Research Journal of Education, Teaching and Curriculum Studies

The Moral and Normative Foundation of Idumi Circumcision Ritual among the Tiriki of Hamisi Sub-County

Boniface Wanjala Ifire, Simon Omare, Stephen Njure — Tue, 06 Aug 2024 00:00:00 +0000

This paper relates to the moral and normative foundation of Idumi circumcision ritual to explain the reasons for its persistence in many African communities. The main objective of the study was to explore the moral and normative foundation of Idumi circumcision ritual among the Tirikis. The study was guided by Stuarts Hall’s Cultural Identity Theory to explain its persistence and continuity. A qualitative exploratory design which was phenomenological was adopted for the study. Purposeful sampling was utilized to select twenty – six (26) respondents for the study including; four (4) Tiriki elders, four (4) initiates, four (4) ritual leaders, four (4) counselors, four (4) women, four (4) initiation chiefs and two (2) sub-chiefs. Twelve (12) key respondents were interviewed and fourteen (14) respondents participated in two focus group discussions of seven (7) members each. Data was analyzed qualitatively using the thematic method and presented by reporting key findings using appropriate verbatim quotes. The study revealed that there is a moral and normative foundation of Idumi circumcision ritual which contributes to the persistence and continuity of this cultural ritual.

Implication of Language Use in Higher Education Curricula Development and Implementation: A Case of Moi University, Kenya

Mary K. Lonyangapuo — Tue, 13 Aug 2024 00:00:00 +0000

Knowledge creation, dissemination, and consumption require the use of an appropriate language. Kenyan Higher education relies more on non-native languages, which brings about communication disconnect at all levels, including, the utilisation stage/ in practice, a stage that determines how much of the acquired knowledge is consumed for societal development. The study investigates communication challenges that professionals in Science, Technology, Engineering and Mathematics (henceforth, STEM) and Law encounter in their careers, and argues for the inclusion of the Kiswahili component in the Kenyan Higher education curricula, for effective knowledge and skills application. Consequently, we identify and critically discuss the place of language in the development and implementation of curricula in Moi University (henceforth, MU); examine the dis/harmony in knowledge and skills application and utilisation, and finally, conceptualise a holistic Higher education future that embraces the peoples’ shared linguistic code- for productivity. Using the Communication Accommodation Theory, data from 15 university students, 10 lecturers, and 15 practitioners in the above fields, 6 Kiswahili, French, and German (2 for each) lecturers, and 20 consumers of related knowledge and skills are analysed. Findings inform the Kenyan education policymakers and implementers on the need to re-evaluate the place of language in Higher education curricula for STEM (and by extension, the Arts, Social sciences, and Humanities, (henceforth, AHSS)) for effective knowledge and skills utilisation and eventual societal well-being.

Influence of employee’s intellectual wellness programmes on service delivery in faith-based hospitals in Nairobi metropolitan area

Beatrice Wairimu Karanja, David Gichuhi, Kellen Kiambati — Fri, 16 Aug 2024 00:00:00 +0000

This study sought to investigate the intellectual wellness programmes on service delivery in faith-based hospitals in the Nairobi metropolitan area. In the modern competitive business environment, organisations and their management have realised that their survival and competitiveness lie in the quality of the services and by extension the service providers. The study adopted descriptive survey and correlational research designs. The study targeted the employees in faith-based hospitals in the Nairobi metropolitan area. A stratified random sampling approach was used in selecting the respondents. The study sample size was 297 respondents. Of the 297 questionnaires distributed to the target respondents, 244 of the questionnaires were filled and returned. Thus, there was a response rate of 82 per cent. The study obtained primary data using a questionnaire. Descriptive and inferential statistics were used to analyse data. Descriptive statistics included frequencies, mean, standard deviation and percentage. Correlational analysis was used to determine the relationship between the independent and dependent variables. The study also carried out a regression analysis to determine the level of association of the study variables. Results were presented in tables. The study established that there were employees' intellectual wellness programmes in the faith-based hospitals in the Nairobi metropolitan area. Correlation analysis results showed that a significant moderate positive correlation existed between service delivery and intellectual wellness programmes. The study also determined that intellectual wellness had a significant influence on service delivery in faith-based hospitals in the Nairobi metropolitan area. The study thus concluded that intellectual employee wellness programmes had a significant influence on service delivery in faith-based hospitals in the Nairobi metropolitan area.

