on advanced mathematical
abilities to compile and analyze data. Proficient finance managers are well versed in
algebraic mathematics and have the ability to understand and create formulas. Effective
finance managers are knowledgeable of international finance and can decipher a large
variety of financial documents.

Attention to detail
Finance managers must maintain accuracy when dealing with numbers. Since they
oversee how and where a company spends its money, as well as how and where it
accumulates profit, finance managers must divide their attention to many financial
functions of a business. When writing or analyzing contracts, finance managers require an
understanding of domestic and international laws and regulations.

Organization
Finance managers work with many different financial documents including spreadsheets,
contracts, calculations and projections. The ability to organize information is essential for
success as a finance manager as they may need to find and retrieve information as needed.

Technological skills
As advancements in technology and automation enter the workplace, finance managers
may find themselves working with more than spreadsheets and ledgers. Effective finance
managers are comfortable with technology and can easily use various programs and
applications to their advantage.

Ability to work independently


Successful finance managers don't need a lot of supervision because they understand what
needs to be accomplished and how to meet the company's goals. Good finance managers
are not only self-starters who can prioritize tasks but their leadership skills enable them to
motivate others to work independently as well.
5. Highlight five problems facing school budget strictly (10mks)
o Corruption
 Unstable economic parameters
 Poor budget monitoring
 Poor communication of the budget requirement
 Lack of clear policy and procedures on budgets
 Lack of proper co-ordination
 Lack of skilled personnel to facilitate budget implementation

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6. Explain the significance of Abraham Maslow theory in motivation of employees


(10mks)
 Physiological needs – This includes having a place to work, regular monthly salary,
comfortable working environment and essential facilities (such as a tea/coffee making
facilities).
 Safety needs – These needs include having formal contracts of employment as well
as benefits such as a pension scheme and sick pay. There should also be an emphasis
on health and safety in the working environment.
 Social needs – Managing an employee’s social needs can usually be done through
promoting group working across teams, departments and different levels, as well as
encouraging team building through social activities. But, with many of us working
from home this can be tricky. Make use of communication tools like Microsoft
Teams, Skype or Zoom so employees can socialise and collaborate with each other
and make sure management are having regular meetings and catch-ups with their
team. Don’t forget to take some time out to have fun as a team too, from the classic
online quiz to a bake-along, there are many options out there for a virtual get together!
 Self-esteem – At the self-esteem level respect for others and praise is important. A
360-degree feedback and appraisal system can help, you can reward employees’
contributions and a peer to peer or social recognition programme will celebrate
employees’ achievements and confer prestige and respect.
 Self-actualization – At the highest-level personal development plans, training,
secondments, mentoring, and the opportunity for promotion enable staff to be the
very best they can be. By implementing regular talent planning meetings among
managers and HR, having career discussions with employees, and offering options
such as fast-track management programmes your organization can fulfill employees’
self-actualization needs while ensuring they have the expertise to fill future vacancies.
7. Briefly explain the Herzberg two-factor theory of motivation (7mks)
 It is also called motivation-hygiene theory.
 This theory says that there are some factors (motivating factors) that cause job
satisfaction, and motivation and some other also separated factors (hygiene
factors) cause dissatisfaction (Figure 3). That means that these feelings are not
opposite of each other, as it has always previously been believed.
 Opposite of satisfaction is not dissatisfaction, but rather, no satisfaction.
According to Herzberg (1987) the job satisfiers deal with the factors involved in
doing the job, whereas the job dissatisfiers deal with the factors which define the
job context.

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 If the hygiene factors, for example salary, working conditions, work


environment, safety and security are unsuitable (low level) at the workplace,
this can make individuals unhappy, dissatisfied with their job.
 Motivating factors, on the other hand, can increase job satisfaction, and
motivation is based on an individual's need for personal growth. If these
elements are effective, then they can motivate an individual to achieve above-
average performance and effort. For example, having responsibility or
achievement can cause satisfaction
8. Highlight the importance of management by objectives (7mks)
 Motivation – Involving employees in the whole process of goal setting and
increasing employee empowerment. This increases employee job satisfaction and
commitment.
 Better communication and Coordination – Frequent reviews and interactions
between superiors and subordinates helps to maintain harmonious relationships
within the organization and also to solve many problems.
 Clarity of goals: In management by objectives effective planning depends on
every manager's having clearly defined objectives that apply specifically to his
individual functions within the company.
 Subordinates tend to have a higher commitment to objectives they set for
themselves than those imposed on them by another person.
 Managers can ensure that objectives of the subordinates are linked to the
organization's objectives.

November 2012
1. State three reasons why it was found necessary to develop and apply theories of
management (3mks)

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 Increasing Productivity
One of the reasons why managers should be interested in learning management
theories is because it helps in maximizing their productivity. Ideally, the theories
teach leaders how to make the most of the human assets at their disposal. So, rather
than purchase new equipment or invest in a new marketing strategy, business owners
need to invest in their employees through training.

It can be seen in Taylor’s scientific management theory. As mentioned earlier, Taylor


proposed that the best way to boost workers’ productivity was by first observing their
work processes and then creating the best policies.

 Simplifying Decision Making


Another area where management theories have proven to be useful is in the decision-
making process. Max Weber proposed that hierarchical systems encourage informed
decision-making. A report written by the Institute for Employment Studies suggests
that flattening the hierarchy paves the way for local innovation while speeding up the
decision-making process. Flattening out entails getting rid of job titles and senior
positions so as to inspire a cohesive work environment.
 Encouraging Staff Participation

Management theories developed in the 1900s, aimed at encouraging interpersonal


relationships in the workplace. One such theory that encouraged a collaborative
environment is the human relations approach. According to this theory, business
owners needed to give their employees more power in making decisions.

2. Explain four characteristics of the scientific management theory by Frederick


Taylor (8mks)
Job analysis

systematic methods for selecting workers and training them for specific tasks

clear-cut division of responsibility between management and workers

The management was to handle goal setting; planning and supervision while workers

performed the required tasks
 Rigid discipline during performance, interpersonal contact was prohibited.
 Strict applications of incentives pay practices.
 Specifications of daily tasks or piece – rate i.e. less pay or no pay for less work.
 Provision of standardized conditions and appliances.
3. Discuss the application of the characteristics discussed in a above as applied in kttc
today (8mks) (Apply ANSWERS to KTTC)
 Managers should scientifically select and then train, teach and develop the
workers, whereas in past the workers choose his or her own wok and trained him or
herself as best as he could. In this aspect, every worker is studied, then developed to
bring out his or her best faculties. The worker is also trained to do higher more
interesting and more profitable class for work. Actually by this point Taylor was
emphasizing the need for workers education programmes.
 This principle is now applied in educational management whereas workers are being
selected, trained, taught and developed. By taking case study on Mwanza city council,
there is a special fund for educating and training workers. The workers should write
the letter requesting for permission of further study then the council select to pay for
him or her according to the high demand of the council as well as the budget. For

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example, science teachers are being selected to be trained and educated through
Educational Fund due to lack of science teachers.
 Closely cooperate with the workers so as to ensure all the work is being done in
accordance with the principles of the science which has been developed. By this
Taylor’s intention was to argue management to inspire the workers to bring about the
desired change in working styles as he had proposed because changes will not occur
naturally (Merrill, 1960:93). Thus, there was a need for training managers to make
them conversant with the scientific management practice. This happen when
something new is being introduced, through their cooperation they can educate
themselves and help the educational organization to do well in its management. A
case from Tarime district example Mogabiri secondary school there is the
introduction of new subject which is Information Computer Technology (ICT) and
through their cooperation (Teachers) they taught well and made their administration
management to be stable.
 Develop a science to replace the old rule of thumb methods. Taylor was strong in
the belief that there could be an organized body of knowledge in management that
could be taught and learned and which is also the only best way of doing things. He
aspired to replace the arbitrary and capacious activities of managers with analytical
scientific procedures. This says that we should not get stuck in a set routine with old
techniques of doing work; rather we should be constantly experimenting to develop
new techniques which make the work simpler, easier and quicker. This principle has
influenced effective management and administration in education organization in
Tanzania. For example taking a case study at St. Augustine University of Tanzania in
Mwanza Malimbe, the principle has been put in practice example field application,
before the application was done through arranging line and select schools for field,
but now the selection of schools for field is done through online. Announcement of
academic matters, examination results and course work marks was posted on walls
but know are posted online. Examination identity cards before students were required
to provide passport size so that they can prepare it but now they make it through
computation system in providing examination identity cards without provide passport
size. Also receipt for students school fees before was written by hand writing but now
they are being processed through computer system.
 Applying the work equally between workers and managers where management
applies scientific techniques to planning and the workers perform the task
pursuant to the plans. According to this principle, to attain efficiency and
effectiveness, management should take over all work for which they are better fitted
rather than have all the work to subordinates (Galabawa, 2001:19). This principle
advocated that responsibility of management should be separated from that of
workers. Therefore, management is expected to plan, facilitate and set standards of
work. Workers on the other hand should perform the tasks assigned to increase their
efficiency. Case study in Tarime district at Magabile secondary school where
timetable allocated subjects to all teachers available at school. This makes the head
master or head mistress, second master or mistress to attend in school as a normal
teacher.
4. As a school administrator, suggest and explain three reasons why you would be
reluctant to apply the Human Relations Theory in your institution (6mks)
 Lack of Scientific Validity: The human relation drew conclusions from Hawthorne
studies. These conclusions are based on clinical insight rather than on scientific
evidence. The groups chosen for study were not representative in character. The
findings based upon temporary groups do not apply to groups that have continuing

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relationship with one another. Moreover, the experiments focused on operative


employees only.
 Over-Emphasis on Group: The human relations approach over-emphasizes the
group and group decision-making. But, in practice, groups may create problems for
the management and collective decision-making may not be possible.
 Over-Stretching of Human Relations: It is assumed that all organizational
problems are amenable to solutions through human relations. This assumption does
not hold good in practice. The satisfied workers may not be more productive workers.
 Limited Focus on Work: The human relations approach lacks adequate focus on
work. It puts all the emphasis on interpersonal relations and on the informal group. It
tends to overemphasize the psychological aspects at the cost of the structural and
technical aspects.
 Over-Stress on Socio-Psychological Factors: The human relations approach
undermines the role of economic incentives in motivation and gives excessive stress
on social and psychological factors. If the wages are too low, the employees will feel
dissatisfied despite good interpersonal relations at the work place. Thus, it may be
said that the human relations approach seeks to exploit the sentiments of employees
for the benefit of the organization.
 Negative View of Conflict between Organizational and Individual Goals: It views
conflict between the goals of the organization and those of individuals as destructive.
The positive aspects of conflicts such as overcoming weaknesses and generation of
innovative ideas are ignored. Managers began thinking in terms of group processes
and group rewards to supplement their former concentration on the individual worker.
The study of human behavior and human interactions has assumed much significance
as a result of this approach.
5. State four methods that are used by educational administrators to store files (4mks)

 Lateral filing is done in four‐drawer filing cabinets, with the files held upright on
their long narrow edge, often within a ‘hanging folder’.
 Vertical filing, where files are held upright on their short narrow edge with their
‘spines’ facing outwards, is done in cupboards (which may or may not be enclosed)
or on racking or shelves.
 The stacking method stores files flats, one on top of the other, with the spines of the
files facing out.

6. Identify three types of records that are used in educational institutions and explain
at least five examples of each of the records (21mks)
Records That Show Attendance
Records that show attendance in a school include:
 Admission register
The admission register indicates when a learner joins the school for the first
time.
 Class register
The class register is the responsibility of the class teacher who keeps it on
behalf of the head teacher.
 Staff attendance register
The staff attendance register indicates the daily attendance of each teacher.
Teachers are expected to sign this register when they report on duty. They
indicate the time of arrival and also when they depart from school.
Records That Show What Goes On In a School

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Records that show school activities include:


 The logbook
The log book contains all the important events that have taken place in a
school. It is referred to as a book having the history of the school. It is the
direct responsibility of the head teacher or the deputy head teacher to fill in
the log book
 Visitor’s book
The visitor’s book is a record of those interested in the school. All guests to
the school sign the visitors’ book indicating their address and observations
noted.
 Examination records
Examination records include records of national examination performance,
end-of-the-year school examination results as well as termly examination
results which must be kept in the head teacher’s office. Examination records
may also include copies of school leaving certificates for future reference in
case of loss or damage.
 Time tables
A timetable coordinates subjects, classed, rooms, teachers, learners, school
equipment, and other resources in the best way possible so as to achieve the
educational aims of the school.
Correspondence files
Correspondence files are kept by the head teacher. The head teacher should open a file for
different official correspondences. Common official correspondence may include:
 General circulars from the MOE.
 Staff correspondence.
 School orders, receipts and invoices.
 Circulars from the KNEC.
 Circulars from the TSC and other agencies.
Records That Show School Property
Books that show the school property are also called stored ledgers. They include;
 Permanent stores ledger
The permanent stores ledger is also referred to as the stock book.
 Expandable stores ledger
The expendable stores ledger is a record of items which are left after use, but
have changed form, lost shape, are worn out or broken.
 Consumable stores ledger
The consumable stores ledger is a record containing equipment or materials that
get used up and nothing remains.
 Inventories
Inventories are school records that show all items handled by teachers for
particular classes
 Write-off-certificate
Write-off certificates give authority to, remove items from the ledgers, especially
books and equipment which are worn out, outdated or no longer used.
Minute’s files
Minutes files include SMC, PTA and staff meeting minutes files that indicate what was
discussed and resolutions made during each meeting.
Confidential files
Any documents and circulars which are not meant to be made public are kept in
confidential files.
Teachers’ performance files
The head teacher should open a file for every teacher in the school. It is a record of the
teacher’s work and performance.
Teacher on duty report book

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The teacher on duty report book contains each day’s observation made by teachers and
prefects on duty.
7. According to the Education Act cap 211, identify five powers of the minister of
education (10mks)
 Minister to promote education- The Minister shall promote the education of the
people of Kenya and the progressive development of institutions devoted to the
promotion of education, and shall secure the effective co-operation, under his general
direction or control, of all public bodies concerned with education in carrying out the
national policy for education.
 Development of education plans- For the purposes of carrying out his duties under
subsection (1), the Minister may from time to time formulate a development plan for
education consistent with any national plan for economic and social development of
Kenya.
 Formation of advisory councils- The Minister may, by order, establish an advisory
council to advise him on any matter concerning education in Kenya or in some part of
Kenya, and may establish different councils for different areas or for different aspects
of education.
 Minister may establish institutes- The Minister may, by order in the Gazette,
establish one or more educational institutes with responsibility for the co-ordination
of such activities as may be specified in the order.
 Minister may entrust functions to local authority- Subject to this Act and to any
regulations made thereunder, the Minister may, by order, entrust any of his functions
with respect to education to a local authority on such terms, conditions or restrictions
as he may think fit.
8. Give five rules of school administration in running an educational institution (10mks)
1. Structural Democracy:
Being the first principle of educational administration in the modern era it puts stress on
democracy in structural perspective. It implies “the exercise of control” in democracy.
The meaning of exercise of control in this light should be such that, it helps the students
as future citizens in fulfilling their needs and requirements tending to their self-realization,
safeguard the democratic government and welfare of people at local, state and national
levels.

This exercise of control refers to the meaning of democracy by treating each human being
as, “a living, growing and potentially flowering organism.” Hence in this principle of
educational administration the educational administration has to practise the principles of
democracy both in structural and functional form.
2. Operational Democracy:
This principle of educational administration gives priority on the practical aspect of
democracy as a way of life and form of governance. To this, the essence of democracy is
to give importance on the dignity of every individual and assisting him to understand his
self in this context this principle considers democracy as a matter of spirit, way of life and
a mode of behaviour. Keeping this in view it is the task and responsibility of an
educational administrator to focus on day to day happenings in relation to democratic
society in educational perspective that are relevant in wider extent.
3. Justice:
Generally speaking justice refers to provide every individual his due in the society by
honoring his individuality. This meaning of justice is the essence of democracy. As
justice is one of the basic hallmarks of democratic administration, it is regarded as an
essential principle of educational administrating which is democratic in form and practice.

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For practicing justice in educational administration there is the need and essentiality of
giving due reward and share to every individual to his efforts and achievements.
4. Equality of Opportunity:
One of the important social objective of education is to equalize opportunity or facility for
enabling the backward or under privileged classes and individuals to use education as a
means for improvement of their condition.
In order to keep equality of opportunity in concrete shape in the field of education,
educational administration plays a vital role. For this greater emphasis should be given on
equality of educational opportunity for the shake of accelerating the process for building
up of on egalitarian human society in which the age old social exploitation will be
reduced to minimum.
5. Prudence:
Overall speaking prudence refers to thinking or planning or showing thought for future.
Being contextual in approach it can be said that the futuristic outlook, vision and forward
looking must be incorporated it the field of administration. Like general administration
educational administration has to practice the exercise of foresight skill and vision with
respect to matters concerning practical living and utility of the system of administration in
future by the educational administrator.
6. Adaptability, Flexibility and Stability:
An institution must be able to adjust with changing situations by fulfilling the developing
needs and by improving its day-to-day dealings with persons or agencies involved. This
characteristic of an institution is called adaptability. In the process of achieving its
educational objectives, it has to deal differently with different human beings like teachers,
parents and the public at large, who are affected in one way or other by the process or its
products. This tendency is called flexibility.

9. Mention four benefits of running a school without prefects (4mks)


 Eliminates scenarios in which the prefects selected only push their own agendas
 Provides an opportunity for all students to approach teachers freely without using
a hierarchy
 Eliminates the conflict that prefects experience between academic pursuits and
leadership roles
 Other students can be included in decision-making as opposed to only included a
few prefects in the process
10. Explain four benefits of a school budget (4mks)
 Ensures proper accountability of school funds and property through keeping proper
books of account.
 It helps to reveal any over-spending [losses] or under-spending [savings] made by
school.
 It discloses the areas of school that require attention and action.
 School Budget provides guide for the implementation of school programmes.
 It helps to align the departmental objectives to achievement school goals.
 It is an important tool for management when controlling and evaluating school
performance.
 It helps to co-ordinate different departmental activities in the school.
 It shows the school financial position as revealed by balance sheet and the income
and expenditure accounts.

11. Explain five ways in which a knowledge of planning would help you become a good
principal (10mks)
(1) It ensures success of the institution. It takes into consideration the important issues,
conditions, constraints and factors in education. Its focus is on future objectives,

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vision and goals. It is proactive in nature in that it emphasizes perception and ability
to apply theory and profit from it in advance of action.
(2) The scarcity of financial and other non-material resources poses a challenge to
education. Planning is a response to such challenges and explores the possibilities of
alternative uses and optimum utilization of limited resources.
(3) Effective and efficient planning saves time, effort and money.
(4) It is a co-ordinated means of attaining pre-determined purposes.
(5) Education is a public service demanded by the public and supplied by the
government. For any government effort of such a large magnitude as education,
planning is absolutely necessary.
(6) Educational planning is one of the components of the overall national socio-
economic development. The over-all planning has to provide the objectives of
education and the finances for educational development for accomplishing these
objectives.
 Brings in improvement in the structure of the educational institute.
 Brings proper direction to functioning of the educational institute.
 Makes teachers active and strategic thinkers so that they can contribute towards the
improvement and development of institution and the programmes of the institution.
 Develops a comprehensive programme of improvement the educational system by
focusing on the all-important required parameters through optimum utilization of
resources.
 Shifts the emphasis from expenditure orientation to effort orientation.
 Makes education productive.
 Brings an accord between the development of an institution and national level planning.
 Provides realistic and concrete ideas to educational planning.
 Develops and promotes a democratic environment.
 Makes education available to the poorest of the citizens.

12. Describe any five principles of the Human Relations movement that will be
applicable in the management of education institutions today (15mks)
• It emphasized human and interpersonal factors in management.
• It emphasized human and interpersonal factors in management.
• This led to the adoption of the following concepts into management:
 Morale/ Motivation
 Group dynamics
 Democratic supervision
 Personnel relations
 Group cohesiveness
 Collaboration

13. Differentiate between power and authority (5mks)

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14. Explain five problems a school principal my experience due to failure to exercise the
power vested on him or her (10mks)
 Increased cases of student indiscipline
 The raise of a dysfunctional school
 Poor teaching and learning
 neglect of duty by stakeholders
 Misappropriation of resources
 Loss of trust
 Unregulated freedom
15. Discuss any five problems in a school situation that would arise as a result of poor
delegation (10mks)
 Management and leaders are stressed and overwhelmed;
 Team members lack motivation and morale;
 The school suffers, due to low productivity and high staff turnover.
 Lack of trust
 Lost opportunities
 missed deadlines
 performance issues
 inability to deliver results
16. Define the term motivation as used in education administration (3mks)
 Internal and external factors that stimulate desire and energy in people to be
continually interested and committed to a job, role or subject, or to make an effort
to attain a goal.
 The act or process of giving someone a reason for doing something: the act or
process of motivating someone
 The condition of being eager to act or work: the condition of being motivated
 A force or influence that causes someone to do something
17. Using Maslow's Hierarchy of Needs suggest ways in which a teacher can help
students to satisfy their needs (12mks)

 Start with students' physiological needs — food, clothing and shelter — because
it is impossible to advance to higher needs if students are hungry, don’t have
warm enough clothes, or have to sleep on the street. Some schools apply this
level of Maslow's hierarchy by offering breakfast or lunch programs to ensure the

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basic nutrition needs of their students are being met. In the United States, schools
have provided low-cost or free lunches since 1946, when President Truman
signed the National School Lunch Act.
 Address personal safety issues. Students, whether children or adults, have to feel
safe — both physically and mentally — before they can let down their guard and
learn. It is difficult to concentrate on a theoretical mathematical concept, for
instance, if you are worried that a bomb is going to explode or that you will be
bullied on the playground at recess. To apply this step of the hierarchy, it is
essential to create a safe learning space.
 Encourage social affiliation. Students need to feel that they belong to a class and
that they are accepted members of the group if they are to reach the next level.
Games, group work and teamwork exercises are a way to apply this stage of the
hierarchy, because interaction helps students feel more involved, whether in
primary school or in a master’s level class.
 Promote self-esteem. Making students feel that they are making a contribution
and that they are valued as individuals can be done with simple praise: "Well
done!" goes a long way to helping students reach this level in Maslow's hierarchy.
 Aim for self-actualization — the illusive concept of “being all that you can be" —
because it caps the learning experience, and is the highest level in the hierarchy.
This stage relates to the ability to apply what students have learned and to be able
to “give back” and become involved with the betterment of the larger community.
A way to apply this in education is to have students who are very good in a
subject — whether writing English essays or doing biology experiments — help
their classmates with their work.

18. Explain five ways in which communication in education institutions enhances the
morale of the employees (10mks)
 Provides direction about everyone’s responsibilities and roles
 Facilitates the exchange of ideas and boosts rapport
 Increases the efficiency of team-building activities
 Optimizes the flow of information
 Creates a positive work environment
19. Outline four functions of a timetable in a school (4mks)
1) It ensures that all subjects are equally studied.
Each student has the subject which he or she likes more than the other subjects. This
makes some students to want to learn only that particular subject most of the time. If this
was allowed to happen, then such students would pass only the subjects which they love
and fail all the other subjects. However, the school time table ensures that all subjects are
equally studied. This is because the school timetable has given all subjects almost equal
amount of time for studying for that particular subject. The students caught studying for
any other subject other than the one which is supposed to be studied at that particular time
according to the timetable are usually punished for doing so.

2) It ensures that all teachers are doing their work.


In many schools in Kenya, the prefects are usually given a list where they are supposed to
write down what happened during each lesson beside the name of the teacher who was
supposed to teach the classroom during that particular lesson according to the school
timetable. For example, if the teacher did not make an appearance during his or her lesson,
the prefect is expected to write the words ‘not taught’ and if the teacher was there, the
prefect is expected to write the word ‘taught’ on this list. This ensures that all the teachers
actually work for what they are paid to do since the list finally goes to the school
principal.

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3) It reduces time wastage.


The school timetable always tells the students to read on a particular subject during
normal learning hour except for a few minutes during break and lunch time. This ensures
that there is no idling around during learning hours thus allows the students to study more
effectively.

4) It creates order in the school.


The school time table is usually made in such a way that each class has only one teacher
during normal learning hours. This ensures that two or more teachers do not end up
teaching more than one subject at the same time in the same classroom thus creating order
in the school.
20. Explain any six responsibilities of the Ministry of Education according to the
Education Act (12mks)

 Basic (Early Childhood, Primary and Secondary) Education Policy Management.


 Primary and Secondary Education Institutions Management.
 School Administration and Programmes.
 Registration of Basic Education and Training Institutions.
 Administration of Early Childhood and Pre-Primary Education, Standards and Norms.
 Management of Education Standards.
 Management of National Examinations and Certification.
 Curriculum Development.
 Quality Assurance in Education.
 Special Needs Education Management.
 Representation of Kenya in UNESCO.
 Teacher Education and Management.
 Adult Education Management.
 University Education Policy.
 University Education Management.
 Management of Continuing Education (excluding TVETS).
 Public Universities Management
 Education Research and Policy.
 Biosafety Management.
 Technical and Vocational Education Policy Development and Management.
 Technical Vocational Education Training.
 Management of Institutes of Science and Technology.
 Management of National Polytechnics.
 Management of Educational Training Institutions ‘ TVETs.’
 Management of Technical Training Institutes.
 Youth Polytechnics and Management of Vocational Training.
 Apprenticeship and Training management of Technical and Vocational Training.
 To provide an Institutional Framework to Devise and Implement National, Sectoral and
Workplace Strategies to Develop and Improve the Skills of the Kenyan Work force and to
Integrate those Strategies within the National Qualifications Framework.
 Overseeing Skills Development among Actors and Establishment of Sector Specific
Institutions Skills Councils.
 Establishment and Management of Institutional Framework for Linking industry, Skills
Development and Training.
 Implementation of the Industrial Attachment Policy.
 Management of Skills and Post Training Policy.
 Harmonization of Skills Training at all levels of Training.
 Management of National Skills Development Fund.
 Implementation of the National Apprenticeship policy.

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 Development and implementation of Industry Entrepreneurship Linkages.


 Creation and Management of an Employment Data Base System with Linkage to all
cadres of graduates and jobs in the Market.
 Assessing Industrial Training, Testing and Occupational Skills and Awarding Certificates
including Government Test Certificates.
 Registration and Approval of Professional Bodies.
 Implementation and Management of the National Apprenticeship policy.
 Assessing Industrial Training, Testing and Occupational Skills and Awarding Certificates
including Government Test Certificates.
 To Improve Productivity in the Workplace and the Competitiveness of Employers.
 To Promote Self-employment.
 To Improve the Delivery of Social Services
 Overall policy on curriculum reforms;
 Policy on competency based curriculum assessment in the Education (Primary, Secondary,
TVETS, TTCs, Universities);
 Oversee and coordinate the harmonious implementation of competency based curriculum
reforms;
 Create frameworks for supporting the implementation of competency based curriculum;
 Provide guidance and support to Education service providers in migrating to competency
based curriculum;
 Collaborate with Public and Private stakeholders to build capacity for the implementing
of curriculum reforms;
 Collaborate with Public, Private, NGOs, Faith Based and other stakeholders to set
modalities for mobilizing resources for implementing of curriculum reforms at Basic,
Technical, Tertiary and High Levels of Learning;
 Jointly with Higher Institutions of learning and stakeholders, prepare and roll out a plan
for rationalizing and migrating University Education towards competency based
curriculum aspirations;
 Set, review and adopt value based standards and quality, including best practices for the
implementation of competency based curriculum reforms to sustain its relevance,
promote holistic educational development of learners and equity;
 Collaborate with County Governments to mainstream competency based curriculum
including assessments with Early Childhood Development Education, Vocational
Training and manage transition to the new system;
 Monitor and evaluate the competency-based curriculum reforms and make appropriate
recommendations;
 Promote mainstreaming and application of ICT in learning and training in the Education
system.

21. Discuss three ways in which a principal of a school can ensure discipline is
maintained (6mks)
 Provision of moral leadership
 Including moral education/instruction in the curriculum
 Ensure behavior-accountability among teachers
 Thorough implementation of discipline-related policies
22. State three Ledger heads in respect to revenues received in an education institution
(3mks)
 Permanent Stores ledger is used to record goods received whose life exceeds 2 years
such as furniture, tools, machinery, etc.

 Expendable stores ledger is used to record goods received which are neither permanent
nor perishable such as glassware, lighting bulbs, stationary.

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 Consumable stores ledger is used to record goods received which change nature with
use or are incorporated in fixtures. Examples of consumables are food stuffs, chemical,
chalk, soap, paint, etc.

 Text book stores ledger is used to record text books.

23. The use of registers in institutions of learning is of great importance for financial
management. State and explain five such registers (10mks)
 Library access book register is used record books available in library. Helps library
members to know whether a certain book is available.

 Library book issues register is used for borrowing and returning of text book.

 Commitment register It is a document used to record goods requested for in the


institution against vote head.

24. Jane has been promoted to be the principal of Jambini Technical Institute. She has
approached you as the bursar of the Institute to Orient her on statutory dedications
for staff at the Institute. Explain using relevant examples at least three such
dedications (12mks)
Pay as you earn (PAYE)
 PAYE is a method of collecting tax from individuals, both Resident and Non-
resident, in gainful employment.
 Gains or Profits includes wages, casual wages, salary, leave pay, sick pay,
payment in lieu of leave, fees, commission, bonus, gratuity, or subsistence,

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travelling, entertainment or other allowance received in respect of employment or


services rendered.
 Any person who makes pays emoluments to an employee(s) is required to register
for the PAYE obligation, upon which the person is required to:
o Deduct tax from the employee(s) emoluments
o Remit the tax deducted to the Kenya Revenue Authority

 As an employer you are required to deduct PAYE from your employees' salaries
and wages at the prevailing rates and remit the same to KRA on or before the
9th of the following month.

 PAYE is chargeable to persons of employment income of Kshs. 24,000 and


above per month.

National Hospital Insurance Fund (NHIF)


 The Kenya National Hospital Insurance Fund (NHIF) is the oldest government
insurance scheme in Africa.
 As the primary provider of health insurance in Kenya its mandate is to provide
access to quality and affordable health care for all Kenyans.
 NHIF membership is compulsory for all salaried employees.
 The core business and mandate for NHIF is to provide accessible, affordable,
sustainable and quality health insurance for all Kenyan citizens.
National Social Security Fund (NSSF)
 The National Social Security Fund is a friendly service organization which exists
for the public good. It offers social protection to all Kenyan workers. We provide
social security protection to workers in the formal and informal sectors. We
register members, receive their contributions, manage funds of the scheme,
process and ultimately pay out benefits to eligible members or dependents. The
NSSF deals with two funds namely, the Pension Fund and the Provident Fund.

 The National Social Security Fund (NSSF) was established in 1965 through an
Act of Parliament Cap 258 of the Laws of Kenya. The Fund initially operated as a
Department of the Ministry of Labour until 1987 when the NSSF Act was
amended transforming the Fund into a State Corporation under the Management
of a Board of Trustees.

 The Act was established as a mandatory national scheme whose main objective
was to provide basic financial security benefits to Kenyan upon retirement. The
Fund was set up as a Provident Fund providing benefits in the form of a lump
sum.

 The National Social Security Fund (NSSF) Act, No.45 of 2013 was assented to
on 24th December, 2013 and commenced on 10th January, 2014 thereby
transforming NSSF from a Provident Fund to a Pension Scheme to which every
Kenyan with an income shall contribute a percentage of his/her gross earnings so
as to be guaranteed basic compensation in case of permanent disability, basic
assistance to needy defendants in case of death and a monthly life pension upon
retirement.

25. Outline four roles of tender boards in education institutions (4mks)


 The role of this committee is to evaluate bids in accordance with the specifications as
set out in the original tender document.

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 A tender board oversees the public procurement process and ensures that all public
procurement activities are carried out in accordance with the public procurement rules.
 Some tender boards have similar functions as a procuring entity. Others only oversee
and approve actions taken by the procuring entity and evaluation panels at various
stages in the procurement process.

