Access to improved sanitation is an important component of human health and wellbeing. Minimum requirements for safe WASH in schools are not provided in most rural schools in Kenya. The current paper investigated the effects of availability and access to safe drinking water on students’ academic performance in secondary school in Muhoroni Sub-County, Kenya. Descriptive research design and mixed methodology was used. The target population was 2354 form three students and 23 teachers. Krejcie and Morgan sample size determination formula was used to obtain a sample size of 331 respondents. Questionnaires and interviews were used to collect data. Validity was determined by consulting research supervisors while reliability was determined through the use of Cronbach Alpha. Quantitative data were analysed by SPSS (version 25) and the findings presented using frequencies and percentages while qualitative data were thematically classified and arranged before they were reported in narrations and quotations. The study found that 65.4% of the learners reported that they were using safe drinking water in their schools. In addition, 63.3% of the study participants reported that their schools had reliable, sufficient and clean water supply. The study concluded that availability of safe drinking water at schools reduces the likelihood of water-related illnesses, such as diarrhea or other waterborne diseases. In addition, availability to sanitation facilities influence students’ academic performance among secondary school students. This study will give the current WASH scenario of schools in the study area that can help concerned authorities abide by WASH guidelines to improve the school’s WASH situation.
{"title":"Effects of Availability and Access to Safe Drinking Water on Students’ Academic Performance in Secondary Schools in Muhoroni Sub-County, Kenya","authors":"Edna Sang, Emoit D. Omuse","doi":"10.59765/xc94jbjs","DOIUrl":"https://doi.org/10.59765/xc94jbjs","url":null,"abstract":"Access to improved sanitation is an important component of human health and wellbeing. Minimum requirements for safe WASH in schools are not provided in most rural schools in Kenya. The current paper investigated the effects of availability and access to safe drinking water on students’ academic performance in secondary school in Muhoroni Sub-County, Kenya. Descriptive research design and mixed methodology was used. The target population was 2354 form three students and 23 teachers. Krejcie and Morgan sample size determination formula was used to obtain a sample size of 331 respondents. Questionnaires and interviews were used to collect data. Validity was determined by consulting research supervisors while reliability was determined through the use of Cronbach Alpha. Quantitative data were analysed by SPSS (version 25) and the findings presented using frequencies and percentages while qualitative data were thematically classified and arranged before they were reported in narrations and quotations. The study found that 65.4% of the learners reported that they were using safe drinking water in their schools. In addition, 63.3% of the study participants reported that their schools had reliable, sufficient and clean water supply. The study concluded that availability of safe drinking water at schools reduces the likelihood of water-related illnesses, such as diarrhea or other waterborne diseases. In addition, availability to sanitation facilities influence students’ academic performance among secondary school students. This study will give the current WASH scenario of schools in the study area that can help concerned authorities abide by WASH guidelines to improve the school’s WASH situation.","PeriodicalId":305882,"journal":{"name":"Journal of Research Innovation and Implications in Education","volume":"70 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114911185","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}
Despite all effort that has been shown in addressing the education issues that affect the female students, there is still a gap. Thus, the need to study socio-cultural dynamics influencing management of gender participation in schooling among Mijikenda community. The study was conducted to answer a research question; what is the influence of perceived gender roles on the management of gender participation in schooling among Mijikenda community learners in public secondary schools in Kwale County? This study was guided by the Systems theory and augmented by Maslow’s theory of hierarchy of needs. The study employed a mixed approach and was based on descriptive survey design. The study population was 2209 Mijikenda girls and boys who sat for KCSE in 2018 and 2019 and 49 head teachers at the secondary schools in Kwale County. The sample size was 310 participants. The study found that there was an influence of perceived gender roles on the management of gender participation in schooling among Mijikenda community learners in public secondary schools in Kwale County. There were different influences of gender participation in schooling regarding the marriage expectations for girls. Thus, the study concludes that while some of the identified items were negative for the gender balances, others were positive. The study recommends that the Ministry of Education initiate education programmes that promote enrolment, transition, and academic performance in Kwale county.
