Most governments have prioritized Menstrual Hygiene Management (MHM) practices for safe schools. However, girls and women in Low and Middle-Income Countries (LMIC) still face significant challenges in managing their menstruation. This study examined the influence of school based MHM Programs on school attendance among girls in public Primary schools in Kisumu west sub-county, Kisumu County, Kenya. The study was anchored on the Sanitary Hardware theory. The study employed descriptive survey research design where both qualitative and quantitative methods were used. Questionnaires were administered to a selected sample of 356 respondents drawn from a target population of 3233. The sample size was arrived at using the Yamane (1967) formula. The respondents consisted of class 6-8 girls, teachers, Head-Teachers, and MoE officials who were key informants for the study. The collected data was filtered, organized, coded and later analyzed using Statistical Package for Social Sciences (SPSS) version 22 software. Analysis was done in form of descriptive and inferential statistics. From the findings, the F ratio is 111.855, which means that improvement due to fitting the model is much greater than the model inaccuracies (F (1, 336) = 111.855, p=0.001). This implies that Menstrual Hygiene Management school-based programs are useful predictor of school attendance. The researcher therefore recommends that schools should be able to ensure consistent availability of water for use by girls during menstruation. They should be empowered to involve themselves in making reusable pads to assist those who cannot afford disposable pads use locally available materials in menstrual management.
{"title":"The Influence of School Based Menstrual Hygiene Management Programs on School Attendance among Girls in Public Primary Schools in Kisumu West Sub-County, Kisumu County, Kenya","authors":"P. Ombogo, P. Oino, C. Nyamwange, Mildred Lumayo","doi":"10.59765/f3dg9469","DOIUrl":"https://doi.org/10.59765/f3dg9469","url":null,"abstract":"Most governments have prioritized Menstrual Hygiene Management (MHM) practices for safe schools. However, girls and women in Low and Middle-Income Countries (LMIC) still face significant challenges in managing their menstruation. This study examined the influence of school based MHM Programs on school attendance among girls in public Primary schools in Kisumu west sub-county, Kisumu County, Kenya. The study was anchored on the Sanitary Hardware theory. The study employed descriptive survey research design where both qualitative and quantitative methods were used. Questionnaires were administered to a selected sample of 356 respondents drawn from a target population of 3233. The sample size was arrived at using the Yamane (1967) formula. The respondents consisted of class 6-8 girls, teachers, Head-Teachers, and MoE officials who were key informants for the study. The collected data was filtered, organized, coded and later analyzed using Statistical Package for Social Sciences (SPSS) version 22 software. Analysis was done in form of descriptive and inferential statistics. From the findings, the F ratio is 111.855, which means that improvement due to fitting the model is much greater than the model inaccuracies (F (1, 336) = 111.855, p=0.001). This implies that Menstrual Hygiene Management school-based programs are useful predictor of school attendance. The researcher therefore recommends that schools should be able to ensure consistent availability of water for use by girls during menstruation. They should be empowered to involve themselves in making reusable pads to assist those who cannot afford disposable pads use locally available materials in menstrual management.","PeriodicalId":305882,"journal":{"name":"Journal of Research Innovation and Implications in Education","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122186209","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The Anglican Church of Uganda has been impacted by the increased syncretism brought on by the continuance of African Traditional Practices (ATPs) by her faithful members today. Its against this context that this study set out to perform a thorough analysis of secondary data to investigate why syncretism has persisted in the Church of Uganda despite the large proportion of Christian identities present in the organization today. The main objective of the study was to find out why although Christianity has been present in Uganda for a long time ATPs have continued to co-exist in Christian practices, posing a barrier to the growth of the Anglican Church of Uganda's faith. The study was guided by qualitative research methodology that involved a review of secondary literature of textbooks and journal articles on the research problem. The findings were that the overall uneasiness within the Christian community led to animosity and hatred that drove Christians to witchcraft tendencies, was one of the factors contributing to the continuance of ATR practices by Christians. It was further established in the review of literature that existing studies have not taken keen interest to identify ATR values that align with or complement Christian values which could be a major source of the problem. It is recommended that the Church should research non-conflicting values from ATR that could be incorporated into Christianity to avoid overlaps. The church should further open more spaces for dialogue with lead spiritual figures of ATR to strike a win-win outcome.