26. State the functions of the following documents in educational institutions


a) Local service order
 It is a document used for acquisition of services by institution.
 It is prepared by purchasing officer giving details of service required.
 LSO has date, name and address of institution, name and address of supplier,
description of service requested for.
b) Mileage claim form
 A mileage claim form is designed to help employees request for reimbursement
for travelling expenses incurred for business purposes.
 With this form, employers can reimburse employees and document traveling
details such as traveling distances and destinations.
 Employees can fill out purpose of the travel, location and other necessary details.
c) Handing over/Taking over certificate
 It is an official document which ensures the completion of project according to
the terms and conditions which are settled between the contractor
d) Requisition order
 A requisition order is a document used to request the purchasing of goods or
services on behalf of a firm, submitted by an authorized employee or department,
and approved by the financial department.
 A requisition order needs information including the amount of goods or services
requested, the total cost, and the third-party supplier information.
 Once the requisition order is approved, a purchase order can be put in place.
e) Payroll (5mks)
 Payroll is defined as the total of all compensation an employer must pay to their
employees for a set period or on a specified date.
 It can also be defined as the process of providing compensation to employees for
the work they perform on behalf of their organizations.
 A payroll management software allows you to calculate salaries, deductions,
bonuses, and incentives with minimum effort.
27. Citing relevant examples, describe the procedure a teacher should follow when
requesting for provision of manila papers for teaching aids (8mks)

 The purchase requisition workflow begins when the business needs to make a
purchase. This purchase need can be anything from office supplies to pantry items
that are filled in the purchase requisition form.
 Once the requisition form is filled, it will go through an internal system of approvals
where it is reviewed and approved by the head of the department.

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 Upon approval, the purchase requisition will then be reviewed by the purchasing
department and the finance department who can choose to either reject or approve the
purchase based on its necessities.
 From the approved purchase requisition, the purchasing department will acquire
quotations from different vendors. These quotations will make it easier to compare
different prices, reliability and lead time.
 The purchasing department will win a quotation and issue a Purchase Order that will
be sent to the vendor as a legally binding contract between the buyer and the vendor.
 The items will then be delivered and checked whether it is of the right quantity and
quality. Any returns (if any) are also processed in this step.
 Finally, to ensure its accuracy, a three-way matching is done between the purchase
requisition, the purchase order and the invoice given.

28. Explain four factors that affect effective financial management in education
institutions in Kenya (8mks)
 Internal control systems
 Technology infrastructure,
 Top managers’ commitment
 Cash management and budget system
 Organizational responsibility
(1) organization factors
(2) contextual factors
(3) process factors
(4) cooperation perspective
29. Define the following terms
a) Education administration
 Educational administration as “the process of acquiring and allocating resources
for the achievement of pre-determined educational goals”
b) Education management
 Okumbe (1998) defined Ed.Mgtas the “process of designing, developing and
effecting educational objectives and resources so as to achieve the predetermined
educational goals of the organization”.
 As field of study educational management does not have its own theories,
principles and practices.
 It borrows these from theories of management and applies them to education.
28. Explain five reasons why education administration courses important for teacher
trainee (5mks)
 Ensures that sound policies and objectives are formulated in a given school, and that
methods are determined for the achievement of these objectives.
 Procures the resources necessary for the achievement of the objectives.
 Ensures proper organization and coordination of activities of the school, in order to
achieve the set objectives with maximum efficiency and effectiveness.
 Influences and stimulates the human resources so that they can work towards the
achievement of educational goals.
 Integrates the school and its activities in the set up of the society.
 Portrays a positive image of the school to the public.
 Evaluates the school activities in accordance with the set objectives
29. Identify three phases through which educational administrative thought has evolved
(3mks)
1. PHASE 1: CLASSICAL ORGANIZATIONAL PHASE
a) Scientific Management Theory
Proponent: Frederick Taylor (1856-1917) an American

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His main aim was to try and achieve efficiency in organizations and maximize profits
through high productivity.

b) Administrative Management Theory


Henri Fayol (1841-1925). He was a French mining engineer and served as a managing
director. He came up with the following managerial functions:
i. Planning: examine the future and come up with plans of action
ii. Organizing: build up the structure, material and human undertaking
iii. Commanding: maintain activity among the personnel
iv. Coordinate: bind together, unify and harmonize activity and efforts
v.Controlling: ensuring everything occurs in conformity with policy and
practice
Luther Gullick Administrative Principles
Emphasized on the role of administrator as the executive. He coined the acronym
POSDCoRB
8. Planning
9. Organizing
10. Staffing
11. Directing
12. Coordinating
13. Reporting
14. budgeting

c) Max Weber principles of Bureaucracy


Weber (1860-1920) was first to describe the concept of bureaucracy. He came up with
guidelines for an ideal structure of organizational effectiveness. Okumbe (1995) stated a
bureaucratic organization refers to the red tape and rigid application of policies, which give
guidance to all organization activities while almost totally ignoring the workers needs.

PHASE 2: HUMAN RELATIONS MOVEMENT


Classical theories put a lot of emphasis on formal organizational structure, rational and logical
hierarchical control. You realize that formal structures alone cannot work. You need people to
work within those structures. Owen (1987) refers to this phenomenon as “organizations
without people”.Human Relations movement emerged as a reaction to the rigidly structured
views of the classical organizational theory. It put focus on the people in the organization and
not the organization.
a) Mary Parker Follet
She was one of the pioneers of this movement. Follet was a social worker in the 1920s. She
recognized the importance of human factors inmanagement. She believed that the
fundamental problem in all organizations was developing and maintaining dynamic and
harmonious relationships.
b) Elton Mayo
Mayo was an industrial psychologist at Harvard University, studied human behaviour in
work places. He carried out experiments to establish a relationship between physical
conditions and job performance. Mayo’s findings led to further studies being carried out in
order to establish whether there is really a relationship between physical conditions and job
performance.
c) Fritz Roesthlisberger
He conducted the Hawthorne studiesat the Hawthorne Plant of Chicago. The conclusions
drawn from the Hawthorne Studies included:
• The manager’s interest in workers results to better performance.
• Economic motivation is subsidiary to human desire for recognition by co-workers.
• The function and functioning of informal groups is important in work motivation.

PHASE THREE: BEHAVIORAL SCIENCE MEVEMENT

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Also known as the Organizational Behaviour Approach


• The Behavioural Science theorists felt that the classical theories failed to achieve the
goals of the organization because of their failure to acknowledge the importance of
the human component within an organization.
• On the other hand, human relations theorists made the mistake of putting too much
emphasis on the people at the expense of the achievement of the organizational goals
• They tried to merge these two dimensions of an organization and added some
prepositions from psychology and sociology- hence organizational behaviour.
• The theory is associated with such people as Chester Barnard and Herbert Simon.
PHASE FOUR:
CONTEMPORARY THEORIES
a. Contingency Theory
Contingency theory asserts that when managers make a decision, they must take into account
all aspects of the current situation and act on those aspects that are key to the situation at hand.
The uses “it depends on situation” approach
a. Chaos Theory
Chaos theory is was recognized during the mid-to-late 1980s


It was a reaction to the assumption made by managers who have acted on the basis
that organizational events can always be controlled.
• However chaos theory, recognizes that events indeed are rarely controlled.
• It indicates that we live in an unpredictable environment, hence it is hard to predict
the future
• Chaos theory recognizes the increasing uncertainties in the rapidly complex and
changing environment.
b. The Systems Approach
• Evolved from the behavioral scientists who saw organizations interacting with their
environment.
• A system can be defined as a set of interrelated parts or elements forming an
organized whole and functioning for a specific purpose
• Schools are examples of social systems. They have goals, people, resources etc all
functioning for a specific purpose.
• A system can be looked at as having inputs, processes, outputs and outcomes.
Systems share feedback among each of these four aspects of the systems.
Total Quality Management Theory
• TQM is a management system for a customer focused organization that involves all
employee in continual improvement of all aspects of the organization.

Management by Objectives (MBO)


is a process of defining objectives within an organization so that management and
employees agree to the objectives and understand what they need to do in the
organization.

30. Define motivation


 Internal and external factors that stimulate desire and energy in people to be
continually interested and committed to a job, role or subject, or to make an effort
to attain a goal.
 The act or process of giving someone a reason for doing something: the act or
process of motivating someone
 The condition of being eager to act or work: the condition of being motivated
 A force or influence that causes someone to do something
31. List 4 administration concepts that were popularized by both Luther Gullick and
Lyndall Urwick of the classical organizational approach
a) Planning

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 Planning means to forecast or to study the future and arrange the plan of
operation.
 It can also mean the day-to-day function of outlining the activities needed to
accomplish the purposes of an enterprise.
 An enterprise can be an educational institution or a company.
 Planning is the most vital function of management.
 This is because it is planning that determines how all the other management
functions will be carried out.
b) Organizing
Organizing can be defined as a process of management concerned with change and
growth of the structure. If planning is considered as providing the road map for the
journey, then organizing is the means by which you arrive at your chosen destination.
Plans are statements of intentions, direction and resourcing. To put intentions into effect
requires purposeful activity. It is at this point in the management process that the
organizing function of management comes in.
c) Staffing
Staffing involves having people in positions needed in the organizational structure. In
order to do this, you have to define the personnel requirements for each job, and the
acquisition of the right person for each job. Once you have acquired the necessary staff
you need to maintain favorable conditions of work. Staffing is done according to the
requirements of different departments.
d) Directing
What does directing entail? This is the continuous task of making decisions, turning them
into specific and general orders and instructions and giving the orders and instructions in
your capacity as the leader of the institution. It involves guiding and supervising
subordinates. When you direct, you are involved in the implementation of decisions made
by way of providing leadership, by delegating duties and responsibilities to staff and by
motivating them. Directing is like showing the way forward by giving orders and
instructions on what should be done and how it should be done. The directing process
also involves coordinating and controlling the supply and use of resources.
e) Coordinating
Coordinating involves establishing interrelationships between the different parts of the
organization in order to ensure harmonious operation of the organization. Once you have
organized, you need to ensure that all the units of the organization are functioning and
working towards achievement of organizational goals.
Once you have assigned tasks and responsibilities, you do not sit back assuming that all is
going on well. Coordination ensures that each work unit works towards the achievement
of its goals. Coordination creates a link between all the activities of the staff in all the
departments in order to create harmony and unified efforts towards the achievement of
the organizational goals. If you do not carry out the coordination function you will find
that there will be conflicts and disharmony as each individual works very hard to achieve
their goals. However, these efforts will be of little use since the organizational goals will
remain unachieved.
f) Reporting
This is the process of keeping those to whom you are accountable informed about what is
going on. This includes keeping yourself and your subordinates informed through regular
feedback. You as the educational manager must report the goings on of your educational
institution to the Ministry of Education, or the Teacher’s Service Commission (TSC).
This done through the various channels such as the District Education Officer (DEO),
Provincial Director of Education (PDE) or the Provincial Technical Training Officer

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(PTTO) in the case of technical training institutions and the secretary TSC. These
authorities are the link between you and the executive, the legislative and the judiciary.
g) Budgeting
A budget can be defined as financial plan. It is through the budgeting process that you are
able to find out how you will acquire and use financial resources in order to achieve the
organizational goals. It is concerned with fiscal planning, accounting and control. A
budget is a plan of how to raise revenue and expenditure for a given period of time i.e.
one calendar year. Every educational manager must make a budget for what he/she
expects to spend the year ahead and forward that budget proposal to the Ministry of
Education before the end of the current year, for scrutiny. A budget is also a plan of
financial operations for some future period i.e. one year and expressed in accounting
terms. Many heads/managers of schools/learning institutions are not well trained in
financial matters and it is good to have the skills to help you to understand how to handle
money appropriately. Remember you are answerable for all financial issues relating to
your institution even when you have a finance officer or a school bursar. You are the
chief accounting officer in your educational institution. Therefore, you need to know how
to make a budget and how to read and understand financial statements.
32. Identify three ways in which a headmaster can motivate his or her staff
1. Praise them

One of the most effective ways to motivate your teachers is to praise them.
Complimenting someone on their work makes them feel valued. Receiving praise is also a
reassurance for teachers that they are competent at their job. This is something everyone
needs from time to time, regardless of how confident they may appear to be. And it’s
especially important since a teacher’s sense of how good they are at their job is often
influenced by rowdy children and mercurial teenagers.

Praising someone in private can have a profound effect, but complimenting them in
public is far more powerful. It shows how pleased you are with their performance and
how eager you are to tell others about it.

Here are some ways to publicly praise a teacher:

 During faculty meetings


 Via group email
 In your school newsletter
2. Recognize staff who consistently go above and beyond

Every workplace has one: an employee who always seems to be doing something good
for someone else, beyond their assigned responsibilities. And they rarely, if ever
complain. They genuinely enjoy helping others!

3. Make yourself available

Be as approachable as possible, and make time to listen to your teachers’ concerns and
queries. Just knowing that you’re available to talk will make your teachers feel more
valued and comfortable, should they want to get something off their chest.

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4. Craft a compelling reward program

5. Recognize (and reward) effort

As well as recognizing tangible achievements, be sure to recognize the efforts teachers are
demonstrating.

6. Ask for their opinions

When you’re putting something together — whether it’s a special event or new initiative
— ask for your teachers’ input. They’ll feel a greater sense of ownership to the idea and
may have suggestions you hadn’t even thought of that could make it easier to bring new
initiatives and special events to fruition.

7. Encourage their ideas

Create a way for teachers to share their ideas. Of course, not all of them will be workable,
but there’s also a chance that you’ll unearth some real gems the school could benefit from.
The mere notion that you’re open to their ideas is a huge motivator for some teachers,
particularly for those who are more proactive.

8. Recognize when they’re busy or stressed

Show extra appreciation during periods when teachers are particularly busy or stressed,
read: September! Do something as simple as voicing that you know they’re busy and that
you appreciate their hard work. It may not sound like much, but it shows empathy and
gratitude.

9. Put fun events on the calendar

Although events like school plays and sports days are lots of fun for students and parents,
they can be a whole lot of extra work for staff. Naturally, most are happy to do it, because
of the joy it brings to their students. But why not sweeten the deal by organizing
something fun for them afterwards? For example, put out a celebratory spread in the
teacher’s lounge after an event!

10. Buy them lunch

Every so often, like once a month or semester, why not buy your staff lunch? Be sure to
let them know beforehand, so that those who usually pack a lunch don’t that day. Be sure
to take note of any allergies or food restrictions beforehand.

11. The morning/afternoon off voucher

Every semester, give every teacher a voucher for a fuss-free morning or afternoon off. All
they’d be required to do is give a little notice so a substitute can be arranged. Having that
voucher in their back pocket is reassuring, because they know they’ll have an out if they

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feel overwhelmed or if something comes up unexpectedly. Plus, it’s another small gesture
that shows you care about their wellbeing and work-life balance.

12. Free coffee/snacks

Occasionally, provide free coffee in the teacher’s lounge for staff to enjoy on their breaks.
Or, if you already provide coffee, put out some healthy snacks, like a fruit platter.

13. Create a forum so teachers can recognize each others’ hard work

Recognizing your teachers is important, but it’s also nice to create ways for them to
recognize each other. You could also extend this idea to allow students and parents to
share their appreciation too.

33. List three assumptions of the McGregor Theory x of motivation


 Employees inherently dislike work and, whenever possible, will attempt to avoid
it.
 Since’ employees dislike work, they must be coerced, controlled, or threatened
with punishment.
 Employees will avoid responsibilities and seek formal direction whenever
possible.
 Most workers place security above all other factors and will display little
ambition.
Theory Y assumptions are positive;

 Employees can view work as being as natural as rest or play.


 People will exercise self-direction and self-control if they are committed to the
objectives.
 The average person can learn to accept, even seek, responsibility.
 The ability to make innovative decisions is widely dispersed throughout the
population.

34. Identify seven roles of the department of quality assurance and standards in the
Ministry of Education (7mks)
 Ensure standards and maintain quality in institutions of basic Education
 Administer policies and guidelines set for basic education
 Supervise and oversee curriculum implementation and delivery
 In cooperation with county education, monitor the conduct of assessments and
examinations in institutions of basic education
 Monitor and evaluate standards and quality in basic education.
35. Suggest five ways through which the effectiveness of the BOG can be improved
(8mks)
 Regular training targeting all BOG members on their roles. The Ministry of
Education should strengthen the frequency and quality of courses for BOMs and
target all members to improve their effectiveness in financial, human resource,

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and physical resources management as well as facilitation of curriculum


implementation.
 Members of the Board of Governors should be appointed on merit - The
government should formulate a policy to help determine the kind of professionals
who should be included as members of school BOMs.
 Leveraging on partnerships- A collaborative approach between BOMs and
other stakeholders in the education sector facilities an overall effectiveness in the
implementation of their decisions and the opposition of the resources necessary to
run a school
 Ensuring proper communication and monitoring of crucial decisions made by the
Board
 Optimal utilization of available physical and human resources to achieve the
goals set by BOG
36. State two reasons for preparing trial balances in educational institutions (2mks)
1. Checking Arithmetical Accuracy: The trial balance is used to verify the actual
amount entered on the right side of the current account while migrating the figures
from various ledger books like purchase books, sales books, cash books, etc. Trial
Balance, aside from general ledger accounts, is also useful to check the accuracy of
special-purpose accounting books.
2. Assist in Preparing Financial Statements: Profit and Loss Account, Balance Sheet,
and Cash Flow Statement must be prepared at the end of each accounting year. The
balances of all the ledger accounts used to prepare financial statements are already
available in the trial balance. Hence, it makes the preparation and analysis of financial
statements easier.
3. Assist in Rectifying errors: The debit total of the trial balance must equal to credit
total of the trial balance. This checks the arithmetical accuracy of ledger postings. If
this does not happen, it will make the accountant find and rectify the error.
Accountants, therefore, feel relieved when the trial balance debit totals and credit
totals match.
4. Assist in Adjustments: Adjustment accounts like prepaid expenses, outstanding
liabilities, closing stock, etc., need to be prepared during the preparation of the trial
balance. This assists in making adjustments only relevant to the current accounting
year. Businesses prepare adjustment accounts generally at the end of the accounting
year. However, there is no restriction to open these adjustment accounts as they occur.
5. Assist in Comparative Analysis: Preparation of Trial Balance helps to compare
balances of the current year with past year balances and peer analysis. This helps the
business to make important decisions regarding income, expenses, production costs,
etc. It helps to recognize the trend in the business and take action wherever necessary.
6. Assist in preparation of Audit Reports: Trial Balance helps the auditors to locate the
entries in the original books of accounts. Basically, the audit trail is what auditors
need to audit, and this is what trial balance provides. Auditors are then able to
comment on the preparation of financial statements in their audit report.
7. Assist in Decision Making regarding budget: As we have seen above, trial balance
helps compare ledger balances with the past balances. Such comparison helps the
management to create a trend regarding the performance of the business. After
analyzing the comparisons, the financial budget can be prepared for the upcoming
accounting periods to assist the management.
37. Identify four financial statements that should be presented to stakeholders of an
educational institution at the end of every financial year (8mks)

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1. Income statement

Arguably the most important. A business needs to keep a very close eye on profit and

money coming in, and that’s precisely what an income statement does. An income

statement may also be known as a profit and loss statement, showing your businesses

income and outgoings over a set period. The income statement takes revenue, losses, and

expenses into account, so it can show whether your company has turned a profit or has

missed its mark.

2. Cash flow statement

The cash flow statement shows how money enters and leaves your business, so you can

see what you have available as working capital at a particular time. A cash flow statement

is essential for showing you how quickly you could source cash if you needed it, as it

doesn’t take into account things like raw materials or purchases made – but not yet paid

for – on credit.

3. Balance sheet

The balance sheet displays three key things: your assets, your liabilities, and your equity.

The balance sheet can show the current value of a business for the period it covers.

Looking at your balance sheet can help you understand if you can meet your financial

obligations.

4. Note to Financial Statements

This is a requirement of the IFRS (International Financial Reporting Standards) and gives

greater context around the information contained in your other financial statement

documents. For example, your assets may be listed in the balance sheet, but your note to

financial statements document is where you will explain precisely what those assets are.

The information in this document is required to ensure you are compliant with standards

and regulations.

5. Statement of change in equity

This document shows the changes made to your company’s share capital, retained

earnings, and accumulated reserves. For a sole trader, it shows changes to the owners

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equity. For a partnership, it shows the changes between both partner’s equity. In the case

of a company, then the statement of change in equity shows how equity share has

changed among all the shareholders.

38. The following ledger balance is related to Q technical college as at 31st December
2011.

Determine the accumulated fund (15mks)


39. Differentiate power from authority (3mks)

40. Explain five reasons why right leadership is essential in an educational


institution (10mks)

o Implements vision and values


 Most businesses have a vision of where they would like to be in the future and
how they would like to be perceived by clients, stakeholders and the wider
community. Sometimes both of these can get lost in the day to day activities of
keeping a business running, but a strong leader will ensure staff are reminded of

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an organisation’s vision and values and remind them to implement it into their
daily actions.

o Boosts morale
 Businesses are nothing without their staff. Constantly recruiting is time
consuming and expensive, so boosting morale to help retain staff is important to a
business’s success. A happy, contented workforce who feel appreciated and
involved in a company’s journey will be more likely to stay loyal to a business,
whilst achieving productivity targets – something which a strong leader will
ensure happens. A winning combination for any organisation.

o Ensures effective communication


 When big business decisions are made, such as a new strategy or a change in
direction, it is important to ensure that everyone in the company is informed, to
reduce the risk of miscommunication. A strong leader will ensure effective
communication reaches everyone via emails or staff meetings, and hearing it
from a point of authority will diffuse any doubt as to whether the news is true or
not.

o Motivates employees
 Strong business leaders will motivate employees, whether this is in monetary
form via salaries and bonuses, or the implementation of schemes and reward
systems that can benefit all staff. They should also recognise hard work and
achievement where necessary, so staff feel appreciated for what they do and
motivated to continue the good work.

o Provides appropriate resources


 Having the right tools to do a job effectively is important for every member of
staff and a strong leader will make sure these are available for the whole
organisation. Doing this will show that they care about colleagues being able to
produce quality work and they will make the effort to ensure they always can.

41. Identify four anomalies that you have at hand in this centre (4mks)
 Examiner lateness
 Exam cheating
 Impersonation
 Exam leakage

42. Explain how Kenya national examination council has dealt with such cases
(8mks)

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43. Differentiate between the following terms as used in educational administration


a) Administration and educational administration
 Administration
It is a sub set of management. It is defined as “the process of acquiring and
allocating resources for the achievement of pre determined goals”
 Education administration: Okumbe (1998) defines educational administration
as “the process of acquiring and allocating resources for the achievement of pre
determined educational goals”
b) Span of control and unity of control
Span of control (or span of management)
 Is the number of subordinates who report directly to a manager or leader.
 The more the teachers assigned to a principal, the wider their span of control.
Unity of control
 Every employee should receive orders from only one superior.
c) Delegation and decentralization (8mks)
Delegation
 Is the process whereby an individual or a group transfer to some other
individual or group the duty of carrying out some particular action, while at
the same time, takes some particular decision.
 Delegation is therefore seen as a process by which educational managers
transfer part of their authority to subordinates for the performance of certain
tasks and responsibilities.
Decentralization
 Decentralization refers to a specific form of organizational structure where
the top management delegates decision-making responsibilities and daily
operations to middle and lower subordinates.
 The principal can thus concentrate on taking major decisions with greater
time abundance.
 Decentralization continues efficiency in schools.
44. Briefly explain five processes in which a school principal attempts to achieve
organizational goals (5mks)
Planning
o Planning means to forecast or to study the future and arrange the plan of
operation. It can also mean the day to day function of outlining the activities
needed to accomplish the purposes of an enterprise. An enterprise can be an
educational institution or a company. It that determines how all the other
management functions will be carried out.
Organizing
o Organizing can be defined as a process of management concerned with
change and growth of the structure. If planning is considered as providing the
road map for the journey, then organizing is the means by which you arrive at
your chosen destination. Plans are statements of intentions, direction and
resourcing.
Coordinating
o Coordinating involves establishing interrelationships between the different
parts of the organization in order to ensure harmonious operation of the
organization. Once you have organized, you need to ensure that all the units
of the organization are functioning and working towards achievement of
organizational goals.
Directing
o What does directing entail? This is the continuous task of making decisions,
turning them into specific and general orders and instructions and giving the

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orders and instructions in your capacity as the leader of the institution. It


involves guiding and supervising subordinates.
 Staffing
o Staffing involves having people in positions needed in the organizational
structure. In order to do this, you have to define the personnel requirements
for each job, and the acquisition of the right person for each job. Once you
have acquired the necessary staff you need to maintain favourable conditions
of work. Staffing is done according to the requirements of different
departments.
 Controlling
o This is the function of keeping everything on check. You need to ensure that
everything is going according to plan. For example, you must control the
budget; watch out on overspending or under spending. You must stick to the
planned budget for proper control.
 Reporting
o This is the process of keeping those to whom you are accountable informed
about what is going on. This includes keeping yourself and your subordinates
informed through regular feedback.
 Budgeting
o A budget can be defined as financial plan. It is through the budgeting process
that you are able to find out how you will acquire and use financial resources
in order to achieve the organizational goals. It is concerned with fiscal
planning, accounting and control. A budget is a plan of how to raise revenue
and expenditure for a given period of time i.e. one calendar year.

45. Give four reasons why a principal should encourage an open system in his/her
school (4mks)
 Establishes better links with the surrounding community
 Open systems accommodate innovation at a faster rate
 Reduces costs of maintaining and supporting the school
 Increases collaboration and co-operation
46. Outline four criteria a principal of a school would use in involving teachers in
decision-making (4mks)
 Step 1: Identify the decision
 Step 2: Gather relevant information
 Step 3: Identify the alternatives
 Step 4: Weigh the evidence
 Step 5: Choose among alternatives
 Step 6: Take action
 Step 7: Review your decision & its consequences
47. You have been appointed the principal of Pursue technical training college when
the student enrollment has been too low
a. Give details of the steps you take to ensure an increase in the number of
students admitted
 Understand parents’ needs
 Create a strong online presence
 Use testimonials
 Participate in community activities
 Adopt a faster enrollment process
 Conduct a stakeholder survey
b. Describe how you would ensure sound financial Management in the
institution

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1. Rigorous recording of financial transactions


On top of anyone’s head, effective and exhaustive financial management includes
religiously recording transactions. For schools with several sources of income
and expenses, it’s best to bunch them up into different categories to organize all
the data.
2. Creating detailed 3 to 5-Year Financial Plan
Strategic financial plans become your best friend and most essential tool when it
comes to effective school finance management.
Nothing makes your planning more specific and stringent when you are forced to
think ahead and consider various forecasts.

Creating a financial plan starts with the biggest contributing factors to the budget
and works your way down. Follow the same manner when accounting expenses.
Once completed, you have a better grasp of cash flow.

More than that, you can make better decisions for the current year’s budget to
achieve the set of long-term financial goals.

3. Make allowances for adjustments and compromise


A specific long-term financial plan is excellent, but remember to always leave
enough room for adjustments and changes. Make the plan as a guide to your
institution’s financial true north.

Changes are welcomed as long as they don’t stray from the goal.

4. Eliminating Unnecessary and Repetitive Expenses


Effective financial management also means weeding out unnecessary expenses.
As stated in the previous item, follow the school’s financial true north. If the
expense does not further the development along the line, then drop it.
These transactions are also easy to spot once you follow through with meticulous
tracking. Once pointed out, the budget allocated initially can be channeled to
more essential factors, such as digital classroom or journal subscriptions.

5. Uphold Accountability and Transparency


Lastly, financial management is never complete without full accountability and
transparency. Anything that involves a pool of money from various contributors
is a collective issue.

Transparency lets the stakeholders know where their money is going and how
they will benefit from it. Accountability, on the other hand, pertains to the
responsibility that comes with each financial decision.

These traits are essential in managing school finances because someone needs to
be responsible for the money from the students. Somebody needs to make sure
that it will be for the students.

c. Explain the reasons why would ensure records are kept in the institution

1. Schools keep an account of each pupil on its roll and submit periodic

reports, which contain all the necessary information about the pupils.

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2. The school records help to submit to the Department of Education (he

budgetary statement of financial needs in the beginning of the session.

3. School records help to judge the progress of the pupil on rolls, their

strength and weakness and help the teachers and parents to bring about

desirable changes.

4. The records also help to know the educational achievements of a

particular locality and even of the stale.

5. School records help for the development of healthy relationship between

the school and home. From the progress report, both the teachers and

parents evaluate the pupil’s achievement and progress.

6. School records help for undertaking educational research. Research

scholars get a complete picture on pupil progress, instructional materials,

physical development, promotion practices, different tests etc. The

research findings also help the school authorities to introduce new

educational reforms.

d. Outline the steps you would follow in developing the institution's budget
 Step a) Identify programmes, projects and activities to undertake during the
budget period.
 Step b) Identify the resources required in terms of manpower, materials and
time.
 Step c) Costing the resources where a detailed lists of expenditure is prepared
by budgeting committee in consultation with school management and HODs.
 Step d) Presentation of the budget as per budgetary guidelines formulated by
government through ministry of education or the donor guidelines.
 Step e) Obtaining approval of the budget by the authorities.
 Step f) Implementation of the budget.
e. Suggest ways in which you would enhance the effectiveness of BOM in the
institution
 Regular training targeting all BOM members on their roles. The Ministry of
Education should strengthen the frequency and quality of courses for BOMs
and target all members to improve their effectiveness in financial, human
resource, and physical resources management as well as facilitation of
curriculum implementation.
 Members of the Board of Management should be appointed on merit - The
government should formulate a policy to help determine the kind of
professionals who should be included as members of school BOMs.
 Leveraging on partnerships- A collaborative approach between BOMs and
other stakeholders in the education sector facilities an overall effectiveness in

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the implementation of their decisions and the opposition of the resources


necessary to run a school
 Ensuring proper communication and monitoring of crucial decisions made by
the Board
 Optimal utilization of available physical and human resources to achieve the
goals set by BOM
48. Explain five principles that guide effective delegation (10mks)
 Select the person to delegate to on the basis of sound knowledge of staff
members in terms of their varying levels of competence, commitment and
capability.
 The nature and scope of work to be delegated must be clearly defined and
should be for the benefit of the organization as a whole.
 Delegate authority with responsibility. For one to carry out the delegated task
effectively, you must make sure that the necessary authority has also been
delegated to ensure that the job gets done.
 The person to whom the task is assigned must be capable of carrying out the
task or duty to the best of his/her ability and willing to take responsibility.
 Mutual co-operation, understanding and faith between the manager and staff
members are of utmost importance if delegation is to be successful.
 Some form of supervision is necessary to ensure that the subordinate is doing
the right thing. However, it should not be so close that it stifles the
subordinates creativity and initiative. Some form of regular reporting to
provide a means of progress control is required.
 Reward should be given to subordinates who successful complete their
delegated assignments. This will boost their morale.
49. Discipline is key To Success. Justify this statement in relation to the operations
in a learning institution (10mks)

50. Explain five functions of financial management in schools (10mks)


 Helps principal to ensure and check regularly the keeping of the school books of
accounts in accordance with Ministry of Education accounting instructions.
 Guides principal in the management and control of all finances and material of the
institution.
 Requires principal to authorize all supported payments from school funds before they
are entered in the cash book.
 Critical in ensuring the issue of serialized receipts for money and goods received in
the institution by finance officer.
 Financial management skills guide principal in implementing, monitoring,
supervising and controlling of institution’s budget.
 Helps principal to account for all revenue and expenditure plans, transactions, books
of accounts and records of the institution.

51. Give five challenges experienced in educational institutions in the process of


financial management (5mks)
 Overspending and under-spending
 Doubling of roles

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 Incompetent bursars/accounts clerks and storekeepers


 Teachers failure to handover accounting supportive documents
 Delay in disbursement of fse funds
 School fees defaulting
 Unauthorized levies
 Incompetent procurement committee
 Inadequate auditing knowledge by the head teacher
 Inability to prepare books of accounts up to final accounts
52. Identify five reasons why schools should keep financial records (5mks)
1. Allows you to manage the school and its growth

Physical records like statements, audit books, sales and purchase reports can
let you know whether the school is developing positively or not.

2. Makes it easy to prepare accurate financial statements and reports

Proper financial records ensure the complete availability of diverse commercial


documents such as profit and loss statements, balance sheets, etc. These
records are helpful to prepare accurate financial statements.

3. Allows quick accessibility to important information and documents

Sometimes we tend to forget things and because this happens, bad people
might want to take advantage of this. The easiest way to exonerate oneself
from such situations is to refer back to financial records and verify the client’s
statement against the data available to avoid embarrassment for the school.

