The utilization of online digital technologies in higher education teaching and learning has gained impetus in the post-COVID-19 era. A number of higher educational institutions have invested in capacity-building programmes related to the utilization of online digital technologies for teaching and learning. However, the utilization of these technologies in doctoral supervision is hampered by challenges related to access to digital devices, internet connectivity and the general attitude among digital technology users. Furthermore, despite supervisors’ efforts to reinforce mentoring, the lack of in-person engagement between supervisors and students portends a greater challenge. Therefore, the study sought to determine the influence of doctoral students’ gender on their thesis progression, the relationship between the frequency of engaging supervisors and thesis progression, the preferred mode of supervisor engagement and the level of student utilization of digital technologies in their doctoral work. The study sampled 109 students from a population of 150 PhD students of the University of Nairobi. Data were gathered through questionnaires and interviews that were administered to doctoral students and their supervisors respectively. The results showed a weak negative correlation between student and supervisor engagement and their stage in theses writing. The study also established low utilization of digital technologies in doctoral thesis supervision. Nonetheless, the results showed that student-supervisor engagement has an impact on their progression and that a significant number of doctoral students were comfortable with engaging their supervisors through a combination of face-to-face/in-person and virtual/online sessions. The study recommends that universities should adopt a blended doctoral supervision model to leverage the strengths of both in-person and virtual student-supervisor engagement. Further, there is a need to train both students and supervisors in the use of digital tools to enhance their engagement
{"title":"Utilization of Digital Technologies in Doctoral Thesis Supervision at the University of Nairobi: Implications for Quality Assurance","authors":"P. C. Kigwilu, Raphael Nyonje","doi":"10.37284/eajes.7.1.1844","DOIUrl":"https://doi.org/10.37284/eajes.7.1.1844","url":null,"abstract":"The utilization of online digital technologies in higher education teaching and learning has gained impetus in the post-COVID-19 era. A number of higher educational institutions have invested in capacity-building programmes related to the utilization of online digital technologies for teaching and learning. However, the utilization of these technologies in doctoral supervision is hampered by challenges related to access to digital devices, internet connectivity and the general attitude among digital technology users. Furthermore, despite supervisors’ efforts to reinforce mentoring, the lack of in-person engagement between supervisors and students portends a greater challenge. Therefore, the study sought to determine the influence of doctoral students’ gender on their thesis progression, the relationship between the frequency of engaging supervisors and thesis progression, the preferred mode of supervisor engagement and the level of student utilization of digital technologies in their doctoral work. The study sampled 109 students from a population of 150 PhD students of the University of Nairobi. Data were gathered through questionnaires and interviews that were administered to doctoral students and their supervisors respectively. The results showed a weak negative correlation between student and supervisor engagement and their stage in theses writing. The study also established low utilization of digital technologies in doctoral thesis supervision. Nonetheless, the results showed that student-supervisor engagement has an impact on their progression and that a significant number of doctoral students were comfortable with engaging their supervisors through a combination of face-to-face/in-person and virtual/online sessions. The study recommends that universities should adopt a blended doctoral supervision model to leverage the strengths of both in-person and virtual student-supervisor engagement. Further, there is a need to train both students and supervisors in the use of digital tools to enhance their engagement","PeriodicalId":504467,"journal":{"name":"East African Journal of Education Studies","volume":"4 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140366163","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}
Technological advancements play a pivotal role in reshaping traditional learning paradigms. The COVID-19 pandemic disrupted teaching in Kenya’s learning institutions, especially in medical schools, like Kenya medical training college (KMTC). Due to safety, face-to-face classes had to be suspended. Online learning tools played a crucial role during the pandemic; but in developing countries like Kenya, technological, educational/literacy background, and socioeconomic challenges existed that could be a hindrance to the adoption and utilization of online learning process. The purpose of this study was to identify challenges to online learning from the perspective of student nurses (March and September 2020 classes) at Kenya Medical Training College. The study objectives were to assess student-related, technological and institutional challenges to the utilization of online learning. A descriptive, cross-sectional design was utilised in the study. Structured questionnaires were used to collect data from sampled March and September 2020 class student nurses who undertook online classes. The respondents were 272 first-year diploma student nurses from March and September 2020 classes sampled from eight selected campuses in the Western, Nyanza, and North Rift regions of Kenya. Collected data was