Editon Consortium Journal of Curriculum and Educational Studies
Editon Consortium Journal of Curriculum and Educational Studies (ISSN 2663-9319) (Online) is a double-blind peer reviewed, open access, Journal published online. The Journal publishes original scholarly research (empirical and theoretical), in form of case studies, reviews and analyses in curriculum studies, education arts and sciences and related educational studies.
The Relationship Between Transformational Leadership Practices and KCSE Academic Performance in High and Low Achieving Secondary Schools in Bureti Sub-County, Kenya
This study examines whether the level of inspirational motivation exhibited by school principals influences KCSE academic performance in secondary schools. By applying a correlational research design and a mixed-method approach, the study aims to address current gaps in the scholarly literature on the correlation between the behaviour of leaders and academic achievement. Data were gathered through structured questionnaires, semi-structured interviews, and open-ended questions, and then analysed using SPSS version 3.0 employing descriptive statistics and logistic regression. The sample consisted of ten principals and 214 teachers of ten secondary schools chosen according to their KCSE performance. Even though the teachers and principals rated Inspirational Motivation as moderate, there was no statistically significant relationship between Inspirational Motivation and KCSE performance (p = 0.828). The implication of these findings is that although Inspirational Motivation is relevant in the school culture and teacher engagement, it has no direct impact on academic performance in this context. The paper suggests that Bureti Sub- County principals should apply a more integrative approach of transformational leadership, intercalating Inspirational Motivation and other leadership behaviours in terms of idealised influence and intellectual stimulation. The development of leadership competencies in school administrators should also be given priority by the policy makers in the education sector, and they should consider the context in allocating resources to maximise leadership in the school.
Copyright (c) 2026 John Kiptonui Kitur, Betty Jeruto Tikoko, Jackson Mutuku Kavoi https://creativecommons.org/licenses/by-nc-sa/4.0
Influence of Teachers’ Education Level on the Use of Digital Devices in Teaching Agriculture in Public Secondary Schools in Nakuru County, Kenya
The purpose of this article is to determine the influence of teachers’ educational levels on the use of digital devices in Nakuru County, Kenya. The article aims to address the critical knowledge gap in the use of digital devices in teaching Agriculture, while accounting for instructors' educational levels. Despite the policy focus, the implementation and awareness of digital tools among Agriculture teachers remain notably subdued in many institutions, according to previous studies. The study was conducted among a population of 698 Agriculture teachers in Nakuru County, from which a sample of 168 was selected using a multi-stage sampling design. Reliability was confirmed via pilot testing involving 35 teachers in Nyandarua County, giving a Cronbach’s alpha coefficient of 0.963. Using a cross-sectional survey design, the research analysed data from 140 completed questionnaires through SPSS Version 29. The Kruskal-Wallis H test revealed that educational qualification was a significant predictor of digital device use (H (3) = 8.862, p = 0.031). Post-hoc analysis using the Mann-Whitney U test confirmed that teachers with a Master’s degree reported significantly higher digital device usage than those with an Undergraduate degree (p = 0.003), while differences in digital device usage across all other educational qualifications were non-significant. The study concludes that academic qualifications significantly influence the adoption of digital devices. The recommendation underscores the need to enhance digital infrastructure and strategically reinforce in-service training focused on pedagogical applications.
Copyright (c) 2026 Moses Nganga Mwangi, Stephen Maina, Simon Warui Mwangi https://creativecommons.org/licenses/by-nc-sa/4.0
Relationship Between Prohibition of Female Genital Mutilation and Girls' Completion of Secondary Education in Narok West Sub-County, Narok County
The purpose of this paper is to investigate the relationship between the prohibition of Female Genital Mutilation and girls’ completion of secondary education in Narok West Sub- County, Narok County, occasioned by challenges related to the completion of girls in secondary education. Female Genital Mutilation (FGM) remains one of the major barriers to girls’ educational attainment. As a result, the Kenyan government passed legislation to prohibit the practice, but little research has been conducted to establish the legislation's effectiveness in improving girls’ educational outcomes. The paper is anchored on Adam’s Equity Theory, which supports the study by explaining the psychological and social motivation behind girls' persistence in school. The descriptive correlational design was employed. The target population was 3000 female students and 658 teachers in the 7 girls’ secondary schools in Narok West Sub-County. Census sampling was used to select all the 7 girls’ secondary schools in Narok West Sub-County to participate in the study. Simple random sampling was then used to calculate a sample of 1078 students and 182 teachers. Data was collected using a self-administered questionnaire. The instruments’ reliability was determined using Cronbach’s alpha and the test-retest method. Quantitative data were analysed using descriptive statistics, and the hypothesis was tested using Pearson Correlation analysis. The results indicated a positive relationship (r=.019) between the prohibition of FGM and girls' completion of secondary school. Further analysis showed a statistically insignificant relationship between the two constructs (p=.858). The findings of the study are useful for guiding the strengthening of the law's implementation by government officials and by school administrators, and for raising awareness of the law among the school community, in order to increase completion rates for girls in secondary education.
Copyright (c) 2026 Mouline Otieno , Betty Jeruto Tikoko , Henry Kiptiony Kiplangat https://creativecommons.org/licenses/by-nc-sa/4.0
Impact of ePortfolio Implementation on Metacognitive Regulation and Self-Regulated Learning Among Pre-Service Teachers in Ghanaian Colleges of Education
This longitudinal mixed-methods study investigates the impact of ePortfolio implementation on metacognitive regulation and self-regulated learning (SRL) development among undergraduate pre-service teachers in Ghanaian Colleges of Education over a four-year academic programme. Integrating quantitative measures of self-regulated learning using the Motivated Strategies for Learning Questionnaire (MSLQ) with qualitative analysis of reflective logs, the study tracked 138 first-year students through their entire degree programme, with 40 students selected for in-depth qualitative analysis. A repeated-measures ANOVA indicated significant improvements in metacognitive self-regulation across all measurement points (F(4,108) = 32.45, p < .001, ?² = .55), while growth curve modelling showed a steady upward trend over time (? = 0.52, p < .001). Thematic analysis of reflective logs identified four major themes: development of reflective thinking, improved self-regulated learning, infrastructure and connectivity challenges, and lecturer support as a critical success factor. Qualitative findings demonstrated progressive maturation in students' reflective capacity from descriptive accounts toward theoretically informed, critically reflexive narratives. However, substantial infrastructural barriers, including unstable internet connectivity, limited device access, and high data costs, constrained implementation effectiveness. The study provides empirical evidence that sustained ePortfolio engagement, when supported by structured faculty guidance and adequate infrastructure, significantly enhances students' metacognitive awareness, reflective thinking depth, and autonomous learning capacities. The findings highlight the need for robust teacher professional development, clear and transparent assessment systems, and strong institutional investment in digital infrastructure. This research contributes critical insights to understanding how technology-enabled reflection can facilitate transformative learning in pre-service teacher education and offers practical recommendations for ePortfolio implementation in resource-constrained educational contexts.
Copyright (c) 2026 Adjei Amaniampong, Mina Dadzie Ababio, Joseph Nkyi-Asamoah https://creativecommons.org/licenses/by-nc-sa/4.0