{"title":"The Dilemma Of Syncretism in The Church Of Uganda Christian Faith Development from 1877 to 2019","authors":"Alex K. Arinaitwe","doi":"10.59765/xxir419t","DOIUrl":"https://doi.org/10.59765/xxir419t","url":null,"abstract":"The Anglican Church of Uganda has been impacted by the increased syncretism brought on by the continuance of African Traditional Practices (ATPs) by her faithful members today. Its against this context that this study set out to perform a thorough analysis of secondary data to investigate why syncretism has persisted in the Church of Uganda despite the large proportion of Christian identities present in the organization today. The main objective of the study was to find out why although Christianity has been present in Uganda for a long time ATPs have continued to co-exist in Christian practices, posing a barrier to the growth of the Anglican Church of Uganda's faith. The study was guided by qualitative research methodology that involved a review of secondary literature of textbooks and journal articles on the research problem. The findings were that the overall uneasiness within the Christian community led to animosity and hatred that drove Christians to witchcraft tendencies, was one of the factors contributing to the continuance of ATR practices by Christians. It was further established in the review of literature that existing studies have not taken keen interest to identify ATR values that align with or complement Christian values which could be a major source of the problem. It is recommended that the Church should research non-conflicting values from ATR that could be incorporated into Christianity to avoid overlaps. The church should further open more spaces for dialogue with lead spiritual figures of ATR to strike a win-win outcome.","PeriodicalId":305882,"journal":{"name":"Journal of Research Innovation and Implications in Education","volume":"97 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134002698","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study investigated the influence of managerial competencies and performance of teachers in upper primary in selected public schools in Mayuge District. The study used a descriptive cross-sectional survey design to examine the relationship between managerial competences and teacher performance. A sample of 92 respondents was categorized as school managers, head teachers, teachers, and management committee members. The study used simple random techniques and purposive sampling techniques. The study analyzed quantitative data collected using structured, closed-ended items in questionnaires and coded using a five-point Linkert response scale. Raw data was analyzed using descriptive statistics and Pearson product moment correlation to determine the influence of managerial competences on the performance of teachers. The study found out that managers' managerial competencies play a role in influencing the performance of teachers in public primary schools. Level of education, professional qualification of head teachers, and managerial human relations competencies all influence performance. The study concluded that poor managerial technical competences affect the performance of teachers in a negatively in form of less preparation of schemes of work and lesson planning, not following the timetable, and many others. The study recommended that there is need to encourage professional growth and training in both managerial technical competences and human relations competences in order to improve the performance of teachers in the schools. The study further recommended that for Managerial competences and performance of teachers to be effective in upper primary schools, head teachers should continue to motivate their teachers to improve on their performance, the school should hire external expertise that can facilitate professional development experiences and external expertise.
