Browsing by Author "Karia, Mathew"

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    Academic Staff Attitude towards Open Access Outlets in Disseminating Research Findings in Selected Universities in Kenya
    (International Researchers, 2017) Mutwiri, Caroline; Karia, Mathew; Murungi, Catherine Gakii
    This study sought to establish the attitude of academic staff towards Open Access (OA) outlets. A descriptive research design was chosen for the study to describe the attitude of academics with regard to the outlets. The study was carried out in selected chartered private and public universities in Kenya.A total of 15,000 academic staff formed the study population from which a sample of 381 was drawn using stratified random sampling technique to select respondents from various universities. A questionnaire was designed for academic staff containing both open and closed ended questions. The study established a negative attitude of academic staff towards OA outlets. They were of the view that works published in conventional print journals were more recognized than those published in OA outlets and that OA outlets quality was lower than that of renowned print journals. Academics were also skeptical over the rigorous of review mechanisms for OA outlets. Therefore, their conservative preference for traditional outlets over newer publishing avenues was evident from their responses. The study recommend campaigns to enlighten the academic staff to recognize legitimacy and quality standard of OA outlets.
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    Access arrangement practices, its effectiveness and influence on the performance of learners with dysgraphia in public lower-primary schools in Vihiga County, Kenya
    (European Journals of Education Studies, 2024) Mulima, Emmanuel Ian; Muthee, Jessina; Karia, Mathew
    The study explored the access arrangement practices, their effectiveness, and their influence on the performance of learners with dysgraphia in public lower-primary schools in Emuhaya Sub-County, Vihiga County. This study was anchored on Robert Gagne’s Conditions of Learning theory, proposed in 1965. A descriptive research design was adopted. The study aimed to include all 163 learners diagnosed with dysgraphia enrolled in lower public primary schools within the Emuhaya sub-county. Additionally, the study targeted 16 headteachers from public primary schools, 153 teachers, and 10 subcounty Education officers in the same sub-county. The researcher utilized stratified sampling to select 5 public primary schools. Purposive sampling was used to select 5 headteachers from the sampled schools. Similarly, purposive sampling was employed to select 6education officers from the Emuhaya sub-county. The researcher sampled 50 lower primary school teachers and 50 learners identified with dysgraphia from grade 1 to grade 3 in the sampled schools using simple random sampling. The researcher employed a combination of open and closed questionnaires, as well as interview guides, to gather data from different categories of participants. A pilot study was conducted in two public primary schools, which were not included in the main data collection. Qualitative data underwent content analysis, while quantitative data was analyzed using frequencies and percentages with SPSS. Results indicated that schools in Emuhaya utilized various access arrangements for students with dysgraphia. Dysgraphia was found to impact academic performance negatively, but with intervention, student performance improved by 5%–10% in successive exams. Students reported a positive change in attitude towards education due to the intervention, feeling supported by the school. The study concluded that access arrangements have an impact on the academic performance of students with dysgraphia. Before the intervention, dysgraphia hurt students' academic performance, as evidenced by poor performance in previous exams. The study recommended that the government need to implement a systematic identification method for documenting students with learning disabilities early in their academic journey. Early identification and intervention can significantly improve outcomes for dysgraphia students and facilitate timely support and resources. Schools should prioritize the implementation of recommended interventions to support dysgraphia students, promote inclusivity, and foster a positive attitude towards education among all students, regardless of their learning needs.
