PHD-Department of Educational Foundations

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Covid-19 Pandemic Prevention Protocols and Classroom Teaching and Learning in Public Primary Schools in Adamawa State, Nigeria
(Kenyatta University, 2024-01) Bakari, Yusuf
This study sought to examine COVID-19 prevention protocols and guidelines and how they influenced classroom teaching and learning in public primary schools in Adamawa State, Nigeria. The COVID-19 pandemic has resulted to massive disruption within the education system globally, affecting learners and teachers in numerous ways. Considering the economic status and technological challenges the Nigerian education sector faces, some COVID-19 prevention protocols and guidelines faced challenges in their implementation, which needed to be fully understood by carrying out a study of this nature. The study was guided by five objectives; to examine the knowledge on COVID-19 prevention protocols and guidelines by teachers and learners in public primary schools in Adamawa State; to investigate the application of ICT integration in teaching during COVID-19 pandemic in public primary schools; to assess the utilization of learning resources during COVID-19 pandemic in public primary school; to identify challenges in the interaction between learners and teachers during teaching and learning in public primary schools and to suggest measures and interventions of addressing COVID 19 during teaching and learning in public primary schools. The study adopted mixed methods approach. Data was collected using questionnaire, interview, Focus Group Discussion and observation. To ensure reliability and internal consistency of the research instruments, a pilot study was conducted in three primary schools in Adamawa State. While the qualitative data collected were subjected to qualitative analysis thematically based on the objectives of the study, numerical data analysis was carried using SPSS software. The findings of this study revealed that, pupils and teachers in public primary schools in Adamawa State, have the knowledge on COVID-19 prevention protocols and guidelines. There was high level of ICT integration in learning during the COVID-19 pandemic in public primary schools in Adamawa State, despite challenges in network connectivity and ICT material availability. There was high level of utilization of learning materials during the COVID-19 pandemic in public primary school in Adamawa State. There were challenges in the interaction between pupils and teachers during teaching and learning in the context of COVID-19 Pandemic in public primary schools in Adamawa State, Nigeria. There are suggested measures and interventions of addressing COVID-19 pandemic during teaching and learning in public primary schools in Adamawa State, Nigeria which include: operating a shift system to reduce overcrowding in classes and sensitization on the immediate action to be taken in classes during teaching and learning in the context of COVID-19. It was recommended that there is need for the Adamawa State government to introduce seminars and workshops for the teachers to be updating their preventive knowledge in the context of COVID-19 and other infectious diseases and that Adamawa State government should incur more ICT equipment for proper integration in teaching and learning during and after the COVID-19 pandemic among other suggestions.
Critique of Nigeria’s Basic Education in the Light of John Dewey’s Concept of Education for Functionality
(Kenyatta University, 2024-01) Adamu, James Nanbak
Educational goals as enshrined in the National Policy on Education of Nigeria aims to create self-reliant and independent-minded human beings. The focal point for these goals was the training of citizens1for growth1and1development. Education for functionality is that type of education that comes spontaneously from the influence of the environment. Nigeria is a society in dire need of education for functionality but analysis of the system reveals discouraging outcomes. In Nigeria, education is divided into three segments which include basic, secondary, and higher education, all of which are meant to guarantee education for functionality. In contradistinction, these tiers of education have failed to deliver on the purpose for which they existed due to lack of functionalism. Given the poor impact of the Nigeria’s Basic system of education on its students in education for functionality, there was a need to critique the system in1the light1of Dewey’s1concept1of1education for1functionality. Basic education being the fulcrum of education was used with the conviction that once that level was fixed, other levels could be fixed in view of education for functionality. The reason for this was simple: whereas basic education by its structure would not graduate professionals, it is the foundation from which tertiary institutions develop, thus leading to professionalism. An attempt was made to respond to the following study questions: to what extent is Nigeria’s Basic Education System operating in line with its philosophical goals for education? What1are1the challenges1faced in1the implementation of1educational policies1in Nigeria1for purposes of attaining education for functionality? In what ways can John Dewey’s concept of education enrich Basic Education in Nigeria for functionality? What are the essential components of a philosophy of education for functionality in Nigeria? The study was also guided by the following objectives: explain the philosophical foundations of the national system of education in Nigeria; analyze the challenges faced in the implementation of Nigeria's policy on education; elucidate John1Dewey's concept1of education1for functionality; 1and, propose1a philosophical framework in line with1John Dewey's1concept of1education for1functionality. The1study was guided by the following assumptions: that there is a discrepancy in content and form between Nigerian educational policies and implementation; the basic Education level is strategic in plotting a new curriculum for functional education in Nigeria; the educational concept coined by John Dewey has the potential to serve as a mirror for redressing the current trends in the Nigerian system of education for human functionality. John Dewey’s educational theory notwithstanding its deficiencies, emphasized a “hands-on” approach, built on the “learning by doing” approach, which made it a veritable tool in this study. His approach emphasized the value that the learner must interact with his environment and also allow the environment to do the same for his person. The findings of the study established that through Dewey’s educational concept of education for functionality, applying philosophical framework for education for functionality has capacity to solve Nigeria's unemployment challenges. Being1a qualitative1research, Document1Analysis- a non-philosophical research1method was adopted to help with data collection while conceptual analysis and Prescriptive methods of philosophy were used as main methods for the research.