analysed using the Statistical Package for Social Sciences (SPSS) version 20 computer software. Descriptive statistics included proportions, and frequencies, while results were presented in the form of graphs and tables. Ethical issues were observed by ensuring confidentiality and anonymity, and permission was sought prior to data collection. Study findings revealed the existence of challenges to the utilization of online learning by students at KMTC. Student-related challenges included knowledge gap on the use of internet infrastructure (38.8%), not owning E-learning devices (9.6%), and inadequate utilization of online learning at home setting due to disruptions, limited space, and competing tasks (88.2%). On technological challenges, 70% of respondents owned gadgets that were incompatible with the media that was being utilised for e-learning, hence couldn’t log in for the sessions. Frequent internet instability was experienced by 54.4% of students. 58.8% stated having slow internet connectivity that affected timely logging in for sessions. On institutional challenges, 55.5% of students stated inadequate preparation for online learning by the institutions, and lack of orientation. 92.6% of respondents indicated preference for face-to-face mode of learning to E-learning, citing reasons like poor communication between students and lecturers, interruption of online classes due to poor network, inconsistent data bundles, and lack of instant feedback and supervision by lecturers. In conclusion, great importance was attached to needs assessment survey for students and lecturers on all campuses to identify these challenges to enhance the adoption of the teaching model
{"title":"Challenges to Utilization of Online Learning: A Study on First-Year Nursing Students at Selected KMTC Campuses","authors":"Elizabeth Wambui Ndura, Gladys Wandera Sitati","doi":"10.37284/eajes.7.1.1846","DOIUrl":"https://doi.org/10.37284/eajes.7.1.1846","url":null,"abstract":"Technological advancements play a pivotal role in reshaping traditional learning paradigms. The COVID-19 pandemic disrupted teaching in Kenya’s learning institutions, especially in medical schools, like Kenya medical training college (KMTC). Due to safety, face-to-face classes had to be suspended. Online learning tools played a crucial role during the pandemic; but in developing countries like Kenya, technological, educational/literacy background, and socioeconomic challenges existed that could be a hindrance to the adoption and utilization of online learning process. The purpose of this study was to identify challenges to online learning from the perspective of student nurses (March and September 2020 classes) at Kenya Medical Training College. The study objectives were to assess student-related, technological and institutional challenges to the utilization of online learning. A descriptive, cross-sectional design was utilised in the study. Structured questionnaires were used to collect data from sampled March and September 2020 class student nurses who undertook online classes. The respondents were 272 first-year diploma student nurses from March and September 2020 classes sampled from eight selected campuses in the Western, Nyanza, and North Rift regions of Kenya. Collected data was analysed using the Statistical Package for Social Sciences (SPSS) version 20 computer software. Descriptive statistics included proportions, and frequencies, while results were presented in the form of graphs and tables. Ethical issues were observed by ensuring confidentiality and anonymity, and permission was sought prior to data collection. Study findings revealed the existence of challenges to the utilization of online learning by students at KMTC. Student-related challenges included knowledge gap on the use of internet infrastructure (38.8%), not owning E-learning devices (9.6%), and inadequate utilization of online learning at home setting due to disruptions, limited space, and competing tasks (88.2%). On technological challenges, 70% of respondents owned gadgets that were incompatible with the media that was being utilised for e-learning, hence couldn’t log in for the sessions. Frequent internet instability was experienced by 54.4% of students. 58.8% stated having slow internet connectivity that affected timely logging in for sessions. On institutional challenges, 55.5% of students stated inadequate preparation for online learning by the institutions, and lack of orientation. 92.6% of respondents indicated preference for face-to-face mode of learning to E-learning, citing reasons like poor communication between students and lecturers, interruption of online classes due to poor network, inconsistent data bundles, and lack of instant feedback and supervision by lecturers. In conclusion, great importance was attached to needs assessment survey for students and lecturers on all campuses to identify these challenges to enhance the adoption of the teaching model","PeriodicalId":504467,"journal":{"name":"East African Journal of Education Studies","volume":"10 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140366787","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 focused on Accelerated Education Programme (AEP) to develop planning and coordination models tailored to this kind of programme. The specific objective of the study was: To explore stakeholder’s experiences in planning for AEP to enhance transition of refugee learners to secondary education. The study sought to explore how stakeholders experience planning and how planning influences transition of refugees learners to secondary education based on grounded theory design. Data collection was done through in-depth interviews and constant comparison analysis were done. The findings indicate that planning for AEPs was based on the four major aspects: planning for programme support, the beneficiaries, stakeholder engagement and harmonizing the curriculum. However, there is a gap in how planning is done which negatively influences transition of AEP learners to secondary education. The above factors need to be taken into consideration right from the initial stages of the programme. A Community-Focused Planning Model was developed from the study- a model which upholds the significance of community focused planning with emphasis on taking into consideration the socio-ecological environment/community in which the child lives while planning for AEP. The study therefore contributes to improved planning of AEPs while taking into consideration the needs of refugee learners, the environment in which they live and collaboratively engaging communities in the design of AEP. Thus, leading to improved learning outcomes and transition of refugee children to secondary education
