Conference /Workshop / Seminar Papers-(CW)

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1st biennial international conference proceedings on bridging the gap between society, science and industry
(Kenyatta University, 2014-11) Wanjohi, Waceke J.; Kariuki, George; Mwangi, Maina; Gichaga, Cyrus
PREFACE Africa’s greatest hope for development and freedom from poverty is closely linked to the performance of the agriculture sector. Agricultural higher education institutions (HEIs) have critical roles to play in developing well trained manpower to support a thriving agriculture sector that effectively addresses Africa’s needs for food, employment, income and other benefits derived from agricultural activities. However, African HEIs face the common challenges of diminishing resources, diminishing interest in agriculture careers, weak linkages to industry and other stakeholders of the development process, and a constant need to remain relevant and responsive to the needs of society. To extend efforts in addressing the challenges facing agriculture higher education institutions, the School of Agriculture and Enterprise Development (SAED) at Kenyatta University resolved to organise and host a Biennial Conference (every two years). This is an important forum for various stakeholders to share and exchange their knowledge and experiences, and a platform for developing networks between individuals and institutions, through which capacity and expertise can be shared to spur development. This first conference was organised in collaboration with the Alliance for a Green Revolution in Africa (AGRA) and the Horticulture Association of Kenya (HAK), with support from the German Academic Exchange Foundation (DAAD). The conference brought together local and international Scholars, Researchers, representatives of public and private sector, development partners, Non-governmental organisations, and Community based organisations, industry and development practitioners, farmers associations and representatives, among others. The deliberations centred on innovative approaches for strengthening the interaction of academia, researchers and industry to more effectively address the needs of African small scale farmers, consumers and other members of society. Core to the theme of the conference was recognition of a need to develop a generation of agricultural researchers and agroentrepreneurs with the knowledge and skills to tackle the challenges of the 21st Century. This book presents the Proceedings of the 1st SAED Biennial International conference that was held from 30th November to 5th December, 2014 at Kenyatta University, Nairobi, Kenya. It is therefore with great pleasure that we launch the Proceedings of the 1st School of Agriculture and Enterprise Development International Biennial Conference that was held in Kenyatta University, Nairobi, Kenya from 30th November to 5th December, 2014. The five days Conference under the theme “Bridging the gap between the Society, Science and Industry” featured a rich mix of keynote addresses, technical papers and poster presentations, exhibitions, plenary panel discussions and field excursion. The organizing committee members representing Kenyatta University, AGRA, the University of Nairobi, Horticulture Association of Kenya, DAAD, Kenya Agricultural and Livestock Research Organization and other stakeholders worked tirelessly to ensure the success of the conference. The commitment, diversity of ideas and resources contributed by the various stakeholders in the committee significantly increased the quality of deliberations and eased the task of organizing the conference. The opportunity to host celebrated Pan-African and global scholars, the next generation of young researchers, policy makers and opinion shapers, innovators and industry practitioners was a great motivation to deliver a high quality conference. The committee greatly thanks Kenyatta University Management, Conference Organizers, Collaborators, Sponsors, Participants, Government of Kenya and all other stakeholders for their valuable contributions towards the success of the forum. We particularly thank the then Cabinet Secretary for Ministry of Agriculture, Livestock and Fisheries Hon. Felix Koskei for officially opening the conference. We are delighted to have worked together to organize this conference successfully.
21st Century Students’ Knowledge, Skills and Attitudes: Implication for Teacher Education Reform
(Kenyatta University, 2015) Mwebi, Bosire Monari
The world in which today’s students will graduate is fundamentally different from the world in which we grew up. Unlike before, education must prepare students for the world where opportunities for success require the ability to compete and possess 21st century skills. Global education reform movements identify the 21st century students graduating skills to include global awareness, civic, business, financial, entrepreneurial, health, and environment literacy. They also require students to develop skills of creativity and innovation, critical thinking and problem solving, communication and collaboration, information, media, and technology skills. This paper explores ways Canadian education systems have responded to the needs of 21st century. Education reform in Canada in many aspects reflects reform processes occurring globally. Canada provinces have continued to target their energy and resources to significantly increase student learning and achievement levels. Education reforms have identified competencies or statements describing the knowledge, skills, and attitudes expected of all students who graduate from their public school system. Achievement of these competencies will prepare students to continue to learn throughout their lives. These 21st century competencies identified in Canadian education include critical thinking and problem solving, creativity and innovation, social and cultural responsibility, global and environmental awareness, communication, digital literacy, lifelong learning, self-direction, collaboration, leadership, and aesthetic expression. The implications of these 21st students’ competencies on education reforms are discussed.