4. Allows easy access to loans and grants

Schools seek grants not just to expand their operations and to save themselves
from liquidation. To access these loans or grants, you need to mostly provide
financial records to show your business growth, strengths, forecast, etc. before
the banks or institutions will approve your loan request.

 Identify income sources & track deductible expenses.


 Faster decision making and higher work-efficiency.
 Allows the attainment of complete regulatory compliances.
53. Explain five problems that are principal may encounter in a school due to failure
to apply administrative processes
 Poorly formulated policies and objectives in the school
 Failure to procures the resources necessary for the achievement of the objectives.
 Poor organization and coordination of activities of the school
 Inability to Influence and stimulate the human resources so that they can work
towards the achievement of educational goals.
 Challenges in integrating the school and its activities in the set-up of the society.
 Portrayal of a poor image of the school to the public.
 Inability to evaluates school activities in accordance to the set objectives
54. Outline three situations that may force a school principal to adopt the Direct
procurement method for the supply of goods and services in educational
institutions
 It is used when goods, works or services can only be supplied by only one bidder.

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 It may also be used in times of national emergencies or disaster.


 When the Value of Goods and Services is Low
 Avoiding Compatibility Problems
 Protection of Intellectual Property
 Ongoing or Repeat Services.
55. Explain briefly five benefits of developing a school financial plan
 Achieving financial goals
 Preparation for emergencies
 Improved financial understanding
 Financial security
 Financial independence
 Sensible cash flow management
 Cost reductions
 Risk mitigation

56. You have been appointed as a principal, identify five practices you will use to
ensure effective staff meetings

57. Identify six causes of indiscipline in schools

 Favoritism: teacher favors some students and the other will see this favoritism as an
offence against them which leads to rebellion
 The rules are not enforced; when a student is not punished for an offence, he/she
goes on to commit more offense
 The teacher student relationship: the relationship between teacher and student is
essential for any learning process. If there is a breakdown in this relationship,
indiscipline emerge
 Lack of motivation: when the students are not motivated they intended to work in an
indiscipline manner.
 Bad habits: some students have acquired bad habits from the previous teaching
experiences. Once a student, for instance, has formed the habit of coming to school
late, it will be hard for him/ her to change the behavior.

 Teachers' lateness and absenteeism


 Overcrowded classrooms
 Unconducive school environment

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 Harsh school rules and regulations


 Poor teaching by some teachers

58. Discuss the disciplinary process

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RESEARCH METHODS 2
a) Measures of Central tendency
b) Presentation of bar graphs
c) Ethical issues in research
 Informed consent
Types of Informed content
• Consent
• Parental permission
• Assent
• Written consent
Verbal consent
 Deception-withholding information from participants
 Falsification- Manipulating research materials, equipment or data
 Anonymity and confidentiality

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d) Application of ICT in research

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1. Using the prescribed format, select any two variables above and write two details
sections of Chapter 4 using the provided data ( include frequency tables) 10mks

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2. Explain four stages in data processing (12mks)


Data validation
 Ascertain whether or not the data you collected is right for your study.
 Attempt to determine if the questionnaires, interviews and observations were
conducted correctly and were free from error.
Data editing
 To edit means “to remove chaff from wheat after harvesting” or “to remove
weeds if you want your plants to grow well”.
 Data editing is a procedure for manual scanning and cleaning of data to reduce
inconsistencies in the questionnaires or interview responses.
Data Coding
 It is a procedure for assigning numeric values or symbols to all the variables (or
items) as well as of providing numeric labels or symbols to data so that they can
be tabulated for subsequent statistical analysis.
Data Tabulation
 Data tabulation is a process for organizing data to fit into a tabular framework to
facilitate subsequent analysis.
 Data tabulation indicates the number of respondents who gave each possible
answer to each question on a questionnaire or interview schedule.
 It generates a cross-tabulation which provides categorization of respondents by
treating several variables simultaneously.
3. Give four points to observe when constructing graphs to present in research data
(4mks)
 Simplicity
 Clarity
 Convey only essential facts
 Easy to understand
 Consistent with the rest of the work
 Augment rather than duplicate information
4. Explain two advantages of combining quantitative research and qualitative research
in data analysis (4mks)
 Mixing data sets can give a better understanding of the problem and yield more
complete evidence – the investigator gains both depth and breadth.

 Amalgamating statistics with thematic approaches can help avoid over-reliance on the
former and can also capture "soft-core views and experiences" (Jogulu and Pansiri,
2011) and the subjective factors necessary to elucidate complex social situations.

 It can also strengthen findings – a process known as triangulation.

 On a more philosophical level, mixed methods research combines paradigms,


allowing investigation from both the inductive and deductive perspectives, and
consequently enabling researchers to combine theory generation and hypothesis
testing within a single study (Jogulu and Pansiri, 2011).

 Having to use mixed methods also helps researchers to develop their skills, which is
particularly important for those at an early stage of their career.

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 Mixed methods research can also combine theory generation and hypothesis
testing within a single study, which is unusual for standalone qualitative or
quantitative studies.

5. The following data represents marks scored in an English test


62 46 71 59 75 62 60 46 71 51
71 66 50 73 49 57 49 66 44 52
46 72 69 66 59 49 50 68 59 58
73 49 68 49 70 69 74 68 67 47
53 66 61 52 61 58 61 64 50 54

1. Construct a frequency distribution table, with class intervals of 40-44, 45-49,50-54


(8mks)

2. Explain the following terms as used in statistics


a) Descriptive statistics (3mks)
 Involve computation of indices generally applicable to a population; derived
from a census study.
 Descriptive statistics are used to describe the basic features of the data in a
study.
 It includes:
 Measures of Frequency: * Count, Percent, Frequency

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 Measures of Central Tendency. * Mean, Median, and Mode


 Measures of Dispersion or Variation. * Range, Variance, Standard
Deviation.
 Measures of Position. * Percentile Ranks, Quartile Ranks.
b) Inferential statistics (3mks)
 Also referred to as sampling statistics.
 The indices are computed on the basis of a sample and the population indices
can be inferred
 There are two main types of inferential statistics that use different methods to
draw conclusions about the population data. These are regression analysis
and hypothesis testing.
c) Measures of variation (2mks)
 Measures of variation in statistics are ways to describe the distribution or
dispersion of data.
 It shows how far apart data points are from one another.
 Statisticians use measures of variation to summarize their data.
 You can draw many conclusions by using measures of variation, such as high
and low variability.
3. State four qualities of a good average (4mks)
 Easy to understand
 Simple to compute
 Based on all items
 Not unduly affected by extreme values (observations)
 Rigidly defined
 Capable of further algebraic treatment
 Sampling stability (if different samples are taken, the computed values should
not be significantly different)
4. Discuss the content and purpose of the following sections of a research report
a) Data analysis and interpretation (6mks)
 Analysis, refers to dividing a whole into its separate components for individual
examination.

Data analysis, is a process for obtaining raw data, and subsequently converting it
into information useful for decision-making by users.
 Data, is collected and analyzed to answer questions, test hypotheses, or disprove
theories
 The chief aim of data analytics is to apply statistical analysis and technologies on
data to find trends and solve problems.
 The five key steps involved in the larger data interpretation process include
baseline establishment, data collection, interpretation (qualitative or quantitative
analysis), visualization, and reflection.
 The interpretation of data helps researchers to categorize, manipulate, and
summarize the information in order to answer critical questions.
 Proper data interpretation offers real-time solutions and provides more in-depth
insights than without it.
 Particularly, data interpretation can improve data identification, discover hidden
correlations between datasets, find data outliers, and even help forecast trends.
b) Summary of findings (3mks)
 A summary of findings table presents the key information about the most
important outcomes of a treatment, including the best effect estimate and the
certainty of the evidence for each outcome

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 A component of summary of the findings is to provide a discussion for each of


the findings, using anchor verbiage that justifies rather than distorts the intent of
the findings. Tell us how the findings are important or relevant based on the aim
and scope of your study.
 Another component of the summary of the findings is to compare or link your
findings to the studies outlined in the literature review of your study.
 It enables readers to identify your findings and valuable insights.
c) Recommendations (3mks)
 Recommendations indicate the steps that should be followed in future studies.
These include steps that are needed to implement particular policies or actions
that you want to follow. Any resources that would be required in the process
should be explained as well. You must be specific when talking about what you
might be interested in doing in the future with regards to making any potential
studies stand out and work to your favor.

 Recommendations can always mention the benefits of further studies in your field.
Talk about how future studies could be used to correct problems with the current
research you have completed. You can also explain a need to fill in certain gaps
that you might not be able to get covered right now for any reason. You can
always use a timeline to help readers understand when potential developments
could come about over time.

 It indicates how feasible certain points in the study might be. This includes
understanding whether certain ideas should be explored in further detail later on.
This works well if you are trying to talk about certain points that might be
worthwhile. You could even talk about potential new developments in your field
and whether your study is relevant to them or if additional developments have to
be incorporated into your work.
 The overall intent is to identify potential actions to be taken in response to
research findings or results and any discussion of their import
5. With examples, discuss the four levels of measurement recognized by social scientists
(8mks)
i) Nominal scale
The nominal scale (also called dummy coding) simply places people, events,
perceptions, etc. into categories based on a common characteristic. Some data
are naturally suited to the nominal scale, such as males vs. females, redheads
vs. blondes vs. brunettes, and African Americans vs. Asians. The nominal
scale forms the basis for analyses such as Analysis of Variance (ANOVA)
because those analyses require that some category is compared to at least one
other category.

ii) Ordinal scale


The ordinal scale contains all of the information captured in the nominal scale
but it also ranks data from lowest to highest. Rather than simply categorize
data by placing an object either into or not into a category, ordinal data give
you some idea of where data lie in relation to each other.

iii) Interval scale


the interval scale indicates the distance one object is from another

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iv) Ratio scale


The ratio scale contains all of the information of the previous three levels plus
it contains an absolute zero point.

6. Describe five types of graphics that you could use to summarize and present your
data (15mks)
A table is an array of data in rows and columns.
 Tabulation condenses a large mass of data and brings out the distinct pattern in a
data in an attractive form.
 It enables comparison to be made easily among classes of data and takes up less
space than data presented in narrative form.
 For presentation purposes - fine detail can be given in a larger table in an
appendix if Tables should be self-explanatory - they should not require detailed
reference to the text.
Pictogram
 A pictogram (short for picture diagram) presents a pictorial symbol that
represents the data of interests.
 For instance, if the data is on the doctor–patient ratio, the number of diagrams
drawn is usually proportional to the given data.
 In addition, a key is usually given on the value of each pictorial symbol.
Pie chart
 Pie charts are a visual tool to show proportions (e.g. percentages of pupils giving
different responses when evaluating a course)
 A Pie chart consists of a circle, divided into sectors, which are proportional to the
data. The sum of angles in circle is 360 degrees.
 A total of all cases is found and the percentage of each case is found in relation to
360 degrees.
Line graphs
 Line graphs are appropriate when the horizontal axis is continuous rather than
categories.
 In impact studies, they could be used to show progress over time (e.g.
development of a measured skill each week over a ten-week course).
Histogram
 A histogram is a graphical representation of data points organized into user-
specified ranges.
 Similar in appearance to a bar graph, the histogram condenses a data series into
an easily interpreted visual by taking many data points and grouping them into
logical ranges or bins.
 The histogram is a popular graphing tool. It is used to summarize discrete or
continuous data that are measured on an interval scale.
 It is often used to illustrate the major features of the distribution of the data in a
convenient form.
7. Give five ways in which educational statistics are important (5mks)
1. Present facts in a definite form
2. Simplify a mass of figures
3. Facilitate comparison

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4. Help in formulating and testing hypothesis


5. Help in prediction
6. Help in formulation of suitable policies
8. Define the term data processing as used in research (2mks)
 Data processing is the collection and manipulation of digital data to produce
meaningful information.
 Data processing is a form of information processing, which is the modification of
information in any manner detectable by an observer.
9. Explain the four stages in data processing (8mks)
Data Validation
 Ascertain whether or not the data you collected is right for your study.
 Attempt to determine if the questionnaires, interviews and observations were
conducted correctly and were free from error.
Data Editing
 To edit means “to remove chaff from wheat after harvesting” or “to remove
weeds if you want your plants to grow well”.
 data editing is a procedure for manual scanning and cleaning of data to reduce
inconsistencies in the questionnaires or interview responses.
Data Coding
 It is a procedure for assigning numeric values or symbols to all the variables (or
items) as well as of providing numeric labels or symbols to data so that they can
be tabulated for subsequent statistical analysis.
Data Tabulation
 Data tabulation is a process for organizing data to fit into a tabular framework to
facilitate subsequent analysis.
 Data tabulation indicates the number of respondents who gave each possible
answer to each question on a questionnaire or interview schedule.
 It generates a cross tabulation which provides categorization of respondents by
treating several variables simultaneously.
Data Analysis
 Refers to examining the coded data critically and making inferences
 Data analysis is the practice of working with data to glean useful information, which
can then be used to make informed decisions.
 The process of categorizing, classifying, manipulating and summarizing data in order
to obtain answers to research questions
 Data analysis is a technique that typically involves multiple activities such as
gathering, cleaning, and organizing the data

10. Give four points to consider when constructing a graph to represent data in research
(4mks)
 Simplicity
 Clarity
 Convey only essential facts
 Easy to understand
 Consistent with the rest of the work
 Augment rather than duplicate information
11. State the four scales of measurement and explain the meaning of each one of them
with the use of appropriate examples (12mks)
i) Nominal scale

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The nominal scale (also called dummy coding) simply places people, events,
perceptions, etc. into categories based on a common characteristic. Some data
are naturally suited to the nominal scale, such as males vs. females, redheads vs.
blondes vs. brunettes, and African Americans vs. Asians. The nominal scale
forms the basis for analyses such as Analysis of Variance (ANOVA) because
those analyses require that some category is compared to at least one other
category.

ii)Ordinal scale
The ordinal scale contains all of the information captured in the nominal scale
but it also ranks data from lowest to highest. Rather than simply categorize data
by placing an object either into or not into a category, ordinal data give you some
idea of where data lie in relation to each other.

iii) Interval scale


the interval scale indicates the distance one object is from another

iv) Ratio scale


The ratio scale contains all of the information of the previous three levels plus it
contains an absolute zero point.
12. Discuss the content and purpose of the following sections of a research report:
a) Data analysis and interpretation (4mks)
 Analysis, refers to dividing a whole into its separate components for individual
examination.

Data analysis, is a process for obtaining raw data, and subsequently converting it
into information useful for decision-making by users.
 Data, is collected and analyzed to answer questions, test hypotheses, or disprove
theories
 The chief aim of data analytics is to apply statistical analysis and technologies on
data to find trends and solve problems.
 The five key steps involved in the larger data interpretation process include
baseline establishment, data collection, interpretation (qualitative or quantitative
analysis), visualization, and reflection.
 The interpretation of data helps researchers to categorize, manipulate, and
summarize the information in order to answer critical questions.
 Proper data interpretation offers real-time solutions and provides more in-depth
insights than without it.
 Particularly, data interpretation can improve data identification, discover hidden
correlations between datasets, find data outliers, and even help forecast trends.
b) Abstract (4mks)
 An abstract is a short statement about your paper designed to give the reader a
complete, yet concise, understanding of your paper's research and findings.
 It is a mini-version of the paper.
 It highlights key content areas, your research purpose, the relevance or
importance of your work, and the main outcomes.
 It is a well-developed single paragraph of approximately 250 words in length,
which is indented and single spaced.
 The function of the abstract is to outline briefly all parts of the paper.
c) Methodology (4mks)

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 Research methodology is the specific procedures or techniques used to identify,


select, process, and analyze information about a topic.
 In a research paper, the methodology section allows the reader to critically
evaluate a study's overall validity and reliability
 Research methodology discusses and explains the data collection and analysis
methods you used in your research.
 The methodology chapter explains what the researcher did and how he/she did it,
allowing readers to evaluate the reliability and validity of the research
d) Conclusions (4mks)
 Contains a clearly stated answers to the main research question.
 Demonstrates the importance of the ideas researched on.
 It provides an avenue of elaborating the significance of your findings.
 An effective conclusion for a research paper reminds your readers of the strength
and impact of your argument.
 Concluding statements can also help to refocus the reader's attention on the most
important points and supporting evidence of your arguments or position that you
presented in your research.
 Conclusions can also serve as a basis for continuing research, creating new ideas
to resolve an issue you highlighted in your paper or offering new approaches to a
topic.
e) Recommendations (4mks)
 Recommendations indicate the steps that should be followed in future studies.
These include steps that are needed to implement particular policies or actions
that you want to follow. Any resources that would be required in the process
should be explained as well. You must be specific when talking about what you
might be interested in doing in the future with regards to making any potential
studies stand out and work to your favor.

 Recommendations can always mention the benefits of further studies in your field.
Talk about how future studies could be used to correct problems with the current
research you have completed. You can also explain a need to fill in certain gaps
that you might not be able to get covered right now for any reason. You can
always use a timeline to help readers understand when potential developments
could come about over time.

 It indicates how feasible certain points in the study might be. This includes
understanding whether certain ideas should be explored in further detail later on.
This works well if you are trying to talk about certain points that might be
worthwhile. You could even talk about potential new developments in your field
and whether your study is relevant to them or if additional developments have to
be incorporated into your work.
 The overall intent is to identify potential actions to be taken in response to
research findings or results and any discussion of their import
13. Explain the significance of literature review in data analysis and interpretation of
results (5mks)
 Literature review identifies areas of prior scholarship to prevent duplication and
give credit to other researchers.
 It also identifies inconstancies: gaps in research, conflicts in previous studies,
open questions left from other research.
 The information that the literature reviewer collects to inform a literature review
represents data.

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 Thus, it stands to reason that the literature review process can be viewed as a data
collection tool—that is, as a means of collecting a body of information per- tinent
to a topic of interest.
 Interpreting your findings is about seeing whether what you found confirms or
does not confirm the findings of previous studies in your literature review.
14. The following are scores of performances by form one blue and form one red
students in a physics test marks out of 100. Study the data and answer the questions
that follow:

Form 1 blue
40 56 74 38 88 90 67 68 60 64
Form 1 red
59 73 87 40 68 80 45 48 66 68
a) Work out the mean of the two classes

b) Work out the standard deviation of the two classes

c) Which of the two classes is a better class. Give a reason (3mks)

14. Give a suitable title for your research


15. Give a summary of your findings
16. What recommendations would you give after the study

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17. With the help of a diagram, show how to include a textbook in a reference list using the
Apa referencing system (10mks)
Author(s) name(s) and initials
 Date of publication (usually just the year)
 Title of the book
 Edition(if not first edition)
 Place of publication (usually city or town)
 Publisher
The following bibliographic details are provided for a print book:
 Author: Hassan, Khan and Anyang, Johnstone
 Year of publication: 1998
 Title of book: Information literacy
 Edition: Fifth edition.
 City: Nairobi
 Publisher: Macmillan
The references will be as follows:
Hassan, K., & Anyang, J. (1998). Information literacy (5th ed.). Nairobi: Macmillan
The ampersand sign (“&”) is used instead of the “and” in references.
18. Qualities of a good research problem
1. Relationship between variables
A good research problem should express a relation between two or more variables. It asks, in
effect, questions like: Is A related to B? How are A and B related to C? How is A related to B
under conditions C and D?
The relationship between variables may, however, not apply to qualitative research.
2. Theoretical and/or practical significance
The problem should be significant enough and involve an important principle or practice. Its
solution should add to knowledge or lead to an improvement in the current practices.
The problem should add to the development of a discipline and to previous findings in any
way, for example, suggestions for further research.
3. Feasibility and amenability
Feasibility implies the suitability of the problem for a particular researcher. The researcher
should be able to carry out the study through to its successful conclusion. He/she should
possess the required competence, knowledge and understanding, related to the selected area
of study.
4. Availability of data
The researcher should ensure the availability of adequate valid reliable data. This is necessary
because, it will be on the basis of this data that evidence will be drawn to support research
findings or conclusions.
The researcher should ask – can the problem be investigated through collection and analysis
of
adequate, reliable and valid data?
5. Novelty
The problem should be sufficiently original so that it does not involve objectionable
duplication. The study should also employ the most recent data.
However, the fact that a problem has been investigated before does not mean that it does it is
no longer fit for a study. There is need for verification of previous findings using newer and
better devices and procedures. This represents a process called replication.
6. Interesting
The problem should be interesting to the investigator.
The investigator should have a strong motivation for it. This will give him or her the courage
and

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determination to pursue the study in spite of difficulties that may be involved. He should be
willing to risk criticism.

19. A graph of frequency

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20. The following is analyzed data for three classes in a math test. Use it to answer the
questions that follow

21. Work out the range of scores within the classes (3mks)

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22. Comparing class A and class C, which is a better class? Give a reason (3mks)

23. Explain seven qualities that qualify the standard deviation to be a good measure of
dispersion (14mks)

24. The contingency table below summarizes the results obtained in a research study
conducted by a research organization. The focus was on performance of four competing
brands of toothpaste among users.

If the computed x²=1.91: test the hypothesis that incidence of cavities is independent of
the brand of toothpaste used (The table values of x² for 6 df are 12.59 and 16.81 at 5%
and 1% level of significance respectively) (6mks)

25. Explain the procedure for hypothesis testing (10mks)


 Set up the null hypothesis

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 Set up a suitable significance level (usually at 5% or 1 % ( thus 95 or 99 % confidence


limit)
 Set a test criterion: this involves selecting an appropriate probability distribution for the
particular test. Commonly used testing procedures are: t, F and χ 2 (chi sq)
 Do computations: performance of computations from a random sample of size n
 Make decisions: if the computed value is greater than the tabular value at the confidence
level decided, reject the null hypothesis
26. Explain the two errors that can be committed during hypothesis testing (4mks)
 Type 1 error : the hypothesis is true but our test rejects it
 Type 2 error : the hypothesis is false but we accept it
27. Study the coded data below and answer the questions that follow

28. Work out the average score for all of rural and urban schools irrespective of the types of
school in each of the subjects and present the information in tabular form (12mks)

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29. Using the data in the question above, plot a bar graph (8mks)

30. Work out the average irrespective of the subjects for the boys girls and mixed schools
and present the data in tabular form (5mks)

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31. Explain seven qualities of a good table (14mks)

32. Discuss ethical considerations when conducting and reporting research (20mks)
33. Points to consider when preparing graphs
 Simplicity
 Clarity
 Convey only essential facts
 Easy to understand
 Consistent with the rest of the work
 Augment rather than duplicate information
34. Framework of ethical standards to consider when conducting, reporting and publishing
scientific research

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35. Significance of literature review in data analysis and interpretation of data analysis
results
 Literature review identifies areas of prior scholarship to prevent duplication and
give credit to other researchers.
 It also identifies inconstancies: gaps in research, conflicts in previous studies,
open questions left from other research.

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 The information that the literature reviewer collects to inform a literature review
represents data.
 Thus, it stands to reason that the literature review process can be viewed as a data
collection tool—that is, as a means of collecting a body of information per- tinent
to a topic of interest.
 Interpreting your findings is about seeing whether what you found confirms or
does not confirm the findings of previous studies in your literature review.
36. Definition of the term data organization/ Processing in research
 Data processing is the collection and manipulation of digital data to produce
meaningful information.
 Data processing is a form of information processing, which is the modification of
information in any manner detectable by an observer
37. Identification and description of processes of data organization
Data validation
 Ascertain whether or not the data you collected is right for your study.
 Attempt to determine if the questionnaires, interviews and observations were
conducted correctly and were free from error.
Data editing
 To edit means “to remove chaff from wheat after harvesting” or “to remove
weeds if you want your plants to grow well”.
 Data editing is a procedure for manual scanning and cleaning of data to reduce
inconsistencies in the questionnaires or interview responses.
Data Coding
 It is a procedure for assigning numeric values or symbols to all the variables (or
items) as well as of providing numeric labels or symbols to data so that they can
be tabulated for subsequent statistical analysis.
Data Tabulation
 Data tabulation is a process for organizing data to fit into a tabular framework to
facilitate subsequent analysis.
 Data tabulation indicates the number of respondents who gave each possible
answer to each question on a questionnaire or interview schedule.
 It generates a cross-tabulation which provides categorization of respondents by
treating several variables simultaneously.
38. Meaning of data interpretation
 Data interpretation refers to the process of using diverse analytical methods to review
data and arrive at relevant conclusions.
 The interpretation of data helps researchers to categorize, manipulate, and summarize
the information in order to answer critical questions
39. Explanation of common errors to avoid in the process of interpretation
1. Correlation vs. causation
The underlying principle in statistics and data science is the correlation is not causation, meaning
that just because two things appear to be related to each other doesn’t mean that one causes the
other. This is apparently the most common mistake in Time Series. Fawcett cites an example of a
stock market index and the unrelated time series Number of times Jennifer Lawrence was
mentioned in the media. The lines look amusingly similar. There is usually a statement like
“Correlation = 0.86”. Recall that a correlation coefficient is between +1 (a perfect linear

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relationship) and -1 (perfectly inversely related), with zero meaning no linear relationship. 0.86 is
a high value, demonstrating that the statistical relationship of the two-time series is strong.
2. Not Looking Beyond Numbers
Some data analysts and marketers are only assessing the numbers they get, without putting them
in their contexts. Quantitative data is not powerful unless it’s understood. In those instances,
whoever performs the data analysis should ask himself “why” instead of “what”. Falling under the
spell of big numbers is a common mistake that so many analysts commit.
3. Focussing on the wrong metric
When you’re just getting started, it can be tempting to get focus on small wins. While it’s
definitely important and a great morale booster, make sure it’s not distracting from other metrics
you should be more focused on (like sales, customer satisfaction, etc.
4. Not cleaning and normalising data before analysis
Always assume the data you are working with is inaccurate at first. Once you get familiar with it,
you will start to “feel” when something is not quite right. Take a first glance using pivot tables or
quick analytical tools to look for duplicate records or inconsistent spelling to clean up your data
first. Also, not normalising the data is one more concern which can hinder your analysis. In most
cases, when you normalize data you eliminate the units of measurement for data, enabling you to
more easily compare data from different places.
5. Improper outlier treatment
Outliers can affect any statistical analysis, thereby analysts should investigate, delete and correct
outliers as appropriate. For auditable work, the decision on how to treat any outliers should be
documented. Sometimes loss of information may be a valid tradeoff in return for enhanced
comprehension. In some cases, many people forget to treat the outliers which greatly affects the
analysis and skews the results. In some other cases, you may focus too much on the outliers. Due
to this, you devote large time handling those events which may not hold much significance in
your analysis
6. Wrong graphs selection for visualisations
Let us take the case of pie charts here. Pie charts are for conveying a story about the parts-to-
whole aspect of a set of data. That is, how big part A is in relation to part B, C, and so on. The
problem with pie charts is that they force us to compare areas (or angles), which is pretty hard.
Selecting the right kind of graph for the right context comes with experience.
7. Focussing more on the accuracy of the model rather than context
One should not focus too much on the accuracy of their model to an extent that you start
overfitting the model to a particular case. Analysts build machine learning models to apply them
to the general scenarios. Overfitting a model will make it work only for the situation which is
exactly identical to training situation. In this case, model will fail badly for any situation different
from the training environment.
8. Ignoring seasonality in data
Holidays, summer months, and other times of the year can mess up your data. Even a 3-month
trend is explainable because of the busy tax season or back-to-school time. Make sure you are
considering any seasonality in your data…even days of the week or times of the day!
9. No focus on the statistical significance of results while making decisions
Information from statistical significance testing is necessary but is not always sufficient.
Statistical significance does not provide information about the impact of the significant result on
business. Effect index size can evaluate this better

40. Explain the circumstances when qualitative data could be used in a research study
 To determine the frequency of traits or characteristics.
 Used when the researcher wants to understand something (concepts, thoughts,
experiences)
 Qualitative research helps generate hypotheses as well as further investigate and
understand quantitative data.
 Quantitative research is widely used in the natural and social sciences: biology,
chemistry, psychology, economics, sociology, marketing

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41. Explain why most qualitative studies are research questions instead of research
hypothesis
 Many qualitative researchers have successfully used research questions without the use of
a hypothesis, because a research question (in the context of qualitative research) is in
most cases a hypothesis postulated in the form of a question.
 Research questions are used more frequently in qualitative research than objectives or
hypotheses.
 These questions seek to discover, understand, explore or describe experiences by asking
“What” or “How.” The questions are open-ended to elicit a description rather than to
relate variables or compare groups.
 Research questions can be used instead of hypotheses when there is little previous
research on the subject.
 Research questions allow the researcher to conduct more open-ended queries, and a wide
range of results can be reported.
 Research questions helps the researcher develop a real sense of a person's understanding
of a situation.
42. Explain four types of data collection methods that can be used in collecting qualitative
data
1. Surveys and Questionnaires

Surveys and questionnaires, in their most foundational sense, are a means of obtaining data
from targeted respondents with the goal of generalizing the results to a broader public. Almost
everyone involved in data collection, especially in the business and academic sector relies on
surveys and questionnaires to obtain credible data and insights from their target audience.

2. Interviews

An interview is accurately defined as a formal meeting between two individuals in which the
interviewer asks the interviewee questions in order to gather information. An interview not
only collects personal information from the interviewees, but it is also a way to acquire
insights into people’s other skills.

3. Observations

The observation method of data collection involves seeing people in a certain setting or place
at a specific time and day. Essentially, researchers study the behavior of the individuals or
surroundings in which they are analyzing. This can be controlled, spontaneous, or participant-
based research.

4. Records and Documents

This data collection method involves analyzing an organization’s existing records and
documents to track or project substantial changes over a specific time period.

5. Focus Groups

A focus group is a group interview of six to twelve persons with comparable qualities or
shared interests. A moderator leads the group through a series of planned topics. The
moderator creates an atmosphere that encourages people to discuss their thoughts and
opinions. Focus groups are a type of qualitative data collection in which the information is
descriptive and cannot be quantified statistically.