{"title":"Planning for the Accelerated Education Programme for Refugee Learners in Uganda: Stakeholders Experiences","authors":"Grace Kiiria, Wilson Eduan, Stella Eduan","doi":"10.37284/eajes.7.1.1837","DOIUrl":"https://doi.org/10.37284/eajes.7.1.1837","url":null,"abstract":"This study focused on Accelerated Education Programme (AEP) to develop planning and coordination models tailored to this kind of programme. The specific objective of the study was: To explore stakeholder’s experiences in planning for AEP to enhance transition of refugee learners to secondary education. The study sought to explore how stakeholders experience planning and how planning influences transition of refugees learners to secondary education based on grounded theory design. Data collection was done through in-depth interviews and constant comparison analysis were done. The findings indicate that planning for AEPs was based on the four major aspects: planning for programme support, the beneficiaries, stakeholder engagement and harmonizing the curriculum. However, there is a gap in how planning is done which negatively influences transition of AEP learners to secondary education. The above factors need to be taken into consideration right from the initial stages of the programme. A Community-Focused Planning Model was developed from the study- a model which upholds the significance of community focused planning with emphasis on taking into consideration the socio-ecological environment/community in which the child lives while planning for AEP. The study therefore contributes to improved planning of AEPs while taking into consideration the needs of refugee learners, the environment in which they live and collaboratively engaging communities in the design of AEP. Thus, leading to improved learning outcomes and transition of refugee children to secondary education","PeriodicalId":504467,"journal":{"name":"East African Journal of Education Studies","volume":"113 26","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140381500","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}
Issah Alhassan, Dennis Offei Kwakye, Isaac Brilliant Essuman, Alhassan Taah Malik, Alhassan Hudu, Abdul Rahaman Iddrisu
This study focused on public JHS mathematics teachers’ perceived knowledge about problem-solving and the extent to which mathematics teachers employed problem-solving strategies. The sequential explanatory research design was adopted for this research. The study sample consists of eighty-six JHS mathematics teachers in the Tamale metropolis. Means and standard deviations were used to analyse the quantitative data. The thematic analysis was done on the qualitative data after it was transcribed. The results demonstrated that even though JHS mathematics teachers have good knowledge about problem-solving, they moderately used problem-solving instructional strategies in their lessons and highly used task-based instruction and cooperative learning strategies. Therefore, the researcher recommends a new paradigm of training teachers on problem-solving strategies for public JHS mathematics instruction. The headteachers must ensure that mathematics teachers are supervised and motivated to use problem-solving methods to enhance students’ academic performance in mathematics
{"title":"Junior High School Mathematics Teachers’ Perceived Knowledge of Problem-Solving and Practices of Teaching Mathematics Through Problem-Solving in the Tamale Metropolis","authors":"Issah Alhassan, Dennis Offei Kwakye, Isaac Brilliant Essuman, Alhassan Taah Malik, Alhassan Hudu, Abdul Rahaman Iddrisu","doi":"10.37284/eajes.7.1.1835","DOIUrl":"https://doi.org/10.37284/eajes.7.1.1835","url":null,"abstract":"This study focused on public JHS mathematics teachers’ perceived knowledge about problem-solving and the extent to which mathematics teachers employed problem-solving strategies. The sequential explanatory research design was adopted for this research. The study sample consists of eighty-six JHS mathematics teachers in the Tamale metropolis. Means and standard deviations were used to analyse the quantitative data. The thematic analysis was done on the qualitative data after it was transcribed. The results demonstrated that even though JHS mathematics teachers have good knowledge about problem-solving, they moderately used problem-solving instructional strategies in their lessons and highly used task-based instruction and cooperative learning strategies. Therefore, the researcher recommends a new paradigm of training teachers on problem-solving strategies for public JHS mathematics instruction. The headteachers must ensure that mathematics teachers are supervised and motivated to use problem-solving methods to enhance students’ academic performance in mathematics","PeriodicalId":504467,"journal":{"name":"East African Journal of Education Studies","volume":"104 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140223058","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}
