http://41.89.164.27:8080/xmlui/handle/123456789/411 2026-04-07T17:44:52Z http://41.89.164.27:8080/xmlui/handle/123456789/2309 Exploring the Use of Information and Communication Technologies (ICTS) for Peacebuilding in Mount Elgon Region Mung’ou, Cherotich Conflicts have brought great distress and loss of lives across the globe. Unfortunately, the African continent has witnessed the greatest impact of these conflicts. However, from 2011, other the predominantly Muslim countries especially in the Middle East, Arabia and Africa also witnessed similar conflicts that led to loss of lives and overthrow of dictatorial regimes. The intra-ethnic conflict witnessed in Mount Elgon region between the Soy and Ndorobo clans of the Sabaot in 2006-2008 had great socio economic implications in the region. While most literature has focused on the causes of intra-ethnic conflicts in Africa and Kenya in particular, there has been less focus on peacebuilding. More so on the role of ICTs to the peacebuilding process for societies emerging from conflicts. This study was designed to assess the ICTs used in the peacebuilding process in Mount Elgon region. The study was based on the conflict transformation theory which argues that conflict transformation is a long process requiring different interventions by different actors employing various approaches towards attainment of peace. The theory also posits that ICTs have the potential of transforming conflicts into peaceful co-existence characterized by new structures and new relationships. The study used questionnaires, in-depth interviews, and focus group discussions to collect data. The target sample was the residents and the state and not-state actors involved in the peace building process in Mt Elgon region. The study showed that ICTs such as mobile telephones, the Internet and radio, social media platforms and ICTs greatly contributed to the peacebuilding process in the region. The paper contributes to the on-going dialogue on peace building efforts in Mt. Elgon and other regions experiencing similar conflicts and recommends. The study recommends more investment in ICTs by both state and non-state actors involved in the peace building process in the region. 2016-11-21T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2193 The Effects of Sheng’ Vocabulary Usage in the Learning of Kiswahili Grammar in Public Secondary Schools in Kenya Mugun, Dorcas; Simiyu, John; Koros, Rachel Purpose: Sheng’ is a linguistic code based primarily on the Kiswahili structure and grammar with the lexicon drawn from Kiswahili, English and the various ethnic languages of Kenya; that are mostly spoken in towns and other urban areas. The purpose of this paper was to examine the effects of Sheng’ vocabulary on the learning of Kiswahili grammar in public secondary schools in Kenya. Methodology: Krejcie & Morgan sampling table was used to sample the schools. Stratified random sampling, simple random sampling and purposive strategy were used to sample the public secondary schools to participate. Krejcie and Morgan sampling table was used to sample 55 teachers of Kiswahili and 360 students to take part in the study. Data was collected using observation schedules, focused group discussion guides and a writing task for students. Questionnaires and interview guides were used for teachers of Kiswahili. Qualitative data collected was analyzed thematically to generate information that was summarized in graphics and discussed in narrative form. Quantitative data was analyzed with the help of Statistical package for social Studies. Findings: The findings of the study further revealed that Sheng’ vocabulary influenced written Kiswahili grammar as learners wrote Sheng’ words whereas they were expected to write standard Kiswahili. Unique Contribution to Theory, Policy, and Practice: School administrators should come up with a school-based language policy so as to control learners’ language environment. The ministry of education should encourage the culture of drama, music and debate competition among schools. The Kenya Institute of Curriculum Development should also ensure language use is stipulated in Kiswahili curriculum and Sheng’ be considered as an independent language code in the country. 2024-08-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2097 Education for Kenyan Girls in the Post Covid-19 ERA: Mitigating Strategies for Future Pandemics Jerono, Marakis Kiprop The study examined the effects of school closure during the COVID-19 pandemic on the education of secondary school girls in Moiben Sub-County, Uasin Gishu County, Kenya. It used a mixed-method research design that targeted classroom teachers and Form III and IV students from mixed-day public secondary schools. A sample size representing 251 students was selected, while 66 teachers were purposively selected as respondents for the study. The data for the paper was collected using questionnaires. Data analysis was done using descriptive statistics and presented in tables and figures. The study found that 10 – 14% of students dropped out of school due to the Covid-19 pandemic. Of those who dropped out, the girls accounted for more than 60.0% of the ones who did not resume their education after the opening of schools in January 2021. The study found that teenage pregnancies, child labour, early marriages, and low household income contributed to girls’ not returning back to school. The paper recommends that the government set up appropriate interventions to ensure that future pandemics do not result in the discontinuity of education for students by investing in proper physical and human infrastructure. Other recommendations have been highlighted in the paper. 