Influence of Institutional Resource Utilization on Students’ Academic Performance in Public Secondary Schools in Makueni County, Kenya
(Kenyatta University, 2023) Peter, Agenetta Mwikali; Norbert Ogeta; Hellen Kiende Guantai
ABSTRACT School resource utilisation is important in the functioning of learning institutions as it enhances better achievement of school goals. There is evidence of poor performance in public secondary schools in Makueni County and hence the reason to have conceptualized this study. The purpose of this study was to examine institutional resource utilization and its influence on academic performance in secondary schools in Makueni County. The objectives of this study were to: establish the level of utilization of textbooks and its influence on students’ academic performance; determine the level of utilization of school infrastructure and its influence on students’ academic performance; establish the level of utilization of teacher resources and its influence on academic performance and lastly to determine the level of utilisation of instructional materials and its influence on academic performance in county secondary schools in Makueni County. The study adopted mixed methods research design, specifically convergent parallel research design and was supported by Education Production Function Theory. Research instruments were questionnaires, document analysis and interview schedule. Validity was achieved through expert judgment and reliability by test-retest technique. The target population was 60 county secondary schools, 60 principals and 1004 teachers. Simple random and stratified sampling techniques were used to select the schools while systematic and purposive sampling was used to sample teachers, HoDs and principals. The selected sample was 30 county schools, 30 principals and 286 teachers inclusive of HoDs. Total number of respondents was 316. Descriptive and inferential statistics (means, percentages and multiple regression) and thematic analysis worked out the level of utilization of textbooks, school infrastructure, teachers and instructional resources on students’ academic performance. The findings showed that utilisation of textbooks had a mean of 4.06, high correlation coefficient of 0.664. Multiple regression showed that textbooks strongly influenced learners’ academic performance. Utilisation of school infrastructure, teacher resources and instructional materials showed moderate means of 3.86, 3.68 and 3.71 respectively. The multiple regression revealed moderate influence existed between their utilisation and students’ academic performance. Qualitative data revealed different themes meant that effective utilization of textbooks, utilisation of school infrastructure, teacher resources and instructional materials positively influenced students’ academic performance in county secondary schools in Makueni County. Major conclusion was that there was needed to ensure effective utilisation of institutional resources in order to improve academic performance. Major recommendation included that the Ministry (MoE) to conduct seminars to teachers on utilisation of institutional resources. This study would provide important information useful to education policy makers in formulating additional policies leading to effective utilisation of resources in secondary schools
Information and Communication Technology Environment for Learning and Development of Students’ Digital Literacy Skills in Selected Tanzanian Universities
(Kenyatta University, 2023) Nalaila, Stephano; Wawire Violet; Peter M. Gathara
This thesis explores the influence of ICT environment for learning on level of digital literacy skills for learning among undergraduate students of the selected Universities in the United Republic of Tanzania. Specifically, the study examines the trends of students’ digital literacy skills for learning; classroom support for students’ acquisition of digital literacy skills; adequacy of basic ICT infrastructure to support students’ digital literacy skills and; influence of students’ prior ICT background on digital literacy skills for learning. The study was guided by Situated Learning Theory by Lave and Wenger (1991) because its tenets provide guidelines for setting up appropriate learning environment. The study employed a Qualitative Case Design to compare two holistic (university) cases (University of Dar es Salaam-UDSM and Sokoine University of Agriculture-SUA). The cases were selected due to their history, size, and evidence for potential ICT activities in the country and therefore the multiplier effects. A multi-stage sampling technique was used to pick students across years and programs of study. Further, purposive sampling technique was used to pick other actors namely, instructors, coordinators of E-learning at practical level and Deputy Vice Chancellors (academic affairs) at the management level. Multiple methods of data collection, namely; questionnaires, in-depth interviews, FGDs, observation were used to collect primary data and documentary review for secondary data. In the end, the study employed a multiple methods of data analysis (descriptive, thematic, impressionist and content analysis). Excel and SPSS computer programs were used to support the analysis process. The study found that, majority of students in the selected universities encountered difficulties to learn with ICTs because of limited Digital Literacy Skills (DLSs). Universities are constrained by inadequate ICT infrastructure; however, such inadequacy is exaggerated. The ICT infrastructure which would otherwise support training students to learn with ICTs are underutilized and have not realized the appropriate use due to users’ mindset. Certainly, this delays students' mastery desirable skills to use the ICTs in place. Instructors confirmed their unpreparedness to support students’ skills to learn with ICTs, and to them, digital literacy skills for learning was uncommon. Although majority of students seems to have some prior theoretical ICT backgrounds, that do not make them adapt comfortably to the learning practices in universities because of gaps in terms of technology and pedagogies between primary and secondary levels on one hand, and university on the other. The major conclusion of this study is that, universities are challenged to ensure a set-up of ICT environment for learning in which ICT infrastructure and its use for routine teaching and learning focus on enabling students to learn with the ICTs. Therefore, the study recommends a need for ministries responsible for Education and universities to prioritise coordinated arrangements to promote DLSs of students, build the capacity of instructors to support their teaching roles and DLSs among students in line with the UNESCO’s Digital Literacy Framework.
Curriculum Practices as Determinants of Learners School Readiness in Public and Private Preschools in Uasin-Gishu County, Kenya
(Kenyatta University, 2023) Khamala, Wanjala Justus
In the course of this research, a comparison was made between the public and private preschools in Uasin-Gishu County with regard to the impact that curriculum practices have on the academic preparedness of their pupils. Two theories, Piaget's theory of child development and Vygotsky's theory of social interaction, formed the foundation for this investigation. The research used descriptive survey approach. Stratified random sampling was used. The following methods were used in the collection of data: the School Readiness Checklist, the Lesson Observation Schedule, the Questionnaire, and the Interview Schedule. Participants in the research included preschoolers in preprimary II, as well as instructors in preprimary II and first-grade. Sub-county Quality Assurance and Standards Officers were also part of the participants. The number of preschools included in the study was as follows: 37 public preschools, 150 private preschools. 366 preschoolers enrolled in public preprimary II, 1396 preschoolers enrolled in private preprimary II, 37 teachers of public preprimary II, 150 teachers of private preprimary II, and 6 sub-county Quality Assurance and Standards Officers. A pilot research was carried out in which participants were 176 preschoolers, 19 preprimary II instructors, and 19 preschools. The validity of the content was determined using the opinion of experts. The test-retest method was used in order to determine the level of reliability. The Cronbach Alpha Method was used to conduct the analysis of the reliability coefficient. For the analysis of the quantitative data, descriptive statistics were used, and for the study of the qualitative data, thematic content analysis was utilized. The results revealed that children who attended public pre-schools were better in psychomotor abilities than in private high-cost pre-schools. Children who attended private preschools with lower fees had the lowest levels of psychomotor skill growth. Learners in high cost preschools had the highest command of the English language. It was discovered that learners in public pre-schools had greater language capabilities compared to those in private low-cost. According to the findings of the research, administrators of low-cost private preschools should provide their facilities with learning materials that should be used by instructors to engage preschoolers in order to encourage the development of the relevant ability. In addition, it was suggested that the officer in charge of early childhood education within the county government makes plans for in-service trainings for the teachers. The last recommendation was that the administrators of preschools should devise means of gathering resources to allow them to provide classrooms with instructional and learning materials that are cognitively suitable for the preschooler
Education for Development of a Skilled Human Resource in Kenya: Argument for a Sound Educational Philosophy
(Kenyatta University, 2022) Osabwa, Wycliffe; Francis Likoye Malenya; Francis Murira Ndichu
This research recognized that every nation has a social vision that is articulated in statements designated as national goals, with education being considered largely instrumental in their achievement. It was therefore an issue of concern when the nation of Kenya engaged in activities it considered educational, yet, persistently failed to satisfactorily meet the goals that such activities were geared towards. Instructively, Sessional Paper No. 2 of 2012 on ‘Reforming Education and Training in Kenya’, acknowledged a rift between the education offered and the expected learning outcomes. Consequently, it recommended reforms in the 8-4-4 education system since the latter was unresponsive to the needs of the country. This position informed the study’s focus on the suitability of Kenya’s education systems towards meeting the goal of developing a skilled human resource. The objectives of the study were: to establish the Kenyan conception of education; to examine the educational philosophy that underpinned education in Kenya; to evaluate the potential of Kenya’s education with regard to meeting the goal of skilled human resource development; and to propose viable criteria for an education that would develop a skilled human resource. The study was guided by the Essentialist theory of education, and operationalized by William Spady’s Outcome-Based Education Model (OBE). Essentialism emphasizes the teaching of essential and enduring knowledge and skills in preparation for advanced education, the world of work, and effective sociopolitical life. Since such education aims at particular outcomes, the OBE model came in hand to provide principles that could guide all education that is goal-oriented – for practice and evaluation. The study mainly employed Conceptual Analysis (also known as Philosophical Analysis), together with Phenomenological Analysis and the Prescriptive approach as its methods of inquiry. Conceptual Analysis was used to get a clear understanding of and enable insights into prevalent educational concepts and practices, while Phenomenological Analysis enabled insights into the practitioners’ understanding of the concept of education. The Prescriptive method aided in proposing criteria for effective educating. Through a historical research design, the study established that education in Kenya was understood subjectively, the reason being that the philosophy underpinning it is not shared. Further, education practitioners were not keen on the educational philosophies they employed, despite the latter having a bearing on the manner of educating and consequent learning outcomes. Moreover, the potentiality expressed in various educational systems and policies was not actualized owing to unmatched government funding, hence, partial implementation of curricula. Upon evaluation of the systems, the research concluded that the prevailing milieu, characterized by subjective epistemologies and inadequate resource allocation, ostensibly under the 8-4-4 system, were antithetical to the optimum development of a skilled human resource. Consequently, the research prescribed five criteria that would guide an education capable of developing a skilled human resource: the rationale criterion; the essentialist criterion; the instrumental criterion; the social criterion; and the authenticity criterion. Further, it recommended clear articulation and publicity of Kenya’s philosophy of education; alignment of educational policies and the government’s fiscal plans; integration of focused, authentic educational practices; and redefinition of basic education to include certain compulsory, essential knowledge and skills that allow for lifelong learning and adaptability. Done, this would not only guarantee proper development of a skilled human resource, but one that will also reinvent itself in the face of change.