{"title":"Influence of Perceived Role of Girls on the Academic Performance among Mijikenda Community Learners in Public Secondary Schools","authors":"David Mutua, J. Ogal","doi":"10.59765/v41xfaa","DOIUrl":"https://doi.org/10.59765/v41xfaa","url":null,"abstract":"Despite all effort that has been shown in addressing the education issues that affect the female students, there is still a gap. Thus, the need to study socio-cultural dynamics influencing management of gender participation in schooling among Mijikenda community. The study was conducted to answer a research question; what is the influence of perceived gender roles on the management of gender participation in schooling among Mijikenda community learners in public secondary schools in Kwale County? This study was guided by the Systems theory and augmented by Maslow’s theory of hierarchy of needs. The study employed a mixed approach and was based on descriptive survey design. The study population was 2209 Mijikenda girls and boys who sat for KCSE in 2018 and 2019 and 49 head teachers at the secondary schools in Kwale County. The sample size was 310 participants. The study found that there was an influence of perceived gender roles on the management of gender participation in schooling among Mijikenda community learners in public secondary schools in Kwale County. There were different influences of gender participation in schooling regarding the marriage expectations for girls. Thus, the study concludes that while some of the identified items were negative for the gender balances, others were positive. The study recommends that the Ministry of Education initiate education programmes that promote enrolment, transition, and academic performance in Kwale county.","PeriodicalId":305882,"journal":{"name":"Journal of Research Innovation and Implications in Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116912880","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}
Information Technology has changed our societies in a variety of ways, before COVID-19 and after COVID-19. A mobile phone being one of the devices under technological generation is needed in teaching and learning. In higher learning institutions, a great number of students make mobile phones part of useful tools for learning. This study aimed to assess WhatsApp as a collaborative learning tool in Higher Learning Institutions a case in Tanzania. The study used a multi-case method where students from three different Higher Learning Institutions were used as units of inquiry. These students came from different levels and programmes, the institutions were from one private institution and two public institutions. The tool used to collect data was an online form created by google. Data collected was then analysed and processed through the google form and the responses were shown with charts and graphs from google. The study included students from non-degree (certificate and diploma) and undergraduate students from bachelor’s degree. The results indicated that WhatsApp is one of the most favored mobile based applications, especially in HLIs; students use the WhatsApp application in exchanging learning materials with their fellow students and their instructors. Not only that, but the application is also used for opening new collaboration and links with other students from different colleges and universities. Nevertheless, the results showed that some students in higher learning institutions in Tanzania use WhatsApp as a platform to learn new business ideas hence some open businesses while still students at College or University through this platform. The current study recommends that Higher learning institution should have conducive environment for learners to get free internet services throughout in the University compound at the same time having a policy that show rules and regulations to be followed on ways to use the WhatsApp tool
{"title":"Assessment of WhatsApp as a Collaborative Learning Tool in the post COVID-19 Era in Higher Learning Institutions: A Case of Tanzania","authors":"Mutajwaa Alphonce Shuubi, Reuben Minael Kivara","doi":"10.59765/b7ds7910","DOIUrl":"https://doi.org/10.59765/b7ds7910","url":null,"abstract":"Information Technology has changed our societies in a variety of ways, before COVID-19 and after COVID-19. A mobile phone being one of the devices under technological generation is needed in teaching and learning. In higher learning institutions, a great number of students make mobile phones part of useful tools for learning. This study aimed to assess WhatsApp as a collaborative learning tool in Higher Learning Institutions a case in Tanzania. The study used a multi-case method where students from three different Higher Learning Institutions were used as units of inquiry. These students came from different levels and programmes, the institutions were from one private institution and two public institutions. The tool used to collect data was an online form created by google. Data collected was then analysed and processed through the google form and the responses were shown with charts and graphs from