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Purpose: The study sought to compare the effects of Problem Based Learning (PBL) method and Demonstration Teaching Method (DTM) on achievement of students in agriculture subject. Methodology: The study used Quasi-Experimental Design which followed a Non-equivalent Control Group Pre-test-Post-test Design, while a Constructivist learning theory guided the study. PBL was the treatment while Demonstration teaching method was used as control. The target population were 7124 students taking agriculture and 52 teachers of agriculture. Accessible population were Form Two Students and 12 schools. Both stratified random sampling and purposive sampling methods were used to obtain a sample size of 575 students and 12 teachers of agriculture. Six schools used Problem Based Learning as treatment, while the other six schools were taught through Demonstration teaching method. Pre-test was administered to PBL and DTM groups before teaching the students and a post-test was also administered to both groups at the end of six weeks of study. Data was collected using Agriculture Achievement Test (AAT) to measure students’ achievement. Data was analysed using ANCOVA and descriptive statistics. Findings:  Post-test results established that teaching through PBL resulted in higher students’ achievement in agriculture with a mean score of 57.47 compared to DTM mean score of 48.4. There were statistically significant difference in post-intervention scores between the interventions, F (1, 278) = 1170.43, p < .001, partial η2= .800 leading to rejection of null hypothesis. Therefore, PBL teaching method was found to be more effective in teaching agriculture as compared to Demonstration teaching method. Unique contribution to theory, practice and policy: The study recommended that teachers of agriculture should embrace and use PBL as a method of instruction in agriculture subject. Likewise, Tertiary institutions and Universities in Kenya should implement the use of PBL method in their training programmes in training students.

This is a part of a larger study that set out to investigate information on head teacher-parent collaboration for the improvement of inclusive education in regular public primary schools in Meru County. The study examined leadership and its structure in enhancing head teacher-parent collaboration for the improvement of inclusive education in regular public primary schools in Meru County, Kenya. The objective of the study was to examine leadership and its structure in enhancing head teacher-parent collaboration for the improvement of inclusive education. The study was to inform education policy makers, who were expected to use the study results to evaluate the current policies on inclusive education and formulate appropriate policies for promoting head teacher-parent collaboration for the improvement of inclusive education. The study employed qualitative research design. The target population was 97 head teachers, 136 teachers and 2040 parents. Twenty four participants were selected to participate in the study. Purposeful sampling was used, to select the respondents from the target population. The study used interview schedules and focus group discussion guides. The study employed qualitative methods and techniques of collecting and analyzing the data. The findings of the study were presented using narratives and themes. It was found that leadership influenced head teacher-parent collaboration for the improvement of inclusive education. Leadership and its structure enhanced school harmony, a situation that improved head teacher-parent collaboration for the improvement of inclusive education. It was recommended that, the government should appoint head teachers who are positive about inclusive education and with the ability to work together with all parents for the improvement of schooling for all learners in regular classes.