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Keveye Girl’s Highschool KCSE Results, Location, Fee Structure, Telephone Number, Email, Website, Contacts, Postal Address

Keveye Girl’s Highschool is a Public Secondary School, located in Sabatia near Maragoli Town, Sabatia Constituency in Vihiga County, Kenya.

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List of Public Secondary Schools in Vihiga County
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Naika keveye 2 - research studies

Bachelor of arts with education (bae), moi university.

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Declarartion, we declare that this is our own work and is free of plagiarism and it has never been presented, before in any other institution., .................................. date..........................., acknowledgement, first we thank god for supporting and enabling us write the project. my sincere gratitude goes to, our dr. wambua for the guidelines that have made us carry out the research, sincere gratitude, also goes to the entire school of arts and social sciences and moi university at large for nurturing, us to the level that we can write our own project. we extend our unmeasurable gratitude to the, entire friends moi university high school fraternity starting with the principal mr. paul, kiplagat, the deputy mr ngeno, the schools director of study mr. brown, teachers and all the, moi university high school students for the moral support and the opportunity they gave us to, undertake our research project in a friendly environment. i also wish to appreciate our lecturers, in the department of kiswahili and humanities unrelenting encouragement and their severest, efforts to impart knowledge and skills that has been of much importance in our research. we also, wish to thank our families for the moral support they accorded me in undertaking my project..

OPERATIONAL DEFINITION OF TERMS............................................................................................................................

National language: It’s a national symbol of Kenya where it’s a language spoken by the whole nation illegality of tribe or race. Kiswahili language: It’s a national language that is mostly used in Kenya. It’s also a Bantu language spoken by its groups for communication Performance: it refers to the students’ academic level of achievement on any examination done and hence evaluation. Secondary school: this is an institution for educating learners to acquire the required knowledge and learn more on the world. Language policy: this is a government stipulation on which language should be spoken so as to enhance togetherness and a given direction, where and when to be used

DEDICATION....................................................................................................................................................................

First and foremost we would like to thank the almighty God who has been there right from the beginning to this very point. Special dedication also to our parents for their relentless support and compassion during our research. We also want to dedicate this report to our special person Silas for facilitating an electronic gadget that was used in writing the report and the moral support both directly and indirectly. Lastly we dedicate the report to our lecturer Dr. Wambua for the continued impart of knowledge on how to write the whole report. To God is the Glory.

ABBREVIATIONS AND ACRONYMS..................................................................................................................................
ABSTRACT........................................................................................................................................................................

CHAPTER ONE: INTRODUCTION......................................................................................................................................

Chapter two: literature review............................................................................................................................

CHAPTER THREE: DESIGN AND METHODOLOGY..........................................................................................................
CHAPTER FOUR: DATA PRESENTATION.........................................................................................................................
CHAPTER FIVE: CONCLUSION AND RECOMMENDATIONS............................................................................................
REFERENCES..................................................................................................................................................................
APPENDIX SECTION A; QUESTIONNAIRE FOR THE STUDENTS......................................................................................
a) Male. | b) Female |............................................................................................................................................
3 What is the category of your school...........................................................................................................................
APPENDIX B: OBSERVATION CHECKLIST.......................................................................................................................