Contribution of Gender Policies in Technical Vocational Education and Training to Gender Equity among Students in Vocational Tranining Institute, Central Region, Uganda
(Kenyatta University, 2022) Nganda, Aidah Trevelynn; Francis Kirimi; Salome Nyambura
Globally, gender policies exist to boost access to and retention in TVET. Nonetheless, studies report several barriers to their proper implementation which impacted gender equity. Thus, this study investigated the contribution of gender policies in TVET to gender equity among VTI students in the Central Region of Uganda. Specifically, the study explored gender trends in enrolment and transition between 2013 and 2017, examined the contribution of TVET advocacy strategies, financial resources and learning environment to gender equity among VTI students, and proposed policy interventions for boosting gender equity among VTI students. Anchored on Feminist Socialisation and Subject-Task-Value theories, the study adopted a convergent parallel mixed methods research design. It targeted 5,791 students, 240 instructors, 60 institutional leaders, 42 district leaders, 4 ministry officials, and 21 civil society gender advocates. Purposive, convenience and stratified random sampling were used to select 5 districts of the Central region, 6 VTI, 9 institutional leaders, 2 ministry officials, 3 district leaders, 5 CSO gender advocates, 56 instructors, and 185 students respectively. Hence, 260 participants comprised the study sample size. Questionnaires for institutional leaders, students and instructors, interview guides for students and instructors, district leaders, ministry officials, and CSO gender advocates were used. Likewise, document analysis tools for enrolment and retention trends and observation schedules for the learning environment attributes were used. Piloting, split-half, triangulation, and inter-coder agreement techniques tested instruments’ validity and reliability respectively. SPSS software for analysis and Microsoft Excel were used in the analysis of quantitative data related to access and retention. Specifically, percentage, mean, standard deviation, charts and graphs described the TVET advocacy strategies, financing resources and learning environment. Additionally, Pearson chi-square and Pearson product-moment correlation coefficient were used to show relationships between variables. ANOVA showed the difference in enrolment of students based on their institutional settings. Qualitative data were analysed using the thematic approach and verbatim reporting. Results revealed significant disparities in students’ enrolment and transition, based on the rural-urban divide and TVET trades. Further, a significant difference in the enrolment of students based on institutional settings was noted (F= (1,7) =73.04, p=0.05). Likewise, results showed a less significant enrolment and transition increase for females than males between 2013 and 2017. Moderate popularity (50%) of gender policies based on participants’ categories was noted. Further, findings agreed with the use of different advocacy strategies, financing resources and LFE approaches in promoting gender equity of students. The contribution of the different strategies to gender equity was shown. However, an insignificant relationship between TVET advocacy strategies and the gender equity of students was shown. The study recommended increasing capitation and advocacy for TVET, improving infrastructure facilities, and use of gender-sensitive approaches and materials, for boosting gender equity among VTI students.
Institutional Practices Influencing Trends in Enrolment and Completion Rates in Doctorate Degree Programmes from Selected Public Universities in Kenya
(Kenyatta University, 2022) Motanya, Jared Ochwangi; Nyambura Salome; Peter M. Gathara
Doctorates boost scientific innovations and productivity of a country leading to growth and expansion of the economy. However, studies on doctorate education indicate that most students in Kenyan public universities take long to complete their doctorate programmes. Moreover, enrolment data from selected Kenyan public universities show that fewer students enroll for doctorate programmes in comparison with those who register for Master and Bachelors’ programmes. The purpose of this study was to establish the reasons for low enrolment rates and long completion time by the doctorate students in selected Kenyan public universities. The study was guided by the following objectives: first, to analyse the trends in doctorate degree programmes enrolment and completion rates from selected public universities in Kenya for the last fifteen years; second, to establish how institutional doctorate degree programmes procedures influence enrolment and completion in selected Kenyan public universities; third, to establish how institutional doctorate supervision practices influence completion in doctorate programmes from selected Kenyan public universities and; fourth, to explore how institutional resources influence doctorate degree enrolment and completion rates in selected public Kenyan universities. The Social Support Theory and the Involvement Theory were utilised to explore the phenomenon of low enrolment and completion rates of doctorates from selected Kenyan public universities. The study employed the mixed methods research design. Data was collected from four purposively sampled universities using questionnaires, analysis of documents and interview schedules. Qualitative data was coded and then thematically analysed guided by the study objectives while quantitative data was analysed using percentages and graphs. The study revealed that between 2003 and 2017, there was low doctorate programmes enrolment and completion rates at the selected public Universities in Kenya. This was demonstrated from trends in the numbers of those who enrolled and those who graduated. The trends revealed that more males than females enrolled and completed their studies with the highest being between 2008 and 2013. Additionally, the study found out that institutional doctorate programme procedures, doctorate programme supervision practices and institutional doctorate programme resources directly impact on doctorate enrolment and graduation from the selected public universities in Kenya. Universities admission procedures into doctorate programmes were also found to take long. Furthermore, doctorate supervision had challenges universities had insufficient number of qualified academic staff. The study concludes that low enrolment rate and long duration in doctorate study completion are caused by inappropriate systemic practices, inadequate academic and administrative staff, and insufficient physical and technological infrastructure. The research recommends: institutional doctorate programme procedures’ policies to be standardized across universities; the Ministry of Education through the State Department of University Education to have a robust funding programme for the doctorate programmes and; formulation of doctorate supervision guidelines to make it mandatory for the supervisors to jointly meet on a regular basis with the doctorate candidate for harmonized guidance. The findings of this research will be resourceful to university policy makers, administrators and lecturers to improve on institutional policy framework which could be used to enhance doctorate degree enrolment and completion in Kenyan public universities.