{"title":"Influence of Managerial Technical Competences on Performance of Teachers in Public Primary Schools","authors":"Fred Muwubani, Agnes Nabakiibi","doi":"10.59765/fnai2563","DOIUrl":"https://doi.org/10.59765/fnai2563","url":null,"abstract":"This study investigated the influence of managerial competencies and performance of teachers in upper primary in selected public schools in Mayuge District. The study used a descriptive cross-sectional survey design to examine the relationship between managerial competences and teacher performance. A sample of 92 respondents was categorized as school managers, head teachers, teachers, and management committee members. The study used simple random techniques and purposive sampling techniques. The study analyzed quantitative data collected using structured, closed-ended items in questionnaires and coded using a five-point Linkert response scale. Raw data was analyzed using descriptive statistics and Pearson product moment correlation to determine the influence of managerial competences on the performance of teachers. The study found out that managers' managerial competencies play a role in influencing the performance of teachers in public primary schools. Level of education, professional qualification of head teachers, and managerial human relations competencies all influence performance. The study concluded that poor managerial technical competences affect the performance of teachers in a negatively in form of less preparation of schemes of work and lesson planning, not following the timetable, and many others. The study recommended that there is need to encourage professional growth and training in both managerial technical competences and human relations competences in order to improve the performance of teachers in the schools. The study further recommended that for Managerial competences and performance of teachers to be effective in upper primary schools, head teachers should continue to motivate their teachers to improve on their performance, the school should hire external expertise that can facilitate professional development experiences and external expertise.","PeriodicalId":305882,"journal":{"name":"Journal of Research Innovation and Implications in Education","volume":"114 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131996688","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
P. Ombogo, P. Oino, C. Nyamwange, Mildred Fedha Lumayu
School based comprehensive sexuality education that addresses Menstrual Hygiene Management (MHM) knowledge practices – including hygiene practices and management of menstrual pain may be an avenue for addressing both poor MHM practices and absenteeism, if they are locally adapted and practiced. Inadequate knowledge, lack of access to quality sanitary materials, cultural beliefs and taboos around menstruation and MHM, are common challenges that can negatively affect Education, Employment, Health and psychosocial outcomes. The study aimed at examining Menstrual Hygiene Management Knowledge, Attitudes and Practices in public primary schools in public Primary schools in Kisumu west sub-county. The respondents consisted of class 6-8 girls, teachers, Head teachers, and MoE officials who were key informants for the study. Data was collected using structured questionnaires and interview schedules. The data analyzed using Statistical Package for Social Sciences (SPSS) version 22 software. Both quantitative and qualitative findings were presented in the study. The study revealed that there is high prevalence of poor MHM among adolescent girls, and there exist a strong association between poor MHM and low knowledge. The study concluded that menstrual hygiene management in public primary schools is greatly influenced by knowledge, attitudes and practices of school management and girls’ perceptions. The study recommends the need for comprehensive education interventions in school settings, delivered during early adolescence to reach pre-menarche girls, particularly in rural settings for improve menstrual hygiene practices. The government should have a clear monitoring tool to ensure pupils receive accurate and timely information on menstruation and menstrual hygiene management.
{"title":"Influence of Menstrual Hygiene Management Knowledge, Attitudes and Practices and School Attendance among Girls in Public Primary Schools in Kisumu West Sub-County, Kisumu County, Kenya","authors":"P. Ombogo, P. Oino, C. Nyamwange, Mildred Fedha Lumayu","doi":"10.59765/7391rzia","DOIUrl":"https://doi.org/10.59765/7391rzia","url":null,"abstract":"School based comprehensive sexuality education that addresses Menstrual Hygiene Management (MHM) knowledge practices – including hygiene practices and management of menstrual pain may be an avenue for addressing both poor MHM practices and absenteeism, if they are locally adapted and practiced. Inadequate knowledge, lack of access to quality sanitary materials, cultural beliefs and taboos around menstruation and MHM, are common challenges that can negatively affect Education, Employment, Health and psychosocial outcomes. The study aimed at examining Menstrual Hygiene Management Knowledge, Attitudes and Practices in public primary schools in public Primary schools in Kisumu west sub-county. The respondents consisted of class 6-8 girls, teachers, Head teachers, and MoE officials who were key informants for the study. Data was collected