Justine Yapsoyekwo, Olivia Banja Nassaka, Charles Muweesi, M. O. Kagoire, M. G. Nambale, Nabateregga Judith, Faith Mbabazi Musinguzi, Sserwadda Lawrence, Eryenyu Charles, Namaganda Rose Mirembe
While combining academic and sports development is believed to provide opportunities that enable an individual to possess a better-balanced lifestyle, a stronger sense of self in areas other than sports, and greater life skills beyond their athletic career, the process is challenging and presents several barriers. The purpose of this study was to investigate the influence of integrating students' career opportunities on dual career development among students with a careful interest in how dual careers have become a relevant matter in the world of work as one of the tools that can improve social life. The study adopted the descriptive survey research design with both qualitative and quantitative approaches in which a population involving headteachers, deputy headteachers, directors of studies, career guidance teachers, games teachers, sports officers, and students who have been involved in games and sports in the schools were targeted. The study used a sample of 186 people selected using purposive, simple random and cluster sampling techniques. A pre-tested, validated, self-administered questionnaire and interview guide were used to gather data. The findings of the study revealed that for integration of students' needs with careers and dual career development, R2 = .495, F=179.242, Sig= .000 < .05 for an academic career and R2 = .670, F=371.676, Sig= .000 < .05 for a sports career. The study concluded that the integration of students' needs with careers had a higher influence on sports than on academic career development. The study finally recommends that career teachers need to provide guidance tailored to the needs of each student to allow for the integration of student needs with career opportunities. Mass guidance to groups of students does not provide for the integration of individual needs
{"title":"Integration of Students’ Career Opportunities and Dual Career Development among Students in Secondary Schools in Sebei Sub-Region, Uganda","authors":"Justine Yapsoyekwo, Olivia Banja Nassaka, Charles Muweesi, M. O. Kagoire, M. G. Nambale, Nabateregga Judith, Faith Mbabazi Musinguzi, Sserwadda Lawrence, Eryenyu Charles, Namaganda Rose Mirembe","doi":"10.37284/eajes.7.1.1834","DOIUrl":"https://doi.org/10.37284/eajes.7.1.1834","url":null,"abstract":"While combining academic and sports development is believed to provide opportunities that enable an individual to possess a better-balanced lifestyle, a stronger sense of self in areas other than sports, and greater life skills beyond their athletic career, the process is challenging and presents several barriers. The purpose of this study was to investigate the influence of integrating students' career opportunities on dual career development among students with a careful interest in how dual careers have become a relevant matter in the world of work as one of the tools that can improve social life. The study adopted the descriptive survey research design with both qualitative and quantitative approaches in which a population involving headteachers, deputy headteachers, directors of studies, career guidance teachers, games teachers, sports officers, and students who have been involved in games and sports in the schools were targeted. The study used a sample of 186 people selected using purposive, simple random and cluster sampling techniques. A pre-tested, validated, self-administered questionnaire and interview guide were used to gather data. The findings of the study revealed that for integration of students' needs with careers and dual career development, R2 = .495, F=179.242, Sig= .000 < .05 for an academic career and R2 = .670, F=371.676, Sig= .000 < .05 for a sports career. The study concluded that the integration of students' needs with careers had a higher influence on sports than on academic career development. The study finally recommends that career teachers need to provide guidance tailored to the needs of each student to allow for the integration of student needs with career opportunities. Mass guidance to groups of students does not provide for the integration of individual needs","PeriodicalId":504467,"journal":{"name":"East African Journal of Education Studies","volume":" 42","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140221856","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 investigated the relationship between student-centred pedagogical strategies and academic achievement at Kyambogo and Makerere universities. Data on a sample of 375 students was obtained using a questionnaire following the cross-sectional research design. Quantitative data were analysed using correlation and regression analyses. All student-centred pedagogical strategies were positively and strongly correlated with academic achievement. Nevertheless, all of the regression analysis outcomes—except those for learning facilitation, active learning, and authority sharing—were in line with the correlational results. According to the study's findings, lecturers should prioritize group learning, contextual learning, and student motivation overactive learning, authority sharing, and learning facilitation. It was recommended that lecturers focus more on group learning, contextual learning, and learner motivation rather than active learning, authority sharing, and learning facilitation