Effectiveness of the Ecocentric Goal of Education and Policies in Relation to Sustainable Environmental Protection in Kenya
(Kenyatta University, 2022) Mwendwa, Cosmus Mutua; Jackton Ogeno; Francis Murira
Natural environment and resources are valuable assets that a country has no choice but to sustainably manage for the present and future generations. Kenya as a country has an ecocentric goal of education and policies for sustainable environmental protection that are intended to provide the foundation upon which sustainable use of natural resources is to be based. The implementation of the ecocentric goal and related policies were anticipated to culminate in developed values and skills for promoting citizens‟ awareness, commitment and participation in sustainable development. However, despite this undertaking, institutional reports and observations indicate despicable trend of Kenya‟s environmental degradation over the decades. This trend has made Kenya rank poorly in EPI, being position 130 out of 180 in 2018. Accordingly, this study investigated the effectiveness of the ecocentric goal of education and policies on sustainable environmental protection in Kenya. It explored the nature of the ecocentric goal of education and policy measures on sustainable environmental protection; assessed the effectiveness of the implementation of these measures; determined the underlying factors for incessant environmental degradation despite these measures; and recommended applicable alternative strategies to supplement for effective implementation of the ecocentric goal of education and policies towards sustainable environmental protection in light of Environmental Citizenship :a theory that explains citizenry practices that reflect environmental ethics and responsibility in view of values, attitudes and skills for sustainable environmental protection. The study design was a mixture of descriptive and philosophical approaches. The target population included government officers from MoEF, KFS, KWS, NEMA, WRA, Environment Departments from the 47 Counties and general citizens. Secondary data were from institutional reports (document analysis) while primary data were from descriptive interview sessions with the officers and citizens. Purposive sampling was used to select the documents analysed and officials interviewed, while the citizens were snowballed. A sample size of 119 respondents was used. Conceptual and phenomenological analyses were used to interrogate the descriptive experiences of the respondents and institutional reports, interpret implications and recommendations. The study found out that the implementation of the ecocentric goal of education and policies has been ineffective: the citizens incessantly degrade the environment. The factors behind the unabated environmental destruction being: institutional incapacity, low level of conscientization, and indecorous public governance. Thus, the implementation of the goal and policies has not enabled citizenry consciousness, commitment and participation for sustainable environmental protection. It therefore requires enhanced conscientization and enculturation that should transmute Kenyans into environmental citizens through: increased institutional capacity and expanded legal frameworks, coupled with concerted citizenry involvement, to enable citizens‟ commitment and participation in sustainable environmental protection. The findings and recommendations should form the basis of future reflection that implementation agencies ought to follow in their mandated tasks.
Bursary Scheme and its Influence on Secondary School Participation by Learners from Poor Households in Homa Bay County, Kenya
(Kenyatta University, 2022) Ojwang, Janet Auma; Daniel N. Sifuna; Violet Khalayi Wawire
The study investigated bursary scheme and its influence on participation in educational activities by learners from poor households in Homa Bay County, Kenya. Despite the government’s systematic release of bursary funds to constituencies, there were questions on whether the bursary scheme facilitated participation of needy learners in secondary school education. Homa Bay County had climatic conditions unfavourable for agriculture, was dominated by low rewarding economic activities like small scale fishing and the HIV and AIDS scourge had impoverished the residents of the county, necessitating bursary intervention. The objectives of the study were: to establish the bursary application procedure and disbursement criteria in Homa Bay County, to find out the awareness creation mechanisms on existence of bursary in Homa Bay County, to establish the extent to which needy learners benefitted from the bursary scheme in Homa Bay County, to determine the extent of fairness in the distribution of secondary school bursary awards in Homa Bay County and to identify the challenges facing the secondary education bursary scheme in Homa Bay County. The study was guided by the Classical Liberal Theory by Sherman and Wood that stressed on each child being given opportunity to develop their naturally given capacities and talents without barriers so as to promote the individual’s socio-economic mobility. The study employed a descriptive survey design. Purposive sampling was used to pick 16 schools out of 51 for the study. 900 respondents participated in the study. A pilot study was done to determine the feasibility of the study and test-retest method was used to assess reliability of instruments. The first and second test scores were correlated using Pearson Correlation Coefficient which gave a result r=0.98 indicating a strong correlation and therefore a reliable instrument. Content validity of instruments was done by the researcher and other professionals. . Questionnaires, interview schedules, focused group discussions and document analysis were used to collect data. Qualitative and quantitative data collection methods were employed. Analysis was done using IBM SPSS Statistics 25.0 and results presented in frequency distribution tables, line charts and bar charts. Information obtained through emergent themes was analyzed qualitatively while the rest were subjected to quantitative analysis. The greatest success of the bursary scheme was found out to be subsidized school fees while the greatest challenge was political manipulation. The study revealed that fairness was not adequately observed in the distribution of secondary school bursary awards. Suggested recommendations included people of high integrity be put in CBC, bursary be given only to needy students, sufficient amounts be awarded, transparency and accountability be enhanced, bursary policies be followed, disbursement be done in time, CBC to get correct data on needy students from schools and government to enhance monitoring of the disbursement process.
A Philosophical Examination of Epistemological and Moral Bases of African Indigenous Education with Particular Reference to the Luo of Kenya
(Kenyatta University, 1993) Ogeno, Jackton Ojwan'g; Gerard A.F.J. Bennaars; James E. Otiende
This study is an effort to examine the philosophical foundations of African Indigenous Education with particular reference to the Luo of Kenya. This is an area assumed by many scholars while others acknowledge its debatability. Basic conceptual issues that have been problematic to the understanding of education have been elucidated. The study is presented in six chapters, viz: Introduction, Co~ceptual Scheme, African Epistemological Assumptions, African Moral Assumptions, Philosophy and Education (African perspective), Recapitulation and Conclusion. One cannot legislate feelings or emotions but ~ in this study, thinking and feeling were the two prerequisites to the discussions of the philosophical problems. The sagacious views which formed the raw philosophical texts are appended to the study. These views were garnered through dialogical encounters with the sages from the Luo of Kenya. Terminologies included in this study were solely for the establishment of a common basis of communication between those using them. However, these are explained in the glossary. KENYATTA UN'VE~t~T~liBRARY ..x The study of Philosophy of Education in Africa is diverse. This diversity demands an adoption of a combination of philosophical approaches. In our adoption of the foregoing, we were able to focus directly on the complex nature of Philosophy of Education in the African context. In this study, it is assumed that most traditional settings do ~isualise the task of philosophy of educatio~ as a body of thought that entails ethical principles for justifying educational goals; a metaphysics on which the psychological and sociological aspects of education are based, and an epistemology that justifies certain methods of teach~ng, learning and human ability to know the truth of educational thought. Hence, the assumption that a meaningful education cannot do without a human con- " cern to justify educational efforts..Thus, an educationwithout justifiablea:imsmistbe a confused form of education. The search for and an examination of a philOsophical justification of education in this study is directed more on the African epistemological and moral a$sumptions together with certain metaphysical notions, in so far as they are assumed to affect the theory and practice of African Indigenous Education. Thus, Chapter Five discusses issues that try to link the disciplines of philosophy and of education. Again, the issues raised in Chapters Three and Four are examined in Cbapter Five in order to demonstrate their plausible connection with education. However, such issues are found to ultimately rest on certain metaphysical notions, thereby leaving the problem of the "philosophical bases" open-ended. To arrive at a better understanding, the expression "philosophical bases" assumes an existence of principles that are not only basic but unquestionable assumptions, that serve as the bases for reasoning and ultimately act as guides for action. In this study, metaphysical principles are regarded as more fundamental than social principles and may therefore, require no proof either because they are self-evident truth or analytical truth. However, the mode of conceptualization in which fundamental social principles are regarded as unque- . stionable is seen to amounting to "ethnophilosophy", a term used to refer to "philosophy" implicitly. Owing to our concern for an explicit philosophy of education, we find the analytical and phenomenological interpretation of Dholuo, sagacious views, and the work of scholars like H. Oruka, A-B-C Ocholla-Ayayo and P. Erny quite relevant alternative approach to the understanding of African systems of thought. Thus, the conclusion that the child who is xii at the central nerve of education in the African context, cannot be fully explained simply in terms of the interplay of social super-imposition and the biological cycle, since it transcends both. Therefore, we have arrived at the understanding that visualises the child as somebody possessing a supplementary dimension, born with ready made personality, an intelligemce and will that education is ~ supposed to improve upon. As it is pointed out, the child is more than a tabula rasa since it has certain form of potentiality to be actualized. ~ Unfortunately, the above view of the child is not well-catered for in certain educational , theories and activities. While the explicit philosophy of education does recognise the child as an individual, a personality and authentic being, the practice of certain education accentuates social activities that later plung the child into the sea of the society. Accordingly, this study raises concern for lack of harmony between the philosophical and prac- ~ tical aspects of education in Africa. In this light, we assert that though the bases of African Indigenous education find plausible expIanations in the African epistemological and moral assumptions, its ultimate basis rests not only on certain metaxiii physical notions,but ~ on a philosophical anthropology, a philosophy that understands "man" both in empirical and metaphysical terms. It is this sort of philosophy that ought to provide guiding principles to the practice of education in Africa.