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43. Define data processing


 Data processing is the collection and manipulation of digital data to produce
meaningful information.
 Data processing is a form of information processing, which is the modification of
information in any manner detectable by an observer
44. Explain three main stages in data processing
 Validating,
 Editing,
 Coding and
 Tabulating raw data from the instruments
45. Explain any three common errors to avoid in data interpretation
1. Correlation vs. causation
The underlying principle in statistics and data science is the correlation is not causation, meaning
that just because two things appear to be related to each other doesn’t mean that one causes the
other. This is apparently the most common mistake in Time Series. Fawcett cites an example of a
stock market index and the unrelated time series Number of times Jennifer Lawrence was
mentioned in the media. The lines look amusingly similar. There is usually a statement like
“Correlation = 0.86”. Recall that a correlation coefficient is between +1 (a perfect linear
relationship) and -1 (perfectly inversely related), with zero meaning no linear relationship. 0.86 is
a high value, demonstrating that the statistical relationship of the two-time series is strong.
2. Not Looking Beyond Numbers
Some data analysts and marketers are only assessing the numbers they get, without putting them
in their contexts. Quantitative data is not powerful unless it’s understood. In those instances,
whoever performs the data analysis should ask himself “why” instead of “what”. Falling under the
spell of big numbers is a common mistake that so many analysts commit.
3. Focussing on the wrong metric
When you’re just getting started, it can be tempting to get focus on small wins. While it’s
definitely important and a great morale booster, make sure it’s not distracting from other metrics
you should be more focused on (like sales, customer satisfaction, etc.
4. Not cleaning and normalising data before analysis
Always assume the data you are working with is inaccurate at first. Once you get familiar with it,
you will start to “feel” when something is not quite right. Take a first glance using pivot tables or
quick analytical tools to look for duplicate records or inconsistent spelling to clean up your data
first. Also, not normalising the data is one more concern which can hinder your analysis. In most
cases, when you normalize data you eliminate the units of measurement for data, enabling you to
more easily compare data from different places.
5. Improper outlier treatment
Outliers can affect any statistical analysis, thereby analysts should investigate, delete and correct
outliers as appropriate. For auditable work, the decision on how to treat any outliers should be
documented. Sometimes loss of information may be a valid tradeoff in return for enhanced
comprehension. In some cases, many people forget to treat the outliers which greatly affects the
analysis and skews the results. In some other cases, you may focus too much on the outliers. Due
to this, you devote large time handling those events which may not hold much significance in
your analysis
6. Wrong graphs selection for visualisations
Let us take the case of pie charts here. Pie charts are for conveying a story about the parts-to-
whole aspect of a set of data. That is, how big part A is in relation to part B, C, and so on. The
problem with pie charts is that they force us to compare areas (or angles), which is pretty hard.
Selecting the right kind of graph for the right context comes with experience.
7. Focussing more on the accuracy of the model rather than context
One should not focus too much on the accuracy of their model to an extent that you start
overfitting the model to a particular case. Analysts build machine learning models to apply them
to the general scenarios. Overfitting a model will make it work only for the situation which is

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exactly identical to training situation. In this case, model will fail badly for any situation different
from the training environment.
8. Ignoring seasonality in data
Holidays, summer months, and other times of the year can mess up your data. Even a 3-month
trend is explainable because of the busy tax season or back-to-school time. Make sure you are
considering any seasonality in your data…even days of the week or times of the day!
9. No focus on the statistical significance of results while making decisions
Information from statistical significance testing is necessary but is not always sufficient.
Statistical significance does not provide information about the impact of the significant result on
business. Effect index size can evaluate this better

46. Define the following measures of Central tendency


a) Mean

 It has most of the qualities of a good average

b) Mode

 Useful in the case of open ended classes


 Extreme values do not affect the mode as do to the mean.

c) Median
• Useful in the case of open ended classes
• Extreme values do not affect the median as do to the mean

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47. Define the term data analysis


 Refers to examining the coded data critically and making inferences
 Data analysis is the practice of working with data to glean useful information, which
can then be used to make informed decisions.
 The process of categorizing, classifying, manipulating and summarizing data in order
to obtain answers to research questions
 Data analysis is a technique that typically involves multiple activities such as
gathering, cleaning, and organizing the data

48. Give three reasons why data editing is important


Data editing will assist you in ensuring that;
 Proper questions were asked
 The respondent recorded proper answers.
 Proper screening questions were employed, to stimulate respondent to clarify their
answers.
 Open-ended responses were recorded accurately.
Editing checks on and corrects the following;
 Wrong – entries / responses
 Errors in response
 Omissions in response
 Possible outliers (extreme values)
 Any other inconsistency
49. State the function or purpose of the following types of data
a) Nominal
 In statistics, nominal data (also known as nominal scale) is a type of data that is
used to label variables without providing any quantitative value.
 It is the simplest form of a scale of measure.
b) Ordinal
 Ordinal data is a categorical, statistical data type where the variables have natural,
ordered categories and the distances between the categories are not known.
 Ordinal data is used to carry out surveys or questionnaires due to its “ordered”
nature.
 Statistical analysis is applied to collected responses in order to place respondents
into different categories, according to their responses.
c) Interval
 Interval data, also called an integer, is defined as a data type which is measured
along a scale, in which each point is placed at equal distance from one another.

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 Interval data always appears in the form of numbers or numerical values where
the distance between the two points is standardized and equal.
d) Ratio
 It measures variables on a continuous scale, with an equal distance between
adjacent values.
 While it shares these features with interval data (another type of quantitative data),
a distinguishing property of ratio data is that it has a 'true zero
14. Define the two branches of statistics
a) Descriptive statistics
 Involve computation of indices generally applicable to a population; derived from
a
census study.
b) Inferential statistics
 Also referred to as sampling statistics.
 The indices are computed on the basis of a sample and the population indices can
be inferred
15. Discuss the content and purpose of the following parts in a research paper
a) Abstract

The contents of the abstract include

 Introduction
This is the first part of the abstract, and should be brief and attractive to the reader at the
same time. After reading a well written intro, the reader would be eager to read more.

 Research significance
This usually answers the question: Why did you do this research?

 Methodology
This usually answers the questions: What did you do? How did you do it?

 Results
This answers the question: What did you find out after doing the research? Or what are
the advantages of your method based on the results?

 Conclusion
This usually answers the question: What do your findings mean? What have you
contributed?

 An abstract is a short statement about your paper designed to give the reader a
complete, yet concise, understanding of your paper's research and findings.
 Helps potential readers determine the relevance of your paper for their own research.
b) Methodology

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The methodology includes


 The type of research you conducted.
 How you collected and analyzed your data.
 Any tools or materials you used in the research.
 Why you chose these methods.
 In a research paper, the methodology section allows the reader to critically evaluate a
study's overall validity and reliability.
 Readers can also assess whether the approach is accurate and dependable.
c) Literature review
 A literature review consists of an overview, a summary, and an evaluation
(“critique”) of the current state of knowledge about a specific area of
research.
 It may also include a discussion of methodological issues and suggestions for
future research.
 Objectives - Clearly describe the purpose of the paper and state your objectives
in completing the literature review.

 Background/Introduction – Give an overview of your research topic and what


prompted it.

 Methods - Describe step by step how your performed your evaluation of the
materials.

 Discussion/Body - The body contains the evaluation or synthesis of the materials.


Discuss and compare common themes and gaps in the literature. You may also
want to include a section on "questions for further research" and discuss what
issues the review has sparked about the topic/field or offer suggestions for future
studies that build on your current findings.

 Conclusion – A summary of your analysis and evaluation of the reviewed works


and how it is related to its parent discipline, scientific endeavor, or profession.

 Bring clarity and focus to your research problem;


 Improve your research methodology;
 Broaden your knowledge base in your research area;
 Contextualize your findings.
d) Recommendation
 Recommendations indicate the steps that should be followed in future studies. These
include steps that are needed to implement particular policies or actions that you want
to follow. Any resources that would be required in the process should be explained as
well. You must be specific when talking about what you might be interested in doing
in the future with regards to making any potential studies stand out and work to your
favor.

 Recommendations can always mention the benefits of further studies in your field.
Talk about how future studies could be used to correct problems with the current
research you have completed. You can also explain a need to fill in certain gaps that
you might not be able to get covered right now for any reason. You can always use a
timeline to help readers understand when potential developments could come about
over time.

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 It indicates how feasible certain points in the study might be. This includes
understanding whether certain ideas should be explored in further detail later on. This
works well if you are trying to talk about certain points that might be worthwhile.
You could even talk about potential new developments in your field and whether your
study is relevant to them or if additional developments have to be incorporated into
your work.
 The overall intent is to identify potential actions to be taken in response to research
findings or results and any discussion of their import

16. What is data interpretation


 Data interpretation refers to the process of using diverse analytical methods to review
data and arrive at relevant conclusions.
 The interpretation of data helps researchers to categorize, manipulate, and summarize
the information in order to answer critical questions
17. Give common errors to avoid in the process of interpretation
o Correlation vs. causation
 The underlying principle in statistics and data science is the correlation is not
causation, meaning that just because two things appear to be related to each other
doesn’t mean that one causes the other. This is apparently the most common mistake
in Time Series. Fawcett cites an example of a stock market index and the unrelated
time series Number of times Jennifer Lawrence was mentioned in the media. The
lines look amusingly similar. There is usually a statement like “Correlation = 0.86”.
Recall that a correlation coefficient is between +1 (a perfect linear relationship) and -
1 (perfectly inversely related), with zero meaning no linear relationship. 0.86 is a high
value, demonstrating that the statistical relationship of the two-time series is strong.
o Not Looking Beyond Numbers
 Some data analysts and marketers are only assessing the numbers they get, without
putting them in their contexts. Quantitative data is not powerful unless it’s understood.
In those instances, whoever performs the data analysis should ask himself “why”
instead of “what”. Falling under the spell of big numbers is a common mistake that so
many analysts commit.
o Focussing on the wrong metric
 When you’re just getting started, it can be tempting to get focus on small wins. While
it’s definitely important and a great morale booster, make sure it’s not distracting
from other metrics you should be more focused on (like sales, customer satisfaction,
etc.
o Not cleaning and normalising data before analysis
 Always assume the data you are working with is inaccurate at first. Once you get
familiar with it, you will start to “feel” when something is not quite right. Take a first
glance using pivot tables or quick analytical tools to look for duplicate records or
inconsistent spelling to clean up your data first. Also, not normalising the data is one
more concern which can hinder your analysis. In most cases, when you normalize
data you eliminate the units of measurement for data, enabling you to more easily
compare data from different places.
o Improper outlier treatment
 Outliers can affect any statistical analysis, thereby analysts should investigate, delete
and correct outliers as appropriate. For auditable work, the decision on how to treat
any outliers should be documented. Sometimes loss of information may be a valid
tradeoff in return for enhanced comprehension. In some cases, many people forget to
treat the outliers which greatly affects the analysis and skews the results. In some
other cases, you may focus too much on the outliers. Due to this, you devote large
time handling those events which may not hold much significance in your analysis

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o Wrong graphs selection for visualisations


 Let us take the case of pie charts here. Pie charts are for conveying a story about the
parts-to-whole aspect of a set of data. That is, how big part A is in relation to part B,
C, and so on. The problem with pie charts is that they force us to compare areas (or
angles), which is pretty hard. Selecting the right kind of graph for the right context
comes with experience.
o Focussing more on the accuracy of the model rather than context
 One should not focus too much on the accuracy of their model to an extent that you
start overfitting the model to a particular case. Analysts build machine learning
models to apply them to the general scenarios. Overfitting a model will make it work
only for the situation which is exactly identical to training situation. In this case,
model will fail badly for any situation different from the training environment.
o Ignoring seasonality in data
 Holidays, summer months, and other times of the year can mess up your data. Even a
3-month trend is explainable because of the busy tax season or back-to-school time.
Make sure you are considering any seasonality in your data…even days of the week
or times of the day!
o No focus on the statistical significance of results while making decisions
 Information from statistical significance testing is necessary but is not always
sufficient. Statistical significance does not provide information about the impact of
the significant result on business. Effect index size can evaluate this better

18. List five points to consider when preparing graphs


 Simplicity
 Clarity
 Convey only essential facts
 Easy to understand
 Consistent with the rest of the work
 Augment rather than duplicate information
19. Calculate the mean, mode and median (check papers 13 section b 50mks)
20. Explain the meaning of data analysis
 Refers to examining the coded data critically and making inferences
 Data analysis is the practice of working with data to glean useful information, which
can then be used to make informed decisions.
 The process of categorizing, classifying, manipulating and summarizing data in order
to obtain answers to research questions
 Data analysis is a technique that typically involves multiple activities such as
gathering, cleaning, and organizing the data
21. Give four differences between qualitative and quantitative data
 Quantitative data is numbers-based, countable, or measurable. Qualitative data is
interpretation-based, descriptive, and relating to language.
 Quantitative data tells us how many, how much, or how often in
calculations. Qualitative data can help us to understand why, how, or what happened
behind certain behaviors.
 Quantitative data is fixed and universal. Qualitative data is subjective and unique.
 Quantitative research methods are measuring and counting. Qualitative
research methods are interviewing and observing.
 Quantitative data is analyzed using statistical analysis. Qualitative data is analyzed by
grouping the data into categories and themes.
22. Outline three basic considerations when analyzing
a) Quantitative data

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 The type of quantitative data you have (specifically, level of measurement and the
shape of the data).
 The research questions and hypotheses.
 Relating measurement scales with variables
 Connecting descriptive statistics with data
b) Qualitative data
 Construction of the units of analysis
 Construction of codes of meaning
 General refining of the codes and the Construction of categories
 Editing material for analysis

2014
14. Explain the following terms as used in research
a) Data
 An organised collection of related information
 Facts; things known or granted
 Information from which conclusions can be drawn
b) Data analysis
 Refers to examining the coded data critically and making inferences
 Data analysis is the practice of working with data to glean useful information, which
can then be used to make informed decisions.
 The process of categorizing, classifying, manipulating and summarizing data in order
to obtain answers to research questions
 Data analysis is a technique that typically involves multiple activities such as
gathering, cleaning, and organizing the data
c) Coding
 It is a procedure for assigning numeric values or symbols to all the variables (or items)
as well as of providing numeric labels or symbols to data so that they can be tabulated
for subsequent statistical analysis.
 In coding the data for the items, you need to assign numeric values or symbols to
each question as well as to each response category provided.
d) Tabulation
 Data tabulation is a process for organizing data to fit into a tabular framework to
facilitate subsequent analysis.
 Data tabulation indicates the number of respondents who gave each possible
answer to each question on a questionnaire or interview schedule.
 It generates a cross tabulation which provides categorization of respondents by
treating several variables simultaneously.
 It organizes data into Columns and Rows to create an array of Variable Values
against the units of analysis, thus generating a data matrix.
 The columns represent the coded variables, while the rows represent the units of
analysis, who are the respondents.
e) Categorizing
 Categorization is the process of dividing the world into groups of entities whose
members are in some way similar to each other.

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 So data could then be categorized as high sensitivity data, medium sensitivity


data and low sensitivity data.
f) Editing (18mks)
• Sometimes you may wonder what to do with so many of the questionnaires you have
received from respondents.
• Also, the interview schedules you completed or filled after fieldwork could be bulky.
• It is a tedious task to begin analyzing your data straight from the questionnaires or
interview schedules.
• You could end up getting disorganized or confused.
• Data editing will assist you in ensuring that;
 Proper questions were asked
 The respondent recorded proper answers.
 Proper screening questions were employed, to stimulate respondent to clarify
their answers.
 Open-ended responses were recorded accurately.
8. Explain the 4 measurement scales used during coding (`12mks)
i) Nominal scale
The nominal scale (also called dummy coding) simply places people, events,
perceptions, etc. into categories based on a common characteristic. Some data
are naturally suited to the nominal scale, such as males vs. females, redheads
vs. blondes vs. brunettes, and African Americans vs. Asians. The nominal
scale forms the basis for analyses such as Analysis of Variance (ANOVA)
because those analyses require that some category is compared to at least one
other category.

ii) Ordinal scale


The ordinal scale contains all of the information captured in the nominal scale
but it also ranks data from lowest to highest. Rather than simply categorize
data by placing an object either into or not into a category, ordinal data give
you some idea of where data lie in relation to each other.

iii) Interval scale


the interval scale indicates the distance one object is from another

iv) Ratio scale


The ratio scale contains all of the information of the previous three levels plus
it contains an absolute zero point.

9. Explain the following statistics used in data analysis


a) Mode
 The item or series of observations with the highest frequency.
 Useful in the case of open-ended classes
 Extreme values do not affect the mode as do to the mean.
 Useful when dealing with qualitative data e.g where frequencies have been used
b) Range
 The range is the difference between the highest and lowest values within a set of
numbers.
 To calculate range, subtract the smallest number from the largest number in the
set.
 It is the simplest to compute and understand

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c) Mean
 This the centre of gravity of a distribution
 It has most of the qualities of a good average
d) Standard deviation
 Is the most important and widely used measure of dispersion
 It meets most of the requirements of a good measure of dispersion
 A small standard deviation means a high degree of uniformity and homogeneity
of a series.
 A large standard deviation means a low degree of uniformity and high degree of
heterogeneity
 Useful in judging the representation of the mean
e) Median (10mks)
 The median is the middle number in a sorted, ascending or descending list of
numbers and can be more descriptive of that data set than the average.
 The median is the value separating the higher half from the lower half of a data
sample, a population e.t.c
10. Describe any five graphical representations which could be used during data analysis
and presentation (20mks)
A table is an array of data in rows and columns.
 Tabulation condenses a large mass of data and brings out the distinct pattern in a
data in an attractive form.
 It enables comparison to be made easily among classes of data and takes up less
space than data presented in narrative form.
 For presentation purposes - fine detail can be given in a larger table in an
appendix if Tables should be self-explanatory - they should not require detailed
reference to the text.
Pictogram
 A pictogram (short for picture diagram) presents a pictorial symbol that
represents the data of interests.
 For instance, if the data is on the doctor–patient ratio, the number of diagrams
drawn is usually proportional to the given data.
 In addition, a key is usually given on the value of each pictorial symbol.
Pie chart
 Pie charts are a visual tool to show proportions (e.g. percentages of pupils giving
different responses when evaluating a course)
 A Pie chart consists of a circle, divided into sectors, which are proportional to the
data. The sum of angles in circle is 360 degrees.
 A total of all cases is found and the percentage of each case is found in relation to
360 degrees.
Line graphs
 Line graphs are appropriate when the horizontal axis is continuous rather than
categories.
 In impact studies, they could be used to show progress over time (e.g.
development of a measured skill each week over a ten-week course).
 Line graphs are useful in that they show data variables and trends very clearly
and can help to make predictions about the results of data not yet recorded.
 They can also be used to display several dependent variables against one
independent variable

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Histogram
 A histogram is a graphical representation of data points organized into user-
specified ranges.
 Similar in appearance to a bar graph, the histogram condenses a data series into
an easily interpreted visual by taking many data points and grouping them into
logical ranges or bins.
 The histogram is a popular graphing tool. It is used to summarize discrete or
continuous data that are measured on an interval scale.
 It is often used to illustrate the major features of the distribution of the data in a
convenient form.

11. Explain any six problems a researcher may face during data collection (18mks)

 Challenge: Complicated forms can lead to nonresponse or respondents filling in


answers at random simply to complete the survey.
Consideration: Keep the language and format of surveys simple. When possible, word questions
so that the response options are the same and try to eliminate or reduce reverse worded
questions. Always validate your surveys before using them.

 Challenge: Insufficient identifying information for matching pre/post responses.


Consideration: Ask for the first 3 letters of respondent’s last name and their birthdate
(MMYY). These elements are consistent and not forgotten by respondents. In some contexts,
these identifiers are problematic because respondents do not actually know them – seek advice
from experienced international data collection teams.

 Challenge: Literacy comprehension barriers.


Consideration: Survey responses can be read to participants. Mobile devices can also be utilized
to ‘read’ to respondents who select non-read response options (face expressions, colors, etc.).

 Challenge: Language comprehension barrier.


Consideration: Hire professional translators to translate questions and then have another
translator back-translate to original language to ensure intended meaning not lost. Pilot test the
survey with a variety of people to ensure intent is understood.

 Challenge: Insufficiently trained staff.


Consideration: There should always be a team of people involved with data collection and a
leader identified. Clear methodologies are critical for your team’s success. Clear protocols for the
“what if” scenarios are crucial. Role play various situations in which the team may or will find
themselves: gaining approvals from authorities, giving explanations to community
leaders/teachers, implementing surveys, fielding questions from respondents, etc.

 Challenge: Lack of understanding of context.


Consideration: Sometimes before you can quantify anything, you have to learn more about the
context of a respondent group. This may require qualitative research to answer key questions that
can then be used for quantitative research; without it, you risk missing truth altogether.

 Challenge: Necessary approvals.


Consideration: Every survey will require approvals at one stage or another. Adult respondents
must agree to be a part; child respondents must have their parents’ approval. If conducted in

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school or in any organized environment, educators/leaders will need to approve the


endeavor. Ensure sufficient time is built into your timeline to acquire all necessary approvals.

 Challenge: Useful resources.


Consideration: Data collection can be expensive. Collaborating with like-minded nonprofits to
conduct mutually beneficial research is a good way to collect good data at half the cost. Hiring
and training a local data collection team will be cheaper (and often more effective at obtaining
data) than bringing in non-locals to do the work.

 Challenge: Inappropriate sampling.


Consideration: To generalize your findings, you must have an appropriate sample that reflects the
population you are hoping to generalize. There are sample calculators that can estimate the size
you need, but you also need to consider statistical power. This power, provided by a statistician,
determines the level to which an effect is established. In order for your findings to be relevant,
you must have statistical power.

 Challenge: Participation in research.


Consideration: Generally speaking, all participation in research is voluntary. Where possible,
ensure anonymity; this will almost always increase participation. Keep qualitative research
around 45-60 minutes in time and survey research to less than 20 minutes. Provide incentives
such as gift cards, coupons or discounts, raffle options, etc.

 Challenge: Untrusted data. Technically this is an analysis issue, but to correct it,
it should be considered before collecting your data.
Consideration: Build social desirability scales into your surveys to check (in analysis) whether
responses can be trusted.

Take every effort to set up appropriate measures before data collection begins (quality assurance)
and then to follow the protocols during and after data collection (quality control).

Be diligent in the process. It is the only way you will be able to trust your findings.

12. Explain any six principles of tabulation (18mks)

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13. Explain the term data collection procedures using examples (4mks)

1. Determine What Information You Want to Collect


The first thing you need to do is choose what details you want to collect. You’ll need to
decide what topics the information will cover, who you want to collect it from and how much
data you need. Your goals — what you hope to accomplish using your data — will determine
your answers to these questions. As an example, you may decide to collect data about which
type of articles are most popular on your website among visitors who are between the ages of
18 and 34. You might also choose to gather information about the average age of all of the
customers who bought a product from your company within the last month.
2. Set a Timeframe for Data Collection
Next, you can start formulating your plan for how you’ll collect your data. In the early stages
of your planning process, you should establish a timeframe for your data collection. You may
want to gather some types of data continuously. When it comes to transactional data and
website visitor data, for example, you may want to set up a method for tracking that data over
the long term. If you’re tracking data for a specific campaign, however, you’ll track it over a
defined period. In these instances, you’ll have a schedule for when you’ll start and end your
data collection.
3. Determine Your Data Collection Method
At this step, you will choose the data collection method that will make up the core of your
data-gathering strategy. To select the right collection method, you’ll need to consider the type
of information you want to collect, the timeframe over which you’ll obtain it and the other
aspects you determined. We’ll go over various methods you can use in the next section of this
article.
4. Collect the Data
Once you have finalized your plan, you can implement your data collection strategy and start
collecting data. You can store and organize your data in your DMP. Be sure to stick to your
plan and check on its progress regularly. It may be useful to create a schedule for when you
will check in with how your data collection is proceeding, especially if you are collecting data
continuously. You may want to make updates to your plan as conditions change and you get
new information.
Ways of collecting data include:
1. Surveys
Surveys are one way in which you can directly ask customers for information. You can
use them to collect either quantitative or qualitative data or both. A survey consists of a
list of queries respondents can answer in just one or two words and often gives
participants a list of responses to choose from. You can conduct surveys online, over
email, over the phone or in person. One of the easiest methods is to create an online
survey you host on your website or with a third party. You can then share a link to that
survey on social media, over email and in pop-ups on your site
2. Online Tracking
Your business’ website, and your app if you have one, are excellent tools for collecting
customer data. When someone visits your website, they create as many as 40 data points.
Accessing this data allows you to see how many people visited your site, how long they
were on it, what they clicked on and more. Your website hosting provider may collect this
kind of information, and you can also use analytics software. You can also place pixels on
your site, which enables it to place and read cookies to help track user behavior. Lotame
can help you with this online data collection process.
3. Transactional Tracking
Each time your customers make a purchase, tracking that data can allow you to make
decisions about targeted marketing efforts and understand your customer base better.

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Often, e-commerce and point-of-sale platforms allow you to store data as soon as it’s
generated, making this a seamless data collection method that can pay off in the form of
customer insights.
4. Interviews and Focus Groups
Interviews and focus groups consist of talking to subjects face-to-face about a specific
topic or issue. Interviews tend to be one-on-one, and focus groups are typically made up
of several people. You can use both to gather qualitative and quantitative data.
5. Observation
Observing people interacting with your website or product can be useful for data
collection because of the candor it offers. If your user experience is confusing or difficult,
you can witness it in real-time.
Yet, setting up observation sessions can be difficult. You can use a third-party tool to
record users’ journeys through your site or observe a user’s interaction with a beta version
of your site or product.
6. Forms
Online forms are beneficial for gathering qualitative data about users, specifically
demographic data or contact information. They’re relatively inexpensive and simple to set
up, and you can use them to gate content or registrations, such as webinars and email
newsletters.

Week 5 assignment 2014


14. Explain the following descriptive statistics
a) Measures of central tendency
 Measures of central tendency are values within a range of data used to represent
all of the values in the series.
 They are also referred to as averages.
 Important types of measures of central tendency are: Arithmetic mean (simple
and weighted), Geometric mean, Harmonic mean, Median and mode
b) Mode
 The item or series of observations with the highest frequency.
 Useful in the case of open-ended classes
 Extreme values do not affect the mode as do to the mean.
 Useful when dealing with qualitative data e.g where frequencies have been used
c) Median
 The median is the middle number in a sorted, ascending or descending list of
numbers and can be more descriptive of that data set than the average.
 The median is the value separating the higher half from the lower half of a data
sample, a population e.t.c

d) Mean (6mks)
 This the centre of gravity of a distribution
 It has most of the qualities of a good average
15. Measures of variability/ dispersion
a) Range
 The difference between the value of the highest item and the value of the lowest
item in a distribution
 Is the simplest to compute and to understand
b) Variance
 The variance is a measure of variability.
 It is calculated by taking the average of squared deviations from the mean.
 Variance tells you the degree of spread in your data set.

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 The more spread the data, the larger the variance is in relation to the mean.
c) Standard deviation (6mks)
 Is the most important and widely used measure of dispersion
 It meets most of the requirements of a good measure of dispersion
 A small standard deviation means a high degree of uniformity and homogeneity
of a series.
 A large standard deviation means a low degree of uniformity and high degree of
heterogeneity
 Useful in judging the representation of the mean
16. Through illustrations explain any six methods of data presentation (18mks)
A table is an array of data in rows and columns.
 Tabulation condenses a large mass of data and brings out the distinct pattern in a
data in an attractive form.
 It enables comparison to be made easily among classes of data and takes up less
space than data presented in narrative form.
 For presentation purposes - fine detail can be given in a larger table in an
appendix if Tables should be self-explanatory - they should not require detailed
reference to the text.
Pictogram
 A pictogram (short for picture diagram) presents a pictorial symbol that
represents the data of interests.
 For instance, if the data is on the doctor–patient ratio, the number of diagrams
drawn is usually proportional to the given data.
 In addition, a key is usually given on the value of each pictorial symbol.
Pie chart
 Pie charts are a visual tool to show proportions (e.g. percentages of pupils giving
different responses when evaluating a course)
 A Pie chart consists of a circle, divided into sectors, which are proportional to the
data. The sum of angles in circle is 360 degrees.
 A total of all cases is found and the percentage of each case is found in relation to
360 degrees.
Line graphs
 Line graphs are appropriate when the horizontal axis is continuous rather than
categories.
 In impact studies, they could be used to show progress over time (e.g.
development of a measured skill each week over a ten-week course).
Histogram
 A histogram is a graphical representation of data points organized into user-
specified ranges.
 Similar in appearance to a bar graph, the histogram condenses a data series into
an easily interpreted visual by taking many data points and grouping them into
logical ranges or bins.
 The histogram is a popular graphing tool. It is used to summarize discrete or
continuous data that are measured on an interval scale.
 It is often used to illustrate the major features of the distribution of the data in a
convenient form.
Bar graphs

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 A bar chart or bar graph is a chart or graph that presents categorical data with
rectangular bars with heights or lengths proportional to the values that they
represent. The bars can be plotted vertically or horizontally. A vertical bar chart is
sometimes called a column chart.
 A bar graph shows comparisons among discrete categories.
 One axis of the chart shows the specific categories being compared, and the other
axis represents a measured value.
 Some bar graphs present bars clustered in groups of more than one, showing the
values of more than one measured variable.

1. The table below shows the mean performance of standard eight pupils in a Parklands
Zone Examination
a) Rank the schools in order of their overall mean performance (6 marks)
b) Find the average performance for each subject in the zone (10 marks)
Social
School Maths English Kiswahili Science mean
Studies
Aga Khan 91 88 70 75 89 82.6
Hospital
90 90 65 85 78 81.6
Hill
Visa
89 92 55 78 80 78.8
Oshwal
Highridge 78 70 60 75 66 69.8
Parklands 87 78 72 76 67 76.0
Westlands 90 76 60 86 58 74.0
Average 87.50 82.33 63.67 79.17 73.00

c) Using a bar graph present the average performance for each subject as
worked in (b) (13 marks)

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d) Generate FOUR key findings from the data presented (4 marks)


i) Best performing school is Aga Khan
ii) Poorest performing school is Highridge
iii) Best performed subject is Mathematics
iv) Poorest performed subject is Kiswahili
e) State SEVEN (7) qualities of a good graph in data presentation (7 marks)
i) The graph should have an appropriate scale (horizontal and vertical)
ii) They key should be indicated
iii) Proper labelling of the bars
iv) The graph should have a title
v) Use a wave when scale is not starting from zero
vi) Proper labelling of the axis
2. a) Define the term “data organization” as used in research (2 marks)
Refers to orderlines in the research data, e.g. putting the data into some
systematic form.
b) Discuss FOUR (4) stages in data processing showing the importance of each
stage
i) Data collection. - The most critical objective of data collection is ensuring
that information-rich and reliable data is collected for statistical analysis so
that data-driven decisions can be made for research.
ii) Data input. - Data entry refers to the process of computerizing/digitizing
the data so that it is in computer legible form for the purposes of processing
iii) Data processing. - Importance of data processing includes increased
productivity, more accurate and reliable decisions. Further cost reduction,
ease in storage, distributing and report making followed by better analysis
and presentation are other advantages.
iv) Data output. - Data output is central to statistical analysis and is an integral
part of the experiment. When done right, data output can bring about the
strengths of the research in an easy to understand fashion.
c) Explain THREE (3) instances where you can be said to have breached
ethical considerations when collecting data for research (6 marks)
i) Attempting to collect data without first identifying yourself in terms of
the name organization and reason for collecting data when you ask them
if they would like to participate
ii) Collecting data without getting consent or approval from the those
providing data. Participants should also be made aware that their
involvement is voluntary
iii) Involving participants without making them aware of any potential harm
prior to their participation
iv) Letting your personal preconceptions or opinions interfere with the data
collection process.
v) Wasting peoples time without compensating them
3. a) What do you understand by qualitative data analysis
Qualitative data analysis involves the identification, examination, and
interpretation of patterns and themes in textual data and determines how these
patterns and themes help answer the research questions at hand.

