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Kenyatta University Institutional Repository is a digital archive that collects, preserves and disseminates scholarly outputs of the Institution
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Stakeholder Collaboration and Performance of Projects by Civil Society of Kenya in Nairobi City County, Kenya
(Kenyatta University, 2025-11) Maina, Gladys Wairimu
Many civil society organizations rely on external funding, which can be inconsistent and competitive. This can hinder project sustainability and growth. Over-reliance on foreign donors can lead to a lack of local ownership and may affect the relevance of projects to local needs. Civil society organizations may struggle with public perception, where they are viewed with suspicion or as foreign agents rather than local advocates. The performance of projects undertaken by civil society organizations in Kenya has been a subject of scrutiny, particularly in terms of their effectiveness and impact. Therefore, the study sought to explore how stakeholder collaboration influences the performance of projects by nongovernmental organizations, the humanitarian sector in Nairobi County, Kenya. The specific objectives of the study were to examine the influence of stakeholder identification, stakeholder engagement, stakeholder communication and conflict management on the performance of projects by civil society of Kenya in Nairobi City County. Stakeholder theory and contingency theory guided the study. The design was descriptive. Seven civil society projects in Kenya were the focus of the study (see appendix v). There were 96 respondents, including 20 project managers and 76 members of the project team. A survey with 96 participants was taken. The review utilized an organized survey with both shut and questions that could go either way. Descriptive statistics was used to analyze quantitative data, and metrics like mean and standard deviation were used to summarize the distribution of the data. Inferential measurements, including connection and multiple regression analysis were used to assess the existing relationship between the study variables. The study findings showed that Stakeholder identification, stakeholder engagement, stakeholder communication and conflicts management positively influences project performance, with a significant impact at the 0.05 level. This means that better stakeholder identification, engagement, communication and conflict management improved project outcomes. The study provides compelling evidence that stakeholder collaboration; identification, engagement, communication, and conflict management play significant roles in influencing the performance of humanitarian projects in Nairobi County. The study recommended capacity building and policies formulation to entrench a culture of stakeholder collaboration in project implementation.
Electronic Learning Systems Adoption and Student Academic Performance in Kenyatta University City Campus
(Kenyatta University, 2025-07) Cheruiyot, Gilbert
Higher learning institutions have adopted e-learning systems in an attempt to make learning more accessible in a cost-effective manner to large population of learners across the globe and to improve students’ performance. E-learning involves the delivery of information through information systems. There has been a problem in student performance as there have been reports of low performance among e-learning students in some universities. Various measures have been implemented to ensure that success of e-learning in universities such as improved students’ academic performance. This study sought to find out the effect of e-learning systems on student performance in Kenyatta University City Campus. The objectives were; to determine the effect of e-learning tools, e-learning programs, learning management system and e-library platforms on students’ performance at the Kenyatta University City Campus. The study was anchored on absorptive capacity theory and supported by systems theory, and supported by the unified theory of acceptance and use of technology and innovation diffusion theory. The study adopted descriptive research design and used the quota sampling method to get a sample size of 384 respondents picked from those undertaking undergraduate and master’s programs. Primary data was collected using semi-structured questionnaires that produced qualitative and quantitative data. From the distributed 384 questionnaires, 270 were filled and returned, making a response rate of 70.3 percent. The analysis consisted of descriptive, inferential and content analysis and findings presented in tables, figures and discussions. The analysis was done using Statistical Packages of Social Sciences 25 (SPSS) program. The study established that e-learning tools, e-learning programs, learning management system and e-library platforms all had positive and significant influence to academic performance of students. From the descriptive analysis, the study respondents strongly agreed that adoption of electronic learning systems contributed to improved academic performance outcomes. Regression analysis established that the changes in student academic performance in terms of high-test scores was largely due to adoption and utilization of electronic learning systems at the Kenyatta University. The study therefore concluded that electronic learning systems influence student academic performance. The study also recommended to the universities to adopt digital learning systems and to the government to support and develop policies that push for adoption of e-learning systems in universities. When seeking high academic performance in students, the learning institutions should adopt e-learning systems.
Digital Literacy Influence on Information Seeking Behavior of Small-Scale Women Farmers in Kenya: Case of Muvuti Kiima Kimwe Ward, Machakos County
(Kenyatta University, 2025-11) Muia, Boniface Kaleli
Information is an essential commodity useful to mankind in all walks of life. As women play a central role in farming activities, they have diversified information needs. Information seeking behavior has dramatically changed with the rapid development of ICTs. Digital literacy is essential as it involves skills, behaviors and knowledge in using technology when communicating, working, learning and leading everyday life. This study purposed to investigate how digital literacy influences information seeking behavior of small-scale women farmers in Kenya. It was guided by the following objectives; establish the information needs of small-scale women farmers, determine the information seeking behavior of small-scale women farmers, assess the ability of small-scale women farmers to seek and retrieve digital information, establish the relationship between digital literacy skills and information seeking behavior of small-scale women farmers and establish the challenges small-scale women farmers encounter when seeking and retrieving information that is in different digital formats. The Big 6 Skills Model served as the theoretical foundation for this study. Descriptive research design was used. The target population was approximately 17059 small-scale women farmers. Nassiuma’s formula was used to calculate a representative sample size of 143 respondents. Questionnaires were used to collect quantitative and qualitative data. Cronbach alpha was used to assess the reliability of the research instrument through the test-retest technique. Quantitative data was cleaned, coded and analysed using Statistical Package for Social Sciences (SPSS) version 28. Descriptive statistics like frequencies, percentages, mean and standard deviations were used to analyse quantitative data. Qualitative data analysis involved three iterative steps of in-depth reading, coding and classification of responses from the questionnaire to identify patterns and themes. The analysed data was presented using charts and tables. The findings established that small-scale women farmers need information to improve their agricultural activities. Small-scale women farmers indicated that the sources of information they prefer most when seeking information are; listening to radio, talking to fellow farmers, watching television, asking friends, neighbours and relatives for information, mobile phone and talking to agricultural input suppliers. The study established that majority of the small-scale women farmers have never attended digital literacy training. Thus, enhancing the digital literacy skills of small-scale women farmers is essential as it equips them with the necessary skills to effectively seek and retrieve digital information. The government, through the Ministry of Information, Communications and Digital Economy, need to formulate clear policy aimed to initiate digital literacy training programs in rural areas targeting small-scale women farmers as a means for improving digital literacy in rural areas.