Cost of Schooling and Completion of Secondary Education in Public Day Schools in Kakamega County, Kenya
(Kenyatta University, 2021) Amwayi, Bernard L.; Sifuna Daniel; Gathara Peter
Despite various government interventions aimed at increasing completion of secondary education, the ideal situation is yet to be realized. Completion rate in Kakamega County is lower than the national enrolment rates and missed the 2014 EFA target. With a dropout rate of 25%, the County lags far behind the UNESCO projected dropout out rate of just 5%. Consequently, Kakamega East Sub-County has a substantial share of non-completion despite having the largest number of relatively low cost public day secondary schools. The purpose of the study was to establish the relationship between school costs and completion of secondary school education in public day schools within Kakamega East Sub-County. Specific objectives were: to explore the relationship between school levies and completion; to establish the influence of user items on completion; to establish the influence of household income on completion and to assess interventions towards enhancing completion. Two distinct theories guided the study: Rovai’s Persistence Theory and the Validation Theory. The study utilized a descriptive survey research design. The target population consisted of 35 school Principals (35 day schools), 144 parents’ representatives, 70 form 4 class teachers and 1787 Form Four students. Two sampling techniques were used: systematic random sampling and purposive sampling. The study utilized a sample of 17 school Principals, 34 Form Four class teachers, 70 form 4 parents’ representatives, 538 Form Four students and one SCDE. Questionnaires, interview schedules, Focus Group Discussions and documentary analysis were used to collect data. The validity of data was ascertained through triangulation strategies and a pilot study. The reliability of the data collection tools was established through the test-retest method, a reliability coefficient of at least 0.7 was deemed appropriate for the interview guide, focus group discussion guide and questionnaires. The study established that, despite several interventions by public and private benefactors, high non-completion still persists in public day schools in Kakamega East Sub-County. This rate was caused by a combination of school levies, the cost of user items and low levels of household income. Comparatively, the lunch and infrastructure development levies contributed a substantial 79.4% of the total cost of school levies while over 60% of the cost of user items was contributed by set books, stationery and uniforms. As a result, the non-completion rate in Kakamega East was more than twenty two percentage points behind the EFA target of 5%. School levies mainly caused non-completion while cost of user items aggravated the problem of non-completion of secondary education especially in the subsequent classes of Forms 3 and 4. However, the effect of user items was comparatively lower than the effect of school levies. Also, majority of the households had low and unreliable income. The existing interventions failed to realize the EFA target of 95% in public day schools while some did not benefit day scholars. There was need to expand support from PSSB, Co-operative Bank and Equity Bank to day scholars in order to benefit more students at lower cost. The cost of schooling could be reduced further by lowering the cost of lunch and uniforms. For instance, downsizing the curriculum and promoting public-private partnerships to produce low cost school uniforms through low taxes for designated factories. In addition, the RMI vote head should be adjusted to fund construction of physical facilities in schools according to the needs instead of basing it on student enrolment. Suggested school based interventions include increased sensitization, use of alumni and payment of levies in kind.
Implementation of Inclusive Education Policy and Academic Participation of Students with Disabilities in Selected Public Universities in Kenya
(Kenyatta University, 2021) Karanja, David Njuguna; Isabella Musyoka-Kamere; Violet Wawire
Globally, an estimated 140 million learners are out of school including those with impairments of a physical, mental and sensory nature. Of that number, it is further estimated that 70% of the learners with disabilities can attend and benefit from regular education programs as long as effective institutional changes, that are guided by sound inclusive policies are put in place. Although tangible evidence indicates that most institutions of higher learning have embraced inclusive education, there is need to make sure that the policy is indeed effective in promoting academic participation for all. This study set out to find the implication of inclusive education policies in higher learning institutions, on academic participation for Students with disabilities (SWDs), with focus on public Universities in Kenya. It was informed by the low admission rates of SWDs in Public Universities in Kenya. The study examined institutional inclusive policies on admission, curriculum adaptation and the measures being taken at institutional level to promote awareness on inclusion and how the policies influence the way SWD’s participate academically. To achieve its objective, the study employed descriptive research design. Kenyatta University (KU) and Jomo Kenyatta University of Agriculture and Technology (JKUAT) were purposively sampled as the public universities for the study, owing to their longer establishment. The study targeted the lecturers teaching in programs where SWDs were enrolled and SWDs enrolled in different programs. 30% of the lecturers and 30% of the students were randomly selected. The Registrars’ academics in charge of admission and the Coordinators of the disability from both universities were also purposively included in the study. Data collection instruments used included interviews, questionnaires, observation guide, focus group discussions and document analysis. Content validity and triangulation of the data collection instruments were used to ensure the validity. Cronbach alpha was used to ensure reliability, where a coefficient of 0.75 was established which was within range of 0.70 – 0.80 which confirmed the tools were reliable for the study. The researcher ensured confidentiality by coding. Data collected was analysed thematically. Different inferential and descriptive statistics were used at different stages of data analysis. Narratives and verbatim prose were used in presenting qualitative data. A major finding from the study was that institutional policies exist in the selected universities but they have not boosted academic performance of SWDs as reported by 86% and 83% of lecturers in JKUAT and KU respectively. KU had a disability policy and had fairly implemented it. JKUAT had a policy for SWDs but had not operationalized it due to shortage of funds. The study concluded that the inclusive polices, though present to some extent, were not adequately implemented to effectively boost academic participation of SWDs. The beneficiaries of the study’s findings were higher learning institutions and policy makers in education. The findings are expected to inform and guide higher learning institutions on becoming more inclusive for SWDs. Based on the findings; the study recommends that efforts should be made to provide inclusive learning settings for SWDs in all university programs to enhance their academic participation.