26th postgraduate seminar abstracts June, 2013
(2013-11-19) Kenyatta University
2nd biennial international conference on enhancing sustainable agricultural production and marketing systems
(Kenyatta University, 2016-11) Wanjohi, Waceke J.; Willy, Daniel Kyalo; Nguhiu, Purity; Gichaga, Cyrus
PREFACE The agricultural sector remains a key pillar to economic development in SubSaharan Africa and other developing regions. In Kenya for instance, agriculture is one of the key sectors, accounting for 25% of the gross domestic product (GDP). The sector also accounts for 65 per cent of Kenya’s total exports and provides more than 18% and 75% of formal and informal employment respectively. The growth of the national economy is therefore highly correlated with agricultural growth and development. The sector is however faced by a battery of challenges, limiting its potential to play this critical role. The challenges include limited use of modern agricultural technologies extreme weather events, deterioration in soil fertility, post harvest losses and poor access to agricultural extension services. As a result of these challenges, agricultural productivity has been low and agriculture dependent households continue to be impoverished. It is therefore critical that efforts by the government of Kenya in collaboration with other key stakeholders such as research institutes, universities and other collaborators should focus on addressing these challenges. In line with this agenda, the School of Agriculture and Enterprise Development (SAED), Kenyatta University organizes a Biennial Conference every two years. This offers an opportunity to various stakeholders in Agricultural sector to share and exchange knowledge and experiences. The SAED Biennial conference also provides a platform for developing networks between individuals and institutions, through which capacity and expertise can be shared to spur development and address the challenges affecting the Agricultural sector. The second conference was organized in collaboration with World Vision Kenya. It brought various stake holders in agriculture from Kenya and other African countries. The deliberations centered on the theme “Enhancing sustainable agricultural production and marketing systems through science, technology and innovation”. We are therefore pleased to present the book of proceeding of the 2nd SAED Biennial Conference which was held form 29th November to 2nd December, 2016 at Kenyatta University, Nairobi, Kenya. The conference received an overwhelming number of scientific papers cutting across varied themes. These papers are contained in this book of proceedings and therefore will be of interest to wide readership.
Access to information resources by the visually impared using assistive technology: sharing the experience of Kenyatta University Library
(2013-08-16) Maryanne Muiruri-Gichuhi; Mulwa, Margaret; Gitonga, Martin; Mwiti, Beatrice K.
As we think of the 21st Century library user, we cannot be oblivious of the pivotal role of technology and its requisite inclusion in the library, if the library is to be of benefit to the all users. This presentation looks into the aspects of library inclusion, innovation and access to digital and print information resources for library users – keenly focusing on the visually impaired (VI) ( partially/low vision and totally blind) users- as pivotal in realization of the 21st Century library. How can the visually impaired students access the information resources that their able peers can access and conduct relevant studies and research with ease and efficiency? With the vast growth of digital libraries, it is easy for the visually impaired to miss out on vital information which is available in digital format. Kenyatta University Post Modern Library has immensely supported use of digital resources for the VI by putting in place assistive technology. Assistive technology encompasses use of student-centered computer adapted software and active process of interactive data exploration for the visually impaired non-visually. The Library has witnessed major transformation, from the archaic modes of recording via cassette and use of microfiche for reading and storage. Modern technology is availing journals, books and coursework in digital format for access by the VI using Jaws and NVDA software. Other facilities which contribute greatly to the academic standards of this category of users are recording using computer recording technology and note-taking facilities using speech-to-text recognition facilities. Braille is also used as external memory aid to prevent high mental workload levels and speech synthesis is used to access detailed information on demand. By offering both tactile and audio techniques to extract information efficiently, the students with visual impairment will function independently and effectively while accessing information library.
