Mr. Peter K. Musyoka lectures in the School of Economics, Kenyatta University. He holds a B.ed (Economics & Mathematics) from University of Nairobi and MA (Economics) from Chancellor College, University of Malawi. Prior to joining Kenyatta University, he worked with different organizations such as Kenya Institute for Public Policy Research and Analysis (KIPPRA); African Population and Health Research Center (APHRC), BIMAS; and Equity Bank Ltd. He has also done consultancy work for Transparency International (Kenya); Kenya Human Rights Commission; The Treasury, Kenya, among other organizations. His research interests are in human capital development. Mr. Musyoka is currently pursuing PhD in Economics.
- Oketch, M., Ngware, M., Mutisya, M., Kassahun, A., Abuya, B., & Musyoka, P. (2014). When to randomize: Lessons from Independent Impact Evaluation of Reading to Learn (RtL) Programme to improve literacy and numeracy in Kenya and Uganda. Peabody Journal of Education, Vol. 89, No.1, Pg. 17-42. DOI:10.1080/0161956X.2014.862470
- Ngware, M.N., Ciera, J., Musyoka, P.K., & Oketch, M. (2013). The influence of classroom seating position on student learning gains in primary schools in Kenya. Creative Education, Vol. 4, No. 11. Pg. 705-712
- Abuya, B.A., Oketch, O., Ngware, W. M., Mutisya, M., & Musyoka P. K. (2013). Experiences of parents with the Reading to Learn approach: a randomised control trial initiative to improve literacy and numeracy in Kenya and Uganda. Education 3-13: International Journal of Primary, Elementary and Early Years Education DOI:10.1080/03004279.2013.829859
- Oketch, M., Mutisya, M., Sagwe, J., Musyoka, P. & Ngware, M. (2012). The effect of active teaching and subject content coverage on students’ achievement: Evidence from primary schools in Kenya. London Review of Education, Vol.10, No.1. Pg.19-33. DOI:10.1080/14748460.2012.659057
- Abuya, B. A., Moses, O. & Musyoka, P. (2012). Why do pupils dropout when education is ‘Free’? Explaining school dropout in the settlements of Nairobi. Compare: A Journal of Comparative and International Education, DOI:10.1080/03057925.2012.707458