google. The study included students from non-degree (certificate and diploma) and undergraduate students from bachelor’s degree. The results indicated that WhatsApp is one of the most favored mobile based applications, especially in HLIs; students use the WhatsApp application in exchanging learning materials with their fellow students and their instructors. Not only that, but the application is also used for opening new collaboration and links with other students from different colleges and universities. Nevertheless, the results showed that some students in higher learning institutions in Tanzania use WhatsApp as a platform to learn new business ideas hence some open businesses while still students at College or University through this platform. The current study recommends that Higher learning institution should have conducive environment for learners to get free internet services throughout in the University compound at the same time having a policy that show rules and regulations to be followed on ways to use the WhatsApp tool","PeriodicalId":305882,"journal":{"name":"Journal of Research Innovation and Implications in Education","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134034021","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}
In Kenya, Female Genital Mutilation/Cutting (FGC) is a cultural practice that is widely practiced. Despite interventional efforts to end FGC, progress has been limited both in preventing it and caring for girls and women who have already undergone the cut. The practice has persisted, albeit with some changes. This study sought to examine the place of women in the implementation of FGC interventions on the psychosocial wellbeing of the girl child in Marani Sub-County, Kenya. The study was anchored on the step change theory. The study used interviews and questionnaires to collect qualitative and quantitative data. In this context, quantitative data was collected using questionnaires, analyzed quantitatively. Qualitative data (words/propositions) was collected through key informant interviews, focus group discussions, and analyzed descriptively. The study revealed that stress, stigma, isolation, and marital problems were main psychological effects. Findings from this study conclude that FGC is an ongoing practice within the Gusii community with women and health professionals being the main perpetrators though its practice has reduced drastically compared to previous years. The study recommends an adoption of alternative rites of passage to eliminate the practice. This can be possible through re-socialisation of community members on the need to change this negative tradition for the psychosocial wellbeing of the girl child.
{"title":"The Place of Women in the Implementation of FGC Interventions on the Psychosocial Wellbeing of the Girl Child in Marani Sub-County, Kisii County, Kenya","authors":"M. G. Magangi, P. Oino, G. Aberi","doi":"10.59765/rai3mti7","DOIUrl":"https://doi.org/10.59765/rai3mti7","url":null,"abstract":"In Kenya, Female Genital Mutilation/Cutting (FGC) is a cultural practice that is widely practiced. Despite interventional efforts to end FGC, progress has been limited both in preventing it and caring for girls and women who have already undergone the cut. The practice has persisted, albeit with some changes. This study sought to examine the place of women in the implementation of FGC interventions on the psychosocial wellbeing of the girl child in Marani Sub-County, Kenya. The study was anchored on the step change theory. The study used interviews and questionnaires to collect qualitative and quantitative data. In this context, quantitative data was collected using questionnaires, analyzed quantitatively. Qualitative data (words/propositions) was collected through key informant interviews, focus group discussions, and analyzed descriptively. The study revealed that stress, stigma, isolation, and marital problems were main psychological effects. Findings from this study conclude that FGC is an ongoing practice within the Gusii community with women and health professionals being the main perpetrators though its practice has reduced drastically compared to previous years. The study recommends an adoption of alternative rites of passage to eliminate the practice. This can be possible through re-socialisation of community members on the need to change this negative tradition for the psychosocial wellbeing of the girl child.","PeriodicalId":305882,"journal":{"name":"Journal of Research Innovation and Implications in Education","volume":"127 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115177894","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}