Adaptation Mechanisms to Curb the Impacts of Climate (rainfall and temperature) Variability
(Regional Universities Forum for Capacity Building in Agriculture (RUFORUM), 2014) Mucheru-Muna, M.; Mugwe, J. N.; Ngetich, F.; Mugendi, D.N.; Mairura, F.; Mugi, Esther
Smallholder farmers in Tharaka and Kitui suffer the adverse effects of climate variability, especially variations in rainfall and temperatureThis has had a negative impact on agricultural production and is attributed to the fact that most of their agriculture is rain-fed There is therefore need for adaptation as a fundamental and necessary response to the threats posed by climate variability Adaptation refers to all adjustments that reduce the vulnerability of farmers to conditions caused by climate variability Smallholder farmers in these areas have characteristically adopted adaptation/coping mechanisms to help in reducing the overall vulnerability to climate variability shocks.
Adapting conservation agriculture to climate change variability: An overview of sorghum and cowpea production in Kirinyaga west county
(African Crop Science Society, 2013) Njeru, P. N. M.; Maina, I.; Mugwe, J.; Mucheru-Muna, M.; Mugendi, D.; Lekasi, J. K.; Kimani, S. K.; Miriti, J.; Mugo, B. J.; Mwangi, H.; Oeba, V. O.; Muriithi, F.
Rain-fed agricultural productivity has continually declined due to unpredictable and unreliable rainfall patterns in Kirinyaga West County. The decline in food productivity has been as a result of inadequate understanding of intra-seasonal rainfall variability to develop optimal cropping calendar. A study was conducted to access the effect of various water harvesting and integrated soil fertility management technologies for enhanced sorghum (Sorghum bicolor (L.) Moench) and cowpea (Vigna unguiculata L.) productivity in Kirinyaga West County, Central Kenya. The field experiment was laid out in Partially Balanced Incomplete Block Design (PBIBD) with a total of 36 treatments replicated three times. The treatments of tied ridges and contour furrows under sorghum alone plus external soil amendment of 40 Kg P /ha + 20 Kg N /ha + manure 2.5 t/ha had the highest grain yield ranging from 3.3 t/ha to 3.6t/ha. The soil fertility levels differed significantly from one another (p=0.0001) in terms of sorghum grain yield. Generally, all experiment controls had the lowest grain yields as low as 0.4 t/ha to 0.6 t/ha. Therefore, integration of minimal organic and inorganic inputs under various water harvesting technologies could be considered as an alternative option towards food security as a way of climate change mitigation options for Kirinyaga West County in Central Kenya. Key words: Climate change, food security, soil amendments
An Adaptive Gamification Model for E-Learning
(IST-Africa 2020 Conference Proceedings, 2020) Kamunya, Samuel; Mirirti, Evans; Oboko, Robert; Maina, Elizaphan
Gamification has gained currency in the recent past and has widely being deployed in various disciplines such as health, education, marketing amongst others. The main driving factor of deploying gamification is due to its motivational element. Gamification, particularly in education, has been used to motivate and elicit engagement in learners. However the implementation of gamification within elearning platforms has been of the "One size fits all" i.e., uniform application of gamification elements to all learners, albeit learners possess different characters which are distinct from each other. The need to embrace the "One size does not fit all" approach necessitates introduction of adaptive gamification. This study sought to develop an adaptive gamification model. The study used the Design science research methodology (DSRM) using the problem instantiation approach to develop the adaptive gamification model, which can be used to guide and implement adaptivity within e-learning platforms. In the development of the model the study reviewed 15 adaptive gamification studies from which the key components of an adaptive gamification model were synthesized and a final model proposed.
Addressing Curriculum Implementation for Improved Learning Outcomes in Primary Schools in Kenya
(Kenyatta University, 2015-05) Kisirkoi, F. K.