2023-12-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2021 Influence of Human Factors on Integration of ICT in Teaching and Learning in TVET Institutions in Mechanical and Automotive Engineering Departments in Uasin Gishu County Ndiwa, Mercy C; Kiplagat, Hoseah; Musembi, Franklin The study focused on integration of ICT in teaching in Technical and Vocational Education and Training (TVET) institutions. Integration of ICT is of great importance as it motivates learners, promotes knowledge retention, and increases collaboration among learners among other benefits. Mechanical and Automotive Engineering departments were selected because of their high student population hence it was more representative and also complexities in their practicals. The Eldoret National Polytechnic and Rift Valley Technical Training Institute were selected in this study because the two institutions have the highest number of trainees in the departments of Mechanical and Automotive Engineering in the County. The objective of this study was to: determine the influence of human factors on integration of ICT in teaching and learning. Rodgers’ theory of Diffusion of innovation informed the study while Questionnaires was used to collect data. The target population consisted of trainees and trainers. The sample size for the trainees was 384 which was calculated by fisher’s formula and was selected using the simple random sampling whereas trainers were selected using purposive sampling. Data was analyzed by use of descriptive and inferential statistics and Statistical Package for the Social Sciences software. The study findings revealed that few of the trainers had effective basic ICT training. 27.45% affirmed that ICT training at their former training institution has been helpful while the majority 72.55% had a contrary opinion. The study in general concludes that there is limited use of ICT in teaching at the two institutions. The study recommends regular in-service training for trainers and other stakeholders in order to improve their skills as technology is a highly dynamic field, motivate trainers using incentives to use ICTs in the teaching process and use organizations and women charters i.e., WiTED to encourage the female trainers to embrace technology for teaching. 2023-09-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2020 Influence of Non-Academic Factors on Career Adaptability of Technology Education Graduates Working in Kenyan Technical and Vocational Institutions Douglas, Odhiambo O.; Muthoka, Kyalo N.; Ahmed, Ferej K. The current world of work is very dynamic and needs a workforce that is well-suited to help accommodate the changes at the workplace. This study sought to investigate the influence of selected non-academic factors which included personality, gender, and family background on the career adaptability of the trainers who pursued a degree in technology education. The study was guided by Piaget’s constructivist theory. This study used a descriptive research design. A questionnaire was used to gather responses from 814 trainers who were Technology Education graduates working as trainers in Kenyan Technical and Vocational Institutions. The validity of the questionnaire was ensured by the use of a pilot study and expert judgment while reliability was ensured by the use of the test-retest technique. Pearson Product Moment Correlation for the test-retest was 0.806. This study used snowball sampling to select the TED graduates. Data analysis was done by use of Stat Graphics Centurion XVI.I software. The study found out that trainers who were raised in poor family backgrounds were best adapted to their careers followed by those from rich backgrounds while those from middle-class backgrounds were least adapted to career. Regarding gender, the study established that male trainers who pursued technology education degree programs were more adapted to their careers as compared to their female counterparts. The study also found that the personality of the trainers affects their career adaptability. This study recommends that female TED graduates should be given more opportunities to enhance their career adaptability. Moreover, all families should endeavor to give support to the children to improve their future ability to cope with changes. The trainers should also soar beyond their personalities so that they can resonate well with changes in the workplace. 