using structured questionnaires and interview schedules. The data analyzed using Statistical Package for Social Sciences (SPSS) version 22 software. Both quantitative and qualitative findings were presented in the study. The study revealed that there is high prevalence of poor MHM among adolescent girls, and there exist a strong association between poor MHM and low knowledge. The study concluded that menstrual hygiene management in public primary schools is greatly influenced by knowledge, attitudes and practices of school management and girls’ perceptions. The study recommends the need for comprehensive education interventions in school settings, delivered during early adolescence to reach pre-menarche girls, particularly in rural settings for improve menstrual hygiene practices. The government should have a clear monitoring tool to ensure pupils receive accurate and timely information on menstruation and menstrual hygiene management.","PeriodicalId":305882,"journal":{"name":"Journal of Research Innovation and Implications in Education","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128820936","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Female Genital Mutilation/Cutting (FGM/C) is a harmful practice that violates the human rights of women and girls. Despite global efforts to restrict the practice, there have been few reports on major positive changes to the problem. This study sought to evaluate the effectiveness of the policy interventions in eradicating FGC practices in Marani Sub-County, Kisii County, Kenya. The study was guided by the theory of Reasoned Action. This study used a quasi-experiment design. The researcher used cluster sampling to identify 200 households and purposive sampling procedures, to identify 13 key informants for the study. The study used questionnaires, key informant interview and focus group discussion to collect both qualitative and quantitative data. In this context, quantitative data was analyzed quantitatively. Qualitative data (words/propositions) was analyzed descriptively. The study revealed that stress, stigma, isolation, and marital problems were main psychological effects. Findings from this study concludes that in spite of various interventions, FGC is still an ongoing practice within the Gusii community with women and health professionals being the main perpetrators. The study recommends an adoption of alternative rites of passage to eliminate the practice. This can be possible through the re-socialisation of community members to change their negative tradition for the psychosocial wellbeing of the girl child
{"title":"Effectiveness of the Policy Interventions in Eradicating FGC Practices in Marani Sub-County, Kisii County, Kenya","authors":"M. G. Magangi, P. Oino, G. Aberi","doi":"10.59765/m30d6921","DOIUrl":"https://doi.org/10.59765/m30d6921","url":null,"abstract":"Female Genital Mutilation/Cutting (FGM/C) is a harmful practice that violates the human rights of women and girls. Despite global efforts to restrict the practice, there have been few reports on major positive changes to the problem. This study sought to evaluate the effectiveness of the policy interventions in eradicating FGC practices in Marani Sub-County, Kisii County, Kenya. The study was guided by the theory of Reasoned Action. This study used a quasi-experiment design. The researcher used cluster sampling to identify 200 households and purposive sampling procedures, to identify 13 key informants for the study. The study used questionnaires, key informant interview and focus group discussion to collect both qualitative and quantitative data. In this context, quantitative data was analyzed quantitatively. Qualitative data (words/propositions) was analyzed descriptively. The study revealed that stress, stigma, isolation, and marital problems were main psychological effects. Findings from this study concludes that in spite of various interventions, FGC is still an ongoing practice within the Gusii community with women and health professionals being the main perpetrators. The study recommends an adoption of alternative rites of passage to eliminate the practice. This can be possible through the re-socialisation of community members to change their negative tradition for the psychosocial wellbeing of the girl child","PeriodicalId":305882,"journal":{"name":"Journal of Research Innovation and Implications in Education","volume":"206 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129590418","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract: Kenya now has a growing number of private universities offering various degrees, including education. This suggests a large outflow of graduates into the highly competitive job market. In response, private universities have adopted the soft skills demanded by employers to give graduates an edge over other universities. Soft skills clearly increase employability in the labor market. The present study was conducted in four targeted Western private sponsored universities offering education program. Target population was education students and lectures. Concurrent mixed-methods research design was employed. Based on the findings and reviewed literature, a model of soft skills development was proposed for use. The study recommends that lecturers in Schools of education should use the model developed to develop soft skills among learners during teaching and learning process.