Education in Kenya requires rethinking as the country prepares to face the demands of transformations of the 21st century. The first general objective of primary education in Kenya is that primary education should provide the learner with opportunities to acquire literacy, numeracy, creativity and communication skills. There is evidence from research that the objective has not been fully met. A number of learners go through the primary school course without acquiring the basic literacy skills which negates the focus of the country to develop a knowledge based economy. This paper is based on a study whose first objective was to find out the teaching learning approaches employed in the primary classroom. The methodology adopted was survey research design. A total of 490 primary school teachers from five counties across the country were purposively sampled for the study; 70 were observed while teaching and 420 filled in a questionnaire. A total of 93% of the teachers observed while teaching used teacher-centred teaching learning approaches with little learner involvement. The majority, 61.4% of those who filled in the questionnaire indicated that they used teacher centred teaching learning approaches. Only 11% of the 70 teachers observed in class were rated ‘good’ in use of teaching learning resources. It was found that teaching and learning approaches employed in the classroom by most teachers was teacher-centred and encouraged rote learning, hence was faulty and required redress. It was recommended that there should be sustained school based teacher professional development activities specifically addressing pedagogy for improved curriculum implementation.
Adoption of water resource conservation under fluctuating rainfall regimes in Ngaciuma/Kinyaritha watershed, Imenti north district
(2010) Mahiri, I.; Mutuma, E.; Murimi, S.
Availability of water in quantity and quality affects economic growth. The aim of this study was to assess water resource conservation under fluctuating inter-annual rainfall regimes in Imenti North District, Kenya.Unsustainable use of water resources has drastically affected the volumetric flows of Ngaciuma/Kinyaritha River rendering some of its tributaries seasonal. This has adversely affected accessibility to adequate water for both domestic and agricultural use. A study was carried out to understand the adoption levels of waterconservation practices in Imenti North. The influence of water resource accessibility on adoption of water conservation (WC) practices and constraints were assessed. Primary and secondary data were utilized. Descriptive statistics was used to analyse socioeconomic parameters. Regression, correlation and spearman’s t- test were used to compare the relationship between variables. Tree planting, roof catchment and bench terraces were the major WC practices in use. Multiple regression analysis revealed that lack of technical knowhow could explain 83.5% variations of adoption level of WC practices. One sample t-test comparing the means of WC practices among respondents’ was significant at P<0.01. Spearman’s rank test revealed a decreasing trend during the long rains (March-May) for the period 1986-2008 at P<0.05. The disparity between the levelsof adoption among water users coupled with the decreasing seasonal rainfall calls for urgent and better management of water resources in the study area.
Aerobic capacity of Kenyan Rugby Union player
(Tshwane University of Technology, 2008) Kamenju, J.W.; Wanderi, P. M.
The capacity to replenish the energy required for endurance activities is one of the important factors that determine an individual's ability to exercise for a long time without fatigue. For an individual to attain the best performance, V02 max improvement is one aspect of training that should not be ignored (Seiler, 2005). This study assessed the aerobic capacity of selected male players for three clubs taking part in 2005 Kenya Cup Rugby League. A test-retest using the multistage fitness test validated by Brewer et al (1998) was administered to predict the V02 max levels of 90 male subjects at the beginning of the league and after eight weeks training and competition. The study sought to determine whether there were differences in players' aerobic capacity between pre and posttest and if the subjects' aerobic capacity varied for different age groups. A t-test was used to assess the subjects V02 max differences between pretest and posttest, while ANOVA was used to analyze the differences in V02 by age groups. The findings indicated there was no significant difference in players' aerobic capacity between pretest and post-test. Players' V02 max at pre-test was 43.14ml/kg/min and 42.62ml/kg/min at post-test. Similarly, there was no significant difference in aerobic capacity amongst players of different age groups. It was concluded that the game upgraded to professional level to allow players enough time for training. Coaches should design
Aerobic mineralization and recovery of nitrogen as affected by soil organic matter status in three sites in Kenya
(The Soil Science Society of East Africa National Research Laboratories, 2005) Karunditu, M.W.; Mugendi, D.N.; Kung'u, J.B.; Vanlauwe, B.
Pressure on available land has increased due to high population density and other competing land-use demands which have led to reduced use of traditional fallows and subsequent decline in soil fertility. Aerobic Nmineralization potential as affected by soil organic matter status in the soil was determined by a 56 day aerobic incubation at25°C. Calliandra treatment at Maseno and Embu trials had the highest mineralization over the incubation period. This was attributed to its low quality (slow decomposition and N release) and its ability tobuild up soil organic matter (SOM) in the soil. Recovery of nitrogen in maize plants was also determined and recovery was highest at Embu trial followed by Maseno trial while Kabete trial had the lowest recoveries. Rainfall distribution and resource quality were the main factors affecting recovery of nitrogen at the three trials.