In Kenya, school development planning for public schools involves determining school needs, prioritizing school needs, preparing action plans, implementing and monitoring the plans. Specifically, public schools in Mbeere -North sub-county have always adopted strategic plans as directed by the Ministry of Education. However, schools continue experiencing dismal performance and poor management. Thus, the study assessed the influence of school dynamics in the implementation of strategic plans in public secondary schools in Mbeere North Sub- County, Embu County. The study was guided by two research questions; 1. What is the influence of stakeholder involvement on the implementation of strategic planning? 2. How does the principal’s leadership influence the implementation of strategic planning? The study adopted a mixed method approach with an explanatory sequential research design. The study used stratified sampling to select 341 respondents. Questionnaires were used to collect data from Board of Management members, teachers and students whereas interview guides were used to collect data from principals, the Sub-County Director of Education and the Quality Assurance Officer. Validity was established through expert judgement. Reliability was determined using test-retest technique. Qualitative data was analyzed thematically while quantitative data analyzed using descriptive statistics. The study found that secondary schools in Mbeere North Sub- County had long term strategic planning, which if properly implemented, would benefit the stakeholders in schools. The study established that some principals included the stakeholders in the implementation of strategic planning. The study found that effective leadership in strategic planning play the role of making good planning, providing better awareness of needs
{"title":"Stakeholders’ Involvement and School Leadership for Effective Implementation of Strategic Planning","authors":"Rosemary Mbogo Murugi, Mary Mugwe","doi":"10.59765/fa59zan3","DOIUrl":"https://doi.org/10.59765/fa59zan3","url":null,"abstract":"In Kenya, school development planning for public schools involves determining school needs, prioritizing school needs, preparing action plans, implementing and monitoring the plans. Specifically, public schools in Mbeere -North sub-county have always adopted strategic plans as directed by the Ministry of Education. However, schools continue experiencing dismal performance and poor management. Thus, the study assessed the influence of school dynamics in the implementation of strategic plans in public secondary schools in Mbeere North Sub- County, Embu County. The study was guided by two research questions; 1. What is the influence of stakeholder involvement on the implementation of strategic planning? 2. How does the principal’s leadership influence the implementation of strategic planning? The study adopted a mixed method approach with an explanatory sequential research design. The study used stratified sampling to select 341 respondents. Questionnaires were used to collect data from Board of Management members, teachers and students whereas interview guides were used to collect data from principals, the Sub-County Director of Education and the Quality Assurance Officer. Validity was established through expert judgement. Reliability was determined using test-retest technique. Qualitative data was analyzed thematically while quantitative data analyzed using descriptive statistics. The study found that secondary schools in Mbeere North Sub- County had long term strategic planning, which if properly implemented, would benefit the stakeholders in schools. The study established that some principals included the stakeholders in the implementation of strategic planning. The study found that effective leadership in strategic planning play the role of making good planning, providing better awareness of needs","PeriodicalId":305882,"journal":{"name":"Journal of Research Innovation and Implications in Education","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114173270","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 research has been rooted in the Bandura’s (1986) Social Cognitive Theory of learning. The paper investigated how teacher mentorship relates to teachers’ job performance when moderated by head teachers’ management styles. From a pragmatic realist viewpoint, a cross-sectional survey design with concurrent mixed method approach was used in data collection, analysis and interpretation. A questionnaire comprising of Teacher mentorship experience scale, Teacher job performance scale and Leadership behaviour scale was filled by 286 teachers while four school administrators were interviewed. The results revealed a moderate level of mentorship (M = 35.95, SD = 6.78, Min =19, Max=50) and a moderate level of teachers’ job performance (M = 41.58, SD = 5.04, Min=13, Max = 50). Nonetheless, there was a positive significant correlation (r = .398, p < .001) between mentorship and teacher job performance. A multiple regression analysis using Process plugin in SPSS generated a significant moderation effect of head teacher leadership styles on the link between teacher mentorship and teacher job performance within the Johnson-Neyman region of significance. Autocratic leadership increased the effect of mentorship on job performance (B= -0.02, p =.05) by head teachers more than any other styles. This implies that head teachers have to be more directing and instructing in order for their teachers to perform their duties effectively.