{"title":"Student-Centred Pedagogical Strategies and Academic Achievement of Students at Kyambogo and Makerere Universities","authors":"Harriet Ludigo, C. Mugimu, A. M. Mugagga","doi":"10.37284/eajes.7.1.1819","DOIUrl":"https://doi.org/10.37284/eajes.7.1.1819","url":null,"abstract":"The study investigated the relationship between student-centred pedagogical strategies and academic achievement at Kyambogo and Makerere universities. Data on a sample of 375 students was obtained using a questionnaire following the cross-sectional research design. Quantitative data were analysed using correlation and regression analyses. All student-centred pedagogical strategies were positively and strongly correlated with academic achievement. Nevertheless, all of the regression analysis outcomes—except those for learning facilitation, active learning, and authority sharing—were in line with the correlational results. According to the study's findings, lecturers should prioritize group learning, contextual learning, and student motivation overactive learning, authority sharing, and learning facilitation. It was recommended that lecturers focus more on group learning, contextual learning, and learner motivation rather than active learning, authority sharing, and learning facilitation","PeriodicalId":504467,"journal":{"name":"East African Journal of Education Studies","volume":"16 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140243757","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}
Learners with physical impairments have a right to quality education within regular schools. However, learning efficacy among learners with physical impairments in regular public schools has been on a downward trajectory. Therefore, the objective of this study was to find out how self-image affected learning efficacy among learners with physical impairments in regular public primary schools in Kitui County. Correlational and phenomenological research designs were triangulated to give a unified perspective of the study. A mixed research methodology whereby quantitative and qualitative data were concurrently collected was applied. The target population was 89,745 participants, which included 56,875 learners, 2,607 teachers, 30,221 parents and guardians and 42 curriculum support officers. Purposive sampling techniques were used in identifying the sample of the study. The sample size was 265 respondents comprising 162 teachers, 51 learners with physical impairments, 47 parents of the learners with physical impairments and 5 Special Needs Curriculum Support Officers. Data collection tools were questionnaires, an interview schedule, observation checklists and a focused group discussion guide. Quantitative data were computed with the aid of Statistical Package for Social Sciences version 25, and results were analysed through descriptive methods and inferential statistics. Qualitative data was analysed thematically and presented in narrative form. From the findings, the researcher established that there was a significant relationship between self-image and learning efficacy among learners with physical impairments in regular schools. Poor self-image among the learners with physical impairments triggered by negative attitudes and stereotypes from the school community were impediments to the learning efficacy among the learners with physical impairments. The study recommended educational psychologists, special needs curriculum support officers and teachers to spearhead psychological makeups among the learners with physical impairments to appreciate themselves and improve their learning efficacy
{"title":"Influence of Self-Image on Learning Efficacy among the Learners with Physical Impairments in Public Regular Primary Schools in Kitui County","authors":"David Ndethya, Susan Macharia, Cecilia Kimani","doi":"10.37284/eajes.7.1.1820","DOIUrl":"https://doi.org/10.37284/eajes.7.1.1820","url":null,"abstract":"Learners with physical impairments have a right to quality education within regular schools. However, learning efficacy among learners with physical impairments in regular public schools has been on a downward trajectory. Therefore, the objective of this study was to find out how self-image affected learning efficacy among learners with physical impairments in regular public primary schools in Kitui County. Correlational and phenomenological research designs were triangulated to give a unified perspective of the study. A mixed research methodology whereby quantitative and qualitative data were concurrently collected was applied. The target population was 89,745 participants, which included 56,875 learners, 2,607 teachers, 30,221 parents and guardians and 42 curriculum support officers. Purposive sampling techniques were used in identifying the sample of the study. The sample size was 265 respondents comprising 162 teachers, 51 learners with physical impairments, 47 parents of the learners with physical impairments and 5 Special Needs Curriculum Support Officers. Data collection tools were questionnaires, an interview schedule, observation checklists and a focused group discussion guide. Quantitative data were computed with the aid of Statistical Package for Social Sciences version 25, and results were analysed through descriptive methods and inferential statistics. Qualitative data was analysed thematically and presented in narrative form. From the findings, the researcher established that there was a significant relationship between self-image and learning efficacy among learners with physical impairments in regular schools. Poor self-image among the learners with physical impairments triggered by negative attitudes and stereotypes from the school community were impediments to the learning efficacy among the learners with physical impairments. The study recommended educational psychologists, special needs curriculum support officers and teachers to spearhead psychological makeups among the learners with physical impairments to appreciate themselves and improve their learning efficacy","PeriodicalId":504467,"journal":{"name":"East African Journal of Education Studies","volume":"13 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140243427","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 a fundamental human right that ideally should be available