The African running phenomenon: the role of genetics, nutrition and demographic factors in explaining the success of east African runners international distance running
(Makerere University, 2008) Onywera, V.O.; Boit, M.K; Pitsiladis, Y.P.
The African Universities' Response to the Undergraduate Students' Need for Independent Learning and Critical Thinking Skills
(Kenyatta University, 2003) Ndethiu, Sophia M.
In this paper, the author challenges leaders, teachers and other stakeholders in institutions of higher learning in Africa to give the promotion of independent learning and critical thinking skills the seriousness that it deserves. Many students that join university do so with only "lower-order" learning abilities so that higher institutions of learning need to respond by stepping in specific measures to bridge this gap. Universities have to be prepared to equip students with "high-order" learning abilities that will guarantee independence, engender intellectual stimulation and encourage independent scholarship while at the same time preparing them for life-long learning and critical thinking that are the defining attributes of life in an information based society. It challenges those universities that already have academic interventions for first-year students to interrogate the role being played by these structures with a goal to strengthening their core aims and missions. The role that universities can play to meet this very noble end is extrapolated against the current trends and realities within the teaching/learning environments of African universities. The paper proposes that African universities should adopt the "constructivist learning paradigm" which could guide our pedagogical choices if we are to develop learners with greater capacities for learning now and in the future. It ends by offering some recommendations
Agriculture production subsidies in developed countries: which way out for developing countries?
(2003-09) Gachanja, Paul M.; Kosimbei, G. K.
D eveloping countries participation in the world economy has declined alarmingly over the past 50 years in terms of GDp, exports and foreign investment. The Uruguay Round agreement on Agriculture (URAA) 2 brought world agricultural production and trade under a rules-based regime that not only governs market access, but also domestic support and export subsidies in the form of subsidies in the agricultural sector. In the developing countries, where agriculture is even more important, the biggest concern is with the effects on world markets of subsidized production and exports in DEeD countries. Agriculture is the backbone of the economies of many African countries. Agricultural exports account for a large share in total exports from these countries. Developed countries are known for giving agricultural production subsidies to farmers. These subsidies always depress world market prices rendering products from Africa and other developing countries uncompetitive. The general objective of this paper is to examine the effects of agriculture production subsidies in developed countries on agricultural performance in developing countries. The paper reveals that agriculture production subsidies hamper agriculture production in developing countries. The paper reveals that the subsidies should be reduced and agriculture production be left for the developing countries in the global economy.
Agrifood efficiency marketing system: a case study on macadamia nuts value chain in five selected counties of central Kenya highlands
(2013-07-31) Murioga, Wilfred M.
Aims and objectives of secondary school, physical education in Kenya
(Kenyatta University, 1997) Wamukoya, E. K.
A number of books in physical education contain various aims and objectives for physical education is schools. In order to establish the aims and objectives considered important in Kenyan secondary schools, a literature survey was done. This survey revealed a list of aims and objectives to broad and general educational objectives. The 12 most commonly mentioned aims and objectives in Kenya were then assembled in random order and both respondent school heads and PE teaches were asked to rank them in order of their respective schools' preferences from highest (1) to lowest (12). The mean score for each item and for each school head and PE teachers was then computed and comparisons made. From the survey, the aims and objecti ves ranked highly by the total sample were (1) Motor Ski II Development (2) Safety (3) Social Competence (4) Organic development and (5) Leisure Time Activities. Emotional Competence/Stability was ranked sixth (in the middle) while Self - Realisation, Creativity, Aesthetic Appreciation, MOTaI Development, Cognitive Development and Environmental Awareness were ranked lowest. Even then, it was apparent that more female school heads were inclined to rank Social Competence and Creativity on the higher side while men ranked Safety higher. However, male PE teachers highly rated the objective of Motor Skill Development, Leisure-time, Activities and Self-Realisation and gave their lowest ratings to Cognitive Development, Aesthetic Appreciation and Environmental Awareness. Female PE teachers rated highest Social Competence, Moral Development, Self - Realisation, Aesthetic Appreciation, Emotional Development, Creativity, Safety, Motor Skill Development, Organic Development, and gave their lowest ratings for Organic Development, Cognitive Development, and Environmental Awareness. Furthermore, there were some differences in the rankings of these aims and objectives according to the sex of the teachers involved. Female teachers compared to their male counterparts were inclined towards the long-term and broad-based educational outcomes such as Self-realisation, Leisure-time activities, Social competence, Moral Development, Aesthetic Appreciation, Creativity and Safety. They were more inclined to think about both the immediate and long-term objectives of physical education and were less concerned with the more traditional and specific objectives of organic development (physical fitness). An interesting observation was t hat female teachers also ranked Motor Skill Development and Organic Development higher than their male counterparts while male teachers ranked emotional Competence/Stability on the higher side than their female counterparts, respectively. However, both male and female teachers gave the middle rating (6th position) to Emotional Competence/Stability which gives an indication of the profession's moderate commitment to this objective in Kenya.