Effectiveness of eLearning for educational advancement in selected universities in Nairobi City County, Kenya: The role of gender-based factors

Josephine Nyambura Thua, Pacificah Okemwa, Regina Mwatha, Francis Malenya — Tue, 27 Aug 2024 00:00:00 +0000

eLearning has provided a favourable education platform for access to timely, quality, and cost-effective education advancement in Kenyan universities. It has not, however, achieved its expected potential and suffers numerous challenges that affect its full implementation. A notable challenge is its effectiveness in catalysing educational advancement by enhancing transition and completion rates in various academic programs. This study aimed to assess the gender disparities that influence the effectiveness of eLearning in select universities. The indicators for effectiveness were defined as the functionality of the eLearning Management Systems (ELMS), benefits accrued from eLearning, and progression and completion rates in the programs offered under eLearning. This was a descriptive study using multistage sampling with a sample size of 395 students and 32 KII. The questionnaire, key informant interview guide, and content analysis were used as the data collection tools. Data was quantitatively and qualitatively analysed. Analysis of the ELMS found that the instructor’s availability and guidance on inline interaction was the most effective functionality of ELMSs with means of 4.10 and 4.31 for males and females, respectively. The least concern was the provision of technological devices for eLearning, 3.49 and 3.42, for males and females respectively. There was notable gender disparity in information received during course registration, protection of student data, academic progress data, and support by technical staff. The composite means were 3.81 and 4.01 for males and females respectively. Most females (3.92) found that simplification of e-materials was the most important enabler for eLearning whereas males (3.68) stated that eLearning had improved their accessibility to educational advancement. The highest gender disparities influencing eLearning were the cost-effectiveness and availability of e-materials. These factors influenced completion rates which were slightly higher for males than females as previously reported. This study provides data that can be used to formulate gender-responsive policies that promote, enhance, and sustain the effectiveness of eLearning by minimizing gender-based disparities that would otherwise negatively impact educational advancement.

Factors Leading Young Christian Adults to Elope in the Anglican Church of Kenya, Taveta East Archdeaconry

Richard Mwambi Mwakisaghu, John Brown Ndung’u Ikenye, Elijah Macharia Ndung’u — Sat, 07 Sep 2024 00:00:00 +0000

This study sought to establish factors leading young Christian adults to the practice of eloping among youth in the Anglican Church, Taveta East Archdeaconry. It was guided by the Human Psychosocial Development Theory, Ecological Model Theory, and Moral Development Theory. It adopted a descriptive research design. The target population was eloping aged 20 - 40 years, 5 clergies, and 61 parents. The study used a purposive sampling method. The study’s sample size was 176. Face-to-face interviews were used for the clergy. Focus group discussions were used for the parents. The questionnaires' accuracy and reliability were verified by the inter-rater method. The analyses made use of the statistical package for social sciences version 28. Data was analyzed using descriptive statistics, such as frequencies, mean, and percentages. Qualitative data was organized into themes for analysis. The study findings include; factors such as; peer influence, financial difficulties in a family, little guidance and counseling in church; parents’ support for eloping practice; phone; youth failing to embrace the Christian faith, which contribute to the practice of eloping among the Christian youth in Taveta East Archdeaconry. Language barrier posed a challenge to some respondents. Some were more conversant with Kiswahili than English prompting the translation of questionnaires from English to Kiswahili. Questionnaires require more time to reach the respondents, filling and returning them. This was solved by early communication to clergy and timely distribution. The number of respondents per focus group in some parishes was less than expected. This was solved by increasing the number of respondents in another station.