to all. Currently, Kenya supports international advocacy for universal education for all school-going children. In this Republic, 8592 public secondary schools are ascribing to subsidized free day secondary education (FDSE) programs. This program was put in place to improve access to secondary school education. The Government supports the post-primary education program by providing funds for infrastructure, tuition materials, and employment of support staff. During the implementation of the education program, the Corona pandemic struck, thereby disrupting the education process. After a short break, normal school operations resumed. Therefore, this study intended to evaluate the coping strategies used by schools in Chepalungu to deal with the mandatory spacing rules put in place by the Ministry of Health to help control the spread of the virus. The study targeted 54-day schools from which a sample of 48 was selected. A cross-sectional survey design was employed whereby questionnaires were administered to principals in the study area. Key Informant interview was also conducted with two Education officers. The study established that the FDSE funds availed to the schools were inadequate to help erect additional learning spaces, which would help enforce the social distancing rule. Classes were congested and were operating above the required capacity. This study recommends that the FDSE funds should be increased so that learning can go on in an environment that responds to the guidelines put forth by the Ministry of Health as far as containing the spread of coronavirus is concerned. Out of the study, it was found that learning resources in day schools were inadequate, and students were learning in congested environments
{"title":"Status of Learning Resources in Day Secondary Schools Located in Chepalungu Sub County in the Wake of Corona Virus Pandemic","authors":"Joel Bett, Marilyn Apella Ahonobadha","doi":"10.37284/eajes.7.1.1720","DOIUrl":"https://doi.org/10.37284/eajes.7.1.1720","url":null,"abstract":"Education is a fundamental human right that ideally should be available to all. Currently, Kenya supports international advocacy for universal education for all school-going children. In this Republic, 8592 public secondary schools are ascribing to subsidized free day secondary education (FDSE) programs. This program was put in place to improve access to secondary school education. The Government supports the post-primary education program by providing funds for infrastructure, tuition materials, and employment of support staff. During the implementation of the education program, the Corona pandemic struck, thereby disrupting the education process. After a short break, normal school operations resumed. Therefore, this study intended to evaluate the coping strategies used by schools in Chepalungu to deal with the mandatory spacing rules put in place by the Ministry of Health to help control the spread of the virus. The study targeted 54-day schools from which a sample of 48 was selected. A cross-sectional survey design was employed whereby questionnaires were administered to principals in the study area. Key Informant interview was also conducted with two Education officers. The study established that the FDSE funds availed to the schools were inadequate to help erect additional learning spaces, which would help enforce the social distancing rule. Classes were congested and were operating above the required capacity. This study recommends that the FDSE funds should be increased so that learning can go on in an environment that responds to the guidelines put forth by the Ministry of Health as far as containing the spread of coronavirus is concerned. Out of the study, it was found that learning resources in day schools were inadequate, and students were learning in congested environments","PeriodicalId":504467,"journal":{"name":"East African Journal of Education Studies","volume":"87 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140250799","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}
Existing literature shows that deans in higher education institutions are key in nurturing, facilitating growth and setting high standards for faculty, staff, and students among other stakeholders. They are also expected to create a positive work environment within schools, colleges, or departments. However, less literature has concentrated on how these deans reframe their perceived changing academic roles at Makerere University. This study therefore set out to explore the reframing strategies of deans as regards their perceived changing academic roles in the context of Makerere University. Findings indicate that deans reframe their perceived changing academic roles at Makerere University using multi-frame. That is using all four or three of the frames to view a particular decision through four different lenses before selecting the best option. These four lenses are majorly the human resource, followed by structural and political. The symbolic frame was the least exploited among the frames, yet science-based disciplines were seen to be using the political frame majorly. The study concludes that multi-framing as recommended by Bolman and Deal was adhered to by all deans meaning that despite the complex environment in which they work, they have remained relevant due to the use of three or four frames. It was noted that the political frame was highly used in the science-based disciplines, especially the hard applied fields. The study recommends that the symbolic frame be exploited by the deans due to its benefits including deans being role models and using ceremonies where faculty meet, share, and relax to break the routine of academic work for this is energizing. Further still, the study recommends that deans embrace the political frame to boost their schools financially