Anaesthesia protocol development: Insights from National societies regarding new antiplatelets, new anticoagulants and haemostatic agents
(2013-10-09) Ogweno, Gordon
An analysis of extrinsic incentives value rating amongst selected male team, individual and combat sports athletes' in Kenya
(Makerere University, 2008) Mukhwana, Kizito; Simiyu, Njororai.W.; Wanderi, Mwangi P.
Little conclusive research has been reported in the area of sports in Kenya and the contributing factors to athletic performances. Yet, sporting organizations countrywide continue to spend large amounts of money on sports incentives as performance reinforcers in the quest for excellence in sports performances. This study sought to analyze the differences amongst Kenyan male individual, team and combat sports athletes'. A descriptive survey (Ex-post facto) research design was utilized. A total of 120 athletes were studied. The athletes involved in the study were 40 from team sports, 40 from individual sports and 40 from combat sports. Stratified random sampling was used to determine the teams and individuals for study. The fish bowl technique was used to determine teams whose players were randomly sampled for the study. The same also applied to individual athletes. The extrinsic reinforcer value-rating Questionnaire (RlYRS) comprising a five point Likert scale was used to gather data. The Questionnaire gathered data on the value rating by the subjects on Employment opportunities, Public recognition, material and monetary reward, free medical care and Insurance coverage. The data obtained were analyzed both descriptively and inferentially. The statistical analysis technique used was one-way analysis of variance, where rejection of null hypothesis was set at P<0.05. the ANOYA findings revealed no significant differences amongst Kenyan male team, individual and combat sports athletes incentives' value amongst Kenyan male team, individual and combat sports athletes incentives' value rating on employment opportunities F=3.07, scholarship awards F=4.205 public recognition F=3.7'73, material and monetary F=96.191, free medical care F=17.489 insurance coverage F=5.643. These values are not significant at 0.05 alpha level (p>0.05.). Based on the findings of this study, type of sport was not a major determinant of incentive value rating by the athletes on Employment opportunities, Public recognition, Material and monetary reward, free medical care and Insurance coverage. From the findings it was concluded that incentives must symbolize the athlete-sport relationship, they must have lasting trophy value, and rewards must reflect the individual sports policies. The recommendations were that the government formulates a policy in which performance incentives are spelt out, for example, insurances should be made compulsory and mandatory for national and international athletes, and public recognition as an incentive should be used mainly on the younger athletes. There is also need to emphasize the role of schooling in talent nurturing for sports athletes in Kenya. It was suggested that efforts be initiated to start research studies focusing on a comparative analysis of the existing sport incentives value with a view establishing the differences and similarities between male and female athletes and analyzing the incentive's value of female athletes in all sports in the Kenyan Sports settings.
Analysis of influences in soccer: the case of Kenya Science Teachers College
(2007) Mwisukha, A.; Rintaugu, E.G.; Nteere, J. S.
The purpose of this paper was to investigate the reasons why post-graduate students don't participate in structured sport and their leisure activities. Data was collected through questionnaires from 53 randomly selected post-graduate students of Kenyatta University. Data was manually analysed for frequencies and percentages. Findings indicated that the post-graduate students don't participate in sport due to lack of time, sport programs not catering for their needs and too much academic work and engage in passive leisure activities of watching T.V, spending time with the family and reading. It was recommended that sport programmes in the university need to be made post-graduate students friendly and they need to be educated on the benefits of active lifestyles and management.

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