2023-08-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/1990 Availability of School-based Psychosocial Support Programs on Fire Disaster Preparedness in Secondary Schools in Uasin Gishu County, Kenya Muiruri, Joseph; Kiplagat, Hoseah; Muthoka, Kyalo Fire is a common disaster affecting Education in Secondary Schools in Kenya. This research was motivated by the frequent reports of occurrence of fire disasters in secondary schools. The purpose of the study was to investigate the level of fire disaster preparedness in Secondary Schools in Uasin Gishu County, Kenya. The study was done in in Uasin Gishu County, Kenya. One of the objectives of the study was to investigate the availability of school-based psychosocial support in secondary schools as one of the interventions to reduce fire disasters in secondary schools. Descriptive research design was employed to collect data on what, when, where, and how. The research adopted stratified random sampling to acquire a sample. The target population of this study included 166 public secondary schools, 1792 teachers, 166 principals, and 2,732 students. The data was collected from a sample of 117 secondary schools, 117 school principals, 327 teachers and 349 students. Quantitative and qualitative data was collected through questionnaires and observation checklist respectively. The data collected was analysed using descriptive statistics for quantitative data and thematic analysis for qualitative data. The study established that schools lacked proper implementation of both students’ and teachers’ psychosocial interventions to reduce fire disasters in secondary schools in Uasin Gishu County. Therefore, psychosocial fire disaster preparedness had not been met. It recommended that schools should incorporate psychosocial interventions, some of which include: guidance and counselling as a mitigating strategy for mass indiscipline, strongly discourage corporal punishment and use of abusive and inhumane language by teachers to reduce occurrence of fire disasters in schools. 2022-07-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/1982 The effect of Style and Structure of Functional Writing on Students’ Performance in Kiswahili in Kenya. A Case of Elgeyo-Marakwet County. Ojwang, Consolata; Oduori, Robert W.; Murunga, Felicity Functional writing has been given prominence in the Secondary school Kiswahili syllabus in Kenya. This paper reports on study that was undertaken in 2020 that investigated the influence of functional writing skills on students‟ performance of Kiswahili in Elgeyo-Marakwet County. The need for this study was based on the fact that functional writing is an area faced with challenges. The main objective of the study was to examine the influence of functional writing skills on students‟ performance in Kiswahili. Theoretical framework was based on Jane Emig‟s Process Theory of Composition writing (1971). The study employed descriptive research design and data was collected using the questionnaire, observation and document analysis. The area of study was Elgeyo-Marakwet County. The target population included form four students and teachers of Kiswahili in 37 out of the 122 secondary schools. From this population, stratified, purposive and simple random sampling was used to get a sample. There were 9852 Form Four students in secondary schools in Elgeyo –Marakwet County as at October, 2020. During the entire study 579 students in Form Four class and 35 teachers of Kiswahili participated. The study used both primary and secondary data. Lecturers in School of Education at the University of Eldoret determined the validity of the research thesis instruments. Reliability was tested using test-retest method in four secondary schools in Uasin Gishu County. Questionnaire was the main source of primary data. Data from the questionnaire was presented in frequency tables and percentages using descriptive statistics, narrative and verbatim. The research established that inappropriate style and structure, incorrect use of language, negative attitude of learners as well as poor teaching strategies of functional writing skills have a major impact on students‟ performance of Kiswahili in secondary schools. The findings will be used for reference by other researchers and it will also give guidance on how to improve in the writing of functional essays. The study recommended that teachers should emphasize on the style and structure, appropriate choice of vocabulary when teaching and evaluating learners on functional writing. 2022-06-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/1981 Relationship between Secondary School Categorization and Value- Added Progress in Public Secondary Schools in Nandi County, Kenya Kosgei, Zacharia; Barno, Grace Chelimo; Kitainge, Kisilu Education processes should lead to the cumulative acquisition of knowledge, skills and values needed for holistic development. However, the current assessment practices in the Kenyan education system focus on the cognitive part of learning at the expense of the affective and psychomotor domains. Therefore, the learners’ assessment should use approaches that assess value addition to the critical attributes of holistic development. This study examined the value-addition of learners’ holistic development in different public secondary schools in Kenya. The study’s specific objectives were: To determine value addition on student academic performance by different categories of public secondary schools in Nandi County. Holistic learning and Multiple Intelligence Theories guided the study. The study adopted a post-positivist research paradigm and a mixed research design that used questionnaires and document analysis to collect information from School principals and form four students. The study’s target population was 192 secondary schools, 192 Principals and 10,499 students. The respondents were stratified into National, Extra- County, County, and Sub- County Schools. The study used stratified, proportionate, and purposive sampling to select respondents who