{"title":"Reframing the Perceived Changing Academic Roles of Deans: A Case of Makerere University","authors":"Bernadette Lutaaya","doi":"10.37284/eajes.7.1.1808","DOIUrl":"https://doi.org/10.37284/eajes.7.1.1808","url":null,"abstract":"Existing literature shows that deans in higher education institutions are key in nurturing, facilitating growth and setting high standards for faculty, staff, and students among other stakeholders. They are also expected to create a positive work environment within schools, colleges, or departments. However, less literature has concentrated on how these deans reframe their perceived changing academic roles at Makerere University. This study therefore set out to explore the reframing strategies of deans as regards their perceived changing academic roles in the context of Makerere University. Findings indicate that deans reframe their perceived changing academic roles at Makerere University using multi-frame. That is using all four or three of the frames to view a particular decision through four different lenses before selecting the best option. These four lenses are majorly the human resource, followed by structural and political. The symbolic frame was the least exploited among the frames, yet science-based disciplines were seen to be using the political frame majorly. The study concludes that multi-framing as recommended by Bolman and Deal was adhered to by all deans meaning that despite the complex environment in which they work, they have remained relevant due to the use of three or four frames. It was noted that the political frame was highly used in the science-based disciplines, especially the hard applied fields. The study recommends that the symbolic frame be exploited by the deans due to its benefits including deans being role models and using ceremonies where faculty meet, share, and relax to break the routine of academic work for this is energizing. Further still, the study recommends that deans embrace the political frame to boost their schools financially","PeriodicalId":504467,"journal":{"name":"East African Journal of Education Studies","volume":"175 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140256568","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}
Existing literature shows that deans in higher education institutions are key in nurturing, facilitating growth, and setting high academic standards for faculty, staff, and students among other stakeholders to be able to achieve the academic goals and objectives in this changing and challenging higher education environment. They are also expected to create a positive work environment within schools, colleges, or departments. However, not much has been written on how these deans perceive their changing academic roles and how they reframe the same in the context of Makerere University. This qualitative and case study therefore set out to explore the perceived changing academic roles of deans in Makerere University. Findings reveal that deans perceive their changing academic roles as hectic, multiple, financially constraining, and politically constrained. The study concludes that the perceptions of deans are attributed to the growth and strategic direction of the university, the needs of the market, and the transformation of Makerere University to a collegiate system of governance and increased technology among others. The study recommends that deans can gradually draw on the associated benefits of the political frame including networking and partnerships to be able to manage financially and overcome financial constraints. Deans should leverage committees to establish grants and partnerships. The university and its governing body should withdraw or relieve the teaching loads from the deans to enable them to concentrate on curbing financial constraints
{"title":"Perceived Changing Academic Roles of Deans in Higher Education: A case of Makerere University","authors":"Bernadette Lutaaya, Bisaso Ronald, Florence Nakamanya","doi":"10.37284/eajes.7.1.1807","DOIUrl":"https://doi.org/10.37284/eajes.7.1.1807","url":null,"abstract":"Existing literature shows that deans in higher education institutions are key in nurturing, facilitating growth, and setting high academic standards for faculty, staff, and students among other stakeholders to be able to achieve the academic goals and objectives in this changing and challenging higher education environment. They are also expected to create a positive work environment within schools, colleges, or departments. However, not much has been written on how these deans perceive their changing academic roles and how they reframe the same in the context of Makerere University. This qualitative and case study therefore set out to explore the perceived changing academic roles of deans in Makerere University. Findings reveal that deans perceive their changing academic roles as hectic, multiple, financially constraining, and politically constrained. The study concludes that the perceptions of deans are attributed to the growth and strategic direction of the university, the needs of the market, and the transformation of Makerere University to a collegiate system of governance and increased technology among others. The study recommends that deans can gradually draw on the associated benefits of the political frame including networking and partnerships to be able to manage financially and overcome financial constraints. Deans should leverage committees to establish grants and partnerships. The university and its governing body should withdraw or relieve the teaching loads from the deans to enable them to concentrate on curbing financial constraints","PeriodicalId":504467,"journal":{"name":"East African Journal of Education Studies","volume":"165 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140256837","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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