Introduction This chapter introduces sub topics as follows: background of the study, statement of the study, purpose of the study, objectives of the study, research questions, significance of the study, the delimitation of the study and the limitations of the study. 1 Background to the study of the problem Kiswahili as a national language in Kenya is a driving force behind unity of the nation’s people and makes them distinct from other nations. Swahili is a Bantu language spoken either as a mother tongue or a fluent second language on the East Coast of Africa. It is characteristically a Bantu in its grammar and a large vocabulary of word roots traceable in to a common Bantu stock. Swahili nouns are divided into classes on the basis of their singular and plural prefixes. Kiswahili is a compulsory subject tested in the Kenya National Examination Council of both primary and secondary level (KCSE $ KCPE). The alarming poor performance in Kiswahili amongst students in Moi University high school due to populations has drawn the attention of the Kiswahili department. However some students continue performing dismally despite the efforts put in by the teachers such as increased 1random testing and revisions, recommendation on more revision materials and implementation of new methods of teaching to ensure the learners are more involved. The teachers expose learners to live performance of set books to ensure knowledge retention and mastery of content is effective with all the learners. The learners are also exposed to benchmarking in schools with a hundred percent transition to enable them buy different study habits from the schools for better attainment of quality grades. Kiswahili also plays a great role in the education curriculum in most of African countries. In Uganda, Kiswahili was made a required subject in 1992 by the government. Kenya teaches Kiswahili from primary level, secondary level and tertiary level. It is a compulsory subject and a distinct discipline in many public and private universities. Kiswahili language is also taught in universities in Europe, Japan and China. Basing on education, google and Wikipedia can also be read in Kiswahili and hence acquiring information can be easier hence, Kiswahili being used as an international language in the 18th century. Oral culture is what Kenya has really associated itself with for a very long time (Ongechi 2011). Arab traders coming to Kenya made a very great impact on Kiswahili language development together with the Christian missionaries who greatly brought an impact on the reading, arithmetic and writing process on Africans. Oral culture was what was used to transfer information from

I of the study. I.4 general objective To determine factors that affect the poor performance of Kiswahili subject among students in secondary schools. I.4 Specific objectives I. To identify how student’s attitude affects the Kiswahili subject performance II. To identify how teachers availability affects Kiswahili subject performance III. To determine how the level of discipline affects the performance of Kiswahili subject IV. To establish how the availability of teaching and learning resources affects performance of Kiswahili V. To determine causes of overcrowding in school VI. To find out the relationship between overcrowding and the performance of Kiswahili 1 Research question. This research shall attempt to address the following questions. I. How does students attitude affects the Kiswahili subject performance? II. How does teachers availability affects Kiswahili subject performance? III. Can the level of discipline affects the performance of Kiswahili subject? IV. Does the availability of teaching and learning resources affects performance of Kiswahili? V. What are the causes of overcrowding in school? VI. What is the relationship between overcrowding and the performance of Kiswahili?

1 Significance of the study. The results of this study will help the school fraternity to improve the performance of Kiswahili and promote better understanding of Kiswahili theories and concepts and the need of learners not just in MUHS but in Kenya as a whole and in countries that have Kiswahili as a subject in their curriculum, it might also help the curriculum developers to come up with suitable methods of teaching to cater for both the slow and fast learners, the study might also help curriculum developers to come up with suitable adapted Kiswahili curriculum for learners in Kenya as a whole. The study will also help the education programmers to accord Kiswahili its rights as a national language to be used by the officials of the country such as the His Excellency the president when addressing the nation. It should also be used in the parliamentary proceedings and lastly just like English Kiswahili should be allocated nine lessons per week and the teachers of Kiswahili should be given rights to attain a degree in Kiswahili as a single subject without a second subject as it has three sections just like the English. Lastly the school might push for more qualified personnel to be able to coordinate the ratio between the learners and the students hence all the students are attended to as specified by the education calendar. It will also ensure consistency in assessment of learners, marking and revision of the set CATs and RATs to improve the performance of the learners in Kiswahili thus creation of job opportunities for the jobless but qualified teachers according to the TSC code of conduct hence, employment of more qualified teachers to aid in the better performance. 1 Limitations of the study Poor performance in languages is a major concern in the whole nation. However due to limited time of only one term which equals to two months, non-availability of teachers frequently due to busy schedules concerning class attendance, students busy schedule as the term was only reduced to 10 weeks by the education stakeholders to cope with the effects of covid-19 0n the education system that had affected the programs and the resources to aid in the research, the researcher chose only one subject area that is, Kiswahili at Moi University High School and finally some respondents may give false responses.