included 144 principals from 2 National schools, 4 Extra County schools, 26 county schools, and 112 sub-county schools. Multiple regression analysis was used to determine value addition on academic performance. The residual values of multiple regression analysis were; National, Extra- County, county and sub-county were –2.541, -3.152, -2.690 and -4.094, respectively. These residuals show that in all the categories, there was no value addition to the learners’ academic performance in the selected schools. Therefore, this study recommended that; schools adopt a robust assessment method that shows how schools have added value to the learners in a holistic manner. Furthermore, the Ministry of Education should cascade the competency-based curriculum introduced recently at the lower primary level to all levels of the education system. 2022-12-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/1974 The influence of Monitoring and Evaluation of Stakeholder Participation on Implementation of Infrastructure Projects in Public Secondary School in Kakamega County, Kenya Nabibya, George King; Dimo, Herbert; Ketter, Joshua The purpose of the study was to examine the influence of monitoring and evaluation of stakeholder participation on implementation of infrastructure projects in public secondary school in Kakamega County, Kenya. The target population was principals, Board of Management chairpersons, Parents Association chairpersons and Sub County Education officers. Stratified sampling and purposive sampling technique were used to select respondents. A sample size of 316 respondents was selected comprising of 101 principals, 101 Board of Management chairpersons, 101 Parents Association chairpersons and 13 Sub County Education officers. Primary data was collected from the respondents using questionnaires and interview schedule. Qualitative data was analyzed qualitatively using content analysis based on meanings and implications emanating from respondent’s information. Data from questionnaires was analyzed using both descriptive and inferential statistical methods. Descriptive statistics consisted of frequencies, percentages, mean, and standard deviation. Inferential statistics consisted linear and multiple regression analysis. Based on the multiple regression model, the coefficient of determination (R squared) of .392, showing that 39.2% of the variation in monitoring and evaluation was explained by implementation of infrastructure projects. The study concludes that monitoring and evaluation of stakeholder participation, monitoring and evaluation of financial resource, monitoring and evaluation of human capacity, monitoring and evaluation of time allocation and monitoring and evaluation of public accountability had a significant influence on implementation of infrastructure projects in public secondary school in Kakamega County. The study recommended that schools should ensure that all the stakeholders are involved in the M&E of school projects. The study also recommends that there should be clear allocation of finances for M&E, staff hiring, staff training, equipment, environment setting, project supervision and the budgeting of financial resources by stakeholders 2023-07-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/1946 Perceptions of Teachers of English on the Effectiveness of Collaborative Peer Supervision in the Teaching of English Language in Public Secondary Schools in Kenya. Wakasa, Diana Barasa; Onsare, Paul Onchera; Mokeira, Florence Okari Supervision of instruction is an effective tool that ensures quality curriculum delivery in schools, world over. Collaborative Peer Supervision (CPS), is a supervision approach, where, colleague teachers supervise each other collaboratively, and has been found to positively impact on teacher effectiveness. In Kenya, there is no official supervision approach that is exclusively used for supervising teachers of English in secondary schools. This article is based on the research study, which explored English Language Teachers` views about the usefulness of Collaborative Peer Supervision approach in enhancing Teacher Effectiveness in the teaching of English Language in public secondary schools in Kenya.The study adapted the Convergent Mixed Methods Research Design. 286 teachers of English, who participated in the quantitative phase of the study were randomly selected, while 25 English Language and Library Departmental heads (HODs), were purposively selected and took part in the qualitative phase of the study, totaling to a sample size of 311. Data generation was carried out through researcher-developed Likert-Scale type questionnaire, and in-depth interview guide. The Questionnaire was used to collect quantitative data, while in-depth interview guide collected qualitative data. Both descriptive and inferential statistics were used to analyze quantitative data, while Qualitative data was analyzed thematically. The study revealed that, a significant positive relationship exists between teacher perception of CPS, satisfaction with CPS, and teacher effectiveness. Further, teachers of English perceive CPS as an effective supervision approach, which can enhance their teaching effectiveness. The study strongly recommends the introduction of CPS as a complementary supervision approach for supervising teachers of English in secondary schools in Kenya. 2022-06-01T00:00:00Z