Browsing by Author "Mwangi, Margaret"

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    Effect of trichoderma harzianum and arbuscular mycorrhizal fungi on growth in tomato (lycopersicum esculentum mill) seedlings, napier (pennisetum purpureum l) and tea (camellia sinensis l)cuttings
    (2009) Mwangi, Margaret; Monda, E. O.; Okoth, Sheila; Jefwa, Joyce
    A green-house study was conducted to investigate the ability of an isolate of Trichoderma harzianum (P52) and arbuscular mycorrhizal fungi (AMF) in enhancing growth in tomato seedlings, tea and napier grass cuttings. The effect of these bio-inoculants on growth was compared with the influence of Diammonium phosphate (DAP) fertilizer and the interactions of these three factors (P52, AMF and DAP). The plants were grown in plastic pots filled with sterilized soils. A completely randomized design was used and growth measurements taken on height shoot and root dry weights. It was observed that isolate P52 and DAP fertilizer individually enhanced growth in tomatoes, tea and napier while AMF only enhanced growth in tomatoes. Combinations of P52 and DAP; P52, AMF and DAP enhanced growth significantly (P<0.05). Trichoderma harzianum and AMF showed potential for use as biofertilizers to reduce on chemical inputs in the perspective of sustainable agriculture and conservation of natural resources.
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    Leveraging on Interactive Learning Pedagogy in Promoting School Readiness and Women Economic Engagement: Perspectives from the RCT Intervention Project in Tharaka Nithi County, Kenya
    (INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS), 2025-03-28) Ong’ang’a, Hudson Ouko; Waudo, Judith; Onywere, Simon; Mwoma, Teresa; Mwangi, Margaret; Onditi, James
    Women economic empowerment and school readiness of children cannot be distinctly separated. It is on this basis that Kenyatta University WEE in collaboration with other partners jointly are conducting an experiment on WEE and children’s holistic development including school readiness. The intervention experiment is conducted in Tharaka Nithi county to understand how early enrollment of 3-year-old children would promote children’s school readiness and enable their mothers to engage in income generating activities. This intervention is happening in 60 schools(treatment schools). A control group of 3-year old children from the catchment are also selected for comparison at the end of the intervention. Besides, the same number (5) of 4- year old pre-primary school one (PP1) were identified for the same reason. 4-year old children attend PP1 as per the government policy. The two categories will learn together using an enhanced curriculum, provided learning resources and use of interactive pedagogy. The children were enlisted during a baseline survey to identify families with eligible children for the experiment. Assessment of the children in terms of developmental milestones was done by the assessment team of psychologists using among others Debron-2 school-readiness kit. This paper presents some of the baseline results regarding the status of 4 and 3-year-old children’s school readiness skills. The findings allude to the differences in school readiness of the 3-year old children and the extent to which the can cope with schooling.