Literature review. Introduction This section presents a review of literature by various authors and researchers who have conducted studies on the impact of overcrowding on the performance of students in various public schools. It presents the review of related literature, empirical review of variables summary of research gaps, theoretical and conceptual framework. 2 Students Attitude and Kiswahili Performance. A way that one feels about something or even thinks in a way that implies the way one behaves towards something or someone is called attitude (Krashen 1992). A lot of students perceive Kiswahili subject to be very hard and through this, they always end up literally failing on their examinations while those who always like Kiswahili and take it like any other subject, ends up performing much better and thereafter they always have good grades which make them proceed to the next level. Academic achievement can easily be determined by student’s attitude towards a particular subject (Mbugua and Kiptui 2009). By this, it meant that most of the secondary school students were mostly based on having a certain common idea of hating Kiswahili. A few students concentrated on learning Kiswahili subject while others gave more effort and concentration onto other subjects. Teachers-student’s association also mattered a lot. This is because if the teacher literally taught them, understood their weaknesses and problems and always acted positively to them on their problems, it would mean that the students were fully enlightened and had a better chance of performing better than before and had a chance of working out through the teaching and learning process and get the best targets as required by the ministry of education and the schools mean target. Teacher’s capability of teaching the whole Kiswahili syllabus on time gives it the best ample time for the learners to get a chance to do their revision and hence they are able to be confident that they will have a better performance in their examinations.

Learning a certain language requires an individual’s perceptions of the syllabus, class teacher, peer group and awareness of learners affects their attitude (Chang 2010). Basing on perceptions and negative attitude, the performance of learners can be very conclusive to the poor Kiswahili performance in the KCSE. The most valuable information about the problems that are faced in a school system can be gotten through the judgment and attitude of teachers and not any other source (Brown 2007). Any educational innovation done by a teacher depicts on the classroom situation and therefore the shape of the class presentations and performance is always based on teacher’s attitude. Since most learners go to school with targets and certain aspirations but later find Kiswahili to be a lesser subject, ends up having negative attitude therefore leading to poor Kiswahili performance (Shiundu and Omulando 2016). Students should be given a chance in pursuing their dreams through ensuring that Kiswahili is well understood. 2 The Availability of Kiswahili Teachers and Kiswahili Performance. A teacher is the most important person in the process of teaching and learning of any required subject that can literally been taught. Kiswahili teachers in Kenya and in most counties are either few or no Kiswahili teachers as required. This is because of Kiswahili teacher’s workload that is always there for them to handle. In some schools, the teacher was responsible for teaching, checking students who were speaking English language at the untold time and also give them punishments and also find time to do their research on Kiswahili subject on categories such as poetry, Fasihi and the rest. Kiswahili teachers were hereby found to be two or three teachers who covered the whole syllabus for the whole school starting from form one to form four. According to a research done by (UNESCO 2005) on the Affordable Secondary Education in Kenya, reported that most teachers were literally unable or eve had reduced ability to teach language skills because many were overloaded with too many lessons which approximately four or more subjects. Later on, (UNESCO 2005) advocated for minimizing Kiswahili teacher’s workload so that Kiswahili subject could be taught as per Kenyans curriculum and as stated by the Kenyan educational policies and hence encouraging better performance in Kiswahili examinations. In most schools according to the researcher found out that most Kiswahili teachers were few and a few were untrained simply because the schools had lacked other option of handling things out. Having the untrained teachers would absolutely lead to poor not even better performance.