{"title":"The Moderation Effect of Head Teachers’ Leadership Styles in Directing Mentorship Pragrammes Towards Teacher Job Performance: The Case of Secondary Schools in Tororo District, Eastern Uganda","authors":"A. Nabitula, C. Eryenyu, D. K. Olema","doi":"10.59765/vais10ei","DOIUrl":"https://doi.org/10.59765/vais10ei","url":null,"abstract":"This research has been rooted in the Bandura’s (1986) Social Cognitive Theory of learning. The paper investigated how teacher mentorship relates to teachers’ job performance when moderated by head teachers’ management styles. From a pragmatic realist viewpoint, a cross-sectional survey design with concurrent mixed method approach was used in data collection, analysis and interpretation. A questionnaire comprising of Teacher mentorship experience scale, Teacher job performance scale and Leadership behaviour scale was filled by 286 teachers while four school administrators were interviewed. The results revealed a moderate level of mentorship (M = 35.95, SD = 6.78, Min =19, Max=50) and a moderate level of teachers’ job performance (M = 41.58, SD = 5.04, Min=13, Max = 50). Nonetheless, there was a positive significant correlation (r = .398, p < .001) between mentorship and teacher job performance. A multiple regression analysis using Process plugin in SPSS generated a significant moderation effect of head teacher leadership styles on the link between teacher mentorship and teacher job performance within the Johnson-Neyman region of significance. Autocratic leadership increased the effect of mentorship on job performance (B= -0.02, p =.05) by head teachers more than any other styles. This implies that head teachers have to be more directing and instructing in order for their teachers to perform their duties effectively.","PeriodicalId":305882,"journal":{"name":"Journal of Research Innovation and Implications in Education","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121617034","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 purpose of this study was to establish the influence of singing games on the moral development of pre-primary school children. Specifically, the study sought to find out the influence of singing games on character formation among pre-primary school children. The study employed a descriptive survey design. The target population was 2,446 respondents, constituting 2000 pre-primary school children, 230 teachers, 215 parents, and the Kisii South Sub-County ECDE Director. Krejcie and Morgan's (1970) table was used to obtain a sample of 331 respondents. Simple random sampling and purposive sampling were used. Questionnaires, interviews, and observation schedules were used as tools of data collection. Quantitative data were analysed using descriptive and inferential statistics, while qualitative data were coded and categorized through the identification of themes and patterns. The study found that most of the children who entirely and actively participated in singing games at school had a positive change in their moral development through character formation, with a correlation value of r=.260. These findings signified that for society to have morally upright children, there is a need for emphasis on more singing games by curriculum designers and educators for effective moral development. The findings will be useful to teachers, educational policymakers and practitioners, and educators in fine-tuning their pedagogical approaches, allocating teaching and learning resources, developing and designing the curriculum, and assessing the effectiveness of singing games on moral development. Finally, this study would help enhance the existing literature upon which potential researchers will base related work.
{"title":"Role of Singing Games in Character Formation among Pre-Primary School Children","authors":"Maxwell N. Ong'eta, Benard O. Nyatuka, T. Pacho","doi":"10.59765/ozak393p","DOIUrl":"https://doi.org/10.59765/ozak393p","url":null,"abstract":"The purpose of this study was to establish the influence of singing games on the moral development of pre-primary school children. Specifically, the study sought to find out the influence of singing games on character formation among pre-primary school children. The study employed a descriptive survey design. The target population was 2,446 respondents, constituting 2000 pre-primary school children, 230 teachers, 215 parents, and the Kisii South Sub-County ECDE Director. Krejcie and Morgan's (1970) table was used to obtain a sample of 331 respondents. Simple random sampling and purposive sampling were used. Questionnaires, interviews, and observation schedules were used as tools of data collection. Quantitative data were analysed using descriptive and inferential statistics, while qualitative data were coded and categorized through the identification of themes and patterns. The study found that most of the children who entirely and actively participated in singing games at school had a positive change in their moral development through character formation, with a correlation value of r=.260. These findings signified that for society to have morally upright children, there is a need for emphasis on more singing games by curriculum designers and educators for effective moral development. The findings will be useful to teachers, educational policymakers and practitioners, and educators in fine-tuning their pedagogical approaches, allocating teaching and learning resources, developing and designing the curriculum, and assessing the effectiveness of singing games on moral development. Finally, this study would help enhance the existing literature upon which potential researchers will base related work.","PeriodicalId":305882,"journal":{"name":"Journal of Research Innovation and Implications in Education","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131234972","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}
Robert Kakai Simiyu, Denis Mamboleo, Mildred Fedha Lumayu
Mount Elgon Forest has declined primarily due to anthropogenic activities. The aim of this paper was to investigate the influence of settlement activities on sustainable household’s livelihoods of inhabitants in Mount Elgon Forest, Bungoma County, Kenya. This study used cross-sectional research design and mixed methodology. The target population was 12842 household heads, 4 ward administrators, 12 chiefs, 1 Kenya Forest service personnel and 1 NEMA official. A sample of 373 household heads, 4 ward administrators, 12 chiefs, 1 Kenya Forest Service Personnel and 1 NEMA official took part in the study. Questionnaires, interview guides and Focus Group Discussions were used to collect data. Validity was determined by consulting supervisors while reliability was ascertained through piloting and use of Cronbach Alpha Coefficient. Quantitative data was analysed using frequencies, percentages, means, Standard deviation and Pearson Correlation analysis. Qualitative data was thematically classified and arranged before being reported in narrations and quotations. Analyzed data was presented using tables and figures. The study found a significant positive correlation between settlement activities and sustainable households’ livelihoods (r = .614; p = .000). It was recommended that there was a need to devise ways of reducing population density and land fragmentation leading to reduced dependency on forest products. The findings of the study will be crucial to professional bodies and institutions such as Kenya Forest service, Kenya wildlife service and NEMA in relooking at the approaches that enhance livelihoods among forest users and thus come up with strategies for effective management of forests improving on sustainable livelihoods.