East African Community Initiative in the Peace Process in Eastern Democratic Republic of Congo, 2022- 2025
(Kenyatta University, 2025-10) Mohamed Bulle Muhumed
In Eastern DRC a civil war has been raging since 1996 which has cost approximately six million lives. This study examined prospects and challenges of the EAC initiated peace process in Eastern DRC. To begin with this study explored the internal and external factors that have influenced and shaped the civil conflict in Eastern DRC. Second, the effectiveness of strategies employed by the EAC in the peace process in Eastern DRC was assessed. Finally, this study analyzed the obstacles and challenges to the EAC initiated peace process in Eastern DRC. This study was anchored on two complementary theories namely Neo-liberal Institutionalism and Realism. Neoliberal Institutionalism theory argued that regional organizations supplement the role of states to enhance, reinforce and acting as arbitrators in state disputes. Regional organizations also reinforce and enhance the efforts of states in arbitration in international disputes. Realism theory on the other hand explained emerging geo-political interests in the EAC initiated peace process in Eastern DRC. This study took the form of exploratory research design. The study employed the use of both primary and secondary sources of data collection. The target population of this study comprised; Congolese refugees in Kenya, selected diplomats from Tanzania, Uganda, DRC, Rwanda and Burundi, officials from the Ministry of EAC in Kenya, EALA members and experts in international peace and conflict studies. This study employed random and purposive to identify 384 respondents for field interviews. Structured questionnaires were administered to 360 randomly selected Congolese refugees in Kenya from three selected locations. Interview schedules were administered to 24 purposively selected diplomats from Tanzania, Uganda, DRC, Rwanda, Burundi, officials from the Ministry of EAC in Kenya, EALA members and experts in international peace and conflict studies. This study employed quantitative and qualitative methods of data analysis and interpretation. This study noted that conflict in Eastern DRC is driven by mineral exploitation, foreign interests, MNC involvement, and ethnic manipulation rooted in colonial legacies complicated by weak governance structures. It was observed that the EAC pursued both diplomatic and military strategies in Eastern DRC, including mediation, negotiations, and deployment of a regional force. While diplomacy remained central, force was used mainly to disarm militias and protect civilians. These efforts achieved mixed results in stabilizing the region. The study identified key obstacles to the EAC peace process in Eastern DRC, including lack of inclusivity, unclear strategies, limited legitimacy, AU sovereignty constraints, weak political will, and inadequate financial resources. It concluded that addressing these challenges requires political goodwill, a multi-faceted approach, and the establishment of durable governance systems to enforce agreements and maintain order after militia withdrawal.
Assesment of English Language Oral Skills in Sampled Secondary Schools in Meru County, Kenya
(Kenyatta University, 2025-11) Kithinji, Franklin Gikunda
The purpose of this study was to assess how oral skills are presented in the approved Form One course books, find out the activities that the teachers of English use in the pronunciation classroom to evaluate the mastery of proper pronunciation as well as study the end of year teacher made tests to determine whether pronunciation is adequately assessed in Form One. The study objectives were: To find out the in-class methods teachers use in evaluating pronunciation of English phonemes, to examine the end of year teacher-made tests in assessing pronunciation of English phonemes and to assess how oral skills are presented in the approved Form One course books. The study was based on Baker and Westrup’s (2000) PPP (Presentation Practice and Production) model. The research adopted a descriptive survey design and it targeted 9 teachers of English in form one, three approved English course books and five teacher-made end of year tests. Purposive sampling technique was used to sample the schools, teachers and students involved in the study. The data collection instrument was a questionnaire for the teacher, a test assessment checklist and a course book evaluation checklist. Data collected was analysed both qualitatively and quantitatively. Frequencies of the problematic sounds were drawn and then the figures were presented in tables and graphs. The findings of the study reveal that the teachers use a variety of in-class activities to test the mastery of English phonemes, there are inconsistencies in the presentation of English phonemes assessment practices despite the teachers acknowledging the importance of proper pronunciation and that the presentation of phonemes did not uniformly cut across the sampled approved course books with some of the books with some of the books having a fair presentation of the phonemes while others ignored some of the phonemes that should be handled in class. The study recommends the integration of oral assessment in the national examinations, the revision of the approved course books to reflect more comprehensive oral activities and the provision of resources to support oral assessment.