be addressed and dealt with so as to have better Kiswahili subject performance and ensure that behaviors among learners changed. 2 The Availability of Teaching and Learning Resources and Kiswahili Performance Teaching and learning process can’t take place without the presence of teaching and learning resources which provides knowledge to the learners to be literate by all means. The researcher found out that in most schools, there was a very big shortage of teaching and learning resources and other had even no materials at all. This included the class charts, magazines, the set books, class readers, course books and even the Kiswahili newspapers. In most classes especially the form ones and twos, they lacked the course books and the class readers which were of great impact to them because they built up their foundation for learning Kiswahili language in deep sense and also understand the course impact onto their career choice and on the development of language and economy of Kenya too. Most were forced to share amongst themselves which meant that out of four students whom shared the book. One out of the four did not get a chance of reading the book or even get what was being read from the course book. The ratio of one textbook was to every four students which were not necessary for learning and teaching of Kiswahili subject and thus learning would not be effective by any chance. Having that ratio, it meant that performance of Kiswahili examinations would never be perfect and there was literally going to be low record of performance. The performance of learners had always been affected negatively by the shortage of learning materials in most schools (Gekombe2015).Strategies were given on the sub-Saharan Africa that every student should at least get learning materials on a low cost but its availability was to be high (Elliot and Corrie 2015). Having this in mind would help in improving on teaching and learning hence performing better on Kiswahili subject. Parents were also supposed to be part of contributing to the project of improving teaching and learning resources and also part of buying them and as for the students, they had to ensure that they had a major responsibility of making sure that the books were maintained and they were taken care of well. Every two students should have at least had one textbook which they share as was recommended by the Ministry of Education (KIE 2002) where according to the research which was done, if the textbooks were more, great performance of Kiswahili would be achieved and better records would be kept in most schools. The government of Kenya has also been having a major issue of improvement of technology as a new way of enhancing learning and teaching of Kiswahili subject. The use of computers to acquire of information had already been started being enhanced

in many schools especially to the primary schools which had already started using the tablets to enhance their learning. If learning went through technological change, the learning and teaching of Kiswahili subject would be enhanced and improved abruptly hence recording better performance than before and earning would be much conducive for effective learning (Vidya 2014). 2 Causes of overcrowding in schools. There are several reasons behind overcrowding in school which includes introduction of free education which increased the enrollment of learners in school as the government came up with rules restricting children under the age of 18 from staying at home. There is also increase in the population of Kenya where the reports on 2019 census states that there was an increase from 2009 as we are at 47 million. This shows that there is an increase in fertility rate which is a reason why there is crowding in classrooms as the facilities available cannot cater for the learners due to increased number of enrollment in schools. The introduction of hundred percent transition has also posed a challenge as the government does not allow learners who have scored below the average to repeat but allows them to move the next level. This has led to overcrowding in secondary schools as the classrooms are not big enough to cater for all the learners needs. All the learners are not able to find areas of resting and access the library and the facilities in it, as the ratios of learners to resources are not at per. 2 relationship between overcrowding and learners performance Crowded classes possess poor performance due to: Noise; with all the students present in the classroom, the noise level increases naturally. It also becomes harder for teachers to teach and for students to concentrate in louder classrooms. While teachers are fighting hard to stop noise in order to teach, much of the time is wasted, and lots of lessons will be missed due to the time wasted. Less Individualized Focus; when there are more students in the classroom, teachers can't spend the same amount of time with each student. If a student is finding it hard to understand a particular topic, there may not be enough time to attend to him/her because there are thirty or more other students in the same class. A teacher may not even notice that a student is struggling due to the larger size, and they may not even have the time to help them if they finally notice them. More People; one simple fact to notice when there are more people in a classroom is that there are more people to deal with. That means more levels of intelligence, more distractions, and more everything. This can, however, lead to a slower pace or a faster pace for some of the students and can make it harder to learn

Vicarious learning, or the process of learning from other people's behavior, is a central idea of social cognitive theory and self-efficacy. Social Cognitive Theory is a learning theory based on the ideas that people learn by observing others. Because of the bi-directionality of influence between behavior and environmental circumstances, people are both products and producers of their environment. They affect the nature of their experienced environment through selection and creation of situations. People tend to select activities and associates from the vast range of possibilities in terms of their acquired preferences and competencies (Bandura & Walters, 1959; Bullock & Merrill, 1980; Emmons & Diener, 1986). Through their actions, people create as well as select environments. 2 Theoretical Framework The research was based on one type of theory which was basically guiding the whole research process. The theory was called the input-output theory which was used by Fred Luneburg in 2008. The theory had also been used by a few researchers such as Coleman 1966 and Fuller 1985 as they were trying to find the output of educational learning process. The theory is also called the production function theory because it involves the input from which is the school, students, teachers and learning materials and the output can be as better performance of Kiswahili subject. On input form which was the school received students, learning materials, teachers and other facilities which were of use to the learners. On this situation an input was literally described as what was put under a certain process and later on the output was given out which was from the whole process. Students were put under a test score of helping the researcher to know how the performance and achievement was going to give out an educational output. The students’ performance and achievement depended on the school which was the greatest input which was followed by the student’s attitude, Kiswahili teacher availability, the level of discipline and the availability of teaching and learning materials. For better performance to be noted the teaching and learning process took place and the teaching was done by the teachers who guided the learners on what to read and learn and also applying their skills on teaching different varieties of course work. Since students had changed their attitude and hence got high performing scores and grades which meant that teaching and learning process was successful. This theory made perfection on many students’ performance and therefore motivated the learners and teachers to keep working on Kiswahili subject so as to get a better achievement. Therefore, the theory played a great impact on the whole research.