Utilization of Secondary School Peer Teachers and Implications for Adherence to Teacher Competence Standards in Selected Counties of Western Region, Kenya
(Kenyatta University, 2021) Wasike, Kasembeli David; Violet K. Wawire; Peter M. Gathara
There has been an upsurge in the utilization of peer teachers in secondary schools in Kenya in the recent past. This is despite the Ministry of Education and Teachers Service Commission having insisted on only registered teachers being allowed to teach in Secondary schools. The current study aimed at investigating, analyzing and documenting the concept of peer teaching in Kenyan secondary schools and implications for adherence to teacher competence standards in selected Counties in the Western region of Kenya. The Western region was chosen due to the high prevalence of peer teachers and the value attached to education by the locals. This study was to benefit schools on how best to engage peer teachers. The study was descriptive in nature and the data collection method was an intra-national case study. This study was guided by Pierre Bourdieu’s Theory of Practice (1990) and was heavily influenced by the Scientific Method Approach as propounded by Noah and Eckstein. Three research instruments were utilized, namely; questionnaires, interviews and document analysis. The questionnaires were used to collect data from students, regular teachers, peer teachers and H.O.D’s. The interviews were conducted with the Principals, CDTSCs, B.O.M members, parents, students, peer teachers, regular teachers and H.O.Ds in the selected schools. Document Analysis was done on past K.C.S.E results records. The data collected was analyzed using a mixed method with a bias on qualitative data analysis approaches. Qualitative data was analyzed through thematic analysis: that is, coding and categorization of emerging themes from the data according to the objectives. While quantitative data was analyzed using both Descriptive statistics such as percentages and means and inferential statistics namely, ttest to establish whether there was any significant difference in the performance in national exams between classes handled by peer teachers and those by regular teachers. The data analyzed was presented in paragraphs and tables where applicable. The data indicated that there was a drastic increase in the number of peer teachers in secondary schools in the years 2010 to 2016. Majority of these were found in sub county schools. The schools assigned them all the duties of a teacher although in varied proportions depending on the school’s needs. The recruitment of peer teachers was schools-based, either by the Principal, H.O.Ds, adhoc committees or sometimes staff consultations. Majority of the peer teachers, teachers, Principals, B.O.M members and parents supported peer teaching as the best option for improving performance in schools. The proposed appropriate guidelines for peer teacher utilization were to begin with competitive recruitment, structured induction programmes, mentorship programmes and attendance of seminars and workshops to enable peer teachers acquire relevant teaching skills. In light of these findings, the study recommended that schools utilizing peer teachers should establish a competitive recruitment process that gives an opportunity to the best candidate to get the job. Equally, the candidates recruited should be taken through a rigorous induction process to enable them acquire relevant teaching skills. The government should also develop better mechanisms of implementing policies to ensure full compliance.
Influence of Existing Education and Workplace-Related Policies on the Organisation of Higher Education Institution Students’ Workplace Learning in Uganda
(Kenyatta University, 2021) Kalanda, Eric Douglas; Otiende James Elijah; Francis Likoye Malenya
Workplace learning plays a key role in transiting students from HEIs to the world of work by bridging the skills gap through supplementing and complementing institutional learning. It has been described as unappreciated, contradicting and complex making it insignificant and unrealisable without definite policies. The purpose of this study was to asses the influence of the existing education and workplace related policies on the organisation of HEI students WPL in Uganda. Examination of the national legislations, determination of organisational guidelines that affect WPL, evalaution of the activities involved in the organistaion of WPL and ascertaining of challenges of workplace learning were the objectives. Guided by Kolb's Experiential Learning Theory, the results from the study generated knowledge for HEIs and other stakeholders to get an in-depth understanding of the WPL to strengthen the relevance of HE in Uganda. The descriptive design of a concurrent triangulation variant of mixed methods was used with a sample size of 419 selected using simple random, purposive, stratified and networking. The data was collected using interview guides, questionnaires and document analysis guides. Quantitative data were analysed using SPSS for windows version 23 to establish descriptive statistics. Qualitative data were analysed using ATLAS ti version 9. The findings indicated an equally divided level of awareness for national legislation, insufficiency of employment-related regulations and NCHE quality assurance guidelines to regulate WPL. The national legislation was indicated as being relevant, influential and necessary in promoting effective and meaningful WPL. There was a low level of awareness about the organisational guidelines for workplace learning and the dependence on mere practices to manage WPL instead of policies. The activities involved in the organisation of WPL were categorized into; pre, during and post WPL, most of which activities were being satisfactorily implemented and a few but critical like placement, assessment criteria and supervision requiring improvement. The challenges of WPL were indicated to include; unacceptability of students, limited vacancies, shunning of WPL, increased operational costs and ill-prepared students faced by hosting workplaces. Funding, coordination, supervision, assessment criteria, poor perception, unformalized relationships with workplaces, inadequate facilitation of participants as challenges to HEIs. Harassment, low interest, high cost and unavailability of insurance challenges experienced by students. The study concluded that; there was no national legislation to regulate WPL, HEIs and workplaces had gaps in their guidelines to meet the aspirations of WPL. Appropriate policies can be used to address the organisation and challenges of WPL. The following recommendations were deduced; A comprehensive national legislation may be formulated to regulate WPL, HEIs and workplaces can encourage for the establishment of a national legislation and institute organisational guidelines to facilitate WPL. Workplaces and HEIs may need to formalise their relationships with workplaces and improve the students training before undertaking workplace learning with basic skills and can continue to include WPL in their curriculum for its reciprocated benefits
Influence of Existing Education and Workplace-Related Policies on the Organisation of Higher Education Institution Students’ Workplace Learning In Uganda
(Kenyatta University, 2021) Kalanda, Eric Douglas; Otiende James Elijah; Francis Likoye Malenya
Workplace learning plays a key role in transiting students from HEIs to the world of work by bridging the skills gap through supplementing and complementing institutional learning. It has been described as unappreciated, contradicting and complex making it insignificant and unrealisable without definite policies. The purpose of this study was to asses the influence of the existing education and workplace related policies on the organisation of HEI students WPL in Uganda. Examination of the national legislations, determination of organisational guidelines that affect WPL, evalaution of the activities involved in the organistaion of WPL and ascertaining of challenges of workplace learning were the objectives. Guided by Kolb's Experiential Learning Theory, the results from the study generated knowledge for HEIs and other stakeholders to get an in-depth understanding of the WPL to strengthen the relevance of HE in Uganda. The descriptive design of a concurrent triangulation variant of mixed methods was used with a sample size of 419 selected using simple random, purposive, stratified and networking. The data was collected using interview guides, questionnaires and document analysis guides. Quantitative data were analysed using SPSS for windows version 23 to establish descriptive statistics. Qualitative data were analysed using ATLAS ti version 9. The findings indicated an equally divided level of awareness for national legislation, insufficiency of employment-related regulations and NCHE quality assurance guidelines to regulate WPL. The national legislation was indicated as being relevant, influential and necessary in promoting effective and meaningful WPL. There was a low level of