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b) Distinguish between Descriptive statistics and inferential statistics

BASIS FOR DESCRIPTIVE INFERENTIAL


COMPARISON STATISTICS STATISTICS
Meaning branch of statistics type of statistics, that
which is concerned focuses on drawing
with describing the conclusions about the
population under study. population, on the basis of
sample analysis and
observation.
What it does? Organize, analyze and Compares, test and predicts
present data in a data.
meaningful way.
Form of final Charts, Graphs and Probability
Result Tables
Usage To describe a situation. To explain the chances of
occurrence of an event.
Function It explains the data, It attempts to reach the
which is already conclusion to learn about
known, to summarize the population, that extends
sample. beyond the data available.

c) Describe three principles of Qualitative data analysis


The principles of qualitative approach could be summarized into three views, i.e.,
i) interpretivism,
ii) Constructivism,
iii) Inductivism
d) Identify the steps of qualitative data analysis
i) Prepare and organize your data. Print out your transcripts, gather your notes,
documents, or other materials. ...
ii) Review and explore the data. ...
iii) Create initial codes. ...
iv) Review those codes and revise or combine into themes. ...
v) Present themes in a cohesive manner.
4. A researcher sought to find out the reading habits of high school leavers before
joining college. The data below represents the number of books read by sample of 20
respondents 1, 2, 6, 3, 2, 3, 1, 2, 3, 1, 2, 5, 4, 2, 4, 7, 5, 3, 1, 2
a) Find out the
i) Mean – 2.45
ii) Median - 2.5
b)i) Using an ungrouped frequency distribution table calculate the standard
deviation

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Ans 2.5
b) ii) Based on the computed values, comment on the reading habits of the
respondents
The standard deviation is seen to be not too high or low and close to the
mean. This would mean that the class is working as a group so that as much
as possible we do not have extremes on both ends e.g. some students doing
extremely well and other doing extremely bad
c) Identify three properties of the mean that makes it the most commonly used
measure of central tendency
i) it is a centre of gravity of a distribution
ii) it has most of the qualities of a good average
iii) it includes every value in your data set as part of the calculation.
iv) the mean is the only measure of central tendency where the sum of the
deviations of each value from the mean is always zero
5. a) Briefly discuss the FOUR (4) levels of measurement recognized by social scientists
v) Nominal scale
The nominal scale (also called dummy coding) simply places people,
events, perceptions, etc. into categories based on a common characteristic.
Some data are naturally suited to the nominal scale, such as males vs.
females, redheads vs. blondes vs. brunettes, and African Americans vs.
Asians. The nominal scale forms the basis for analyses such as Analysis
of Variance (ANOVA) because those analyses require that some category
is compared to at least one other category.

vi) Ordinal scale


The ordinal scale contains all of the information captured in the nominal
scale but it also ranks data from lowest to highest. Rather than simply

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categorize data by placing an object either into or not into a category,


ordinal data give you some idea of where data lie in relation to each other.

vii) Interval scale


the interval scale indicates the distance one object is from another

viii) Ratio scale


The ratio scale contains all of the information of the previous three levels
plus it contains an absolute zero point.
b) List FIVE most important items used when referencing and give an example of
ONE reference that you would use in a study
i) Article (With DOI)
ii) Article (Without
DOI)
iii) Book
iv) Chapter in an
Edited Book
v) Classroom
Resources
vi) Conference
Sessions and
Presentations
vii) Dictionary Entry
viii) Discussion Board
Post
ix) Dissertations or
Theses
x) Legal Material
xi) Magazine Article
xii) Newspaper Article
(Retrieved Online)
xiii) Online
Video/Webcast
xiv) Technical and
Research Reports
xv) TED Talks
xvi) Walden University
Course Catalog
xvii) Webpages
xviii) Related Resources
xix) Knowledge Check:
Common
Reference List
Examples
xx) Webpage
Feedback

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c) Design an observation checklist that can be used to assess the level of computerization
of a secondary school. The checklist should have at least FIVE (5) items
i) availability of trained personnel
ii) presence of computers
iii) ratio of computers to staff
iv) level of automation
v) presence and implementation of ICT policy

The application of ICT in research

Additional Questions in Research

GUIDANCE AND COUNSELLING


October 2012
1. Define the following terms

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a) Psychotherapy (2mks)
This refers to treatment by psychological means, problems of an emotional nature in
which a trained person deliberately establishes a professional relationships with the client
with the objective of removing, modifying and retarding existing symptoms of behaviour
and personality growth and development
b) Psychoanalysis (2mks)
A method of treatment for mental and nervous disorders which was originally developed
by Sr. Freud. It consists of analyzing motives and feelings which have been repressed
and helping the individual to redirect his energies in a more constructive manner.
2. State four similarities of the guidance and counselling process (4mks)
 Both Guidance and Counseling assist individuals understand themselves and their worlds.
 Both processes help individuals to find solutions to their problems.
 Both are concerned with individual’s personal development and individual’s behavioral
process.
 Both are based on the recognition of the dignity and worth of the individual client as well
as his/her right to make choices.
 Both are oriented towards co-operation and not compulsion.
3. Outline five emerging issues to effective implementation of guidance and counselling in
Kenyan schools (5mks)
 Inadequate training- The teacher counselors for example, were constrained by
inadequate training, they lacked the necessary skills and techniques in counseling.
 Lack of support given to teacher counsellors- Support from parents and the
neighboring community were also minimal.
 Lack of resources and facilities- The head teachers did not consider funding the
programmes priority due to insufficient funds in the schools.
 The commitment of the guidance department personnel- Teacher selection is often
more subjective than objective. Some non-interested teachers are often appointed to the
guidance and counseling department.
 Lack of official G & C guidelines- Official guidelines on the guidance and counseling
programmes were also lacking. This was a problem emanating from the Ministry of
Education.
 Student reluctance- The students are often aware of the importance of the guidance and
counseling programmes in their schools. However, very few seek these services
voluntarily.
 High teaching loads and time constraints
4. John is a student at Largo high. He has come to you for counseling because he has failed all
his end-of-year exams.
a) State six possible causes of John's problems (6mks)
 Lack of Preparation
 Procrastination
 Distractions
 Lack of Perseverance
 Low Self-esteem
 Overconfidence
 Lack of Interest
 Poor Time Management
b) Explain three skills that you would use during the process of counselling John (6mks)

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 Observing Skills of Responding


o Responding is the first essential step in effectively helping a client. It is
regarded as the first stage in counseling process. Responding helps the
counselor to enter into the clients frame of reference in order to accurately
understand how she experiences the world. It is giving feedback to what
client said.
o The accurate response becomes a mirror-image of the clients experience and
leads to more self-exploration. It shows the client that counselor is full in
tune with the client experience and has understood where the client is and the
psychological need one has.
 Questioning
o The counselor may respond using questions to assist in deeper self
exploration. The counselor may ask”how, when, where, who but avoid
“why” as it has a judgemental connotation or it may put the client on the
defensive. Ask open-ended question that is relevant to the client e.g. how
does that make you feel? What plans do you have?
 Empathy
o Its good as a counselor to have empathy for someone going through
problems. Its sharing the problem with the other person and you feel with
them but you are not doing anything to correct the situation so as to help the
client feel his load has been lifted. It can be referred to as “walking a mile in
a client’s experience in an intellectual way.
o Roger says empathy is sensing the client’s private world as if it were your
own without ever losing the “as if” “quality”. You ask client what he is
feeling so that you can feel with them and understand how they are feeling.
Ask the client whether what you are seeing is the person is feeling. A
counselor tries to enter client’s frame of reference.
5. Explain three key concepts of the behavioral theory (6mks)
 Behavour is learned- behavior can be changed or learned through reinforcement,
either positive or negative, by the introduction of a stimulus. Positive reinforcement
is giving someone what they want (like a steak) to reward them for good behavior.
 Behaviour can be unlearned- Unlearned behaviors are "built-in" in some sense.
Either they unfold via the process of maturation, or they manifest themselves at some
stage in life in all or nearly all members of the same species. In other words,
unlearned behaviors are more consistent in form and timing of development than
learned behaviors.
 Behaviour can be relearned- Learned behavior can be changed if conditions change
 Behaviour is the problem not the symptom- When we focus solely on the symptom,
the problems causing these behaviors remain unsolved, and they stack up.
 Human beings are both products and producers of the environment- Humans
need to interact with the environment to obtain our food, water, fuel, medicines,
building materials and many other things. On the other hand, humans can impact the
biophysical environment, biodiversity, and other resources
6. State five qualities of an effective guidance and counselling teacher (5mks)
 Should be able to show empathy not sympathy (pity).

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 Should be friendly and approachable for students/clients to freely seek help without
fear.
 A good listener, able to listen actively and patient to the client.
 Should be non-judgemental able to exercise unconditional positive regard towards
the client able to tolerate anti-social behavior.
 Should have good standard of conduct for clients to confide in him/her.
 Should have adequate knowledge of psychology so as to understand human growth
and development in relation to behaviour.
 Should have adequate knowledge of education and vocational matters.
 Should be able to co-operate with colleagues in the helping relationships.
 Should be open- minded to be able to accept other suggestions or points of view.
 Have leadership and organizational ability
 Should have humility to be able to accept when he cannot help and therefore refer
clients.
 Should be able to maintain confidentiality.
 Should be dressed decently- according to norms of the locality.
 Should maintain good personal hygiene.
 Should be genuine, sincere or honest- be yourself no mask, can self disclose or
express personal feelings about an issue.
 Should be patient in listening, waiting for behaviour change etc.
 Should be able to communicate with people at all levels.
 Should be flexible and stable in character.
7. You have been appointed to start the guidance and counseling department in your school.
Identify any four aspects you would incorporate and explain the importance of each. (8mks)
 Educational Guidance:
 This is the help given to students on choice of subjects/courses based on their
interests and abilities.
 Students are also assisted on academic problems such as under achieving, poor
reading techniques etc.
 Vocational guidance:
 This enables the individuals to comprehend the world of works students are assisted
in choosing careers in line with their talents, interests and training and job
opportunities available.
 Each individual has to be prepared to participate in occupations of economic and
social value.
 All must be helped to appreciate the dignity of labour so as to co-operate in the task
of nation building.

 Personal/Psychological Counseling

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 This is the assistance given to individuals showing personality maladjustment such as


anxiety, excessive frustration, unhappiness, extreme anger, mobility of aspirations
achieved, partial or total failure etc.
 Those with adjustment problems like loneliness (home-sickness) in ability to
socialize also need counseling.
 These personal problems are detrimental to academic achievement; hence they
should be addressed to by the counselor in the institution or suitable referral be made.
 Conferences with parents
 The conferences provide an opportunity for the counsellor to act as a resource person
with respect to the growth and development of the student.
 The conferences can be held individually or in groups.
 Facilitates interpretation of school guidance and counseling services.
8. State three ways of overcoming frustrations (3mks)
 Talk about your problems
No matter what the stress or in your workplace, it is important that you talk about your
problems with a superior. If your managers are unaware of your concerns or worries then
they will not be able to do anything to address them.
 Take proactive steps
Take direct action to rectify the source of your frustration by proposing new initiatives or
systems to streamline your work and improve the working environment.
 Balance work and life
A healthy work-life balance can make it easier to deal with stressful situations so make sure
you dedicate enough time outside of the office.
 Suggest a breakout area
Propose the idea of a breakout area to your boss and use it to take a break during periods of
high frustration or stress.
 Engage with colleagues outside work
Enjoying a healthy social life with your work colleagues can make it easier to approach them
about causes of frustration in the office so engage with work events wherever possible.
 Host regular reviews
Sitting down with your team, boss and co-workers at regular intervals can provide an
opportunity to discuss issues and things that frustrate you.
9. Describe three types of aggression (3mks)
 Reactive-expressive- It involves the use of behaivours that can physically harm others
(physical aggression) and verbal abuse (aggression).
 Reactive-inexpressive – It generates hostility and is shown to elicit depression. It is
demonstrated that hostility negatively correlates with social support and by way of
weakening social support, hostility increases depression.
 Proactive-relational aggression- Aggression that can break human relationships, for
instance, by circulating malicious rumours.
10. Define the term guidance (2mks)
 Guidance has been defined as “a process of helping an individual understand himself and
his world” (Sherzer & Stone, 1976).

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 It is also defined as “a process concerned with determining and providing for the
developmental needs of a group and at personal level” (MOEST Kenya, 1997).
 From the definitions above, you realize that Guidance is an ongoing process aimed at
assisting an individual be aware of his/her identity, resources, and limitations in order to
adjust well in life.
11. Suggest five differences between guidance and counselling (10mks)

12. GUIDANCE COUNSELLING

1. Guidance is the “body” of 1. Counseling is the “heart of


psychotherapy. Psychotherapy.

2. 2. Counseling is affective: It is
Guidance is knowledge based. It deals value- oriented; deals with
with facts; principles, methods and perception, motivation, needs
3. cognitions. 3. and feelings.
Counseling is more personal,
Guidance is less personal and less intimate and less structured. It
intimate. It is usually structured and is interpersonal, private and
4. more public. 4. confidential.
Counseling is largely
5. 5. emotional, flexible and less
Guidance is informative and didactic didactic.
Counseling is usually initiated
Guidance is usually initiated by by the client.
counselor.

13. What do you understand by the term debriefing (2mks)


 Debriefing is a form of counseling that helps the affected person(s) to express emotions
caused by the traumatic incident.
 This help to process the painful feeling of fear, anger, bitterness etc and the persona gets
emotionally relieved.
14. Explain five factors that hinder effective implementation of guidance and counselling in
Kenyan schools (10mks)
 Inadequate training- The teacher counselors for example, were constrained by
inadequate training, they lacked the necessary skills and techniques in counseling.
 Lack of support given to teacher counsellors- Support from parents and the
neighboring community were also minimal.
 Lack of resources and facilities- The head teachers did not consider funding the
programmes priority due to insufficient funds in the schools.
 The commitment of the guidance department personnel- Teacher selection is often
more subjective than objective. Some non-interested teachers are often appointed to the
guidance and counseling department.
 Lack of official G & C guidelines- Official guidelines on the guidance and counseling
programmes were also lacking. This was a problem emanating from the Ministry of
Education.

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 Student reluctance- The students are often aware of the importance of the guidance and
counseling programmes in their schools. However, very few seek these services
voluntarily.
 High teaching loads and time constraints
15. Differentiate between crisis and rehabilitative approaches to guidance and counselling
(6mks)
Crisis Approach
 This involves taking action when a problem or crisis has already occurred.
 The counselor is expected to use crisis intervention techniques to fix the problem for
example after death of a loved one, car, plan, or train crash/accident, rape etc.
 As a result of these problems trauma results which need to be addressed through
debriefing. Debriefing is a form of counseling that helps the affected person(s) to
express emotions caused by the traumatic incident.
 This help to process the painful feeling of fear, anger, bitterness etc and the persona
gets emotionally relieved.
Rehabilitative approaches
 This focuses on measurable weaknesses and tries to remediate them.
 The purpose is to avoid possible crisis in that particular area.
 It involves teaching skills and social skills that students do not have, negotiation
skills can be taught to assist in solving interpersonal problems.
16. State five characteristics of an effective college counselor (5mks)
 Should be able to show empathy not sympathy (pity).
 Should be friendly and approachable for students/clients to freely seek help without
fear.
 A good listener, able to listen actively and patient to the client.
 Should be non-judgemental able to exercise unconditional positive regard towards
the client able to tolerate anti-social behavior.
 Should have good standard of conduct for clients to confide in him/her.
 Should have adequate knowledge of psychology so as to understand human growth
and development in relation to behaviour.
 Should have adequate knowledge of education and vocational matters.
 Should be able to co-operate with colleagues in the helping relationships.
 Should be open- minded to be able to accept other suggestions or points of view.
 Have leadership and organizational ability
 Should have humility to be able to accept when he cannot help and therefore refer
clients.
 Should be able to maintain confidentiality.
 Should be dressed decently- according to norms of the locality.
 Should maintain good personal hygiene.
 Should be genuine, sincere or honest- be yourself no mask, can self disclose or
express personal feelings about an issue.
 Should be patient in listening, waiting for behaviour change etc.
 Should be able to communicate with people at all levels.Should be flexible and stable
in character.

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17. Explain the five key concepts of behavioral theory of counselling (10mks)
 Behavior is learned- behavior can be changed or learned through reinforcement,
either positive or negative, by the introduction of a stimulus. Positive reinforcement
is giving someone what they want (like a steak) to reward them for good behavior.
 Behaviour can be unlearned- Unlearned behaviors are "built-in" in some sense.
Either they unfold via the process of maturation, or they manifest themselves at some
stage in life in all or nearly all members of the same species. In other words,
unlearned behaviors are more consistent in form and timing of development than
learned behaviors.
 Behaviour can be relearned- Learned behavior can be changed if conditions change
 Behaviour is the problem not the symptom- When we focus solely on the symptom,
the problems causing these behaviors remain unsolved, and they stack up.
 Human beings are both products and producers of the environment- Humans
need to interact with the environment to obtain our food, water, fuel, medicines,
building materials and many other things. On the other hand, humans can impact the
biophysical environment, biodiversity, and other resources
18. Define the term defense mechanism (1mk)
 Defense mechanism is a mental maneuver that works through self-deception and it is
unrealistic strategy which attempts to discharge tension.
 It is like a pain killer which only relieves symptoms but never address the root cause
of the frustration.
 Examples include: compensation, displacement, repression, rationalization, denial,
projection, reaction formation, identification, sublimation, regression, etc.
19. Differentiate between repression and regression (4mks)
 Repression-
 Keeping distressing thoughts and feelings buried in the unconscious mind.
 The ego pushes unacceptable impulses out of awareness.
 People tend to repress memories that are painful, desires that make them feel
guilty and conflicts that make them feel anxious.
 Regression
 The ego seeks the security of an earlier developmental period in the face of stress.
 It is reversion to an earlier immature patterns of behavior.
 E.g some adults may respond with childish boasting and bragging to impress
others when anxious about their self-worthy.
20. Define the following terms
a) Counselling
 Counseling is an interactive process involving the counselee who is vulnerable
and who needs assistance and the counselor who is trained and educated to give
this assistance.
 Counseling involves a relationship between a counselor and client. Through
which the client is helped to explore his thoughts, feelings and behavior to gain
self-understanding that leads to decision making and taking relevant action to
deal with the issues/problems.
 Counseling is a process of empowering a person to solve his problems or
“helping a person help himself”.
b) Psychotherapy (4mks)

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This refers to treatment by psychological means, problems of an emotional nature in


which a trained person deliberately establishes a professional relationships with the client
with the objective of removing, modifying, and retarding existing symptoms of behavior
and personality growth and development
21. Give four reasons to justify why guidance and counselling in African traditional systems is
considered to be more effective compared to modern guidance and counselling (4mks)
 Guidance and counseling in African traditional systems involved educating the youth
about the traditions and culture of a specific community.
 It was done by the elders of the community. For instance, parents gave guidance to their
children.
 They were not trained but depended on their age, knowledge, wisdom and experience.
 Counselling was also an accepted practice among members of the society, e.g. whenever
there existed a marital problem, or a deviant behaviour, elders would be called upon to
give counsel.
22. Explain three reasons why teachers should study guidance and counselling (6mks)
 The study of Guidance and Counseling helps the teacher understand sources of frustration
among student.
 Enables teachers to assist students adapt to frustrations without over using defense
mechanisms.
 The study helps teachers to assist students with social, biological or moral issues.
 Teachers are able to guide students to set realistic goals and attain them.
 Assists teachers to be able to assist students in their vocational aspiration.
 Helps the teachers understand the changes taking place in society i.e social, economic,
political etc to be able to adapt and accommodate them as well as help the student adjust.
 Teachers are equipped with skills and attitudes that enable them counsel students
individually and in groups.
23. Jane is a student in form four. She lost her parents in a fatal road accident last month and
she is to sit for her KCSE examinations this year. Describe two counselling services she may
seek to help her regain her strength to sit for her examinations successfully. (5mks)
Personal/Psychological Counseling
 This is the assistance given to individuals showing personality maladjustment such as
anxiety, excessive frustration, unhappiness, extreme anger, mobility of aspirations
achieved, partial or total failure etc.
 Those with adjustment problems like loneliness (home-sickness) and inability to socialize
also need counseling.
 These personal problems are detrimental to academic achievement; hence they should be
addressed to by the counselor in the institution or suitable referral be made.
Educational Guidance:
 This is the help given to students on choice of subjects/courses based on their interests
and abilities.

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 Students are also assisted on academic problems such as underachieving, poor reading
techniques etc.
24. State five challenges facing guidance and counselling teachers when offering guidance and
counselling services in secondary schools in Kenya, and suggest one way of dealing with
each of the challenges (10mks)
 Lack of motivation while doing the guiding and counseling duties - As a result of very
little effort being made in helping to achieve the objectives of the guidance and
counseling programmes.
 Lack of specific time allocation for guidance and counseling activities- Most schools
have to deal with heavy academic workload.
 Inadequately trained teachers- Most schools have inadequately trained teachers to help
in guiding and counseling activities.
 Limited g&c manpower- The guidance and counselling team is often made up by a team
of very few individuals in most schools. This is inadequate when compared to the number
of students in these schools.
 Poor parental guidance – The contributing factors arise from home-based aspects such
as exposure to influential videos.
 Limitation in the resources available for guidance and counseling- Teachers have to
be contented with the scarce finances available which affects their potential in offering
the guidance and counselling services.
25. You have been asked to draw up a list of qualities of an effective guidance and counselling
teacher for your school's community who are preparing to hire an assistant guidance and
counselling teacher. Describe three such qualities indicating why each is important in
guidance and counselling (6mks)
 Should be able to show empathy not sympathy (pity).
 Should be friendly and approachable for students/clients to freely seek help without
fear.
 A good listener, able to listen actively and patient to the client.
 Should be non-judgemental able to exercise unconditional positive regard towards
the client able to tolerate anti-social behavior.
 Should have good standard of conduct for clients to confide in him/her.
 Should have adequate knowledge of psychology so as to understand human growth
and development in relation to behaviour.
 Should have adequate knowledge of education and vocational matters.
 Should be able to co-operate with colleagues in the helping relationships.
 Should be open- minded to be able to accept other suggestions or points of view.
 Have leadership and organizational ability
 Should have humility to be able to accept when he cannot help and therefore refer
clients.
 Should be able to maintain confidentiality.
 Should be dressed decently- according to norms of the locality.
 Should maintain good personal hygiene.
 Should be genuine, sincere or honest- be yourself no mask, can self disclose or
express personal feelings about an issue.
 Should be patient in listening, waiting for behaviour change etc.

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 Should be able to communicate with people at all levels.Should be flexible and stable
in character.
26. State one goal of each of the following theories of counselling
a) Psychoanalytic Theory
 To bring the unconsciousness
 To strengthen the Ego
 To help client gain insight into the origin of his problems.
b) Behavioral Theory
 To eliminate maladaptive behaviour.
 To help clients to relearn more effective behaviour pattens,
 To help clients to change their problematic behaviour.
c) Humanistic Theory (3mks)
 It aims to help you develop a strong and healthy sense of self, explore your feelings, find
meaning, and focus on your strengths
27. Explain three techniques that a counsellor using the behavioral theory may adopt to help
his or her client who is having a drinking problem (6mks)
 Use of systematic desensitization – This introduces the client to a feared object slowly
until he/she unlearns the fear.
 Use of flooding. The client is exposed to the feared object in abundance to unlearn the
fear.
 Use of self-management techniques
 Use of aversive therapy/stimulation. Behaviour is associated with painful stimulation
causing the client to unlearn it.
28. List four human needs (4mks)
 Physiological- These most basic human survival needs include food and water, sufficient
rest, clothing and shelter, overall health, and reproduction.
 Safety- Safety needs include protection from violence and theft, emotional stability and
well-being, health security, and financial security.
 Love and belonging needs - The social needs on the third level of Maslow’s hierarchy
relate to human interaction and are the last of the so-called lower needs.
 Esteem- The primary elements of esteem are self-respect (the belief that you are
valuable and deserving of dignity) and self-esteem (confidence in your potential for
personal growth and accomplishments)
 Self-actualization- Self-actualization describes the fulfillment of your full potential as a
person.
29. Explain how an understanding of how needs influence behavior may be useful to a teacher
(2mks)
 Needs drive human behaviour. Therefore, it is important to try and establish people’s
needs in order to understand why they act the way they do and help to satisfy their needs
in order to maximize their contribution at school/work.
 Appreciate all things done well, it helps to improve one’s view of themselves. It leads
to better performance.
 Behaviour is complex and may originate from different needs. E.g poor pay, revenge,
fear, sickness e.t.c

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 Work environment can be organized to motivate the workers to perform well.


[adequate ventilation, lighting, clean and spacious room, clear pathway]
 Individual self-esteem (ego) is an important aspect in their behaviour or
performance. Avoid ridicule or ego bashing even when the person is on wrong or
performing poorly. Supervisor/manager should be sensitive in giving instructions and
when correcting people.
 Organize the environment to encourage self-actualization. Provide guidance on
making the right choice.
 Self-actualization should be individualized to cater for individual differences.
30. Explain how the following defense mechanisms may be used in a school setup
a) Rationalization
 This is creating false but logical excuses to justify unacceptable behavior.
 The ego replaces a less acceptable motive with a more acceptable one.
 E.g. a boy who fails to get a date from a girl may justify it by saying that the girl
is not wort it anyway, or statements like “better late than never” when an
individual is late for appointment.
b) Projection (4mks)
 This is the act of attributing personal short comings, faults and problem, etc. to
other people.
 E.g. a learner who may thinking of cheating in exams keeps saying others are
cheating or a husband who has strong desire to have extra marital affairs accuses
his wife of flirting with other men.
31. Suggest three ways in which a guidance and counselling teacher may help students over
using defense mechanisms (6mks)
 Encourage and support them to solve their problem and not to avoid the problem.
 Encourage and help them to make realistic goals.
 Create/provide opportunity for them to experience success. In evaluation include test
items that can be scored right by both gifted and slow learners.
 Advice them to avoid company of “perfectionist”. Avoid criticism.
 Equip the learner with life skills such as process of decision making, negotiating skills,
conflict resolution, etc.
 Facilitate and help learners to appreciate health life style and practice it.
 Help learners appreciate nature, beauty of nature and preserve it
32. Discuss the various factors that may prevent students from seeking guidance and
counseling services in institutions
 Gender of Counsellors
 Social Mistrust
 Lack of Confidence in Counsellors
 Confidentiality level of Issues
 Peer Pressure
 Seek help from significant others or parents
33. Explain five key concepts of each theory
a) Psychoanalytic Theory
a) Human behaviour is deterministic. Our behaviour is determined by irrational forces,
unconscious motivations, biological and instinctual drives.

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b) Behaviour is influenced by conflicts in the personality structure consisting of ID, Ego and
superego. The Id operates with the “pleasure Principle” I.e. desire to satisfy instinctual needs
and avoid pain. The Id is largely unconscious, does not think only wishes. It is irrational. The
Ego is in touch with reality. It is the executive that governs controls and regulates personality.
It meditates between the instincts and the surrounding environment. It is the seat of intelligence
and rationality. It operates on the “Reality Principle “ as it does realistic and logical thinking.
The superego is the person’s moral code being concerned with whether an action is good or bad,
right or wrong. It is the judicial arm of personality. It represents the ideal, the values or ideals
of society as handled down from parents to children. It strives for perfection. Superego operates
with the “moral code principle”
c) Behaviour is influenced by experiences or conflicts in the first six years of life. According to
Freud, an individual goes through the five psychosexual stages namely:- oral, anal, phallic,
latency and genital stage. If one does not negotiate these stages successfully, fixation results and
this affects later behaviour.
d) Anxiety, (a state of tension) develops due to conflict between id, Ego and superego trying to
control the available psychic energy. Anxiety motivates behaviour. To cope with anxiety and
avoid being overwhelmed, the ego employs defence mechanisms. These ego defenses are
normal behaviours and have adaptive value but should not be overused or become a lifestyle to
avoid reality. Some defence mechanisms include projection, repression, denial, reaction
formation, compensation etc.
b) Behavioral theories
a) Behavour is learned
b) Behaviour can be unlearned
c) Behaviour can be relearned
d) Behaviour is the problem not the symptom.
e) Human beings are both products and producers of the environment.

SPECIAL METHODS
1. State FIVE ways in which a theory lesson can be introduced: [5 marks]
 It can be a review of the previous lesson or be based on any other related material
 The lesson objectives must be verbally stated to link the introduction to the body of
the
lesson and to allow the students to aim at the expected objectives
 To set problems which lead to the subject of the lesson
 Provide a brief overview of the lecturer content either verbally, with a handout or
through an outline on the chalkboard.
 Tell the learners how you expect them to use the lecture material.

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 Define or explain unfamiliar terminologies.


2. Give THREE situations that would compel a teacher to prepare a multi-activity lesson
instead of a single-activity lesson: [3 marks]
 Having different objectives that need to be achieved
 Shortage of time to achieve objectives
 Limitation in resources for the lesson
 Having different groups of learners in one class
3. State SIX introductory activities the trainer and the trainees should engage in before a
multi-activity practical lesson: [6 marks]

 Calling the register


 Reviewing the content of the previous lesson through question and answer.
 Telling a brief story or incident/episode which is related to the issues covered in the
lesson.
 Introducing the lesson– writing lesson title on c/board.
 Stating the objectives of the lesson
 Indicating where and when the students can use what they will learn in the lesson.

4. State FIVE possible facts that should appear in the remarks column of the scheme of
work / Schedule plan [5
marks]
 Indication of whether lesson content was covered as per the plan
 Areas requiring improvement
 Constructive criticism for the lesson- These may include instances of over planning and under
planning and reasons, success or failure of the lesson and reasons
 Comments on remarks such as “Excellent”, “Done”, “O.K”. “Well taught”
 If the lesson was not taught when it was scheduled, the teacher should indicate that and give a
brief explanation.
 The date when the lesson was taught
5. State FIVE introductory activities carried out before students write a test:
[5 marks]
 Clearly and firmly stating instructions without scaring students.
 Creating a motivating and relaxed atmosphere.
 Conduct pretest activities:

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Ensure that there is: (a) adequate working space (b) satisfactory seating arrangements (c)
adequate lighting (d) freedom from noise and other distractions (e) materials available for no
opportunity to cheat
 Ensure that materials for the test are available:
o question papers and answer-sheets issued • unwanted and irrelevant materials
removed • Emphasize instruction/directions and make any corrections on question
papers. • announce time for the test • indicate, in writing ,the time for starting and the
time for stopping
6. Give FIVE points on how you would treat the slow trainees and the very fast trainees in
your class during a lesson: [5 marks]

 Praise and reward fast and slow learners


 Set realistic expectations for both groups and smaller targets for slow learners
 Be supportive
 Encourage peer tutoring
 Offer independent projects for fast learners
 Balance between complex and simple projects
 Extra work for fast learners

7. State the purpose for Competence Based Assessments; either Formative or Summative
[4 marks]
Formative
 Monitoring student achievement for purposes of providing individualized instruction
 Evaluating teaching effectiveness with a view of enhancing planning, selection of
teaching techniques, resources etc.
 Motivating learners
 Encouraging good studying habits
 Providing learners’ entry behaviour
 Providing a feedback that identifies learners’ strengths and weaknesses
Summative
 Ranking, grading and/or promoting learners,
 Certification
 help education authorities and managers make informed decisions about resource
allocation, curriculum update and investments,
 To improve pedagogical practices

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8. State SIX points the trainer should bear in mind in the style of asking questions in order
for the questions to play the role they are intended to: [6 marks]
1. Address the questions to the class, hesitate, and then call on a specific student to answer.
Do not start a question by calling the name of the student.
2. Scatter the questions over the entire class and avoid consistent and regular procedure of
questioning e.g. by desk rows, alphabetical order etc.
3. Allow reasonable time for answering (not too much or too little)
4. Pose questions within the ability of the students:
• Difficult questions to the capable students
• Simple questions to less capable students
5. Ask questions to the inattentive.
6. Insist on complete answers – do not answer the questions you have asked yourself because
this will lead to student laxity.
7. Encourage students to ask questions
• They should be relevant and in good English
• Have the other students attempt to answer the question
8. Discourage group responses because:
• This can lead to loss of class control
• It becomes difficult to pinpoint those who make errors
9. Do not ask questions that can be answered by guessing (e.g. requiring yes/no answers)
10. Use the key questioning words while asking questions – how, why, what, when etc.
11. Avoid “who can …type of questions – e.g. instead of “who can tell me the name of this
too?” should be rephrased to “what is the name of this tool?”
9. At one Technical Training Institute, when teacher B goes to class, every trainee is quiet
and attentive. When teacher C goes to the same class, the trainees are noisy and
inattentive. Explain SEVEN steps you would take to make sure that trainees do not
behave in the same manner to you as they behave towards teacher C: [7 marks]

 Make learning interesting by;


- Varying approaches to teaching
- Presenting meaningful content
- Using of teaching Aids
 Make use of reinforcement, as it strengthens responses or behavior.
It is better to promote good conduct than use punishment, censorship or blame
 Avoid punishing a group if you know who did wrong
 Avoid the use of sarcasm, and do not ridicule students
 Acknowledge or appreciate the good deeds of your students
 Work with students, not against them

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 Appreciate individual differences among students


 Always try to establish the root cause of misconduct
 Encourage participative learning
 Provide corrective feedback
 Develop a conducive learning environment
 Know your stuff
 Encourage positive self concept among learners
 Set realistic goals and objectives
 Prevent problems before they occur
 Avoid confrontational behavior
 Apply the principles of motivation, such as;
 setting realistic goals
 Observing equity and being impartial.
 Considering needs of the learners.

10. Give FIVE emotional characteristics of a teacher in the classroom: [5


marks]
 Relaxed
 Able to accept and discuss and discuss personal problems
 Has balanced reactions/temperament and is not abusive
 Is able to balance between democratic/laissez faire/autocratic attitudes as the situation
demands
 Able to impart confidence in the students
 Able to handle student’s emotional reactions effectively
 Has a motivating attitude and encourages discussion
 Can comfortably handle opposition.
11. State five reasons why you will recommend the use of demonstration as a method of
teaching (5mks)

 Demonstration can open a learners’ eye to a new world of understanding and help him
acquire knowledge first hand.
 It shortens the time of learning and lengthens the memory of facts and principles.
 It is quite effective in making clear to participants and observers the relationship between
skill and their purpose.
 It aids in bringing about a relationship between the theory and practice.
 It fosters good thinking in groups and individuals.
12. Competency-based learning discourages the use of lecture as a method of instruction.
Explain the reason for this. (10mks)

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• Knowledge gained without participation is not assimilated.