2 Gaps in Literature Review The research taken based on poor Kiswahili performance was made easier by filling up the gap by ensuring that teachers were made available and that the attitude of students changed. The usage of technology was also enhanced teaching and learning process.

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Course : Bachelor of arts with education (BAE)

University : moi university.

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KCSE Best ranking secondary schools in Vihiga County

KCSE Best and Top Ranking Secondary Schools in Kenya- Are you looking for the list of the best and top performing secondary schools in Vihiga County? Below is a list of all the best Secondary Schools in Vihiga County. The list features the best schools plus their Knec codes.

Extra County High schools form the second level of secondary schools in Kenya; after National Schools.

For complete information on all schools in the country, visit the Schools’ Portal. Here you will find contact details, location, KCSE performance analysis and fees details for all schools in Kenya.

BEST SECONDARY SCHOOLS IN VIHIGA COUNTY

See also; List of all County secondary schools in Kenya

Here is a complete list of best performing schools nationally and per County for all Counties:

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; All details, KCSE Results Analysis, Contacts, Location, Admissions, History, Fees, Portal Login, Website, KNEC Code

Keveye Girls High School is a girls’ only day school located in Constituency in Vihiga County; in the Western Region of Kenya. Keveye is one of the best schools in Kenya. This article provides complete information about this school. Get to know the school’s physical location, directions, contacts, history, Form one selection criteria and analysis of its performance in the Kenya Certificate of Secondary Education, KCSE, exams. Get to see a beautiful collation of images from the school’s scenery; including structures, signage, students, teachers and many more.

for all details about other schools in kenya, please visit the link below;.

SCHOOLS’ NEWS PORTAL

KEVEYE GIRLS HIGH SCHOOL’S PHYSICAL LOCATION

Keveye girls high school is a girls’ only day school located in constituency in vihiga county; in the western region of kenya., keveye girls high school’s info at a glance.

SCHOOL’S NAME: Friends School Keveye High School
SCHOOL’S TYPE: Girls only boarding school
SCHOOL’S CATEGORY: Extra County School
SCHOOL’S LEVEL: Secondary
SCHOOL’S LOCATION: Keveye Girls High School is a girls’ only day school located in Constituency in Vihiga County; in the Western Region of Kenya.
SCHOOL’S KNEC CODE: 38622203
SCHOOL’S OWNERSHIP STATUS: Public
SCHOOL’S PHONE CONTACT: +254722601581
SCHOOL’S POSTAL ADDRESS: P.O Box 856 Maragoli
SCHOOL’S EMAIL ADDRESS: To be updated soon
SCHOOL’S WEBSITE: To be updated soon

KEVEYE GIRLS HIGH SCHOOL’S BRIEF HISTORY

To be updated soon

FOR A COMPLETE GUIDE TO ALL SCHOOLS IN KENYA CLICK ON THE LINK BELOW;

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KEVEYE GIRLS HIGH SCHOOL’S VISION

Keveye girls high school’s mission, keveye girls high school’s motto, keveye girls high school’s contacts.