{"title":"A Model for Developing Soft Skills among Education Students towards Success as Teachers","authors":"Amon Chepkwony, C. Amimo, Elizabeth M. Role","doi":"10.59765/iv32uoa7","DOIUrl":"https://doi.org/10.59765/iv32uoa7","url":null,"abstract":"Abstract: Kenya now has a growing number of private universities offering various degrees, including education. This suggests a large outflow of graduates into the highly competitive job market. In response, private universities have adopted the soft skills demanded by employers to give graduates an edge over other universities. Soft skills clearly increase employability in the labor market. The present study was conducted in four targeted Western private sponsored universities offering education program. Target population was education students and lectures. Concurrent mixed-methods research design was employed. Based on the findings and reviewed literature, a model of soft skills development was proposed for use. The study recommends that lecturers in Schools of education should use the model developed to develop soft skills among learners during teaching and learning process.","PeriodicalId":305882,"journal":{"name":"Journal of Research Innovation and Implications in Education","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126670195","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Currently, Kenya is recording an increase in the number of private universities offering various bachelor’s degree programs including education. This suggests that there is a high number of education graduates released into a very competitive job market. In response, private universities adopted soft skills required by employers in order to provide graduates with an edge over their counterparts. Soft skills evidently offer better employability in the job market. The present study was conducted in four targeted Western Kenya private sponsored universities offering education program in Kenya. The target population of the study was education lecturers in school of education. Concurrent mixed-methods research design was employed. Data was acquired using closed ended questionnaire and analysis was done descriptively. Findings revealed that lecturers strongly agreed that they developed communicative skills and ethics and professionalism during teaching and learning activities. It was recommended that lecturers in schools of education in private universities continue emphasizing on implementation of soft skills among education students during teaching and learning process as this is vital to their employability.
{"title":"Lecturers’ Perception on the Extent of Development of Soft Skills among Education Students in Private Universities in Western Kenya","authors":"Amon Chepkwony, C. Amimo, Elizabeth M. Role","doi":"10.59765/vaew9823","DOIUrl":"https://doi.org/10.59765/vaew9823","url":null,"abstract":"Currently, Kenya is recording an increase in the number of private universities offering various bachelor’s degree programs including education. This suggests that there is a high number of education graduates released into a very competitive job market. In response, private universities adopted soft skills required by employers in order to provide graduates with an edge over their counterparts. Soft skills evidently offer better employability in the job market. The present study was conducted in four targeted Western Kenya private sponsored universities offering education program in Kenya. The target population of the study was education lecturers in school of education. Concurrent mixed-methods research design was employed. Data was acquired using closed ended questionnaire and analysis was done descriptively. Findings revealed that lecturers strongly agreed that they developed communicative skills and ethics and professionalism during teaching and learning activities. It was recommended that lecturers in schools of education in private universities continue emphasizing on implementation of soft skills among education students during teaching and learning process as this is vital to their employability.","PeriodicalId":305882,"journal":{"name":"Journal of Research Innovation and Implications in Education","volume":"102 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126701579","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aimed to analyze ‘‘Impact of ICT integration on students’ performance in Mathematics in public upper secondary schools in Huye district, Rwanda. The study adopted a correlational research design. The target population size for this study was considered five schools consisting of 392 composed of 384 students and 8 mathematics teachers. A sample of 5 Mathematics teachers and 256 students from the five schools were selected for the study. The instrument used was a set of questionnaires; one for the Mathematics teacher and one for the students. By Statistical Package for Social Sciences (SPSS) version 25, descriptive and inferential statistics were used to answer the research questions and the Chi-Square analysis test was applied in testing the hypothesis formulated at a 0.05 level of significance. The outcome of the data collected revealed that the students taught with ICT tools performed better in Mathematics than their colleagues taught tools. The recommendations for higher performance of students in Mathematics were summarized in this study. These include: supporting all public upper secondary schools with sufficient ICT tools, to providing more training to Mathematics teachers on the use of ICT tools in teaching-learning Mathematics.