• It tends to be a one way process with students in a passive role.
• It is difficult to measure student learning and/or interest.
• It is often inadequate for teaching skills and attitudes.
• It tends to emphasize the interests of the lecturer rather than students.
• It tends to encourage acceptance of the teacher as the final authority.
• It does not cater for individual differences among the students, with result that the slow
learners, slow writers, and weak students are dragged along at a speed they cannot cope with.
For example, in lower levels this may result to loss of interest and lack of attention usually
manifested by some learners sleeping or day dreaming.
• The strategy progresses at the pace of the speaker rather than that of the learner
• Information delivery is likely to be affected by noise.
13. Discuss five factors to consider when preparing a scheme of work (10mks)

 The syllabus: this has been structured and prepared in line with the national goals and
principles in mind and spells out the general objectives to be achieved after careful
completion of the syllabus.
 The fraction of the syllabus the scheme of work will cover: is the scheme of work
prepared for a week, a term or a year?
 The order of the different topics/subtopics from the syllabus into the scheme of work.
 The term calendar and school interruptions e.g. public holidays, examination dates,
games, etc.
 Resource materials available which includes reference materials and teaching aids.
 The nature of examinations for the level being schemed.
 Experience from previous years: the existing schemes of work within the institution.
 Syllabus content of related subjects.
 Learners’ abilities, interests and entry behavior.
14. Domains of learning play a very important role in the formulation of educational
learning outcomes. Explain the five levels of affective domain (10mks)

1. Receiving/ attending
Involves becoming aware of an idea, process or a thing and one is willing to learn and
try a particular behavior. It involves controlled or selected attention.
2. Responding

This refers to the ability to make a response at first obediently, later willingly and
with satisfaction.

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It begins with attending/ receiving until one eventually enjoys it and gets involved.
3. Valuing
Is the process of accepting the worth of something, idea or behavior, until one prefers
it and works to further it as a value and develops a commitment to it. It deals with the
development of attitudes, believes and values concerning such objects as self, others,
society, social institutions and culture. It involves attending/receiving and attending.
4. Organization
Here, the internalized values are organized in hierarchical manner i.e. acquired
attitudes, values and beliefs are organized into a pattern and ranked according to their
order of importance. It involves the above 3 levels.
5. Characterization
This is generalization of selected values and the behavior of the individual is
controlled by these values and not emotions. Thus the behavior is not exhibited
emotionally but is part of a value system.
15. Discuss five reasons why E-Learning is becoming a popular method of instruction in
learning institutions (15mks)
Reason #1. Covid-19 Pandemic
Even though almost two years have passed since the beginning of the pandemic, we are still
trying to get used to the new way of life. While many countries are trying to organize strict
lockdowns, many people are forced to stay home. However, no one canceled the study, and
the global education system had to get out of the situation.

Demand for online education increased significantly during the lockdowns, and many
adopted the new way of learning. Such a strong demand is one of the main reasons why the
eLearning industry has reached unprecedented heights.

What's even more exciting is that the trend will not subside even after all the lockdowns are
over. The world education system has learned all the conveniences and advantages of such a
training format. Now, according to assurances of 63% of university leaders, they predicted
that prestigious universities would have complete university courses transferred online by
2030.
Reason #2. With eLearning Students Learn More
This may seem like a strange statement to some since, at first glance, all the difference
between online training and the traditional one is that all training takes place on a computer
or mobile device. However, according to recent IBM research, students enrolled in online
courses learn five times more material than old-fashioned classroom learning.

The eLearning industry has one indisputable advantage – students can determine at what pace
it is comfortable for them to consume educational material. This freedom stimulates faster

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progress on topics in which students feel confident and choose long pauses between topics
that require in-depth study and a focused approach.

Reason #3. eLearning Is Less Time Consuming


It is no longer a secret for anyone that the standard form of education is several times more
time-consuming than online. To be more precise, formal education is 40-60% more time-
consuming.

This point is closely related to the previous one since freedom of choice affects how long it
takes to assimilate the material. Teachers do not need to wait for others to master the material
to continue moving forward through the educational material. Learners are free to devote
time to learning when there is a desire, strength, and inspiration to learn.

Also, do not forget that the eLearning Industry completely frees you from moving around the
city to get to an educational institution and attend classes. Students just need to open a laptop,
connect to the Internet, and learn new material.

Reason #4. Over-The-Top Retention


Online learning stands out because it is much easier to retain students in this format than the
standard one. The Institute of America conducted a study that showed that the eLearning
industry has a retention rate of 25% to 60%, while regular training has 8-10%.
This phenomenon is because online learning helps avoid situations when students face many
classes in one day, which is very tiring. Online students study when they are ready for this
without accumulated fatigue and the thought that there are still 5-6 lessons ahead on various
topics.
Reason #5. Accessibility
One of the most widely praised features of the eLearning industry is its portability.
Many online learning platforms try to keep up with modern trends and allow learning through
different browsers and various mobile devices right on the go.
In addition, training is not tied to one place. You just need to connect to the Internet, go to the
website or mobile application of the learning platform, and you are ready to gain new
knowledge. All these factors make online learning incredibly flexible and accessible from
anywhere globally where there is Internet access.
Reason #6. Online Learning Cans Solve Teacher Shortage

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Lack of teachers is a problem that is especially acute in the educational field. For example, in
2019, economists at the Economic Policy Institute stated that the shortage of experienced
teachers is "real, great, growing, and worse than we thought."
Even though the teacher shortage can’t be resolved with a snap of the fingers, online learning
is doing its best to tackle the problem gradually. For clarity, it is worth giving an example. In
standard universities, there are approximately 16.5 students per teacher. Meanwhile, an online
curriculum written by one qualified professional can reach thousands of students every day.
In a nutshell, the eLearning industry is not aimed at expanding the teaching staff but
providing educational material to a broader range of users.
Reason #7. No Need for Textbooks and Related Expenses
The standard form of education can’t do without books since most educational material is
based on specific textbooks. Research shows that a student in the United States spends an
average of $1,200 a year on textbooks. Many students spend money on learning material
from their student loans, which can be very expensive and stressful.
Online training completely frees students from such expenses since all related materials are in
the public domain online. In addition, online materials are easily updated and constantly
remain relevant, unlike books that require re-release, quickly become outdated, and new
editions require re-purchase from students.
Reason #8. Environmental-Friendly Approach
In recent years, the eco-friendly movement has been growing, contributing to online
learning’s popularity. The eLearning industry has already established itself as the most
sustainable way of learning, as online courses use 90% less energy and emit 85% less
CO2 than traditional classroom lessons.
In addition, do not forget that the online education business does not require textbooks, which
reduces the demand for the production of paper books, cutting down trees, and the
construction of paper-cellulose factories, which are infamous for their emissions into the
atmosphere.
16. Explain the five levels of the affective domain (10mks)

1. Receiving/ attending
Involves becoming aware of an idea, process or a thing and one is willing to learn and
try a particular behavior. It involves controlled or selected attention.
2. Responding

This refers to the ability to make a response at first obediently, later willingly and
with satisfaction.
It begins with attending/ receiving until one eventually enjoys it and gets involved.

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3. Valuing
Is the process of accepting the worth of something, idea or behavior, until one prefers
it and works to further it as a value and develops a commitment to it. It deals with the
development of attitudes, believes and values concerning such objects as self, others,
society, social institutions and culture. It involves attending/receiving and attending.
4. Organization
Here, the internalized values are organized in hierarchical manner i.e. acquired
attitudes, values and beliefs are organized into a pattern and ranked according to their
order of importance. It involves the above 3 levels.
5. Characterization
This is generalization of selected values and the behavior of the individual is
controlled by these values and not emotions. Thus the behavior is not exhibited
emotionally but is part of a value system.
17. Discuss five factors to consider when scheming (15mks)

 The syllabus: this has been structured and prepared in line with the national goals and
principles in mind and spells out the general objectives to be achieved after careful
completion of the syllabus.
 The fraction of the syllabus the scheme of work will cover: is the scheme of work
prepared for a week, a term or a year?
 The order of the different topics/subtopics from the syllabus into the scheme of work.
 The term calendar and school interruptions e.g. public holidays, examination dates,
games, etc.
 Resource materials available which includes reference materials and teaching aids.
 The nature of examinations for the level being schemed.
 Experience from previous years: the existing schemes of work within the institution.
 Syllabus content of related subjects.
 Learners’ abilities, interests and entry behavior.
18. Define the following terms
a) Teaching
 A teaching process can be defined as a cyclic chain of activities where the teacher’s
confrontation with learners in the classroom is only a point in the cycle as he plays various
interrelated roles.
 Teaching can also be defined as a process in which the teacher initiates a set of activities in
which his/her learners take part so that the result is acquisition of knowledge, skills and/or
attitudes that would bring about relative desirable changes in the learners.
b) Learning
 Learning is a change or a modification of behavior or response as a result of some form of
experience.

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 It refers to numerous different processes, which result in a relatively permanent change in


behavior as a function of experience, training and practice.
c) Syllabus
 A syllabus is a broad sketch or outline of what is envisaged to be covered within a given level
of learning for a certain period of time.
 It is usually developed for a particular level and is a blue print that indicates the theme,
sequence and depth of the content or materials to be covered and for how long.
d) Curriculum
 A curriculum is all the experiences and programmes of learning that are given under the
guidance of a school.
 It includes all forms of activities, lessons, subjects and skills given under the responsibility of
the school to contribute to the mental, social and physical development of the learners.
e) Lesson plan (10mks)
 This is a guide of how the content of the lesson notes will be delivered to the learners.
 A lesson plan is therefore a systematic plan prepared by the teacher to serve as a guide on the
lesson objectives and on how the teaching /learning process is to be conducted.
19. Explain five qualities of an effective teacher

QUALITY EXPLANATION DEVELOPING THE


QUALITY

a. Presentable This is the way a teacher Dress properly and be


looks in a front of learners composed.
i.e. the mode of dressing,
confidence, disposition,
and physical composure.
b. Patience The teacher should be The teacher should show
able to take time before some restraints and get
he reacts to happenings. involved in some of the
He should not harass activities such as
learners but make patronizing clubs even
calculated moves, not during odd hours. He
hasty decisions. He should also try to help
should be able to those learners with
appreciate the problems in learning
contributions of slow during his/her free time.
learners without any
ridicule.

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c. Flexibility The teacher should be The teacher should solve


able to adjust to new problems as they arise,
changes as opposed to make adjustments to
following strictly laid his/her programme and
down rules e.g. time give students a chance to
budgets. It calls for present their views.
resourcefulness and
adaptability.

d. Persuasive A teacher should have Using polite and


power to influence appropriate language,
learners in believing in understanding the
education, that is, he interests and problems of
should be determined and the learners he/she is
convinced about the dealing with and
objective/goal he intends believing in the goals and
to achieve. objectives.

e. Initiative This is the ability, The teacher should join


willingness and the drive clubs /associations, and
to start something without encourage class
waiting to be instructed. participation through role
playing, drama, group
discussion, debating, etc.
f. Good Listener The teacher should be The teacher needs to
patient enough to listen to change or readjust his/her
the learners’ problems, attitude towards people,
ideas, facts, contributions, events and problems, in
and suggestions, and give order to achieve his/her
necessary direction. objectives/goals.

g. Counselor The teacher should be a The teacher should be


knowledgeable problem able to guide and council
solver who can give learners.
guidance as well as advice
on various issues.
h. Organized The teacher needs to He should be organized
prepare in advance, by equipping
arrange work in a logical himself/herself with
and sequential manner. relevant resource
He/she should present materials, as well as
materials with confidence. working in a suitable
environment.

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j. Decisiveness The teacher should take a The learners to be given


particular course of action responsibility involving
at an appropriate time and decision-making and to
come up with alternatives readily accept it.
where necessary

k. Sociable The teacher should


interact freely with other
The ability to interact
members of staff and
freely with people.
community.
l. Optimism This is the tendency to The teacher must have a
view the future from its positive self-image and
brightest side. For a concentrate on the
teacher to be able to positive events that
initiate any course of produce results.
action he must be
optimistic.
m. Information Seeking The desire to obtain He should have initiative
information. Teacher and cultivate personal
should have an a quest for interest to obtain
facts, data and take time information.
to research for them.

n. Persistence The teacher should Thorough training to


appreciate that greatest master the subject and
glory is not in never methodology for teaching
failing but rising every it without getting
time one fails. Fear or frustrated.
failure does not hinder
acting. He should be
persistent when carrying
out his roles and make
sure objectives are
achieved.

o. Good Communicator The teacher should be He should be always


able to transfer the conscious of good
meaning of a message to language use.
the receiver, i.e. The
message should be clear

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and understandable.

p. Credible A reliable, considerable, The teacher should


trustworthy and friendly welcome self-
personality. examination to ensure
that actions meet the
expectations of the
audience. Accept
responsibilities and
account for them.

q. Role-model To be a role-model, a Examining one-self and


teacher has to be creative, getting involved in
innovative, goal-oriented, problem solving
credible initiator with situations. Getting
self-confidence, decision involved in forums for
maker, devoted, exchanging views and
competent and counselor. activities that others can
These qualities must be emulate and accept
evident and observable in responsibility.
the behavior and actual
operations of the teacher.

r. Goal-Oriented The teacher with the Involved in tasks with


desire to achieve, attainable objectives.
optimistic, persistent
organized and action-
oriented.

s. Knowledgeable A knowledgeable teacher Attending seminars,


portrays evidence of reading and conducting
being an authority in a research widely.
given subject and deals
with issues wisely.

20. State five characteristics of a good lesson plan


 The title and the objectives in the lesson plan must concur with those in the scheme
 Timing must be shown for each step
 The teacher should not over plan or under plan
 Unnecessary words must be avoided
 It must be complete with no heading information omitted
21. Explain in details the following components of a scheme of work

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a) Objectives
 A complete and useful scheme of work includes specific objectives for each lesson title.
 The objectives must be stated clearly and in measurable terms.
 They should be stated in terms of what the learner will be able to do as a result of instruction.
 The conditions under which the learner is going to perform and the degree of acceptable
performance should be included.
b) Key points
 These are the sub-titles within a lesson title and they are linked to the lesson objectives.
 These are the central ideas around which the teaching will revolve, or the main points the
teacher expects to use during the lesson in order to achieve the objectives set.
c) Application/ activities
 These are the learning experiences or tasks planned for the students to do during the teaching-
learning process within and outside the classroom.
 By providing his students with these activities, the teacher expects them to put into practical
use the concepts and skills that they are learning.
d) Remarks (8mks)
 The remarks column should be filled in immediately the lesson is over.
 The teacher is supposed to indicate whether what was planned for each period was covered.
 These may include over planning, under planning, success or failure of the lesson and reasons
for either.
 Remarks made by the teacher are meant to help him in planning other lessons thereafter.
22. Discuss any two advantages of the following methods of teaching
a) Question and answer

1. Develops processes of thinking and guides enquiry and decision making.


2. Helps acquire and clarify information; answers concerns and develops communication skills.
3. Determines the knowledge learners bring to the class so lessons can be made to meet their
needs.
4. Provides motivation by encouraging active participation in learning.
5. Leads learners to consider new ideas and make use of ideas already learned.
6. Help learners clarify their ideas, structure their study and learn about things that interest them.
b) Lecture

 It is economical with classroom time because it brings the teacher’s ideas into the immediate
focus.

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 The method permits the teacher to cope with large numbers of students and when necessary
to cover a large amount of material.

 It helps the students develop ability to listen attentively, critically, and with appreciation.

 It provides exposure to knowledge not readily found in assigned readings or the common
experience of students.

 Useful in introducing new topics as it provides the student with basis or background for
further learning or study.

 Requires less rigid class or space.

 The teacher spends little on teaching aids and other equipment hence it’s less expensive.
c) Discussion

 Heightens learner’s interest

 Builds participants understanding for the topic in question

 Members pool knowledge and ideas in the cooperative task of endeavoring to understand a
problem by learning from one another.

 Allows a two way communication

 People tend to work more intensely while in a group

 Group judgments may sometimes be accurate than those resulting from individual
examinations of problems.

 Conflicts/ disagreement which emerge in a heated discussion group may be starting points for
critical thinking and new exploration.

 Leads to increased tolerance of varying points of view.


d) Group work

1. The strategy is conducive to developing learner’s leadership and discussion skills.


2. It allows learners to use inquiry skills that many educators believe will better prepare learners for
the future by removing traditional teaching learning strategies.
3. It provides opportunities for more intensive investigation of a study or problem.
4. It allows learners to become more actively involved in their own learning and to participate more
freely in discussions.
5. It provides opportunities to develop respect for other learners whose work helps the group progress
in reaching its goals.
6. It enables the teacher to give more individual attention to each learner’s learning needs.
e) Project

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1. It applies to the principles of learning by doing.


2. All learners have the same and equal facilities, materials practically.
3. Encourages creativity, freedom of expression, co-operation, initiative and eliminates selfishness.
4. Learners work towards common goals in project.
5. It gives experience in planning and organizing. 6. Provides a natural approach to learning
7. Exposes learners to real life experiences.
8. Gives learners confidence.
9. It is a learner centered method.
f) Field trips (12mks)

1. Allows for a direct involvement by the learner because the method emphasizes direct
experience with material.
2. Provides an individual with a feeling of competence after seeing the real thing.
3. Provides a multi-sensory approach which provides for individual learning style e.g. learners
can see, feel, smell, hear and even touch.
4. Promotes a socializing atmosphere for learners and teachers as they work together.
5. Provides opportunity for a more relevant curriculum because the experiences provided often
develop understanding and skills that can be used outside of the school setting.
6. Develops skills necessary for more advanced study or research.
23. List any five factors considered important when designing a curriculum (5mks)

 The society
 The learners needs and abilities
 The national philosophy and life style towards which the whole society is striving for.
 The skills which individuals need to develop or acquire in order to serve the society.
 Resources necessary for implementing the curriculum.
24. Outline five benefits of using a lesson plan when conducting a lesson (5mks)

1. Prior to presenting the lesson it is important for the teacher to “think through,” or visualize
how the lesson will be taught. This is done through lesson planning.
2. He/or she can then anticipate learning difficulties and decide how to overcome them.

3. The lesson plan helps in the organization of tools, materials and aids necessary for effective
teaching and learning.

4. The lesson plan gives the instructor confidence while teaching and helps to: -

 Provide needed motivation

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 Give proper emphasis where/when it is needed

 Ensure that all essential information is included.

 Provide for the use of instructional aids

 Insert questions at the proper time

 Stay on schedule.

25. Identify the significance of having specific objectives to the teacher (5mks)
- The teacher is able to select suitable learning experiences and materials for the lesson in
advance.
- Stating what the learner should be able to do after instruction makes it easier to decide
whether or not the programme for instruction has been successfully planned.
- With clearly specified objectives, it is easy for the teacher to achieve them and suggest a
means of evaluation or assessment.
- When learners are told in advance what is expected of them before instruction begins, this
information serves three useful functions;
(a) Helps students organize their thinking for new learning.
(b) Helps them to channel their effort to relevant activities.
(c) Help them to know what is expected of them.
- Behavioral objectives enable the teacher to communicate his teaching intention to himself.
This awareness leads to purpose in teaching and learning. The teacher puts more effort so
that most learners in his class achieve objectives set.
- Objectives help the teacher to structure the content of the lesson. Objectives being precise in
nature and logically sequenced, the structure of material of the lesson follows the same
pattern. This presentation makes is easy for the presentation of the teacher and for the
learning.
- Objectives enable the teacher to determine present level of mastering for prescribed
objectives for a time.
26. Using the template provided prepare a plan for a theory lesson in your area of
specialization for 1 hour. Assume you have 20 students in the class (15mks)
27. Highlight five major purposes of examinations in the school

 The role of evaluation in the classroom is two fold. First as a feedback to teachers, parents
and learners. This assists them to discover weaknesses, inadequate coverage and so on. This
is obtained through formative evaluation which is normally carried out in form of quizzes,

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reports, tests and assignments. However summative evaluation which is realized through final
examinations is equally useful as it describes a learner’s level of achievement and is often
used as:

 Stimulant/motivator for both the teacher and the learners.

 A criterion for school or college selection.

 A criterion in job placement.

 A basis for promotion to the next grade or level.


28. Discuss the procedure of administering a test at the following stages
a) Before the test
 Question papers and answer-sheets issued
 Unwanted and irrelevant materials removed
 Emphasize instruction/directions and make any corrections on
 Question papers.
 Announce time for the test
 Indicate, in writing, the time for starting and the time for stopping
b) During the test
 Teacher to signal the students to start the test/examination.
 Teacher to supervise the students as they do the examination and note any anomalies.
 Teacher periodically announces time.
 Teacher stops the test/examination at the appropriate time.
c) After the test (15mks)
 Students hand in their scripts.
 Teacher ascertains the number of scripts.
 Teacher obtains feedback on the test from the learners.
 Teacher makes any announcement.
 Students are formally dismissed.
29. State five characteristics of a good assignment (5mks)
 Allows students to produce or demonstrate evidence of student learning.
 Be sure to explain and include instruction that clearly communicates to them the expectations
of the assignment.
 Offers opportunities for exploration and self-discovery.
 Large assignments may be prepped for by breaking down a large project into smaller modules
of the same assignment

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 The assignment allows students to make connections and relate to the material covered in
class.
30. Give two definitions of motivation (4mks)
 Motivation is a degree of desire or drive for attaining specific objectives. It may be described
as a personal internal process that determines the strength and direction of a person’s
behavior or line of action e.g. you feel thirsty and you stand up to look for water.
 In the classroom situation, motivation refers to a set of devices that help keep learners alert
and direct their attention to the set objectives. The teacher’s role in this case is to attempt to
create in learners a desire or drive for attaining the set objectives.
31. Differentiate between two types of motivation (6mks)

1. Extrinsic/external motivation;
These are forces that exist outside the learner and tend to drive him to a given course of
action. They are physical circumstances and the desire of others i.e. rewards, praises, rebukes
and parental ambitious. An externally motivated person lives on fate i.e. believes in luck
(good/bad). He easily looks for ways of justifying his failure.
2. Intrinsic/internal motivation;
This is aroused by an inner urge, drive or motive. These are forces that originate from
within the individual to impel (force) him to seek a given goal. Such forces include attitudes,
needs and anxiety i.e. an interest in music and the fear of failing exams motivates certain
behavior. For such individuals, their main reward is their own satisfaction in the task.
32. Discuss five ways in which a teacher can sustain learner interesting class (15mks)

1. Focusing;
Failure to concentrate on a single aspect of a task is one of the characteristics of under/lo
achievers. To many of them, the learned things are viewed as trivial. To keep such learners
to the right track, the teacher uses motivation to get them to attend to classroom activities.
This can be by cajoling or coaxing, threatening, cracking jokes, or making the lesson
interesting.

2. Stimulus variation;
Most students have short attention spans so a good teacher should vary the learning activities
so that the learners receive the stimuli that will keep them interested. Some behavior patterns
that vary the stimulus and keep learners attention are;

(a) Gestures;
Head, hand, body and eye movements are important in oral communication. Oral
communication alone does not convey meaning as effectively as it does when combined with
gestures.

(b) Interaction styles:


A teacher normally uses 3 interaction styles in the classroom.
(i) Teacher – class i.e. lecturing
(ii) Teacher – student i.e. questioning
(iii) Student – student i.e. redirect students question to another student.

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Deliberate varying of these interaction styles varies the context within which material is
presented thereby increasing attention.

(c) Pauses;
When pauses are deliberately inserted into a presentation the following happens;
(i) The content is broken into more absorbable units.
(ii) Learners often become more attentive as silence acts as anew stimulus.
(iii) Since the stimulus lucks structure, learners may strain for cues and direction.
(iv) A distinct pause prepares learners for the teacher’s next statement.
(d) Shifting sensory channels.
When the teacher shifts from one communication mode to another, the learners also have to
switch their “primary receptors” which normally leads to a higher level of attention.

(e) Movement
Teacher’s movements require student visual and aural sensory adjustment, which in turn
increases the attention levels. But too much of it disrupts thinking.

3. Set induction;
The initial instructional move of the teacher should focus attention of learners on some
familiar experiences so as to provide a link between the familiar or known to the unfamiliar
or new. This encourages learners’ interest and involvement in the lesson.

4. Questioning
The teacher should employ various probing techniques when asking questions in order to get
fuller student responses, which in turn sustains attention and interest of the learners.

5. Reinforcement
A student’s response to a question calls for reinforcement whether the answer is correct or
wrong. Reinforcement, more so, positive reinforcement increases student participation.

33. Describe five participatory methods of training that you would adopt during the
workshop session (15mk)
 Class discussions
 Role playing
 Brainstorming
 Gamification
 Peer teaching
34. Explain five qualities that an entrepreneur trainer should possess in order to teach
entrepreneurship successfully (10mks)

QUALITY EXPLANATION DEVELOPING THE


QUALITY
a. Presentable This is the way a teacher Dress properly and be

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looks in a front of learners composed.


i.e. the mode of dressing,
confidence, disposition,
and physical composure.

b. Patience The teacher should be The teacher should show


able to take time before some restraints and get
he reacts to happenings. involved in some of the
He should not harass activities such as
learners but make patronizing clubs even
calculated moves, not during odd hours. He
hasty decisions. He should also try to help
should be able to those learners with
appreciate the problems in learning
contributions of slow during his/her free time.
learners without any
ridicule.

c. Flexibility The teacher should be The teacher should solve


able to adjust to new problems as they arise,
changes as opposed to make adjustments to
following strictly laid his/her programme and
down rules e.g. time give students a chance to
budgets. It calls for present their views.
resourcefulness and
adaptability.

d. Persuasive A teacher should have Using polite and


power to influence appropriate language,
learners in believing in understanding the
education, that is, he interests and problems of
should be determined and the learners he/she is
convinced about the dealing with and
objective/goal he intends believing in the goals and
to achieve. objectives.
e. Initiative This is the ability, The teacher should join
willingness and the drive clubs /associations, and
to start something without encourage class
waiting to be instructed. participation through role
playing, drama, group
discussion, debating, etc.

f. Good Listener The teacher should be The teacher needs to


patient enough to listen to change or readjust his/her
the learners’ problems, attitude towards people,
ideas, facts, contributions, events and problems, in
and suggestions, and give order to achieve his/her

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necessary direction. objectives/goals.

g. Counselor The teacher should be a The teacher should be


knowledgeable problem able to guide and council
solver who can give learners.
guidance as well as advice
on various issues.

h. Organized The teacher needs to He should be organized


prepare in advance, by equipping
arrange work in a logical himself/herself with
and sequential manner. relevant resource
He/she should present materials, as well as
materials with confidence. working in a suitable
environment.

j. Decisiveness The teacher should take a The learners to be given


particular course of action responsibility involving
at an appropriate time and decision-making and to
come up with alternatives readily accept it.
where necessary

k. Sociable The teacher should


interact freely with other
The ability to interact
members of staff and
freely with people.
community.
l. Optimism This is the tendency to The teacher must have a
view the future from its positive self-image and
brightest side. For a concentrate on the
teacher to be able to positive events that
initiate any course of produce results.
action he must be
optimistic.
m. Information Seeking The desire to obtain He should have initiative
information. Teacher and cultivate personal
should have an a quest for interest to obtain
facts, data and take time information.

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to research for them.

n. Persistence The teacher should Thorough training to


appreciate that greatest master the subject and
glory is not in never methodology for teaching
failing but rising every it without getting
time one fails. Fear or frustrated.
failure does not hinder
acting. He should be
persistent when carrying
out his roles and make
sure objectives are
achieved.

o. Good Communicator The teacher should be He should be always


able to transfer the conscious of good
meaning of a message to language use.
the receiver, i.e. The
message should be clear
and understandable.

p. Credible A reliable, considerable, The teacher should


trustworthy and friendly welcome self-
personality. examination to ensure
that actions meet the
expectations of the
audience. Accept
responsibilities and
account for them.
q. Role-model To be a role-model, a Examining one-self and
teacher has to be creative, getting involved in
innovative, goal-oriented, problem solving
credible initiator with situations. Getting
self-confidence, decision involved in forums for
maker, devoted, exchanging views and
competent and counselor. activities that others can
These qualities must be emulate and accept
evident and observable in responsibility.
the behavior and actual
operations of the teacher.
r. Goal-Oriented The teacher with the Involved in tasks with
desire to achieve, attainable objectives.
optimistic, persistent
organized and action-
oriented.

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s. Knowledgeable A knowledgeable teacher Attending seminars,


portrays evidence of reading and conducting
being an authority in a research widely.
given subject and deals
with issues wisely.

35. During the first few weeks of teaching practice, many student teachers are very nervous.
Explain five causes of nervousness and how you can overcome them (10mks)
 discipline issues among students
 The allocated workload
 Shortage of resources
 The aspect of supervision during teaching practice
 Reception by host school
36. Explain the importance of introduction, lesson development, mastery of the subject,
teaching methodology and teaching aids in as far as enhancing the effectiveness of an
entrepreneurship lesson is concerned (15mks)
Lesson Introduction
• It can be a review of the previous lesson or be based on any other related material
• It is meant to motivate the students
• The lesson objectives must be verbally stated to link the introduction to the body of the
lesson and to allow the students to aim at the expected objectives
c) Lesson Development
• The lesson should be developed from “known to the unknown”
• The steps should be organized in a sequential order – from the less difficult to the more
difficult
• The teacher should be in control of the lesson and should not allow the students to derail
him
• Class involvement is of paramount importance because it keeps the students motivated and
harnesses their thoughts
Mastery of Subject
• The teacher should be widely read and should deliver the material accurately without
cheating (if something is unclear, the teacher should not guess the answer but should
instead ask for time to get the right answers)

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• Use typical examples where possible. The students retain information readily if relevant
examples are used.
• The information given should be adequate and to the appropriate depth.
Teaching Methodology

It ensures

 Variation
 Relevance
 Effectiveness
 Quality and
 Handling of Questions.
Teaching Aids
• Stimulate discussion
• Add variety and interest in the topic
• Increase understanding
• Increase retention time for information
• Clarify meaning and speed up communication
• Provide opportunities for self-instruction
• Assure order and continuity of thought.
37. Design a scheme of work for 2 hours every lesson derived from the syllabus topic:
entrepreneurial competencies to be covered in week seven of the term (15mks)
38. Developing a test lesson plan was coverage caters for a syllabus topic: entrepreneurship
and self-employment to be done in week 6 of the term (10mks)
39. Outline four components of the basic sequence of learning process (lesson development)
(12mks)
 The lesson should be developed from “known to the unknown”
 The steps should be organized in a sequential order – from the less difficult to the
more difficult
 The teacher should be in control of the lesson and should not allow the students to
derail him
 Class involvement is of paramount importance because it keeps the students
motivated and harnesses their thoughts
40. Highlight five differences between a learning plan and scheme of work (10mks)
 The scheme of work only indicates the activities to be conducted during the lesson.

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 The learning plan indicates the activities to be conducted by the trainer and the
trainee separately
 The learning plan depends on the occupational standards for the development of the
lesson title whereas the scheme of work doesn't
 The scheme of work includes the period number, whereas the learning plan has a
session number
 The learning plan includes the unit code, whereas the scheme of work excludes it
 The learning plan contains skill or job tasks which are emitted in the scheme of work
 The learning plan has the benchmark or criteria to be used, which is excluded in the
scheme of work
41. State five characteristics of a good chart as a teaching learning resource (5mks)
 Large and clear enough to be visible from any point of the room without eye strain.
 It includes only necessary explanatory written material; avoiding anything that will
distract from the main purpose of the aid (e.g. signing your name and title boldly on
the aid)
 Have color contrast to emphasize, highlight and add interest.
 Be of good design with good proportions and built/drawn to scale.
 Is constructed from good material to withstand use and wear.
 Is used to depict parts and things generally difficult to observe.
 If tools and machines are used as teaching aids (realia) they should be in good
working condition.
42. Explain five ways of sustaining interest in class when teaching or training (5mks)
1. Focusing;
Failure to concentrate on a single aspect of a task is one of the characteristics of under/lo
achievers. To many of them, the learned things are viewed as trivial. To keep such learners
to the right track, the teacher uses motivation to get them to attend to classroom activities.
This can be by cajoling or coaxing, threatening, cracking jokes, or making the lesson
interesting.

2. Stimulus variation;
Most students have short attention spans so a good teacher should vary the learning activities
so that the learners receive the stimuli that will keep them interested. Some behavior patterns
that vary the stimulus and keep learners attention are;

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(a) Gestures;
Head, hand, body and eye movements are important in oral communication. Oral
communication alone does not convey meaning as effectively as it does when combined with
gestures.

(b) Interaction styles:


A teacher normally uses 3 interaction styles in the classroom.
(iv) Teacher – class i.e. lecturing
(v) Teacher – student i.e. questioning
(vi) Student – student i.e. redirect students question to another student.
Deliberate varying of these interaction styles varies the context within which material is
presented thereby increasing attention.