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    An Evaluation of Parent-Implemented Intervention Measures for Speech and Language Delay among 3-5 Years Old in Nairobi City County, Kenya
    (European Journal of Special Education Research, 2025) Asamba, Francine; Karia, Mathew
    The study aimed to evaluate home factors for intervention of speech and language delay among children aged 3-5 years in Kawangware, Nairobi City County, Kenya. The study was guided by the theory of human development presented in Bronfenbrenner's Bio Ecological Model. A descriptive research design was adopted in the study. The focus of the study was on 30 children between ages 3-5 who are speech and language delayed and their parents from Riruta Holy Ghost Mission Special School and Dagoretti Muslim primary school. The study employed a purposive sampling technique. A pilot study was carried out at Kawangware Primary School to determine the reliability and validity of research instruments. The information was collected by interviewing parents. The data collected was analyzed using both quantitative and qualitative methodologies. The analysis revealed varying levels of parental awareness regarding speech and language delay. While some parents recognized signs such as articulation problems and difficulty following directions, others demonstrated uncertainty or limited understanding. A significant proportion of parents (71.4%) had heard of speech therapy, indicating a moderate level of awareness. However, awareness of local services offering speech and language therapy was relatively low, with only 42.9% of parents being aware of such services. Multivariate analysis of the study revealed significant associations between parental knowledge, intervention measures, and speech development outcomes among children with speech and language delay in Kawangware, Nairobi City County. It was concluded that parent-implemented speech and language intervention measures play a crucial role in improving communication skills among children with speech and language delays. Therefore, it is recommended that future intervention efforts in the study area prioritize parental training and support to enhance the effectiveness of speech and language interventions. Additionally, collaboration between professionals and parents should be encouraged to ensure comprehensive and holistic support for children with speech and language delays in Kawangware, Nairobi City County. Administrators should collaborate with healthcare providers and community organizations to provide outreach programs and educational workshops for parents.
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    Computer Assisted Learning on Language Writing Skills among Learners with Hearing Impairments in Kiambu County, Kenya
    (EJSE, 2023) Wangui, Veronicah Wambui; Muriithi, Francis; Karia, Mathew
    The paper presents some of the key findings of a study that explored computer assisted learning on language writing skills among learners with hearing impairments in Kiambu County, Kenya. The study adopted a quasi-experimental research design consisting of 19 respondents who were learners with hearing impairments. These were from two learners were purposively sampled. The study adopted the cognitive theory of multimedia learning by Mayer. Data was collected using pre-test and post-test and a computer application ‘English Grammar Test’. The research data was analyzed using SPSS version 22 and primary data analyzed per objective. The findings on computer assisted learning on language writing skills among learners with hearing impairments were reported. The study findings showed that the learners’ language writing skills improved greatly at the posttest affirming the effectiveness of computer assisted learning.
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    Teachers' Intervention Strategies and Social Interaction among Learners With Emotional and Behavioural Disorders in Selected Primary Schools, Nairobi City County, Kenya
    (European Journal of Special Education Research, 2025) Nyabwengi, Faith Moraa; Karia, Mathew
    This study aimed to explore the impacts of music therapy on the speech development of children at Nakuru Hills Special School, Nakuru, Kenya. The theoretical framework of the study included cognitive behavior theory and social-pragmatic theory. A quasi-experimental design was used to group the participants into two groups: the comparison group and the experimental group. The comparison group of learners with speech development disorders or problems received standard care or intervention, while the experimental group of learners with speech development disorders or problems received music therapy. The research population included special education teachers, special schools’ music teachers, and caregivers, as well as speech and language pathologists working at Nakuru Hills Special School and Kenyatta University. The sample consisted of 20 participants randomly selected from the sample population. The study utilized a mixed research approach to achieve and answer research objectives and questions, respectively. The qualitative and quantitative research approaches were applicable in the mixed methodology. Interview and survey instruments were used for data collection. Piloting of the research instruments was done at Njoro Special School because it has similar characteristics and is situated in the neighboring Sub-County of Njoro. Descriptive and inferential statistical analysis, was conducted in IBM SPSS version 26 using particulars gathered during the survey. Thematic analysis was used to analyze the interview data. Data collected from caregivers and speech therapists indicated significant progress in children's speech abilities following music therapy interventions. Key findings from the qualitative data revealed that caregivers observed noticeable enhancements in their children's articulation and vocabulary. The analysis using paired samples t-tests showed important changes in the scores from before and after the tests in different areas of speech development, such as saying single words, saying words in sentences, talking in conversations, writing sounds, and rhythm. Singing, instrument playing, and movement activities are key strategies in speech development. The study concludes that music therapy significantly enhances speech development in children with speech disorders at Nakuru Hills Special School. The study recommended that the Ministry of Education should establish explicit policies to incorporate music therapy into speech therapy programs in institutions with special needs, acknowledging its potential to improve speech development through child-centered and engaging approaches.