Integration of Computer-Assisted Language Instruction in English Language Teaching of Oral Skills among Secondary School Learners

Aileen Sarange Bokindo, Teresa Okoth, Lucy Mandillah — Sat, 21 Sep 2024 00:00:00 +0000

In the 21st century, computers have become a common feature in classrooms. Given the importance of both technological and pedagogical aspects of Computer-Assisted Language Instruction (CALI) in educational settings, computer technology plays a vital role in teaching English as a Second Language. In many developing countries, English learners often do not see the practical use of the language beyond examinations. Therefore, this study sought to examine how CALI is integrated into the teaching of English language oral skills in secondary schools by assessing the extent of the teachers’ awareness of integrating CALI in the teaching of English language oral skills; investigating the preferred instruction resources, examining the importance of integrating CALI in the teaching of English language oral skills and finding out the extent of Integrating CALI in English language teaching of oral skills. The study was conducted among selected secondary schools in Kakamega County, Ikolomani Sub-County, Kenya. The study focused on 132 English teachers and used a descriptive survey design. Purposive sampling was employed to select public secondary schools with computer laboratories within Ikolomani Sub-County and stratified sampling was used to provide a sample of 110 teachers. Primary data were collected from 6 school principals and 104 teachers of English using questionnaires and key informant interviews. Quantitative data were analyzed with Pearson’s correlation coefficient, while qualitative data were analyzed thematically through content analysis. The analysis showed a significant positive relationship (coefficient of determination of 0.69 or 69%) between the extent of CALI integration and the teaching of English oral skills. An F-value of 0.598 indicated that this relationship is statistically significant. The study concluded that the degree of CALI integration positively affects the teaching of English oral skills. It is recommended that school administrators encourage the use of CALI in English language instruction and implement ICT training programs to enhance teachers' ICT skills.

Bridging Youth Unemployment through Theology of Work in the Anglican Church of Tanzania

Kepha Hariod Mlugu, Kevin Muriithi Ndereba — Sat, 21 Sep 2024 00:00:00 +0000

Youth unemployment is a persistent issue that poses significant challenges to social stability and economic development in the Anglican Church of Tanzania. Despite various efforts made by the government and non-governmental organizations, the problem remains acute due to a lack of integration between spiritual guidance and practical employment strategies. This study explores the gap in current approaches to youth unemployment, proposing the theology of work as a potential solution. Rooted in the belief that all work is a divine calling, the theology of work emphasizes the dignity, purpose, and communal value of labour by aligning young people's vocations with community needs, this framework offers a unique perspective on addressing unemployment. The methodology involved a qualitative case study of the Anglican Churches’. Through document analysis, this research examined how the Church applied theological principles to foster employment opportunities. Key components of the Churches’ approach include vocational training programs, support for ethical entrepreneurship, and community-based job creation initiatives. These programs aim to equip youth with practical skills and a sense of vocation, empowering them to engage in meaningful work that contributes to personal and community development. By demonstrating how the theology of work can be integrated into practical employment initiatives, this research highlighted the transformative role of faith-based organizations in economic development. The findings offer a replicable model that other regions and organizations adapted to their unique contexts. Ultimately, this study underscores the importance of combining spiritual and practical approaches to empower youth, foster economic resilience, and promote a holistic understanding of work's role in human flourishing.