(c) Pauses;
When pauses are deliberately inserted into a presentation the following happens;
(v) The content is broken into more absorbable units.
(vi) Learners often become more attentive as silence acts as anew stimulus.
(vii) Since the stimulus lucks structure, learners may strain for cues and direction.
(viii) A distinct pause prepares learners for the teacher’s next statement.
(d) Shifting sensory channels.
When the teacher shifts from one communication mode to another, the learners also have to
switch their “primary receptors” which normally leads to a higher level of attention.

(e) Movement
Teacher’s movements require student visual and aural sensory adjustment, which in turn
increases the attention levels. But too much of it disrupts thinking.

3. Set induction;
The initial instructional move of the teacher should focus attention of learners on some
familiar experiences so as to provide a link between the familiar or known to the unfamiliar
or new. This encourages learners’ interest and involvement in the lesson.
4. Questioning
The teacher should employ various probing techniques when asking questions in order to get
fuller student responses, which in turn sustains attention and interest of the learners.

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5. Reinforcement
A student’s response to a question calls for reinforcement whether the answer is correct or
wrong. Reinforcement, more so, positive reinforcement increases student participation.
43. Citing examples in each case, highlight five reasons for varying teaching or training
methods in a teaching training learning process (4mks)
 Stimulate discussion
 Add variety and interest in the topic
 Increase understanding
 Increase retention time for information
 Clarify meaning and speed up communication
 Provide opportunities for self-instruction
 Assure order and continuity of thought.
44. Explain any three factors to consider when preparing either a lesson or session plan
(6mks)

 The objectives to be achieved in a specified time.


 The activities /tasks to be undertaken during the teaching-learning process.
 The sequence of activities /tasks to enhance learning
 The appropriate instructional aids, methods and references.
 The organization and/or management of the learning environment, resources and
activities.
 The evaluation process
 Time allotment to every step
45. Highlight five functions of each of the following
a) OS

 To direct curriculum development: Rather than having education dictating skills inputted
within the labour market, it is now the other way round, with occupational standards driving
the content and skills in training courses targeted at particular occupations;
 To specify competencies which workers need to possess: Occupational standards serve to
help both employers and employees know what their job entails and what knowledge, skills
and attitudes (worker behaviours) they should possess.
 To help certify workers:
They provide the opportunity for workers to validate their learning as part of their work
experience and obtain certification
 To help employers carry out skills-audit: Occupational standards allow and facilitate the
process of skill-audit within the company carried out by employers. Employers are thus in a
position to know what knowledge, skills their workforce possesses.

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 To direct professional development within the workforce: Employers wishing to validate


their workers’ competences can utilize occupational standards to identify what workers
already are able to do and what additional skills and knowledge they need to acquire in order
to obtain full certification. This knowledge thus helps direct investment in continuous
professional development within an enterprise to the benefit of both the enterprise and
employees.
 To facilitate the recruitment process to employers: As more and more training courses are
based on occupational standards, employers are in a better position to know the competences
which applicants bring. The match between employee’s skills and those required within the
enterprise will be easier to achieve;
 To set quality standards within sectors and occupations: The setting of occupational
standards ensures that a certain level of competences for the different occupations is
respected. This is an aspect of quality assurance within the sector;
 To facilitate the validation of informal and non-formal learning: Validation of informal
and non-formal learning needs to be carried out against some form of standard. Occupational
standards allow this comparative assessment to be done;
 To allow government to stock-take skills capacity at a national level: As the opportunities
for certification of occupations gains momentum, and more and more workers put themselves
forward to validate their learning, the easier it will be for governments to map the skills and
competences of the workforce at a national level.
 To promote mobility of workers within the labour market and beyond: The existence of
occupational standards allow workers to have a reference which employers from other
countries can consult to understand what competences potential candidates have to offer.
b) Syllabus (10mks)

 It provides a means through which the government controls the education provided in its
schools and ensures common learning content in all public schools.
 It guides the teacher in preparation of good schemes, which will lead to effective lesson
preparation.
 It enables school inspectors and head teachers to check whether the desired standards are
being reached.
 It helps in limiting the scope of the examination as examiners base their questions on the
content of each syllabus.

46. Highlight five characteristics of micro teaching (5mks)

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47. Explain five reasons why micro teaching is important to student teachers (10mks)

 Provides the trainee with a real teaching situation with greatly reduced apprehension of a
first-time teaching experience.
 Enables the trainee to concentrate or focus on specific teaching skills and practice the art of
teaching under controlled conditions.
 New teaching techniques and new curricula materials can be tried out.
 Helps tutors to identify areas of weakness in individual students and try to help them
overcome their shortcomings.

 Enables teacher trainees to learn and assimilate new teaching skills under controlled
conditions
 Enables teacher trainees to master a number of teaching skills.
 Enables teacher trainees to gain confidence in teaching.
 Student teachers are provided with an opportunity to reflect and improve on what they are
doing.
 It gives a chance to use modern technologies such as audio and video to record the micro
lessons and use them for feedback.
 It enables the student teacher to identify and eliminate any habits or mannerisms that may
affect his/her teaching.
48. Highlight five appropriate situations for using lecture method when training (5mks)

 When introducing a new topic.


 When presenting materials not easily available e.g. when there are no textbooks to refer
to.
 When supplementing textbook materials.
 When summarizing important points and capitulating certain generalizations and
principles at the end of the lesson.
 When attempting to cover a lot of material within a short time.

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 When you want to reinforce written work.


 To synthesis many sources of information.
 To inform lectures, the expected result of a learning activity.
 To bring in expert knowledge in class.
 When explaining certain difficult and theoretical point which cannot be demonstrated.
49. Define the following terms
a) Syllabus
 A syllabus is a broad sketch or outline of what is envisaged to be covered within a given
level of learning for a certain period of time.
 It is usually developed for a particular level and is a blue print that indicates the theme,
sequence and depth of the content or materials to be covered and for how long.
b) Scheme of work
 A scheme is a summarized forecast of work, which the teacher considers adequate for his
class to cover within a given period from the topics set in the syllabus.
 It is prepared for every class within a level.
c) Curriculum (6mks)
 A curriculum is all the experiences and programmes of learning that are given under the
guidance of a school.
 It includes all forms of activities, lessons, subjects and skills given under the
responsibility of the school to contribute to the mental, social and physical development
of the learners.
50. List four essential items of information found in each of the following
a) Daily diary
 Records of class-related occurrences
b) Scheme of work
 Overview of the total course content
 Sequential listing of learning tasks
 Reference materials
 Support materials
 Time estimation
c) Table of specification (6mks)
 Content dimension
 Objective dimension
 Time allocation

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 Item number
 Details including the subject and class
51. Differentiate between
a) A lesson plan and the scheme of work (2mks)

Lesson plan- This is a guide of how the content of the lesson notes will be delivered to
the learners

A scheme is a summarized forecast of work, which the teacher considers adequate for his
class to cover within a given period from the topics set in the syllabus. It is prepared for
every class within a level.

b) A general and a specific objective (2mks)

1. General objectives;
They are constructed by use of behavioral verbs of internal state such as know,
understand, comprehend, internalize, enjoy, appreciate, learn, believe, and be aware.
2. Specific objectives;
These are constructed using action verbs which are precise, specific, observable and
measurable such as list, identify, calculate, demonstrate, contrast, distinguish, illustrate,
clarify, discriminate, apply etc.
52. Write a possible specific objective that Kamau would have and identify its cognitive
level (2mks)
53. Draft a scheme of work for 40 minutes lesson to teach a from one class on a topic;
classification of computers (12mks)
54. State three reasons for disciplining students (6mks)

1. ENCOURAGES POSITIVE ACADEMIC PERFORMANCE


One of the reasons to consider discipline in school to be a top priority is the fact
that it leads to better academic performance. Students who know they are
accountable for their actions both in and out of the classroom tend to get better
scores on academic testing. Classroom discipline helps students stay on-task while
with the teacher, limiting distractions and improving the flow of information.

2. HELPS STUDENTS STAY MORE FOCUSED ON THEIR GOALS


Discipline in the classroom helps students stay focused on their academics. Over
time, this teaches them how to focus in other ways. A disciplined student is able to
stay focused on his goals and keep his work as a top priority. This type of focus
translates well into life outside of school as well, helping students maintain high
standards in every area of life.

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3. LIMITS PROBLEMS WITH NEGATIVE PEER PRESSURE


Peer pressure can be both a positive and a negative factor in a student ’s life, but
having discipline in school can help limit the amount of negative peer pressure
students face. When the entire student body is held to a high standard, students are
less likely to push their peers to make negative choices. As a result, peer pressure
that does occur is the pressure to do and be better, which is a positive type of peer
pressure.

4. CREATES A SAFE ENVIRONMENT FOR STUDENTS


Another benefit of school discipline is the safety it creates in a school. This is
particularly true in boarding school environments where students live and learn in
the same place. When an established discipline code is in place that students and
teachers both understand and accept, everyone can learn in a safe and supportive
environment.

55. Highlight three ways of ensuring disciplining when conducting a lesson (6mks)
Change students around
Have ‘bad behavers’ sit at the front of the class. This way you can move towards them more
easily and maybe touch them lightly on the shoulder or pause near them if they are getting out
of hand. Make eye contact as you move away. Sometimes these small gestures are enough to
keep students in check.
Use soft reprimands
Find time to praise the good work the student does. If the bad behaviour is minor, then ignore
it wherever possible. Don’t yell. Remain silent until the group settles down. If you have some
students on side – those who do know what is going on – they will settle the rest of the group
down. Let them be the ones to say ‘shush’. Sometimes, simply clapping your hands a couple
of times brings the group back in line. Then speak softly, not loudly. This has a calming
effect on the whole class and means the students have to quieten down to hear what you are
saying.
Encourage even your ‘worst’ student
When they are behaving well, catch them doing that. Say, ‘Well done’, ‘Good work’. It is
amazing how soon you get them on-side if they think you are finding them out doing good
work. Counsel when you can and don’t make it always about bad behaviour. Speak to a
student after the class, sometimes in front of their friends, and say how well you think they
are doing. This motivates the rest of the group, too.
Don’t allow yelling at the teacher in class when students know something

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Shouting, ‘Miss!’ and ‘Sir!’ and standing up and coming to the teacher all the time is another
disruptive behaviour. It can be VERY noisy if all the students know the answer and are
yelling at you, and you don’t want a rush of students all trying to show you their work.
They soon learn the discipline of putting their hand up when a response is needed or that you
will look at their work at an appropriate time. This makes for a more productive classroom
and students feel great when they are chosen to answer. You feel better too because you don’t
have a headache from all the noise!
Move around in the proximity of the misbehaving student when the bad behaviour is
persistent
Not in a disciplinary way, rather in the guise of helping them with the problem they have.
Maybe they don’t understand something? Move towards them, see if you can help, then when
you have calmed the student, walk away with a smile and a ‘Well done’.
Create some healthy competition and encourage peer pressure for good behaviour
At the start of class/term, put your students into teams. Allow them to choose a team name or
assign team names yourself, as you feel appropriate. Throughout the lesson/term, award
points for good work/behaviour and deduct points for inappropriate behaviour. Award a
certificate/stickers/small prize to the highest-scoring team at the end of the class/term. This
encourages students to do their best work and you will find that the ‘threat’ of point
deduction spurs students on to put pressure on their peers to behave well.
Don’t be afraid to ask for help
Your (more experienced) colleagues and manager/s can often give you new ideas and
approaches to try. Colleagues who have had similar issues with their classes (or even taught
your own students previously) can give a fresh perspective and say what has/hasn’t worked
for them.
Be firm but approachable
It often works best to start off being firmer rather than friendlier with new classes – especially
with ones you think may be problematic. It’s easier to start firm and then soften your
approach with learners than to do it the other way round. At the end of the day, students (even
teens) feel more secure when they have clearly defined boundaries and understand clearly
what is/isn’t acceptable. Parents will also expect teachers to be able to keep control of the
class.
Don’t lose your temper!
As trying as students may be, once you’ve lost your temper you’ve lost control of the class
and the balance of power then resides with the students.

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Don’t humiliate students


Whether this is by chastising them in front of the class, or inflicting demeaning punishments
such as ‘naughty corner’ (or even corporal punishment – still seen as acceptable in some parts
of the world), humiliating students will only turn them against you and cause resentment. As
you are passing the student, quietly say that you want to see them after class.
56. Explain how you will handle learners the first day you meet them (3mks)
 Orchestrate positive first impressions.
 Introduce yourself effectively.
 Clarify learning objectives and expectations.
 Help students learn about each other.
 Set the tone for the course.
 Collect baseline data on students' knowledge and motivation
57. Highlight an advantage and disadvantage of the following visual aids:
a) Flip charts/posters

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b) Computer projections (MS PowerPoint) (2mks)

Advantages of Projectors in the classroom


Easy to explain and share ideas
When using a projector in the classroom, it is very easy for teachers to show and explain
ideas to their students. This is because projectors provide a large and clear image that
everyone in the class can see.

Helps create an engaging learning environment


Using a projector in the classroom can help create an engaging and interactive learning
environment for students. This is because students can see what the teacher is presenting
clearly, and they can also participate in activities such as discussions and group work more
easily.

Facilitates collaborative learning


Projectors can also facilitate collaborative learning among students. This is because they can
be used to display information that multiple students can view and discuss together.

More Engaging
Projectors can also make presentations and multimedia content more engaging for students.
This is because they can add visual interest to these materials, and they can also make them
easier to understand.

Multimedia integration
Classroom projectors can also be used to display multimedia content, such as watching
videos, project images, and business presentations. This can be a great way to engage
students and make learning more interactive.

Additionally, multimedia content can be used to support and supplement the material that is
being taught in class.

Convenience and portability


Projectors are also very convenient and portable, which makes them easy to use in the
classroom. They can be easily set up and taken down, and they can be moved from one

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location to another if needed. Additionally, projectors typically come with a variety of input
options, so they can be used with a variety of different devices.

Disadvantages of projectors in the classroom


Cost
One of the main disadvantages of using a projector in the classroom is the cost. Projectors
can be quite expensive, and they also require additional equipment, such as screens or
whiteboards. Additionally, if a projector is not used properly, it can result in a significant
increase in the electric bill.

Maintenance
Another disadvantage of using a projector in the classroom is the maintenance that is required.
Projectors need to be cleaned regularly, electricity, and they also need to be calibrated
regularly. Projectors can be loud and noisy, Projectors are not portable.

Theft
Another disadvantage of using a projector in the classroom is that they are often stolen. This
is because projectors are small and easy to hide, and they are also very valuable.

Overall, there are some disadvantages to using a projector in the classroom. However, the
advantages often outweigh the disadvantages; and projectors create a great tool for teachers
and students alike.

58. State five things that one should do on one's first day and first lesson in a class (5mks)
 Orchestrate positive first impressions.
 Introduce yourself effectively.
 Clarify learning objectives and expectations.
 Help students learn about each other.
 Set the tone for the course.
 Collect baseline data on students' knowledge and motivation
59. Explain how you would accomplish the following in the first three weeks of teaching
a) Helping weak students catch up (2mks)
 Provide additional sessions
 Encourage collaboration to cover course work
b) Directing students' attention (2mks)
 Calling trainees to observe some teaching and learning resources e.g. posters, charts, films
picture or some form of recording that highlights significant aspects of the task.
 Posing a problem or a series of questions or objectives etc. as a focal point for discussion or
experiments.
 Presentation of short dramatic skit/film/episode
c) Explaining yourself into acceptance by trainees (2mks)

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60. Plan a 40 minutes lesson plan that can be used to teach a form one class on the topic
classification of computers (15 mks)
61. State four characteristics of micro teaching (4mks)

62. Explain the importance of micro teaching to teacher trainees (6mks)

 Provides the trainee with a real teaching situation with greatly reduced apprehension of a
first-time teaching experience.
 Enables the trainee to concentrate or focus on specific teaching skills and practice the art of
teaching under controlled conditions.
 New teaching techniques and new curricula materials can be tried out.
 Helps tutors to identify areas of weakness in individual students and try to help them
overcome their shortcomings.

 Enables teacher trainees to learn and assimilate new teaching skills under controlled
conditions
 Enables teacher trainees to master a number of teaching skills.
 Enables teacher trainees to gain confidence in teaching.
 Student teachers are provided with an opportunity to reflect and improve on what they are
doing.
 It gives a chance to use modern technologies such as audio and video to record the micro
lessons and use them for feedback.
 It enables the student teacher to identify and eliminate any habits or mannerisms that may
affect his/her teaching.

63. Explain five characteristics of a successful teacher (10mks)

QUALITY EXPLANATION DEVELOPING THE


QUALITY

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a. Presentable This is the way a teacher Dress properly and be


looks in a front of learners composed.
i.e. the mode of dressing,
confidence, disposition,
and physical composure.

b. Patience The teacher should be The teacher should show


able to take time before some restraints and get
he reacts to happenings. involved in some of the
He should not harass activities such as
learners but make patronizing clubs even
calculated moves, not during odd hours. He
hasty decisions. He should also try to help
should be able to those learners with
appreciate the problems in learning
contributions of slow during his/her free time.
learners without any
ridicule.

c. Flexibility The teacher should be The teacher should solve


able to adjust to new problems as they arise,
changes as opposed to make adjustments to
following strictly laid his/her programme and
down rules e.g. time give students a chance to
budgets. It calls for present their views.
resourcefulness and
adaptability.
d. Persuasive A teacher should have Using polite and
power to influence appropriate language,
learners in believing in understanding the
education, that is, he interests and problems of
should be determined and the learners he/she is
convinced about the dealing with and
objective/goal he intends believing in the goals and
to achieve. objectives.
e. Initiative This is the ability, The teacher should join
willingness and the drive clubs /associations, and
to start something without encourage class
waiting to be instructed. participation through role
playing, drama, group
discussion, debating, etc.

f. Good Listener The teacher should be The teacher needs to


patient enough to listen to change or readjust his/her
the learners’ problems, attitude towards people,
ideas, facts, contributions, events and problems, in
and suggestions, and give order to achieve his/her

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necessary direction. objectives/goals.

g. Counselor The teacher should be a The teacher should be


knowledgeable problem able to guide and council
solver who can give learners.
guidance as well as advice
on various issues.

h. Organized The teacher needs to He should be organized


prepare in advance, by equipping
arrange work in a logical himself/herself with
and sequential manner. relevant resource
He/she should present materials, as well as
materials with confidence. working in a suitable
environment.

j. Decisiveness The teacher should take a The learners to be given


particular course of action responsibility involving
at an appropriate time and decision-making and to
come up with alternatives readily accept it.
where necessary

k. Sociable The teacher should


interact freely with other
The ability to interact
members of staff and
freely with people.
community.
l. Optimism This is the tendency to The teacher must have a
view the future from its positive self-image and
brightest side. For a concentrate on the
teacher to be able to positive events that
initiate any course of produce results.
action he must be
optimistic.
m. Information Seeking The desire to obtain He should have initiative
information. Teacher and cultivate personal
should have an a quest for interest to obtain
facts, data and take time information.

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to research for them.

n. Persistence The teacher should Thorough training to


appreciate that greatest master the subject and
glory is not in never methodology for teaching
failing but rising every it without getting
time one fails. Fear or frustrated.
failure does not hinder
acting. He should be
persistent when carrying
out his roles and make
sure objectives are
achieved.

o. Good Communicator The teacher should be He should be always


able to transfer the conscious of good
meaning of a message to language use.
the receiver, i.e. The
message should be clear
and understandable.

p. Credible A reliable, considerable, The teacher should


trustworthy and friendly welcome self-
personality. examination to ensure
that actions meet the
expectations of the
audience. Accept
responsibilities and
account for them.
q. Role-model To be a role-model, a Examining one-self and
teacher has to be creative, getting involved in
innovative, goal-oriented, problem solving
credible initiator with situations. Getting
self-confidence, decision involved in forums for
maker, devoted, exchanging views and
competent and counselor. activities that others can
These qualities must be emulate and accept
evident and observable in responsibility.
the behavior and actual
operations of the teacher.
r. Goal-Oriented The teacher with the Involved in tasks with
desire to achieve, attainable objectives.
optimistic, persistent
organized and action-
oriented.

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s. Knowledgeable A knowledgeable teacher Attending seminars,


portrays evidence of reading and conducting
being an authority in a research widely.
given subject and deals
with issues wisely.

64. State five characteristics of a good assignment (5mks)


 Allows students to produce or demonstrate evidence of student learning.
 Be sure to explain and include instruction that clearly communicates to them the expectations
of the assignment.
 Offers opportunities for exploration and self-discovery.
 Large assignments may be prepped for by breaking down a large project into smaller modules
of the same assignment
 The assignment allows students to make connections and relate to the material covered in
class.
65. Highlight five points to check when assessing a chart as a teaching learning resource
(5mks)

66. Explain the importance of the following teaching documents


a) Scheme of work
 Gives an overview of the total course content
 Provides for sequential listing of learning tasks
 Shows a relationship between content and support materials

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 Provides a basis for long range planning, training and evaluation of the course
b) Lesson plans (10mks)

1. Prior to presenting the lesson it is important for the teacher to “think through,” or
visualize how the lesson will be taught. This is done through lesson planning.

2. He/or she can then anticipate learning difficulties and decide how to overcome them.

3. The lesson plan helps in the organization of tools, materials and aids necessary for effective
teaching and learning.

4. The lesson plan gives the instructor confidence while teaching and helps to: -

 Provide needed motivation

 Give proper emphasis where/when it is needed

 Ensure that all essential information is included.

 Provide for the use of instructional aids

 Insert questions at the proper time

 Stay on schedule.

66. Using the template provided, prepare a scheme of work and a lesson plan for a theory lesson
(20mks)

67. Identify five practices that can assist a teacher in good classroom management (5mks)

 Make learning interesting by;


- Varying approaches to teaching
- Presenting meaningful content
- Using of teaching Aids
 Make use of reinforcement, as it strengthens responses or behavior.
It is better to promote good conduct than use punishment, censorship or blame
 Avoid punishing a group if you know who did wrong
 Avoid the use of sarcasm, and do not ridicule students
 Acknowledge or appreciate the good deeds of your students
 Work with students, not against them
 Appreciate individual differences among students
 Always try to establish the root cause of misconduct
 Encourage participative learning
 Provide corrective feedback
 Develop a conducive learning environment
 Know your stuff
 Encourage positive self concept among learners

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 Set realistic goals and objectives


 Prevent problems before they occur
 Avoid confrontational behavior
 Apply the principles of motivation, such as;
 setting realistic goals
 Observing equity and being impartial.
 Considering needs of the learners.

68. Outline five aspects to look for when assessing the use of chalk or whiteboard by a
teacher trainee (5mks)

1. The lesson plan should include drawings which the teacher expects to use as part of the
lesson on
the chalkboard/whiteboard.
2. Plan the use of the chalkboard/whiteboard from left to right as you face the board – the
teacher
should remember to move aside to allow the students read what has been written on the
chalkboard/whiteboard.
3. Ensure the chalkboard/whiteboard is clean to eliminate unnecessary distraction before the
lesson
begins.
4. Divide the chalkboard/whiteboard into manageable proportions avoiding areas affected by
glare.
5. Display the lesson title/topic clearly on the board.
6. Control the chalk/marker to avoid making squeaking sounds as you write on the board.
7. Make large, clear diagrams that can be seen by all.
8. Develop your lesson key points step by step on the chalkboard/whiteboard.
9. Avoid having too much material on the board unless you have a specific purpose to retain
the
material there.
10. If a drawing is complex, put it on the chalkboard/whiteboard in advance.
11. Use a proper chalkboard/whiteboard eraser.
12. Use proper chalkboard/whiteboard aids – e.g. rulers, dividers, compasses, set squares etc.
13. Occasionally observe your chalkboard/whiteboard work from the back of the classroom to
test for visibility and effectiveness.
14. Ensure that your chalkboard/whiteboard writing and printing is worthy of being imitated.
69. State four aspects in which a teacher trainee should be assessed on under the following
areas:
a) Lesson development
 The lesson should be developed from “known to the unknown”
 The steps should be organized in a sequential order – from the less difficult to the more
 difficult
 The teacher should be in control of the lesson and should not allow the students to derail
him
 Class involvement is of paramount importance because it keeps the students motivated and
harnesses their thoughts
b) Self-presentation (10mks)

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 Prepare well in advance and read widely.


 Be punctual to the class.
 Do not panic – present your lesson as though you were presenting it to a handful of your
friends who do not know the subject but are willing to learn from you.
70. Explain the advantages of the following methods of teaching
a) Demonstration

 Demonstration can open a learners’ eye to a new world of understanding and help him
acquire knowledge first hand.
 It shortens the time of learning and lengthens the memory of facts and principles.
 It is quite effective in making clear to participants and observers the relationship between
skill and their purpose.
 It aids in bringing about a relationship between the theory and practice.
 It fosters good thinking in groups and individuals.
b) Group discussion

 Heightens learner’s interest


 Builds participants understanding for the topic in question
 Members pool knowledge and ideas in the cooperative task of endeavoring to understand a
problem by learning from one another.
 Allows a two way communication
 People tend to work more intensely while in a group
 Group judgments may sometimes be accurate than those resulting from individual
examinations of problems.
 Conflicts/ disagreement which emerge in a heated discussion group may be starting points for
critical thinking and new exploration.
 Leads to increased tolerance of varying points of view.
 Enables a class and teachers to know one another thoughts, opinions and attitudes
 Provides for the teacher a useful feedback, where the discussion has centered on the content
of previous lessons.
 Has positive effect on communication and problems solving skills.
c) Project
 It applies to the principles of learning by doing.
 All learners have the same and equal facilities, materials practically.
 Encourages creativity, freedom of expression, co-operation, initiative and eliminates
selfishness.
 Learners work towards common goals in project.

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 It gives experience in planning and organizing. 6. Provides a natural approach to learning


 Exposes learners to real life experiences.
 Gives learners confidence.
 It is a learner centered method.
d) Field Trip (20mks)

 Allows for a direct involvement by the learner because the method emphasizes direct
experience with material.
 Provides an individual with a feeling of competence after seeing the real thing.
 Provides a multi-sensory approach which provides for individual learning style e.g. learners
can see, feel, smell, hear and even touch.
 Promotes a socializing atmosphere for learners and teachers as they work together.
 Provides opportunity for a more relevant curriculum because the experiences provided often
develop understanding and skills that can be used outside of the school setting.
 Develops skills necessary for more advanced study or research.
71. Define the following
a) Occupational standard
 Occupational standards describe what a person in a particular occupation must know and be
able to do to be formally recognized as competent in a given occupation.
 Occupational Standards provide a good practice framework outlining benchmarks against
which performance can be assessed.
b) Learning plan
 A learning plan is a comprehensive, customizable, multi-day plan for instruction and
assessment
 The learning plan does that by building students' reading, listening, speaking and writing
skills.
c) Session plan (6mks)
 An organized description of the activities and resources you'll use to guide a group toward a
specific learning objective.
72. Explain any four CBET training methods
Group discussions
 This is a learner centered strategy of instruction where the teacher plays a mediating role. In
discussion, interactive class participation is the norm.
 A discussion seeks and examines a matter by means of a free flow of argument.
 Discussions are not easy to prepare or control.
 It requires a skilled teacher who should understand the rationale of the discussion and its
teachings.

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Case studies
 This is the study based on the analysis of one or more cases or case histories.
 They are real stories or examples with a message for us to study.
 Humans are story – telling animals and the use of cases gives a teacher an immediate
advantage because he has the attention of the audience.
Role playing
 Role playing as a teaching methodology is the conscious acting out and discussion of the role
in a group. In the classroom a situation it is briefly acted out so that the individual learner can
identify with the characters.
 It is a spontaneous portrayal (acting out) of a situation, condition or circumstances by selected
members of a learning group.
 Role playing, a derivative of a sociodrama, is a method for exploring the issues involved in
complex social situations. It may be used for the training of professionals or in a classroom
for the understanding of literature, history, and even some aspects of science or mathematics.
Projects
 A project is a teaching method which stresses the need for learners to interact freely with
their surrounding environment to glean the rich education that abounds it, preferably working
in groups.
 The project is essentially a learning unit and is carried out or designed by learners under the
guidance of a teacher. This method of teaching is one of the most effective ways of arousing
interest of learners.
 It allows the learners more freedom to investigate and gather data and in some ways
resembles other methods of teaching. It has a strong element of discovery, training and
learning by ways of motivating learners who will enjoy finding things out for themselves.
The method is essential as it develops a learner centered learning situation.
73. Enumerate the elements of the following training documents
a) Session plan (6mks)

b) Lesson plan (6mks)

74. Outline six ways of ensuring proper class management when conducting a session (6mks)
 Make learning interesting by;

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- Varying approaches to teaching


- Presenting meaningful content
- Using of teaching Aids
 Make use of reinforcement, as it strengthens responses or behavior.
It is better to promote good conduct than use punishment, censorship or blame
 Avoid punishing a group if you know who did wrong
 Avoid the use of sarcasm, and do not ridicule students
 Acknowledge or appreciate the good deeds of your students
 Work with students, not against them
 Appreciate individual differences among students
 Always try to establish the root cause of misconduct
 Encourage participative learning
 Provide corrective feedback
 Develop a conducive learning environment
 Know your stuff
 Encourage positive self concept among learners
 Set realistic goals and objectives
 Prevent problems before they occur
 Avoid confrontational behavior
 Apply the principles of motivation, such as;
 setting realistic goals
 Observing equity and being impartial.
 Considering needs of the learners.
75. Distinguish between an aim and an instructional objective (4mks)
Aims
 Aims are general and broad statements of intent that provide direction or intent to
educational action.
 Guides for the educational process as expressed by policymakers, educationists,
politicians.
 Educational aims guide the education system in the process of planning education content.
 Aims are usually written in amorphous terms using words like: learn, know, understand,
appreciate, and these are not directly measurable.
Instructional Objective

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 Instructional objectives describe an intended behavioral change that a learner is expected


to exhibit (knowledge, skills, techniques, or attitudes acquired) after undergoing a
learning experience.
 An instructional objective is a statement that will describe what the learner will be able to
do after completing the instruction (course).
 Instructional objectives are descriptions of an outcome of the action.
 It is normally expressed in behavioral terms using action verbs.

76. Describe five characteristics of a good learning outcome (10mks)

§ Specific: Is there a description of a precise behavior and the situation it will performed in? Is it
concrete, detailed, focused and defined?

§ Measurable: Can the performance of the objective be observed and measured?

§ Achievable: With a reasonable amount of effort and application can the objective be achieved? Are
you attempting too much?

§ Relevant: Is the objective important or worthwhile to the learner? Is it possible to achieve this
objective?

§ Time-bound: Is there a time limit, rate number, percentage or frequency clearly stated? When will
the objective be accomplished?
77. Explain the mistakes that a teacher should avoid while teaching (8mks)
 Rushing the lesson
 Making no notes of the lesson that had been finished
 Neglecting vocabulary
 Missing one goal that is essential for all students
 Keeping the teaching aids away
 Discouraging students speaking up in the class
78. Outline five ways of sustaining trainees interest in class (4mks)
1. Focusing;
Failure to concentrate on a single aspect of a task is one of the characteristics of under/lo
achievers. To many of them, the learned things are viewed as trivial. To keep such learners to
the right track, the teacher uses motivation to get them to attend to classroom activities. This can
be by cajoling or coaxing, threatening, cracking jokes, or making the lesson interesting.
2. Stimulus variation;

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Most students have short attention spans so a good teacher should vary the learning activities so
that the learners receive the stimuli that will keep them interested. Some behavior patterns that
vary the stimulus and keep learners attention are;

(a) Gestures;
Head, hand, body and eye movements are important in oral communication. Oral communication
alone does not convey meaning as effectively as it does when combined with gestures.

(b) Interaction styles:


A teacher normally uses 3 interaction styles in the classroom.
(vii) Teacher – class i.e. lecturing
(viii) Teacher – student i.e. questioning
(ix) Student – student i.e. redirect students question to another student.
Deliberate varying of these interaction styles varies the context within which material is presented
thereby increasing attention.

(c) Pauses;
When pauses are deliberately inserted into a presentation the following happens;
(ix) The content is broken into more absorbable units.
(x) Learners often become more attentive as silence acts as anew stimulus.
(xi) Since the stimulus lucks structure, learners may strain for cues and direction.
(xii) A distinct pause prepares learners for the teacher’s next statement.
(d) Shifting sensory channels.
When the teacher shifts from one communication mode to another, the learners also have to
switch their “primary receptors” which normally leads to a higher level of attention.

