This study sought to investigate the influence of Facebook social-media usage on students' English written assignments in Eldoret North Sub-County public day secondary schools. The study adopted descriptive survey research design. The target population was 38 public day secondary schools with 15000 students and 88 Teachers of English in total. A sample of 150 students from a sample of 30% of the schools that was randomly selected was used in this study, which translated to 11 schools. Simple random sampling technique was used to selects the schools. Purposive sampling technique was used to select all teachers of English who participated in the interview and simple random sampling technique was used to select the students who filled questionnaires. Questionnaires, interviews and document analysis was used in data collection. Majority of the respondents agreed that they pay little attention to spellings when posting opinion on facebook, because friends care less about spelling mistakes. Most respondents agreed to get the meaning of shortened form of words used by their friends on Facebook. Most respondents agreed that they regularly use short forms of words when posting information on Facebook Social-media. The study established that sometimes students find themselves using the short forms of words when writing English assignments. Majority of the respondents agreed with the opinion that most of the opinions written on Facebook are presented in short forms. The students use short forms when commenting on their friends post on

The main objective of university education is to furnish the student with the requisite knowledge and skills to enable them to contribute effectively to the national development effort. This training demands periodic assessment and evaluation in form of examinations in order to ascertain the level of knowledge and competence of students. The purpose of this study was to investigate and establish the types, causes and implications of Examination malpractices in institutions of higher learning in Kenya. The study was carried out in five public universities in Kenya using the descriptive survey research design. The study used university students, administrators in charge of Examinations at the university and chairpersons of academic departments as respondents. The study sampled fifty students, four administrators in the Examination offices and five chairpersons of five departments from each of the five Universities. Therefore the total number of respondents used in the study was 250 students, 20 administrators in charge of Examinations and 25 chairpersons of departments totaling to 295 respondents. Data was collected by use of Interview schedule and Questionnaires. University Students and examination administrators filled open-ended Questionnaires while chairpersons of academic departments were interviewed. Data was analyzed qualitatively and presented thematically. The findings indicate that the main types of Exam malpractices include: exam leakage, collusion, unauthorized writings, copying, impersonation among others. The findings show that some of the causes of exam malpractices include: poor preparation for exams, lack of integrity, financial gain, sexual favor, for promotion. The study findings further show that the implications of exam malpractices are: undeserving students awarded degrees, graduates who cannot perform quality of service in the country compromised. The study concluded that actions need to be taken to save our institutions of higher learning from this vice. This study recommends the following to curb the problem: tough penalties for the culprits, moderation of exams, installation of CCTV cameras, improve on invigilation among others.

Education is increasingly gaining prominence as one of the most important subjects in Africa, with emphasis being put on special needs education. Inclusion of hearing and visually impaired as well as the physically challenged children into regular learning environment is still a controversial issue. The success of inclusion programs is dependent on many factors. The purpose of this study was to find out the learning challenges to inclusive learning in Early Childhood Development Education (ECDE) in Eldoret East Sub-County, Uasin Gishu County, Kenya. The study was conducted in public ECDE centers' in Eldoret East Sub-County, Uasin Gishu County, Kenya. The study was guided by the Social Model of Disability Definition. The study used descriptive survey research design which involved collection of views, opinions, attitude, and suggestions. The study target population was 260 respondents, thus sample 85 respondents, including 1 TSC Sub County Director of education, 9 Curriculum support officers, 75 Public ECDE teachers. Data was collected using questionnaires and interview schedules. Data collected was analyzed, mainly using descriptive statistics such as frequencies, percentages, means, sum and mode, with the aid of SPSS version 20. The analyzed data was presented using pie charts, tables, bar graphs and through description. The study was important to the Ministry of Education (MOE), particularly Special Need Education sub-sector to chat the way forward towards effective inclusion programs in ECDE centers. The study noted there is lack of overall ECDE centre plan on part of the administration for inclusion of learners with special needs. The study concluded that based on the results of the study undertaken, the research study recommends the following; The government should provide and improve the existing physical facilities to make sure they are easily accessible to all learners especially to the special pupils learning.

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Availability and utilization of instructional resources play an important role in the attainment of educational goals, objectives and learners' performance. The objective of the study was to establish the influence of teachers' training skills in instructional resources on children's performance in literacy. The study adopted a descriptive survey design and targeted 90 public pre-schools comprising of 5460 pre-school learners and 180 pre-school teachers. A simple random sampling technique was used in selecting the pre-schools, teachers and learners for the study. Through this method, 27 pre-schools, 359 learners and 123 pre-school teachers were selected for the study. Data was collected using questionnaires, observation checklists and a test administered to the learners. Questionnaires were administered to preschool teachers to seek information on pre-school teachers' training skills and use of instructional resources; observation checklists were used by the researcher to assess the availability and the display of the types of instructional resources in the classroom especially in the various activity areas or corners. Content validity of the instruments was determined by employing the expertise of my supervisors and lecturers in the Department of Education while reliability was determined through split-half technique. Data was analyzed using descriptive statistics such as means, percentages, frequencies and Pearson Correlation analysis. The findings were presented in tables, pie charts and bar graphs. The study found a significant but positive correlation between teachers' training skills and achievement of writing skills among learners (r = .826; p = .000) and training skills and achievement in reading skills (r = .722; p = .001). The study recommended that there is need there is need for teachers to undergo training on instructional resources' use.