Influence of Simulations on Students' Achievement in Physics in Secondary Schools in Nandi East, Kenya

Daniel K. Kibiwott, Benson Njoroge — Wed, 02 Oct 2024 00:00:00 +0000

Many secondary schools in Kenya are yet to incorporate Mobile Technologies into their educational practices, despite widespread ownership and use by both students and teachers. This study investigated the influence of simulations on students' achievement in physics in secondary schools in Nandi East, Kenya. The dismal performance in physics locally and nationally may be linked to slow technological integration, hence the need for the study. The target population consisted of Form Three physics students and 30 Heads of Department (HODs) from 31 secondary schools. A descriptive survey design was utilized. Random and purposive sampling was used to select participants, and data collection involved questionnaires and interviews. Using Taro Yamane’s Formula, the sample size was determined to be 300 students, 30 HODs, and 30 schools. Data were analyzed using SPSS, providing descriptive statistics such as frequencies, percentages, pie charts, means, and standard deviations (SD). The reliability of the questionnaire items was confirmed with a Cronbach Alpha coefficient above 0.7. The findings emphasize the significant benefits of integrating simulations on students' academic achievement in secondary school physics learning. While the study offers important insights, its geographical limitation, technological access issues, and narrow scope constraints must be considered. These results have implications for various stakeholders including learners, parents, teachers, school administrators, curriculum developers, and policymakers. Learners will benefit from improved effectiveness, engagement, and personalized instruction, while policymakers will gain insights for future improvements. The study recommended learners be allowed to bring their own devices to school to ensure equality and equity in access to digital learning materials.

Impact of Educational Predictors on Music Subject Selection at A-Level in Ugandan Schools: Science Education Policy and Instructional Resources

Aloysius Ssekimpi — Tue, 03 Dec 2024 00:00:00 +0000

This paper investigates the key Educational Predictors particularly the impact of science education policy and the availability of instructional resources on A-level music subject selection in Ugandan secondary schools. Despite the potential of A-level music education to foster entrepreneurial skills and income-generating opportunities through avenues such as performance, teaching, and production, the Ugandan secondary education system’s emphasis on science subjects undermines the visibility and support for music subject. This prioritization not only reduces the appeal of music as a viable academic option but also limits students' access to diverse career pathways in the arts and entertainment industries. This study used a mixed-methods (quantitative and qualitative) approach, collecting quantitative data through a 5-point Likert scale survey and qualitative insights from interviews with students, teachers, administrators, and parents. Descriptive statistics provided an overview of respondents' perspectives, while correlation and logistic regression analyses assessed the influence of key variables. The findings revealed a significant negative relationship between the emphasis on science education policy and music subject selection, as shown by logistic regression (B = -0.651, p < 0.001). Conversely, access to instructional resources positively correlated with music selection (B = 0.527, p < 0.001). These results show the role of science education policy in discouraging music enrollment and shows the positive impact of resource availability on students’ choices. While this study focuses on schools in Uganda’s Central Region, broader research could further validate these findings. The study recommends policy adjustments to balance STEM focus with arts education, enhancing resource allocation to support diverse subject selection, including music, at the secondary level.

Handwriting and Performance in Imaginative Essays

James Matseshe Sasala — Thu, 05 Dec 2024 00:00:00 +0000

Many students in secondary schools in Kenya register poor grades in English essay questions. Therefore, the purpose of this study was to establish whether the scores of the students who registered poor grades would improve through interventions in their handwriting. The study aimed to find out the extent to which specific aspects of handwriting such as legibility and learner sitting position hindered the learner’s work presentation. The research was carried out in Malava Boys High School, Kakamega County in Western Kenya. A sample of 48 learners from a target population of 160 who had scored below 10 out of 20 in the imaginative composition was purposively selected. The researcher administered written compositions to 8 learners across the six streams in the school. The writing tasks were conducted weekly for four months from September 2021 to December 2021. The baseline study established that most of the sampled learners scored below 10 out of 20 due to problems of poor punctuation and illegibility. It was also observed that the furniture that most learners used was not in good condition and this hindered their sitting posture when writing. The study revealed that the problems of handwriting could be remedied through the learner’s proper sitting position, proper punctuation, and proper shaping of letters such as a, d, h m, n, k, s, and w. The study concluded that handwriting had a bearing on the performance of imaginative writing tasks. Therefore, it was recommended that the teachers of English should strive to detect causes of illegibility early enough and overcome the obstacles by regularly exposing learners to writing tasks.