(e) Movement
Teacher’s movements require student visual and aural sensory adjustment, which in turn
increases the attention levels. But too much of it disrupts thinking.
3. Set induction;
The initial instructional move of the teacher should focus attention of learners on some familiar
experiences so as to provide a link between the familiar or known to the unfamiliar or new. This
encourages learners’ interest and involvement in the lesson.
4. Questioning

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The teacher should employ various probing techniques when asking questions in order to get
fuller student responses, which in turn sustains attention and interest of the learners.
5. Reinforcement
A student’s response to a question calls for reinforcement whether the answer is correct or wrong.
Reinforcement, more so, positive reinforcement increases student participation.

79. Using the following information, make a learning plan and a session plan for 15 minutes
a) Learning plan (15mks)
b) Session plan (15 mks)

Unit of competence: install Computer Software

Unit code:jjhikhgikihghikh

Element:vhhjgbj

Performance criteria: vjhvjmjm

81. Explain the five advantages and disadvantages of computer-based instruction methods of
teaching (10mks)

Advantages of Projectors in the classroom


Easy to explain and share ideas
When using a projector in the classroom, it is very easy for teachers to show and explain
ideas to their students. This is because projectors provide a large and clear image that
everyone in the class can see.

Helps create an engaging learning environment


Using a projector in the classroom can help create an engaging and interactive learning
environment for students. This is because students can see what the teacher is presenting
clearly, and they can also participate in activities such as discussions and group work more
easily.

Facilitates collaborative learning


Projectors can also facilitate collaborative learning among students. This is because they can
be used to display information that multiple students can view and discuss together.

More Engaging
Projectors can also make presentations and multimedia content more engaging for students.
This is because they can add visual interest to these materials, and they can also make them
easier to understand.

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Multimedia integration
Classroom projectors can also be used to display multimedia content, such as watching
videos, project images, and business presentations. This can be a great way to engage
students and make learning more interactive.

Additionally, multimedia content can be used to support and supplement the material that is
being taught in class.

Convenience and portability


Projectors are also very convenient and portable, which makes them easy to use in the
classroom. They can be easily set up and taken down, and they can be moved from one
location to another if needed. Additionally, projectors typically come with a variety of input
options, so they can be used with a variety of different devices.

Disadvantages of projectors in the classroom


Cost
One of the main disadvantages of using a projector in the classroom is the cost. Projectors
can be quite expensive, and they also require additional equipment, such as screens or
whiteboards. Additionally, if a projector is not used properly, it can result in a significant
increase in the electric bill.

Maintenance
Another disadvantage of using a projector in the classroom is the maintenance that is required.
Projectors need to be cleaned regularly, electricity, and they also need to be calibrated
regularly. Projectors can be loud and noisy, Projectors are not portable.

Theft
Another disadvantage of using a projector in the classroom is that they are often stolen. This
is because projectors are small and easy to hide, and they are also very valuable.

Overall, there are some disadvantages to using a projector in the classroom. However, the
advantages often outweigh the disadvantages; and projectors create a great tool for teachers
and students alike.

82. Give two reasons why one needs to make reference to the occupational standards and
curriculum (2mks)

 To direct curriculum development: Rather than having education dictating skills inputted within
the labour market, it is now the other way round, with occupational standards driving the content
and skills in training courses targeted at particular occupations;
 To specify competencies which workers need to possess: Occupational standards serve to help
both employers and employees know what their job entails and what knowledge, skills and
attitudes (worker behaviours) they should possess.
 To help certify workers:
They provide the opportunity for workers to validate their learning as part of their work
experience and obtain certification

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 To help employers carry out skills-audit: Occupational standards allow and facilitate the
process of skill-audit within the company carried out by employers. Employers are thus in a
position to know what knowledge, skills their workforce possesses.
 To direct professional development within the workforce: Employers wishing to validate their
workers’ competences can utilize occupational standards to identify what workers already are
able to do and what additional skills and knowledge they need to acquire in order to obtain full
certification. This knowledge thus helps direct investment in continuous professional
development within an enterprise to the benefit of both the enterprise and employees.
 To facilitate the recruitment process to employers: As more and more training courses are
based on occupational standards, employers are in a better position to know the competences
which applicants bring. The match between employee’s skills and those required within the
enterprise will be easier to achieve;
 To set quality standards within sectors and occupations: The setting of occupational standards
ensures that a certain level of competences for the different occupations is respected. This is an
aspect of quality assurance within the sector;
 To facilitate the validation of informal and non-formal learning: Validation of informal and
non-formal learning needs to be carried out against some form of standard. Occupational
standards allow this comparative assessment to be done;
 To allow government to stock-take skills capacity at a national level: As the opportunities for
certification of occupations gains momentum, and more and more workers put themselves
forward to validate their learning, the easier it will be for governments to map the skills and
competences of the workforce at a national level.
 To promote mobility of workers within the labour market and beyond: The existence of
occupational standards allow workers to have a reference which employers from other countries
can consult to understand what competences potential candidates have to offer.
83. Define the following terms
a) Scheme of work
 A scheme is a summarized forecast of work, which the teacher considers adequate for his class to
cover within a given period from the topics set in the syllabus.
 It is prepared for every class within a level.
b) Lesson plan
 This is a guide of how the content of the lesson notes will be delivered to the learners.
c) Syllabus topic
 This is a major division or section of the subject’s syllabus content large enough to be covered in
several weeks.
 A topic should appear on every page of a scheme of work.
 Each new topic should begin on a new page.
 For example in HOME SCIENCE the syllabus topic may be GOOD GROOMING.
d) Curriculum

 Kerr ( 1968) says that curriculum as learning which is planned and guided by the school, whether
carried out in groups or individually, inside or outside the school;
 Oluoch (1982) ‘all that which is planned to enable students to develop the desired knowledge
skills and attitudes’.
 Shiundu and Omulando (1992) define curriculum as class and out of class activities carried out
under the aegis of a school in response to societal demands’

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 Bishop (1985) defines curriculum as the sum total of all experiences a pupil undergoes within or
without the school’.

e) Syllabus (10mks)
 A syllabus is a broad sketch or outline of what is envisaged to be covered within a given level of
learning for a certain period of time.
 It is usually developed for a particular level and is a blue print that indicates the theme, sequence
and depth of the content or materials to be covered and for how long.
84. Explain five factors to consider before scheming (10mks)

 The syllabus: this has been structured and prepared in line with the national goals and principles
in mind and spells out the general objectives to be achieved after careful completion of the
syllabus.
 The fraction of the syllabus the scheme of work will cover: is the scheme of work prepared for a
week, a term or a year?
 The order of the different topics/subtopics from the syllabus into the scheme of work.
 The term calendar and school interruptions e.g. public holidays, examination dates, games, etc.
 Resource materials available which includes reference materials and teaching aids.
 The nature of examinations for the level being schemed.
 Experience from previous years: the existing schemes of work within the institution.
 Syllabus content of related subjects.
 Learners’ abilities, interests and entry behavior.
85. Describe the five conditions which must prevail in order for teaching to take place (10mks)

 A teacher must be available and willing to teach.


 The intention/ objective for teaching.
 Content or subject matter
 Learner/audience willing to learn or be taught.
 Environment such as classroom where teaching will take place.
86. Explain five reasons why it is important for a teacher to have a lesson plan (10mks)

1. Prior to presenting the lesson it is important for the teacher to “think through,” or visualize how
the lesson will be taught. This is done through lesson planning.
2. He/or she can then anticipate learning difficulties and decide how to overcome them.
3. The lesson plan helps in the organization of tools, materials and aids necessary for effective
teaching and learning.
4. The lesson plan gives the instructor confidence while teaching and helps to:

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 Provide needed motivation


 Give proper emphasis where/when it is needed
 Ensure that all essential information is included.
 Provide for the use of instructional aids
 Insert questions at the proper time
 Stay on schedule.
87. Explain each of the six levels of the cognitive domain (12mks)
(i) Knowledge:
This level is concerned with memory or ability to recall or bring to mind the appropriate material
learned. It’s the lowest level of learning.
(ii) Comprehension
Refers to the ability to apprehend what is communicated and make use of the idea without
relating it to other ideas or materials or seeing fullest meaning. It requires knowledge of facts,
principles, conditions etc.
(iii) Application;
The learner is able to use knowledge learnt, ideas principles and theories to do other things. It
requires knowledge and comprehension.
(iv) Analysis
Is the ability to break down a communication into constituent parts to make the idea clear. It
requires application, comprehension and knowledge.
(v) Synthesis:
It refers to the ability to put together parts and elements into a unified organization or whole. It
requires analysis, application, comprehension and knowledge.
(vi) Evaluation
Is the ability to judge the value of something such as ideas, procedures and methods using
appropriate criteria. It requires the above five.
88. Explain four functions of educational objectives in learning and teaching (8mks)

- The teacher is able to select suitable learning experiences and materials for the lesson in
advance.
- Stating what the learner should be able to do after instruction makes it easier to decide whether
or not the programme for instruction has been successfully planned.
- With clearly specified objectives, it is easy for the teacher to achieve them and suggest a means
of evaluation or assessment.
- When learners are told in advance what is expected of them before instruction begins, this
information serves three useful functions;
(a) Helps students organize their thinking for new learning.
(b) Helps them to channel their effort to relevant activities.
(c) Help them to know what is expected of them.

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- Behavioral objectives enable the teacher to communicate his teaching intention to himself. This
awareness leads to purpose in teaching and learning. The teacher puts more effort so that most
learners in his class achieve objectives set.
- Objectives help the teacher to structure the content of the lesson. Objectives being precise in
nature and logically sequenced, the structure of material of the lesson follows the same pattern.
This presentation makes is easy for the presentation of the teacher and for the learning.
- Objectives enable the teacher to determine present level of mastering for prescribed objectives
for a time.
89. Explain five reasons why it is important for teacher to have a lesson plan (10mks)

1. Prior to presenting the lesson it is important for the teacher to “think through,” or visualize how
the lesson will be taught. This is done through lesson planning.
2. He/or she can then anticipate learning difficulties and decide how to overcome them.
3. The lesson plan helps in the organization of tools, materials and aids necessary for effective
teaching and learning.
4. The lesson plan gives the instructor confidence while teaching and helps to:
 Provide needed motivation
 Give proper emphasis where/when it is needed
 Ensure that all essential information is included.
 Provide for the use of instructional aids
 Insert questions at the proper time
 Stay on schedule.

90. Using the lesson plan format, prepare a lesson plan in your area of specialisation. Assume
you have a 40 minutes lesson and a class of 45 students (10mks)
91. Explain two appropriate conditions for using each of the following methods of teaching
a) Questioning
 At the start of a lesson to create interest and curiosity.
 In the development of a thought on a concept.
 When demonstrating a skill (i.e.) how do we insert a zip? Show them the method.
 When summarizing a lesson.
b) Discussion
 The need to generate discussion or debate about a research topic that requires collective views
and the meanings that lie behind those views
c) Lecture

 When introducing a new topic.


 When presenting materials not easily available e.g. when there are no textbooks to refer to.
 When supplementing textbook materials.
 When summarizing important points and capitulating certain generalizations and principles at the
end of the lesson.
 When attempting to cover a lot of material within a short time.

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 When you want to reinforce written work.


 To synthesis many sources of information.
 To inform lectures, the expected result of a learning activity.
 To bring in expert knowledge in class.
 When explaining certain difficult and theoretical point which cannot be demonstrated.
d) Group work
 When the task requires higher-level conceptual thinking that requires the skills and ideas of
multiple students
 When a complex task needs to be broken into parts and steps.
 In case of time constraints
e) Individual assignment (10mks)
 It is used to prepare learners for the next lesson.
 It is used to make an individual learner develop ability to solve tasks on his own.
 It enables the teacher to assess the individual’s ability and take appropriate actions to improve the
performance.

92. Explain five ways through which a teacher can make the lecture method effective (10mks)

 The amount of verbal information can be effectively squeezed into a specified amount of time.
 Ability of listeners to absorb aural information. Hence, the lecture should be structured so that the
major items appear at intervals of 15 to 20 minutes.
 The rest of the time should be taken up by examples, proofs and anecdotes that support the major
points.
93. Explain the two types of motivation (4mks)

1. Extrinsic/external motivation;
These are forces that exist outside the learner and tend to drive him to a given course of action.
They are physical circumstances and the desire of others i.e. rewards, praises, rebukes and parental
ambitious. An externally motivated person lives on fate i.e. believes in luck (good/bad). He easily
looks for ways of justifying his failure.
2. Intrinsic/internal motivation;
This is aroused by an inner urge, drive or motive. These are forces that originate from within the
individual to impel (force) him to seek a given goal. Such forces include attitudes, needs and
anxiety i.e. an interest in music and the fear of failing exams motivates certain behavior. For such
individuals, their main reward is their own satisfaction in the task.
94. Explain five ways of maintaining interest in a classroom when teaching (10mks)

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1. Focusing;
Failure to concentrate on a single aspect of a task is one of the characteristics of under/lo achievers.
To many of them, the learned things are viewed as trivial. To keep such learners to the right track,
the teacher uses motivation to get them to attend to classroom activities. This can be by cajoling or
coaxing, threatening, cracking jokes, or making the lesson interesting.

2. Stimulus variation;
Most students have short attention spans so a good teacher should vary the learning activities so that
the learners receive the stimuli that will keep them interested. Some behavior patterns that vary the
stimulus and keep learners attention are;

(a) Gestures;
Head, hand, body and eye movements are important in oral communication. Oral communication
alone does not convey meaning as effectively as it does when combined with gestures.

(b) Interaction styles:


A teacher normally uses 3 interaction styles in the classroom.
(x) Teacher – class i.e. lecturing
(xi) Teacher – student i.e. questioning
(xii) Student – student i.e. redirect students question to another student.
Deliberate varying of these interaction styles varies the context within which material is presented
thereby increasing attention.

(c) Pauses;
When pauses are deliberately inserted into a presentation the following happens;
(xiii) The content is broken into more absorbable units.
(xiv) Learners often become more attentive as silence acts as anew stimulus.
(xv) Since the stimulus lucks structure, learners may strain for cues and direction.
(xvi) A distinct pause prepares learners for the teacher’s next statement.
(d) Shifting sensory channels.
When the teacher shifts from one communication mode to another, the learners also have to switch
their “primary receptors” which normally leads to a higher level of attention.

(e) Movement
Teacher’s movements require student visual and aural sensory adjustment, which in turn increases
the attention levels. But too much of it disrupts thinking.

3. Set induction;
The initial instructional move of the teacher should focus attention of learners on some familiar
experiences so as to provide a link between the familiar or known to the unfamiliar or new. This
encourages learners’ interest and involvement in the lesson.

4. Questioning
The teacher should employ various probing techniques when asking questions in order to get fuller
student responses, which in turn sustains attention and interest of the learners.

5. Reinforcement
A student’s response to a question calls for reinforcement whether the answer is correct or wrong.
Reinforcement, more so, positive reinforcement increases student participation.

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95. Describe six ways you would effectively manage your class during teaching (6mks)
 Make learning interesting by;
- Varying approaches to teaching
- Presenting meaningful content
- Using of teaching Aids
 Make use of reinforcement, as it strengthens responses or behavior.
It is better to promote good conduct than use punishment, censorship or blame
 Avoid punishing a group if you know who did wrong
 Avoid the use of sarcasm, and do not ridicule students
 Acknowledge or appreciate the good deeds of your students
 Work with students, not against them
 Appreciate individual differences among students
 Always try to establish the root cause of misconduct
 Encourage participative learning
 Provide corrective feedback
 Develop a conducive learning environment
 Know your stuff
 Encourage positive self concept among learners
 Set realistic goals and objectives
 Prevent problems before they occur
 Avoid confrontational behavior
 Apply the principles of motivation, such as;
 setting realistic goals
 Observing equity and being impartial.
 Considering needs of the learners.
96. Explain the view that teaching is an art and a science (4mks)
 To the degree that teaching is a creative act, it might be said to be an artistic enterprise.
 It is also true that painters or sculptors choose their tools and materials with intention,
just as a teacher might decide upon a range of methods in the classroom.
 On the individual level teaching is a science also in that teachers are constantly
collecting data by observing their students in order to see if learning is taking place and
how they learn best.
 Like scientists, teachers experiment with new techniques or strategies to see how they
work.

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97. Distinguish teaching and learning (4mks)

Teaching can be defined in different ways;


a) A teaching process can be defined as a cyclic chain of activities where the teacher’s
confrontation with learners in the classroom is only a point in the cycle as he plays various
interrelated roles
b) Teaching can also be defined as a process in which the teacher initiates a set of activities in
which his/her learners take part so that the result is acquisition of knowledge, skills and/or
attitudes that would bring about relative desirable changes in the learners.
Learning
Learning is a change or a modification of behavior or response as a result of some form of
experience.
It refers to numerous different processes, which result in a relatively permanent change in
behavior as a function of experience, training and practice.

98. Explain six characteristics of learning (12mks)

 Learning is Growth.

 Learning is Adjustment.

 Learning is Intelligent.

 Learning is Active.

 Learning is the product of Environment.

 Learning is both Individual and Social.

 Learning is Purposeful.

 Learning is organising Experience.

 All living is Learning.

 True Learning affects the conduct of the learner.

 Learning is Universal.

 Learning is Change.

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 Learning is a Process not a product.

 Learning is transferable.

99. Explain five considerations a teacher should make before selecting a method to use for
instruction (10mks)
 Learners
 Subject matter
 Lesson objectives
 Time allotment
 Teachers’ skills
 School equipment and facilities
100. Explain the characteristics of the following broad classifications of teaching methods
a) Teacher centred methods (6mks)
 Teacher serves as the centre of epistemological knowledge, directing the learning process and
controlling student’s access to information.
 Students viewed as “empty” vessels and learning is viewed as an additive process.
 Instruction is geared to the “average” student and everyone is forced to progress at the same rate.
b) Learner centred methods (4mks)
 Backed by research that students are not empty vessels. They come with their own perceptual
frameworks
 Students learn in different ways
 Learning is an active dynamic process in which connections are constantly changing and their
structure is continually reformatted
 Students construct their own meaning by talking, listening, writing, reading and reflecting on
content, ideas, issues and concerns
101. Explain five situations which may demand the use of each of the following methods
of instruction
a) Lecture method (10mks)
b) Demonstration method (10mks)
102. Discuss five factors to consider before scheming in any subject (20mks)
103. Explain five elements contained in each step of the body of a theory lesson plan
(10mks)
104. Explain five reasons for developing and using a lesson plan for instruction (10mks)

 Helps the teacher clarify his/ her thinking about the contribution the Subject makes to the
educational goals.
 Ensures that relevant instructional materials and procedures are considered.
 Serves to make the teacher more resourceful in identifying the learners’ needs and interests so as
to provide the necessary motivation.

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 Reduces trial and error in teaching through a better organization of curriculum materials.
 Ensures use of more appropriate methods and greater economy of time.
 Enables the teacher to win respect of learners.
 Presents opportunities for continuous professional growth.
 Aids the teacher recapture his enthusiasm

WRITTEN COMMUNICATION

1. Write a memo to the students and staff emphasizing the importance of observing the
government in protocols (10mks)
2. Writing instructions on one of the following:
a) How to write a research proposal as a trainee
b) How to conduct a lesson in your area of specialization (10mks)
3. Technical writing continues to be a highly coveted skill in the professional workplace.
Discuss the essence of technical writing using examples from your area of specialization
(20mks)

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SECTION A : Comprehension and Summary

1. Read the following passage and then answer the questions. (30 marks)

After staying a few days in my uncle’s house, I realized I was in great demand as an ‘educated’

town dweller in rural community. Every family wanted me to visit them. As a result, the invitations
and

evening parties succeeded each other endlessly. I was no longer my own master; more and more I
had

become my uncle’s property. He famed me out to the hosts in my absence. Every invitation was

accepted, and when I reappeared, he contended himself with informing me, very blantly, when out
next

visit was to be. I never once thought of protesting. You may well ask what the cause of this
astonishing

passivity was. I simply do not know the answer. All the same, I can’t help feeling that anyone,

confronted with a man as self-confident and mysterious as my uncle, would think twice about
asserting

themselves.

The morning after every visit, valuable presents would arrive at my uncle’s house and they were

nearly always the same kind of sheep. Soon, it was no longer possible to tether them at random
behind

the house and we constructed a sort of corral to park them in. I notice that my uncle would often
lean

out of his workshop window and gaze at these animals with obvious affection.

As the size of the flock increased, so did his marks of respect and friendship towards me. He

now went as far as talking at great length to me, even laughing in my company! I found this
behaviour

extremely flattering. My own father have never treated me as a friend, but rather as a kind of small

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dog which you must avoid beating too often if you want to get the best out of it. In my uncle’s

company, on the other hand, I felt very much like a grown up man, despite this habit he had of
pushing

me around from party to party. In fact, the realization of my importance and uniqueness now
began to

colour my outlook more deeply. I become dangerously full of myself. I was, in short, developing a

swelled head.

One morning,, for want of something better to do, I went down to the workshop to watch my

uncle work. Cabinet making is a craft that exercises no particular fascination over me. On the other

hand, it involves certain gestures and repetitive actions which I find very satisfying and which I
never

tire of watching. My uncle greeted me as I can in, though I forget the exact cheerful phrase he used.

Then he paused for a longish interval, as though to separate this interchange of courtesies form the

lesson in higher philosophy which he was about to administer to me.

“My boy, ‘” he said at length, still planning away at a long board while he talked.

“My boy, do you know what blood means?”

“Blood, uncle”

“Yes blood”

“Why, yes….er, that is, yes….. I do know what is is……..”

He lifted his plane from the wood and looking directly at me, his expression a queer mixture of

irony and curiosity. It was the kind of expression that may often be observed on the face of a
bloodyminded examiner who has just asked a candidate a really fiendish question hoping that the
candidate

won’t be able to answer it.

“Of course I know what blood is, uncle……It is not a difficult thing to define.

Blood is a red liquid circulating through our veins and …….”

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He interrupted me with a loud bark of laughter, after which he shook his head a little and

returned to his planning. I was left open-mouthed with astonishment. His strokes with the plane
were

now long, slow and sure; it almost seemed as though he used the strokes in the way because he
knew I

admired it so. He was stripped to the waist, and all his muscles seemed to form part of a single
unified

mechanism, directing energy from its source in his body to the trips of the fingers which held the
plane.

(Adapted from Mission to Kala by Mongo Beti)

a) In what ways had the narrator become his uncle’s property? (2 marks)

………………………………………………………………………………………..

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b) How did the narrator’s uncle benefit from the visits? (2 marks)

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c) How did the gifts, visits and parties affect:

i) The uncle’s attitude towards the narrator; ( 2 marks)

ii) The narrator’s character? ( 2 marks )

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………………………………………………………………………………………………..

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d) What does the narrator reveal about his relationship with his father? (3 marks)

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e) In about 50 words, describe the character of the uncle as revealed by the narrator.

(10 marks)

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f) What do you think the uncle might be referring to when he talks of “blood”?

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(2 marks)

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g) State the narrator’s attitude towards his uncle’s ability as a carpenter. (3 marks)

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h) Explain the meaning of the following words and phrases as used in the passage.

(5 marks)

i) No longer my own master

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ii) Corral

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…………………………………………………………………………………………………….

iii) Extremely flattening

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iv) Fiendish question

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v) fascination ……………………………………………………………………………………

SECTION B GRAMMAR (70 marks)

2. Change the following words into nouns (3 marks)

a) attend …………………………………………………………………………………..

b) grow ……………………………………………………………………………………

c) submit …………………………………………………………………………………..

d) navigate …………………………………………………………………………………..

e) convey ……………………………………………………………………………………

f) receive …………………………………………………………………………………..

3. Complete each of the following sentences with the correct form of the word in brackets ( 7 marks)

a. The members of the club will choose the ………………..(good) bags.

b. Understanding adjectives is …………………….. (easy) than working out verbs.

c. It is right for us to make such a ………………………. ( decide) at this time.

d. The sick child will be …………… (transfer) to a better hospital.

e. Nyumba kumi is an ……………………….. ( intiate) of the county governments.

f. This is a community …………………………………. ( engage) and a good way of solving

problems.

g. We shall succeed if the patrols are …………………………. ( intense) forthwith.

4. Complete the following sentences using appropriate prepositions. (8 marks)

a. . She told us that her country is backward …………………… many aspects.

b. Do you think we can bank ………………. him this time?

c. During his regime, Presidentt Abubakar brought ……………….. many reforms.

d. Joshua informed his friend that he was not good ………………… cooking.

e. She was blue ……………….. cold and flu by the time we arrived t home.

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f. The principal congratulated the students ……………….. their graduation.

g. All the participants had to agree ………………… the way to proceed.

h. All her animals were infected ……………………… a strange disease.

5. Fill the gaps with the most suitable form of verb from the one given in brackets ( 7 marks)

a. The prices of houses ………………………. ( rise) dramatically in recent years.

b. Unemployment ………………………….. (drop) every year until 2013 and then it started to rise.

c. It has been so cold that we………………………………………. (stay) in the house all day.

d .I never ………………… …………………..( see) any one play so well in my whole life.

e. Sales ……………………………………………. (increase) for some time now.

f. This …………………………………………… ( be) his home for twenty years and he does not

intend to leave it.

g. We …………………………………… ( reside) at a small hotel near the lake for a week now.

6. Replace the underlined word or words with a phrasal verb. (3 marks)

a. That vehicle is old and it’s always failing in the middle of a


journey. ………………………………..

b. The car came to a halt outside the


bank. ……………………………………………………………….

c.The boss said there would be trouble if the problem arose again.

………………………………………

7. Rewrite the following sentences according to the instructions given after each. Do not change the

meaning. ( 10 marks )

a. The road has been graded up to the shops. It will become impassable soon. ( use ‘ although’ )

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

…………………………………………………………………………………………………

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b. The driver who caused the accident was sleepy. The driver was tired. ( join using

‘either………or’ )

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c. The members had just entered the hall when deafening gun shots were heard. ( Begin with

Scarcely…………………)

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d. The is bag very heavy, Mutai cannot lift it. ( join using so …that)

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e. The board members held a disciplinary meeting. They inspected the newly completed building

( Begin: Not only …)

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f. Did you find the students in class? The students were waiting to sit for an examination. ( Join

using a relative pronoun)

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g. If you do not do thorough revision, you will not do well in the forthcoming examinations.

(Begin: Unless…)

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

h. Peter was playing in the garden when he hurt his uncle.

( Begin: Playing...)

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i. He was cautioned by his friend. He continued visiting the illegal drinking dens. .( Begin: In spite

of ….)

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……………………… ……………………………………………………………………….

j. Innocent people should not be molested while going about their businesses. (Begin: No one….)

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8. Punctuate the following sentences (10 marks)

a. On arrival at the airport he found his excellency kaguta museveni the president of uganda.

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…………………………

b. Marion’s favourite subjects are chemistry mathematics physics and biology

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c. We shall stop at red heron shopping mall for we need salt sugar cooking oil and rice.

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d. kitengela rongai kiserian and isinya are the fastest growing towns in kajiado county

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…………………………………………………………………………………………

e. Mary took biology as an examination subject and ignored chemistry despite being advised by

professor ngugi

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9. Correct the mispelt words in the following sentences. (7 marks)

a. My mother was busy working obliviuos of the hot sun which was burning her face.

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b. A thundrouse applause followed her maiden speech.

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c. We are all struggling to attain exellence in our studies.

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d. Perter has completed writing the aknowledgement.

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e. Wanga has fiervently prayed that her mother would come

back home.

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f. The diliberations took a whole day to everyone’s suprise.

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

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10. Change the following into the active or passive. (5 marks)

a. The homework has just been completed.

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b. Some passersby are destroying our flower garden.

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c. The parcel will have been sent by next Monday.

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d. The police had arrested the thief when the guests arrived.

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e. The boy is being praised by the teacher for good performance.

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11. Change the following to the reported speech. (10 marks)

a. . ‘Are you going to the party?’ Sam asked me.

...........................................................................................................................................................................
.

..........................................................................................................................................................................

b. Martin said, ‘I don’t like this party that is being advertising with so much enthusiasm.’

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

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c. Salim asked, ‘Where is my bag? I need to search for the lost ring.’

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g. ‘Where are you going in such a hurry?’ the policeman asked the woman.

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e. ‘I will be working late tonight,’ Suma said to her mother. ‘Expect me at midnight.’

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PHYSICAL EDUCATION
Football

1. Which is penalized in soccer offside or offside position (3mks)


2. In which three situations is the 10yards rule enforced (6mks)
3. What is a sudden-death goal (3mks)
4. In which two situations is a penalty kick retaken (4mks)
5. A referee can overrule a VAR decision - true or false (3mks)

Basketball

1. A player is allowed to dribble the ball while seated- true or false (3mks)
2. A player is fouled while shooting the shot is successful and the referee Awards a score and a free
throw- true or false (3mks)
3. A player short enters the ring but the time keeper signals time is up. The referee allows the shot.
True or false (3mks)
4. On the space below, Marcus standard soccer pitch showing all measurements and label the
markings (21mks)
5. On the space provided below Mark a standard basketball field show all measurements and label
the markings (19mks)
6. In an international Basketball competition, extra time of 5 minutes is added to break a tie- true
or false (3mks)
7. What is a double court violation? (3mks)
8. Which time rule applies in the restricted area (3mks)
9. How many points is a field basket (3mks)

Combined

10. Which jersey number should your institution buy for (4mks)
a) Soccer team
b) Basketball team (4mk)
11. Which food group should you include in your soccer and basketball team menus (4mks)

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12. Your soccer team has qualified to represent the country in the world youth championships in
Jamaica. Prepare
a) International travel checklist (4mks)
b) Subsistence checklist (4mks)

VOLLEY BALL
1. Which positions is a liberal player not allowed to play?
a) Position 1
b) Position 5
c) Position 2
d) Position 6
2. Which of the following is not true?
a) When a team gains a service it must rotate
b) When a team gains a score the opponent tem must rotate
c) When a team gains a score the scorer records the score
d) When a team gains a service from its own service from its own service the server continues to
serve.
3. Which of the following scores signify the end of a se?
a) 23-25
b) 23-24
c) 15-16
d) 16-17

4. At what score do the teams change sides in the 5th set?


a) At 8 scores
b) At 18 scores
c) At the 9th score
d) At the 16th score
5. At what score is an automatic timeout granted in volley ball.
At the 8th and 16th score
a) At the 9th and 17th score
b) At the 22nd and 15th score
c) At the 9th and 15th score
6. Which of the following situations would not warrant a referee’s timeout?
a) Player indiscipline
b) Low weight ball
c) Blackout
d) Ball hits the antennae
7. When is a timeout request denied by the referee?
a) A team has already take 2 timeouts
b) A team has already taken 2 automatic timeouts
c) The request is made when the ball is alive
d) The request is made when the ball is dead
8. What is the consequence of a common ball?
a) A score to the server

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b) A score to the opponent


c) A repeat of service
d) A referee’s toss
9. How many touches is a team allowed to make after a block?
a) 1 touch
b) 2 touches
c) 3 touches
d) No touch

Write your response to the questions inside the box provided on the right.
METHODS OF TEACHING
10. Direct method of teaching is employed when introducing a topic. True/False
11. A bad weather PE lesson can be both theory and practical. True/False
12. Improvisation is used as part of innovation in sports. True/False
13. At stage 5 of practical PE lesson, evaluation is done. True/False
14. Agility activities are best done at stage 3. True/False
15. At stage 5 of the practical PE lesson, a sick student should be allowed to go and rest. True/False
16. The combined method of teaching is appropriate at stage 4 of the practical PE lesson. True/False
17. Leadership skills are best evaluated at stage 4 and 5 of the practical PE lesson. True/False
18. The lesson title is demonstrated at stage 2. True/False
19. A theory scheme of work can be used for a practical lesson. True/False

SECTION B: COMPULSORY
You are teaching a practical PE lesson to a form 2 class. Use the following information to prepare:
20. A practical scheme of work. (10 mks)
21. Practical lesson plan (20 mks)
22. A theory lesson plan (15 mks)
The Information

 Number of students: 40
 Term 2
 Lesson duration: 40 minutes
 Week 2
 Sub-topic: Volley ball
 Skill: The dig

NB: Ignore the administrative details of the scheme of work and lesson plan in your preparation.
23. Differentiate between key points and teaching points. (5 mks)
24. State 5(five) salient features of step 3(three) of a particle PE lesson. (10 mks)

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