Browsing by Author "Wangeri, Tabitha"

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    ICT uptake and use as a tool for personal adjustment and academic pursuit among undergraduate students at Kenyatta University
    (2013) Kimani, Elishiba; Wangeri, Tabitha; Mutweleli, Samuel Mutua
    The intention of this paper was to explore ICT uptake and use as a tool for personal adjustment and academic pursuit undergraduate students at Kenyatta University in Kenya. To establish this, the study sought to investigate on the first years’ students ICT basic computer proficiency and the challenges the students experienced in up taking ICT at high schools and universities. The study was done in Kenyatta University, a public university in Kenya among first year students taking Bachelor of Education degree. A total of 104 students were randomly selected and data generated using a questionnaire. The results indicate that majority of students had experienced challenges uptaking and using ICT in the university. Only a few students owned computers. Few students had, with female students being more than males. Proficiency by age was also low. By degree program Joint Admission Board (JAB) students reported higher proficiency than those in Self Sponsored Programme (SSP). There were also differentials of proficiency in terms of categories of high schools attended and rural versus urban. Among the challenges reported were inadequate number of computers, faulty computers and computer illiteracy. They recommended that the university could offer ICT classes and increase the number of computers to enable them to become ICT proficient. The study recommends that the ministry of education should make it mandatory for all secondary schools to have ICT infrastructure and teachers trained in ICT in all secondary schools
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    Identity Development as a Predictor of Academic Engagement among Undergraduate Students in Kenya
    (IOSR Journal of Research & Method in Education, 2023) Kositany, Conrad; Ireri, Anthony Muriithi; Wangeri, Tabitha
    Academic engagement is a major aspect of education at all levels. University education aims at empowering students with growth experiences, knowledge, skills, and education. However, low academic engagement in academic tasks affect the achievement of this goal. Identity development is a major developmental task through adolescence to adulthood and it is crucial to understand the association between identity development and academic engagement. The current study aimed at determining the predictive weight of dimensions of identity development on academic engagement among undergraduate students in Kenya. Characteristics among university students in Kenya that suggest low academic engagement included; missing classes, poor preparation for examinations, engaging in unhealthy lifestyles, engaging in substance use, low academic performance, delayed graduation and dropping out of university. The study used the Five-dimensional Model of Identity Formation and predictive correlational research design. A sample of 415 students from public universities in Kenya were selected using multistage sampling – purposive, simple random and stratified sampling. Quantitative data were collected using Dimensions of Identity Development scale. Data were analysed using SPSS (v.24). Data were entered, coded and analysed using Pearson’s product moment correlation coefficient and multiple regression analysis. Identity development had a positive statistically significant prediction on academic engagement (r (413) = .39, p < .05). A multiple regression analysis further revealed that Dimensions of identity development significantly predicted Academic engagement, (F (1,413) = 74.95, p < .05) which indicates that Dimensions of identity development can play a significant role in shaping Academic engagement (β = .51, p < .05). The study concluded that an increase in the identity development variable was associated with an increase in academic engagement. The study findings led to the recommendation that, all the stakeholders should promote identity development among the university students so as to increase academic engagement and consequently academic success.
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    Mental Health as a Correlate of Academic Engagement among Third Year Undergraduate Students in Kenyan Public Universities
    (IOSR Journal of Humanities and Social Sciences, 2023) Conrad, Kositany; Wangeri, Tabitha; Muriithi, Ireri Anthony
    Background: The Main Goal Of Universities In Kenya Is To Bestow Growth Experiences, Knowledge, Skills And Education For Their Students, But Low Academic Engagement Hinders This Goal. Low Academic Engagement In Kenyan Universities Could Be Linked To Students’ Mental Health. This Study Set Out To (I) Determine The Relationship Between Depression And Academic Engagement Among Third Year Undergraduate Students In Kenyan Public Universities, (Ii) Establish The Relationship Between Anxiety And Academic Engagement (Iii) Find Out The Relationship Between Stress And Academic Engagement. Materials And Methods: The Study Used Descriptive Correlational Research Design To Establish The Relationships And The Degree Of Association Among Variables. In This Study 415 Participants Were Selected From The Population Using Simple Random Sampling, Stratified And Purposive Sampling. Data Were Analyzed Using Spss (V.24). Data Were Analyzed Using T-Test for Independent Samples and Pearson’s Product Moment Correlation Coefficient. Hypotheses Were Tested At P = 0.05. Results: The Study Found A Zero Correlation between Depression and Academic Engagement (R (413) = 0.01, P < 0.05). Anxiety Had A Non-Significant Correlation with Academic Engagement (R (413) = 0.06, P ˂ 0.05). A Non-Significant Correlation Was Found Between Stress and Academic Engagement (R (413) = 0.00, P ˂ 0.05). Limitations: First, The Descriptive Correlational Research Design Means We Cannot Conclude On The Causal Relations. Second, The Self-Report Questionnaire Embeds Subjectivity Issues. Last, The Generalizability Of The Sample To The Whole Student Population In Kenya Is Limited, Considering The Sampling Method. Conclusion: In Conclusion, The Zero And Non-Significant Associations Between Depression, Anxiety, Stress And Academic Engagement Imply Least Importance In Academic Engagement. Therefore, The Study Recommended That, Lecturers, Administrators And All Stakeholders Should Create An Enhancing Environment To Foster Improvement Of Mental Health And Reduce Stigma Among Third Year Undergraduate Students As The Relationship Between Mental Health And Academic Engagement Was Inconsequential.
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    Transitional Challenges Facing University First Year Students in Kenyan Public Universities: A Case of Kenyatta University
    (Interdisciplinary Review of Economics and Management, 2012) Wangeri, Tabitha; Kimani, Elishiba; Mutweleli, Samuel Mutua
    The intention of this paper was to investigate on the transitional challenges facing first year students in Kenyan Public universities. The challenges were investigated in terms of autonomy, social adjustment, compatibility among roommates, the feeding habits, and access to support services and adjustment to academic programs. Hurvighust’s developmental tasks theory informed the study. The study was done in Kenyatta University, a public university in Kenya. Six schools were randomly selected from fourteen from which twenty students were randomly selected from different departments to a sample of 120 students. Further, officers from key university offices dealing with student’s services and welfare were selected for interview. The results indicate that majority of students found the transition challenges in all the areas investigated. In relation to autonomy 13.33 % had high autonomy while 86.67% has average autonomy. With regard to social compatibility only 6.6% showed high compatibility and 73.33% average while 20% showed low compatibility respectfully. Data on compatibility with roommates revealed that only 6.6% were compatible, 40% average and 53.33 % low compatibility. On access to support services 20% had high access, 66.70% average while 13.33% showed low access to support services. For the feeding habits only 3.3% indicated good feeding habits while 96.6% reported poor feeding habits. Data regarding adjustment to show that 3.3% reported high adjustment, 93.33% average adjustment and 3.33 reporting low adjustment. The findings further indicated some differentials in the challenges in relation to gender as well rural and urban orientation of the first year students. The study recommends a need for an effective orientation programme for all first year students to prepare them for university entry. In addition welfare and service providing offices-accommodation, career guidance, mentoring, chaplaincy and dean of students are important in providing useful information to help first year students settle faster in the university and make appropriate decisions regarding their academic and social life in the university.