{"title":"Influence of Settlement Activities on Sustainable Households’ Livelihoods of the Inhabitants in Mount Elgon Forest, Bungoma County, Kenya","authors":"Robert Kakai Simiyu, Denis Mamboleo, Mildred Fedha Lumayu","doi":"10.59765/9350yazb","DOIUrl":"https://doi.org/10.59765/9350yazb","url":null,"abstract":"Mount Elgon Forest has declined primarily due to anthropogenic activities. The aim of this paper was to investigate the influence of settlement activities on sustainable household’s livelihoods of inhabitants in Mount Elgon Forest, Bungoma County, Kenya. This study used cross-sectional research design and mixed methodology. The target population was 12842 household heads, 4 ward administrators, 12 chiefs, 1 Kenya Forest service personnel and 1 NEMA official. A sample of 373 household heads, 4 ward administrators, 12 chiefs, 1 Kenya Forest Service Personnel and 1 NEMA official took part in the study. Questionnaires, interview guides and Focus Group Discussions were used to collect data. Validity was determined by consulting supervisors while reliability was ascertained through piloting and use of Cronbach Alpha Coefficient. Quantitative data was analysed using frequencies, percentages, means, Standard deviation and Pearson Correlation analysis. Qualitative data was thematically classified and arranged before being reported in narrations and quotations. Analyzed data was presented using tables and figures. The study found a significant positive correlation between settlement activities and sustainable households’ livelihoods (r = .614; p = .000). It was recommended that there was a need to devise ways of reducing population density and land fragmentation leading to reduced dependency on forest products. The findings of the study will be crucial to professional bodies and institutions such as Kenya Forest service, Kenya wildlife service and NEMA in relooking at the approaches that enhance livelihoods among forest users and thus come up with strategies for effective management of forests improving on sustainable livelihoods.","PeriodicalId":305882,"journal":{"name":"Journal of Research Innovation and Implications in Education","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125863911","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 study looked at the influence of teachers’ attitudes towards information communication technology (ICT), on learners’ academic achievement in geography in public secondary schools in Nyamira county, Kenya. The major aim was to assess the teachers’ attitudes towards ICT usage. The study used three questionnaires and one interview schedule to collect data from 190 public secondary schools and 6 education quality assurance officers. The data was collected and coded by using statistical package for social sciences (SPSS) for analysis, use of mixed method approach was used, where descriptive and inferential statistics were analyzed and presented in form of tables. The main issues faced by teachers might have contributed to the limited use of ICT in teaching and learning process, hence affecting learners’ academic achievements in geography. Teachers’ attitudes will be solved when; pre –training, workshops for capacity building and in-service courses for ICT will be enhanced in all learning institutions. The study therefore recommends that teachers get trained for the implementation of ICT in teaching and learning to be enhanced and improvement of infrastructure.