本研究旨在分析ICT整合对卢旺达胡耶地区公立高中学生数学成绩的影响。本研究采用相关研究设计。本研究的目标人口规模为5所学校392人，其中384名学生和8名数学教师。选取5所学校的5名数学教师和256名学生作为研究样本。使用的工具是一套问卷;一个给数学老师，一个给学生。采用SPSS (Statistical Package for Social Sciences)第25版对研究问题进行描述统计和推理统计，对在0.05显著性水平下提出的假设进行卡方分析检验。收集的数据结果显示，使用信息通信技术工具教学的学生在数学方面的表现优于使用工具教学的同学。本研究总结了提高学生数学成绩的建议。这些措施包括:为所有公立高中提供足够的信息通信技术工具，为数学教师提供更多关于在数学教学中使用信息通信技术工具的培训。
{"title":"Impact of ICT Integration on Students’ Performance in Mathematics in Public Upper Secondary Schools in Huye District, Rwanda","authors":"Josias Nteziryimana, J. Niyobuhungiro","doi":"10.59765/sar53fat.","DOIUrl":"https://doi.org/10.59765/sar53fat.","url":null,"abstract":"This study aimed to analyze ‘‘Impact of ICT integration on students’ performance in Mathematics in public upper secondary schools in Huye district, Rwanda. The study adopted a correlational research design. The target population size for this study was considered five schools consisting of 392 composed of 384 students and 8 mathematics teachers. A sample of 5 Mathematics teachers and 256 students from the five schools were selected for the study. The instrument used was a set of questionnaires; one for the Mathematics teacher and one for the students. By Statistical Package for Social Sciences (SPSS) version 25, descriptive and inferential statistics were used to answer the research questions and the Chi-Square analysis test was applied in testing the hypothesis formulated at a 0.05 level of significance. The outcome of the data collected revealed that the students taught with ICT tools performed better in Mathematics than their colleagues taught tools. The recommendations for higher performance of students in Mathematics were summarized in this study. These include: supporting all public upper secondary schools with sufficient ICT tools, to providing more training to Mathematics teachers on the use of ICT tools in teaching-learning Mathematics.","PeriodicalId":305882,"journal":{"name":"Journal of Research Innovation and Implications in Education","volume":"57 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116136630","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
William Mudahemuka, M. Matundura, J. L. Murorunkwere, Callexte Kabera, Jean Baptiste Mbanzabugabo, J. Ingabire
This study is entitled “The Social and economic impact of the COVID-19 Pandemic on private higher education in Rwanda.” The purpose of this study is to identify the social and economic impact of the COVID-19 Pandemic on private higher learning institutions in Rwanda. The researchers reviewed the related literature from physical and online documents. This research employed descriptive research design using both qualitative and quantitative approaches. The research adopted purposive sampling technique to determine a sample size of 437 respondents ranged from Students, Staff, and Senior Managers from 26 private HLIs in Rwanda. Data was collected through questionnaire, documentation, and interviews. Primary data were analyzed using SPSS. As results of this study, almost 90% of respondents confirmed that COVID-19 affected the enrolment numbers for both international and local students. Some HLIs, especially local-based ones, reported that this impact would continuously have negative financial consequences over the next 3 to five years. At almost all HLIs, COVID-19 affected teaching and learning activities where 91% of the respondents reported that classroom teaching had been replaced by remote teaching and learning. 100% of HLIs also reported that COVID-19 had affected the planning to carry out exams and it has had an impact on international students and staff mobility at 99% of participating HLIs. As a major recommendation, HLIs should have strategies in place to control future pandemic rather than considering the COVID-19 pandemic as a once-in-a-lifetime crisis.