awareness about the organisational guidelines for workplace learning and the dependence on mere practices to manage WPL instead of policies. The activities involved in the organisation of WPL were categorized into; pre, during and post WPL, most of which activities were being satisfactorily implemented and a few but critical like placement, assessment criteria and supervision requiring improvement. The challenges of WPL were indicated to include; unacceptability of students, limited vacancies, shunning of WPL, increased operational costs and ill-prepared students faced by hosting workplaces. Funding, coordination, supervision, assessment criteria, poor perception, unformalized relationships with workplaces, inadequate facilitation of participants as challenges to HEIs. Harassment, low interest, high cost and unavailability of insurance challenges experienced by students. The study concluded that; there was no national legislation to regulate WPL, HEIs and workplaces had gaps in their guidelines to meet the aspirations of WPL. Appropriate policies can be used to address the organisation and challenges of WPL. The following recommendations were deduced; A comprehensive national legislation may be formulated to regulate WPL, HEIs and workplaces can encourage for the establishment of a national legislation and institute organisational guidelines to facilitate WPL. Workplaces and HEIs may need to formalise their relationships with workplaces and improve the students training before undertaking workplace learning with basic skills and can continue to include WPL in their curriculum for its reciprocated benefits
A Critique of the Implementation of Moral Aims of Education in Kenya in the Light of Aristotelian Concept of Eudaimonia
(Kenyatta University, 2021) Makoyo Stephen, Monanda; Jackton O. Ogeno; Francis N. Murira
Education throughout history has been charged with the responsibility of inculcating societal norms and culture into the learners. Educationists and philosophers have contended that education is incomplete if it fails to inculcate good morals among learners. Moral values have an intrinsic good of helping students grow up into responsible adults capable of enjoying a good life. This is referred to as the normative dimension of education. In Kenya, there are rising cases of indiscipline among the youth and the general public who have been schooled which point to a grim picture of the role of the school in character formation. This thesis, therefore, sought to critically analyse how moral goals of education are implemented in Kenya, with a view to investigating the challenges that schools face in implementing them. In essence, this thesis attempted to: appraise the significance of moral education in Kenya, examine the nature of moral goals of education in Kenya, examine the influence psychological theories of moral development have in the implementation of moral goals of education in Kenya, justify the need for a philosophical theory of morality in the implementation of moral goals of education in Kenya and to articulate plausible ideals of moral goal of education in Kenya. This was done by the application of two complementary theoretical frameworks, namely: Aristotelian concept of eudaimonia, and Kantian categorical imperative theory. Aristotle’s concept of eudaimonia implies that a good life is a life of ethical conduct. He observed that if human beings practiced moral uprightness in their conduct, in tandem with ‘the golden mean’, then they would live happily. Immanuel Kant, on the other hand, argued that human conduct should be modelled on fixed ‘maxims’ or ‘principles’ referred to as the ‘Categorical Imperatives’. These imperatives should be modelled from the call of duty without considering consequences of human action. Three methods of philosophical inquiry were used, namely; critical method, philosophical analysis and prescriptive method. The study established that there exists a moral lacuna in the implementation of moral goals of education in Kenya resulting into unabated immoral behaviour such as negative ethnicity, religious intolerance, corruption, dishonesty and lust amongst the youth and the Kenyan society. From the findings of this study, some suggestions were offered. One, there was need to develop and introduce moral education (ME) as a discipline in its own right in Kenyan learning institutions. Two, an evaluation mechanism capable of measuring the implementation of moral goals of education was suggested. Three, a philosophy of moral education, that is, education for virtue and happiness, was propounded as necessary to guide the implementation of moral goals of education. Four, a fourfold criteria for implementing moral goals of education (MGE) was offered thus: eudaimotive, normative, evaluative and pedagogical. In conclusion, the study provided five recommendations. One, there was need to develop a moral education programme for learning institutions in Kenya. Two, there is need to formulate and articulate a national philosophy of education. Three, a study should be carried out on the best pedagogies in teaching and training children in moral education. Four, a study should be carried out in Kenyan secondary schools to find out the effectiveness of Competency Based Curriculum (CBC) in imparting moral values. Finally, a study should be carried out in Teacher training colleges and universities to establish the nature of ME in these institutions. The study was intended to benefit educational stakeholders, parents and religious organisations in finding possible solutions to this perennial problem of poor character formation among the youth and provide alternative pathways in the development of good morals in learners for the benefit of humanity. The findings of the research are also intended to help curriculum developers in development of a moral education curriculum, with clear moral aims for educational institutions.
Government Policies on Admission into Science and Technology Bachelor Degree Programmes and Impact on Students’ Participation in Public Universities, Kenya
(Kenyatta University, 2021) Wanyama, Bernard Wasilwa; Daniel N. Sifuna; Maurice I. Makatiani
Despite the government commitment to the implementation of admission policies like targeting enrolment of 50% of all students in science and technology related courses, introduction of maximum Differentiated Unit Cost (DUC), disbursement of loans, bursaries and scholarships through HELB, the use of dual track admission policy in developing and placement of students into these programmes and significantly expanding them, only 29% of students were studying a course in Science and Technology by the year 2016. Such scenario implies that the country is seriously lagging behind in the realization of Kenya Education Sector Support Programme (KESSP I) participation target of 50%. The purpose of this study was to establish the gaps that existed in the stated government policies on admission and the actual practice during implementation, the impact of the actual practice during implementation and the interventions that could be employed to increase student participation. The study explored the trend of students‟ participation in Science and Technology Programmes in line with government admission policies, analyzed the relationship between funding of University students and participation in these programmes, analyzed the effects of infrastructure, teaching and learning resources and established institutional based interventions that could increase students‟ participation in Science and Technology Programmes. Eccle‟s Subject-Task Value Theory and Rendon Validation Theory were used to guide the research. The study employed descriptive survey design to target 31 public Universities, 3179 students in Veterinary and Manufacturing Engineering Programmes, 237 lecturers, 107 Heads of Departments (HoDs) and 31 Academic Registrars. Purposive sampling technique was employed to select three Public Universities, 12 HoDs, 24 lecturers, and three Academic Registrars while simple random sampling technique was employed to select 355 students who participated in the study. Documentary analysis was done on University admission records and fees structures. Questionnaires were administered to students, interview schedules were administered to lecturers, HoDs and the Academic Registrars while structured observations schedules were utilized by the researcher to collect data. Validity of research instruments was ascertained by a panel of 10 discussants and a pilot study while reliability was established through the test-retest method. Qualitative data was analyzed thematically and reported in form of tables, quotations and narrations while quantitative data was analyzed by use of frequencies, percentages, means, pie charts and bar graphs. It was established that enrolment stood at 41%, graduation at 23% and Universities had prioritized 55.2% of their programmes in the same area. Differential Unit Cost (DUC) formula has a net effect of decreasing capitation while the HELB loan awarded is equivalent to 53% and 15% of science and technology cost through Government Sponsored Programme (GSP) and Self Sponsored Programme (SSP) per year respectively. Moreover, participants came from middle or upper socio economic backgrounds. Inadequacy of physical facilities stood at 74% as 69% of the academic staff had their highest qualifications of Masters. Only 25.2% were in the rank of Senior Lecturer and above. The lecturer-student ratio was 1:18. Inter-governmental co-operations, linkages and agreements, University-secondary schools linkages, IGAs and relying on philanthropic gestures were interventions employed. The study concludes that Universities should balance enrolment in science and technology and non-sciences and programmes have to be clearly aligned to the developmental needs of the country. Additionally, University funding ought to be backed by coherent policies which prioritize quality and quantity