In need of more information about the school? Worry not. Use any of the contacts below for inquiries and/ or clarifications:

Postal Address: P.O Box 856 Maragoli
Email Contact: To be updated soon
Phone Contact: +254722601581

KEVEYE GIRLS HIGH SCHOOL’S FORM ONE SELECTION CRITERIA & ADMISSIONS

Being a public school, form one admissions are done by the Ministry of Education. Vacancies are available on competitive basis. Those seeking admissions can though directly contact the school or pay a visit for further guidelines.

KEVEYE GIRLS HIGH SCHOOL’S KCSE PERFORMANCE ANALYSIS

The school has maintained a good run in performance at the Kenya National Examinations Council, KNEC, exams. In the 2019 Kenya Certificate of Secondary Education, KCSE, exams the school featured in the list of top 200 schools nationally. This is after recording a mean score of 7.2593 (C+ plus).

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KEVEYE GIRLS HIGH SCHOOL’S PHOTO GALLERY

Planning to pay the school a visit? Below are some of the lovely scenes you will experience.

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Keveye girls high school, vihiga- kcse results, fees, location, email address, account number, website, photos, contacts., keveye girls high school, vihiga- location, fee, account number, website, photos, contacts..

Keveye Girls High School is located in West Maragoli Location in Sabatia Constituency within Vihiga County and is a Girls boarding secondary school.

School Fees and School Account Number

For details on school fees and school account number concerning this secondary school, kindly contact the school’s principals office.

Performance/KCSE Results

To get information concerning the school performance and KCSE results kindly contact the school principal using the contacts below.

The website for this secondary school will be updated when available.

To get more information concerning this secondary School, kindly use the contacts below.

School Physical Location: Vihiga County Postal Address: P.O. Box 856 Maragoli Mobile Number : 0722601581 Telephone Number: Not Available Email Address: Not Available School Website: Not Available

See also: List of all secondary schools in Vihiga County

Friends School Keveye Girls High School - Chavakali

Friends School Keveye Girls High School is a Public, Extra County level, Girls Boarding Secondary School located in Chavakali town, 038 Vihiga county.
Friends School Keveye Girls High School principal is Christine Sifuna.

Quick Facts About Friends School Keveye Girls High School

School Level: Extra County
School Type: Public
School Category: Girls
Boarding/Day: Boarding
School Principal: Christine Sifuna
School Address: Please contact the school for this information
School Contact: Please contact the school for this information
Location: Chavakali town, 038 Vihiga county.
Estimated number of teachers: 23.
Estimated number of students: 2240.
More schools in 038 Vihiga county
Mbale High School
Bunyore Girls' High School
Friends School kaimosi girls
Chavakali High School
Esalwa Boys High School
More schools in Chavakali town
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Useful links
Public Schools in Chavakali Town
Private Schools in Chavakali Town
National Schools in Chavakali Town
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County Schools in Chavakali Town
Sub County Schools in Chavakali Town
Boarding Schools in Chavakali Town
Day Schools in Chavakali Town
Boys Schools in Chavakali Town
Girls Schools in Chavakali Town
Mixed Schools in Chavakali Town

Keveye Girls High

Keveye Girls High is in Vihiga County (Sabatia Constituency).

Keveye Girls High is a mixed day secondary school.

Lusala Pry (265.89m)
Keveye Pry (465.91m)
Elian Prep Sch Pry (658.97m)
Chandumba Sec (912.51m)
Chandumba Pry (912.51m)

School Code : F8070346

Address : 856 Maragoli

Level : Secondary School

Day/Boarding : Day

Gender : Mixed

Ownership : Public

Sponsor : Religious Organisation

Student Needs : Ordinary

Acreage : 0

Acreage per enrolment : 120.3

Pupil Teacher Ratio : 0.0

Total Enrolment : 782

Total Teaching staff : 43

County : Vihiga

Constituency : Sabatia

Province : Western

District : Vihiga

Division : Sabatia

Location : West Maragoli

Sub Location : Solongo

Schools By County

IMAGES

Keveye Girls High School; All Details, KCSE Results Analysis, Contacts
Keveye Girls High School
New principal takes over at Vihiga's Keveye Girls despite opposition
Keveye Girls perfoming Cantante Domino at the KMF pre festival
Keveye Girls High School students protest over 'poor management' at their school this morning
Gloria Muliro x Keveye girls

