Farming is a major contributor to the economic development of Kenya. It is the source of livelihood for over 80 percent of the total population. Agriculture education in secondary school was expected to revitalise the agriculture sector. Yet, despite the teaching of agriculture schools production from the sector is on the decline. A survey was conducted to establish the influence of the grade achieved in agriculture at school and performance in farming after school. The target population comprised of farmers with agriculture knowledge from secondary school. A sample of 100 respondents was obtained through snowball method. Ex-post facto/survey design was employed. Structured questionnaires were used to obtain data. Descriptive statistics was used to analyse the objective, while inferential statistics was used for the hypothesis. Findings from the survey revealed a non-correlationship between agriculture grades and performance in farming. The conclusion drawn from the survey disclosed the grade obtained at school had no statistical relationship with performance in farming. The recommendation was that, agriculture education at secondary school should be reviewed and refocused more on pragmatism besides acquisition of quality grades. Lastly, secondary school agriculture education should be backed up with specialised training after school to adapt one to farming.

Feedback remains the mainstay in Assessment for learning. However, feedback stands effective most when given in time, and when is firmly knotted to standards regarding prospects and comprises exact proposals for how to upsurge future achievement and meet education goals. This research was undertaken to investigate the effect of effective feedback provision on learner's mathematics achievement. The research was quasi-experimental and a pretest/posttest control group design was used. The sample constituted 80 form three learners which were clustered as control as well as experimental groups in the same way. The groups were both pre-tested. The group that was experimental was well taught and the feedback was given as required by Assessment for Learning (AFL) during treatment and the control group wasn't given feedback throughout the treatment. The pretest before the intervention of the variable had a mean score of 25.7% while after the intervention of the effective feedback provision, the mean score was 56.4%. This shows an improvement a positive of 30.7%. The mean score for the controlled group was 24.4% for the pretest and 24.2% for the posttest which was a fall of 0.2%. In comparison to the experimental group, there was a greater improvement than a control group. A conclusion was reached that effective provision of feedback has a positive effect on learner achievement in mathematics.

Based E-Government Models Most of the governments offer e-government services through the web-based models mainly through the Internet (Siebel, 2005). Some of the current e-government models in use in developed and developing countries like Kenya are the

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The use of Facebook Social Networking Platform (FSNP) boost pedagogical interactions between students and teachers which impacts on learner academic achievement. The purpose of the study was to establish the effect of time spend on FSNP on learner academic achievement in Computer Studies in public secondary schools, Nairobi County, Kenya. The objective was to establish the difference in learner academic achievement between learners who spent different amounts of time on FSNP and those who did not. The study targeted form three students taking Computer Studies. Quantitative data was obtained using pre-test and post-tests scores and qualitative data using a questionnaire and lesson observation. Purposive sampling was used to obtain 250 students from 3 boys’ and 3 girls’ public secondary schools which offer Computer Studies. Descriptive statistics computed included frequencies, means, variances and standard deviation. Inferential statistics included ANOVA and t tests. Findings shown a statistically significant differences in learner academic achievements between learners who spent different amount of time on FSNP and those who did not; t statistic [t (110) = 10.10, p = .00] and [t (145) = 11.37, p = .00] for the post-test mean scores of the students who spent regulated time (less than 3) and unregulated time (more than 3) hours per day on the platform respectively for five weeks. The study concluded that time spend on FSNP has a positive effect on learner academic achievement among Computer Studies students and that regulating the time students spend on the platform enable them to post higher achievement.