Cyber Dating Abuse and Undergraduate Students’ Academic Engagement in Selected Universities in Nairobi City County, Kenya
(Kenyatta University, 2021) Mayoyo, Nancy; Jackton Ogeno; Francis Likoye Malenya
The purpose of this study was to establish the influence of Cyber Dating Abuse (CDA) on the academic engagement of undergraduate students. The objectives of the study were: to establish the students’ perception of CDA; identify the kinds of technology used in perpetrating different forms of CDA; assess gender differences in CDA perpetration and victimization; examine the extent to which CDA affects academic engagement of Kenyan University students and propose strategies to mitigate on effects of CDA on academic engagement. The study adopted two theories: Routine Activities Theory which states that the daily activities which individuals engage in make them susceptible to CDA and Johnson’s Typology of Intimate Partner Violence which outlines different kinds of Intimate Partner Violence. The study utilised a cross sectional descriptive survey research design. The respondents comprised a convenience sample of 384 students from three randomly selected Universities, namely: Multimedia University of Kenya, Kenyatta University and Catholic University of Eastern Africa in Nairobi City County; three Deans of Students and two Student Counsellors purposively selected. Quantitative and qualitative data was collected through questionnaires, focus group discussions and interviews. Piloting of the study was done in University of Nairobi to validate the content and face validity of instruments while the internal consistency method was used to ascertain their reliability. Data was analysed both quantitatively and qualitatively and presented in Tables, Charts and Graphs. Results indicate that majority of the respondents had misguided perceptions and normalized most of the CDA behaviours. The respondents’ routine activities involved constant exchange of calls, SMS, online chats providing avenues for CDA victimization. WhatsApp was the most used digital media to perpetrate CDA. Results revealed that the four types of violence outlined by Johnson (2005) were evident with Coercive Control Violence being the most pervasive. Although no differences were found in the prevalence rates in CDA perpetration and victimization for males and females, significant gender differences were noted for specific CDA behaviours. On perpetration, males were more likely to perpetrate sexual coercion than females while for victimization, males were more likely than females to report frequent victimization in direct aggression and sexual coercion. Gender was statistically and significantly associated with response to four acts of CDA behaviours of: partners spreading rumours; threats of physical harm; pressurizing partners to have sex or engage in sexual activities online and pressurizing them to exchange sexual photos and videos. On the contrary, both males and females reported frequently suffering from depression, anxiety and fear. Results indicated that a significant negative correlation (r (313) = -.193, p =< .001) existed between victimization and behavioural academic engagement but no significant correlation existed between victimization and emotional academic engagement. Finally, based on the high prevalence rates reported and negative consequences experienced by victims, the study put forth suggestions for interventions which could mitigate on the negative effects of CDA. It was suggested that the three Universities should include CDA in existing policies such as the social media policy and in policies on sexual harassment and interpersonal violence within University settings. Also, there was need to create awareness on CDA and its prevention to promote healthy dating and enhance behavioural academic engagement.
Contribution of the German Neukirchen Mission in the Establishment of Western Education in Tana River County, Kenya 1885 - 1986
(Kenyatta University, 2020-05) Kimani, Gitonga Peter
The study examined the contribution of the German Neukirchen Mission (GNM) in the establishment of Western education in Tana River County, Kenya 1885 to 1986.Western education and Christianity in Africa were introduced by Christian missionaries from Europe as early as the 16th century but took root in around the mid-nineteenth century. Later on, Colonial Governments further augmented the missionaries’ endeavours of offering formal education to Africans. A lot has been researched and written on missionary activities at the Coast, Central and Western regions of Kenya. Tana River County embraced Christianity and Western education through the works of the Methodist Missionary Society (MMS) and German Neukirchen Mission (GNM). The MMS and a few other missionary organizations like Holy Ghost Fathers (HGF) experienced hardships and shifted to the interior of Kenya where they registered great success. The GNM hang on and was doing well until World War I broke out and later World War II.These wars resulted in the repatriation of GNM missionaries who kept on struggling to come back and have maintained contacts to date. The reasons behind the success and resilience of the GNM in an area in which other mission groups failed deserve to be unveiled. Whereas extensive studies on the activities of other missionary groups like the Church Missionary Society (CMS), African Inland Mission (AIM), Holy Ghost Fathers (HGF), Universities Mission to Central Africa (UMCA) and Church of Scotland Mission (CSM) among others have been carried out, not much has been done on the GNM. The study had three objectives which were: To trace the origin and the ideology of the GNM; to examine the role of the GNM in the establishment and growth of Western education in Tana River County and to assess the impact of the establishment of Western education in Tana River County. The time frame was 1885 to 1986.This period covers the time Africa was partitioned and shared out among European powers – which influenced missionary work- to the year the first secondary school was established at Ngao i.e 1986. Ngao served as GNM’s mission base or station since the arrival of the missionaries in the region.The study was historical in nature and utilized a historical research design. Sources of data were both primary and secondary sources. Primary sources were mainly drawn from the Kenya National Archives (KNA) and schools and churches in Tana River. At the KNA for instance, vital primary information on GNM activities in Tana River and on educational commissions and reports that informed educational policy in Kenya in the study period were obtained.Document analysis was also utilized as a data collection method. The research instruments were interview schedules and Focus Group Discussions (FGDs). Respondents to these research instruments were retired educationists, civil servants and politicians, church leaders and village elders selected through purposive and snowball sampling techniques. Collected data was analyzed through qualitative and quantitative methods while documents were analyzed through external and internal criticism. The research findings acknowledged the contribution of the GNM in the advent of Western education in Kenya in general and in Tana River in particular and the impact of this education on the community, learning institutions and individuals eversince the missionaries’ arrival to present day and in future. This was achieved through identifying schools that were established by the GNM and still exist; the curriculum that was offered; the students who were products of these schools and how the latter impacted upon the Tana River community then and now. Recommendations were made on policy, infrastructure, archival materials and the possibility of reviving the GNM-Tana River relations. For instance, it was suggested that a tertiary level Educational Complex or Institution could be established in Tana River to propagate the educational initiatives of the GNM missionaries and educationists as well as meet the growing need of such an education in the region. Finally, areas related to the study topic that need further research were suggested.

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