VIDEO

AING'OLI BY KEVEYE GIRLS. ...2019
KEVEYE GIRLS AT THE EAST AFRICAN COMPETITION IN JINJA,UGANDA 2024
Elijah Rock by Keveye Girls...2024
Asinata as performed by Keveye Girls in Jinja, Uganda 2024
Keveye girls choirs 2018
Rose Muhando's Achia as performed by Keveye Girls at the East African music festival in Uganda,2024

COMMENTS

Keveye Girls High School; All details, KCSE Results Analysis, Contacts
keveye girls high school's kcse performance analysis The school has maintained a good run in performance at the Kenya National Examinations Council, KNEC, exams. In the 2019 Kenya Certificate of Secondary Education, KCSE, exams the school featured in the list of top 200 schools nationally.
Keveye Girls High School's KCSE 2024/2025 Results Analysis, Grades
Keveye Girls High School continued to amaze after recording an impressive performance in the KCSE 2024 examinations that were done from Monday 04/11/2024 to Friday 22/11/2024.The school's performance was very pleasing just like in the previous year's examination (2023) where the school recorded a mean score of 8.88 and which is a mean grade of B {plain}.
Keveye Girl's Highschool KCSE Results, Location, Fee Structure
Keveye Girl's Highschool is a Public Secondary School, located in Sabatia near Maragoli Town, Sabatia Constituency in Vihiga County ... School Vision: Pending Update. Keveye Girl's Highschool KCSE Results, Location, Fee Structure, Telephone Number, Email, Website, Contacts, Postal Address. ... Economic Activities in all Constituencies in ...
Naika keveye 2
The performance of learners had always been affected negatively by the shortage of learning materials in most schools (Gekombe2015).Strategies were given on the sub-Saharan Africa that every student should at least get learning materials on a low cost but its availability was to be high (Elliot and Corrie 2015).
KCSE Best ranking secondary schools in Vihiga County
KSSSA School Games News; Schools' Activities; FREE CBC RESOURCES. Teachers' Resources; PP1 NOTES, EXAMS, SCHEMES; PP 1 and 2. ... FRIENDS SCHOOL KEVEYE GIRLS: Extra County: Girls: C1: 38622207: IGUNGA GIRLS' HIGH SCHOOL: Extra County: Girls: C2: ... Keveye Girls High School's KCSE 2024/2025 Results Analysis, Grades Count & Knec Code ...
; All details, KCSE Results Analysis, Contacts, Location, Admissions
Keveye Girls High School is a girls' only day school located in Constituency in Vihiga County; in the Western Region of Kenya. Keveye is one of the best schools in Kenya. This article provides complete information about this school. Get to know the school's physical location, directions, contacts, history, Form one selection criteria and analysis […]
Keveye Girls' High School Memories.
A Facebook group for sharing memories of Keveye Girls' High School.
Keveye Girls High School, Vihiga County- Fees, Photos, Contacts
Keveye Girls High School is located in West Maragoli Location in Sabatia Constituency within Vihiga County and is a Girls boarding secondary school. School Fees and School Account Number. For details on school fees and school account number concerning this secondary school, kindly contact the school's principals office. Performance/KCSE Results
Friends School Keveye Girls High School
Friends School Keveye Girls High School is a Public, Extra County level, Girls Boarding Secondary School located in Chavakali town, 038 Vihiga county. Friends School Keveye Girls High School principal is Christine Sifuna. Quick Facts About Friends School Keveye Girls High School; School Level: Extra County School Type: Public School Category ...
Keveye Girls High School
Keveye Girls High is in Vihiga County (Sabatia Constituency). Keveye Girls High is a mixed day secondary school. Nearby schools: Lusala Pry (265.89m) Keveye Pry (465.91m) Elian Prep Sch Pry (658.97m) Chandumba Sec (912.51m) Chandumba Pry (912.51m)