{"title":"Assessment of the Teachers’ Attitude towards ICT and Learners’ Academic Achievement in Geography in Nyamira County, Kenya","authors":"Kennedy Moga Omwoki, E. Omwenga, D. Mamboleo","doi":"10.59765/faiq0519.","DOIUrl":"https://doi.org/10.59765/faiq0519.","url":null,"abstract":"The study looked at the influence of teachers’ attitudes towards information communication technology (ICT), on learners’ academic achievement in geography in public secondary schools in Nyamira county, Kenya. The major aim was to assess the teachers’ attitudes towards ICT usage. The study used three questionnaires and one interview schedule to collect data from 190 public secondary schools and 6 education quality assurance officers. The data was collected and coded by using statistical package for social sciences (SPSS) for analysis, use of mixed method approach was used, where descriptive and inferential statistics were analyzed and presented in form of tables. The main issues faced by teachers might have contributed to the limited use of ICT in teaching and learning process, hence affecting learners’ academic achievements in geography. Teachers’ attitudes will be solved when; pre –training, workshops for capacity building and in-service courses for ICT will be enhanced in all learning institutions. The study therefore recommends that teachers get trained for the implementation of ICT in teaching and learning to be enhanced and improvement of infrastructure.","PeriodicalId":305882,"journal":{"name":"Journal of Research Innovation and Implications in Education","volume":"74 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133227669","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}
Education is one way to impart moral consciousness in individuals. One of the marks of moral growth is abstinence from retrogressive socio-cultural beliefs and practices. The study investigated the relationship between reasons given by teachers and students for abstaining from retrogressive socio-cultural practices and their levels of moral development, based on Kohlberg’s theory of moral development. The retrogressive socio-cultural practices were identified from Henry Ole Kulet’s novel Blossoms of the Savannah, which was selected purposively. The research was descriptive comparative by design. The study targeted 2227 Form Three students and 620 teachers of English from national secondary schools from Uasin Gishu, Nandi and Elgeyo Marakwet Counties. From this population, 339 students and 59 teachers were sampled using Taro Yamane’s formula and selected using simple random sampling. Data were collected using questionnaires, focus group discussions, classroom observations and content analysis. Quantitative data was analysed using SPSS (version 25) program. Qualitative data was analysed thematically. From the novel, four retrogressive practices were identified, namely female genital mutilation, polygamy, patriarchy along with male chauvinism, and arranged or early marriages. From the findings, majority of students and teachers’ reason at the post-convectional level of moral development, as evidenced from the various explanations they gave for abstaining from retrogressive socio-cultural practices. Therefore, teachers and students’ reason beyond the perspectives of society and recognize that laws must be consistent with individuals’ rights. Consequently, the government should select and approve literary texts as set-books that promote conventional or post-conventional level of moral reasoning in their readers.
{"title":"Relationship between Abstinence from Retrogressive Sociocultural Practices and Secondary School Students’ Levels of Moral Growth and Development","authors":"Jennifer Koskey, C. Amimo, Edward Mooka","doi":"10.59765/ziek3941","DOIUrl":"https://doi.org/10.59765/ziek3941","url":null,"abstract":"Education is one way to impart moral consciousness in individuals. One of the marks of moral growth is abstinence from retrogressive socio-cultural beliefs and practices. The study investigated the relationship between reasons given by teachers and students for abstaining from retrogressive socio-cultural practices and their levels of moral development, based on Kohlberg’s theory of moral development. The retrogressive socio-cultural practices were identified from Henry Ole Kulet’s novel Blossoms of the Savannah, which was selected purposively. The research was descriptive comparative by design. The study targeted 2227 Form Three students and 620 teachers of English from national secondary schools from Uasin Gishu, Nandi and Elgeyo Marakwet Counties. From this population, 339 students and 59 teachers were sampled using Taro Yamane’s formula and selected using simple random sampling. Data were collected using questionnaires, focus group discussions, classroom observations and content analysis. Quantitative data was analysed using SPSS (version 25) program. Qualitative data was analysed thematically. From the novel, four retrogressive practices were identified, namely female genital mutilation, polygamy, patriarchy along with male chauvinism, and arranged or early marriages. From the findings, majority of students and teachers’ reason at the post-convectional level of moral development, as evidenced from the various explanations they gave for abstaining from retrogressive socio-cultural practices. Therefore, teachers and students’ reason beyond the perspectives of society and recognize that laws must be consistent with individuals’ rights. Consequently, the government should select and approve literary texts as set-books that promote conventional or post-conventional level of moral reasoning in their readers.","PeriodicalId":305882,"journal":{"name":"Journal of Research Innovation and Implications in Education","volume":"75 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114210160","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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