Browsing by Author "Thua, Josephine Nyambura"

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    Effectiveness of Elearning for Educational Advancement in Selected Universities in Nairobi City County, Kenya: The Role of Gender-Based Factors
    (Research Journal of Education, Teaching and Curriculum Studies, 2024-08) Thua, Josephine Nyambura; Okemwa, Pacificah; Mwatha, Regina; Malenya, Francis
    eLearning has provided a favourable education platform for access to timely, quality, and cost-effective education advancement in Kenyan universities. It has not, however, achieved its expected potential and suffers numerous challenges that affect its full implementation. A notable challenge is its effectiveness in catalysing educational advancement by enhancing transition and completion rates in various academic programs. This study aimed to assess the gender disparities that influence the effectiveness of eLearning in select universities. The indicators for effectiveness were defined as the functionality of the eLearning Management Systems (ELMS), benefits accrued from eLearning and progression and completion rates in the programs offered under eLearning. This was a descriptive study using multistage sampling with a sample size of 395 students and 32 KII. The questionnaire, key informant interview guide and content analysis were used as the data collection tools. Data was quantitatively, and qualitatively analysed. Analysis of the ELMS found that the instructor’s availability and guidance on inline interaction was the most effective functionality of ELMSs with means of 4.10 and 4.31 for males and females, respectively. The least concern was the provision of technological devices for eLearning, 3.49 and 3.42, for males and females respectively. There was notable gender disparity in information received during course registration, protection of student data, academic progress data, and support by technical staff. The composite means were 3.81 and 4.01 for males and females respectively. Most females (3.92) found that simplification of e-materials was the most important enabler for eLearning whereas males (3.68) stated that eLearning had improved their accessibility to educational advancement. The highest gender disparities influencing eLearning were the cost-effectiveness and availability of e-materials. These factors influenced completion rates which were slightly higher for males than females as previously reported. This study provides data that can be used to formulate gender-responsive policies that promote, enhance, and sustain the effectiveness of eLearning by minimizing gender-based disparities that would otherwise negatively impact educational advancement
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    Gender and technology: perceptions of high school students Towards ICT careers in selected secondary Schools in Nairobi County
    (2013-11-12) Thua, Josephine Nyambura
    The purpose of this study was to find out the perceptions of Secondary school students towards lCT careers in Nairobi County. The main focus was on the factors influencing boys and girls in the selection of subjects and careers in selected secondary schools in Nairobi County. The study was prompted by the noted major gender divide that exist in Science Technology Engineering and Mathematics (STEM) careers. As a result, the Information and Communication Technology sector has continued to be male dominated while women continue to be under represented. The general objective of the study was to determine the factors that explain gender differences in the selection of STEM subjects and lCT careers in secondary schools in Nairobi County. A gender schema theoretical framework as proposed by Sandra Bem (1981) was used to understand how girls construct, perceive and understand themselves in relation to their male counterparts in terms of technology. The study employed a descriptive survey design. Purposive and simple random sampling techniques were used in selecting the respondents for the study. Interview guides and closed and open-ended questionnaires were the main data collection instruments for the research. Both qualitative and quantitative techniques guided by research objectives and research questions were used to analyze data. Qualitative data was analyzed by use of the themes and the coding technique while frequencies and percentages were used in the analysis of quantitative data that was collected. The study established that, student subject selection is influenced by myriad factors including, influence from parents, teachers and peers. However, performance history of the subject, marketability of the careers associated with the subject and awareness significantly contributed to subject selection. There was preference of boys and girls towards Science, Mathematics and Technology subjects and careers, with engineering course being preferred by boys while girls tended to prefer medicine and business courses. The perception of the boys and girls towards ICT careers is positive and both boys and girls are capable of taking ICT careers, however, there was preference by gender towards particular lCT careers, boys tending to prefer hardware and engineering related while girls preferred software and data processing careers. Finally dissemination of information on K'T careers in the job market, seminars, conferences and invitation of lCT experts will influence the perception of taking computer studies in KCSE and attraction to ICT. The study recommends that, secondary schools should create awareness on the lCT careers through invitation of women and men who are lCT experts to market and encourage girls towards ICT careers.
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    The Role of Gender-based Factors on the Levels of Student Participation in eLearning in Select Universities in Nairobi City County, Kenya.
    (Eastern African Journal of Humanities and Social Sciences, 2024-08) Thua, Josephine Nyambura; Okemwa, Pacificah; Mwatha, Regina; Malenya, Francis
    eLearning is an attractive mode of learning that provides easy access to education to students who would otherwise be disadvantaged by social, economic and geographic impediments to educational advancement. There is limited information on the role of the digital gender divide and gender-based factors in participation in eLearning in universities. The study aimedto assess the gender disparities in learner participation whose indicators were defined as login frequency, breaks within a session, study location,and student-instructor interaction. This was a descriptive study using multistage sampling with a sample size of 395 students and 32 KII. A questionnaire, key informant interview guide and content analysis were used as the data collection tools. Data wasquantitatively and qualitatively analysed. The study found that men’sfrequency of login to LMS was higher than women’s. Women (71.7%) were observed to have fewer breaks than men (65.9%). The reasons for the breaks were poor or unstable internet, caregiving,and work-related engagement. Women spent more time per session (119.06 minutes) compared to men (109.74 minutes). Based on the findings, strategies were proposed to mitigate these factors. The importance of this study is it provides baseline data that can be used to formulate policies that are gender responsive and will contribute to the promotion, enhancement, and sustenance of eLearning for educational advancement. This study was carried out during the COVID-19 pandemic which required most data to be accessed virtually. There was reluctance to fully disclose information by universities which treated the information as confidential