{"title":"The Social and Economic Impact of the COVID-19 Pandemic on Private Higher Education in Rwanda","authors":"William Mudahemuka, M. Matundura, J. L. Murorunkwere, Callexte Kabera, Jean Baptiste Mbanzabugabo, J. Ingabire","doi":"10.59765/z47xew2n","DOIUrl":"https://doi.org/10.59765/z47xew2n","url":null,"abstract":"This study is entitled “The Social and economic impact of the COVID-19 Pandemic on private higher education in Rwanda.” The purpose of this study is to identify the social and economic impact of the COVID-19 Pandemic on private higher learning institutions in Rwanda. The researchers reviewed the related literature from physical and online documents. This research employed descriptive research design using both qualitative and quantitative approaches. The research adopted purposive sampling technique to determine a sample size of 437 respondents ranged from Students, Staff, and Senior Managers from 26 private HLIs in Rwanda. Data was collected through questionnaire, documentation, and interviews. Primary data were analyzed using SPSS. As results of this study, almost 90% of respondents confirmed that COVID-19 affected the enrolment numbers for both international and local students. Some HLIs, especially local-based ones, reported that this impact would continuously have negative financial consequences over the next 3 to five years. At almost all HLIs, COVID-19 affected teaching and learning activities where 91% of the respondents reported that classroom teaching had been replaced by remote teaching and learning. 100% of HLIs also reported that COVID-19 had affected the planning to carry out exams and it has had an impact on international students and staff mobility at 99% of participating HLIs. As a major recommendation, HLIs should have strategies in place to control future pandemic rather than considering the COVID-19 pandemic as a once-in-a-lifetime crisis.","PeriodicalId":305882,"journal":{"name":"Journal of Research Innovation and Implications in Education","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130837849","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
: Human resource management practices adopted by secondary school principals play a key role in ensuring improved service delivery and academic performance in internal and national examinations. However, in Isinya Sub- County, the situation is different with many public secondary schools registering low academic grades in KCSE. This study sought to assess the influence of principals’ human resource management resource practices on academic performance in public secondary schools in Isinya Sub- County, Kajiado County, Kenya. The study was guided by the objective: To determine the influence of staff recruitment practices adopted by principals on academic performance in public secondary schools in Isinya Sub- County. This study was guided by the systems theory which was postulated by Luhmann Nklas and adopted a mixed methodology and thus applied concurrent triangulation research design. Using a target population of 433, Yamane’s Formula was used to get a sample of 208 respondents who were selected by stratification. Piloting was conducted among 21 respondents from secondary schools in Isinya Sub- County. Qualitative data were analyzed thematically based on study objectives and presented in narrative form, whereas quantitative data were analyzed using descriptive statistics. The study found that staff recruitment practices adopted by principals influence academic performance in public secondary schools. Principals usually put adverts to announce the existence of a teaching vacancy in public secondary schools detailing requirements for every position. The study recommends that the principals should ensure that staff hired are qualified with relevant educational level, pre-requisite experience and understand the nature of their work.
{"title":"Do Principals’ Staff Recruitment Practices Influence Academic Performance of Schools? An Empirical Study of Public Secondary Schools in Isinya Sub- County, Kajiado County, Kenya","authors":"Elphas Taabu Nyakuti, Reuben K. Kenei","doi":"10.59765/vp45a92","DOIUrl":"https://doi.org/10.59765/vp45a92","url":null,"abstract":": Human resource management practices adopted by secondary school principals play a key role in ensuring improved service delivery and academic performance in internal and national examinations. However, in Isinya Sub- County, the situation is different with many public secondary schools registering low academic grades in KCSE. This study sought to assess the influence of principals’ human resource management resource practices on academic performance in public secondary schools in Isinya Sub- County, Kajiado County, Kenya. The study was guided by the objective: To determine the influence of staff recruitment practices adopted by principals on academic performance in public secondary schools in Isinya Sub- County. This study was guided by the systems theory which was postulated by Luhmann Nklas and adopted a mixed methodology and thus applied concurrent triangulation research design. Using a target population of 433, Yamane’s Formula was used to get a sample of 208 respondents who were selected by stratification. Piloting was conducted among 21 respondents from secondary schools in Isinya Sub- County. Qualitative data were analyzed thematically based on study objectives and presented in narrative form, whereas quantitative data were analyzed using descriptive statistics. The study found that staff recruitment practices adopted by principals influence academic performance in public secondary schools. Principals usually put adverts to announce the existence of a teaching vacancy in public secondary schools detailing requirements for every position. The study recommends that the principals should ensure that staff hired are qualified with relevant educational level, pre-requisite experience and understand the nature of their work.","PeriodicalId":305882,"journal":{"name":"Journal of Research Innovation and Implications in Education","volume":"72 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131618794","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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