Journal Articles

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https://erepository.ouk.ac.ke/handle/123456789/1471

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Browsing Journal Articles by Author "Caren Jerop"

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    An assessment of the Training Needs of Smallholder Food Crop Farmers for Sustainable Farming in Teso-South Sub-County, Busia County – Kenya: A Gendered Analysis Approach
    (2024-07-17) Carolyne Omulando; Morris Mwatu; Caren Jerop; Margaret Njeri Ngugi; Hilary Busolo
    This study assessed the training needs of smallholders food crop farmers in Teso-South Sub-County of Busia County, Kenya. A gendered analysis approach was taken and three research questions were adopted, which were; What are the training needs of smallholders food crop farmers? What is the relationship between gender and previous training of smallholders’ food crop farmers? Is there a relationship between gender and training needs of smallholders’ food crop farmers? A survey research design was employed and a structured questionnaire with both closed and open ended question was used to collect data from 124 smallholders’ food crop farmers who were selected proportionately from the wards in Teso South Sub-County. The findings revealed that more male farmers (53.1%) have not received training compared to only 35.0% of female farmers. Most female farmers (65.0%) have received training compared to 46.9% of male farmers. The established farmers training needs included training in; seed selection/ Production, Crop management, Disaster management, Crop Diversification, and Using new methods of farming on the farm. A Chi-square test for independence (with Yates Continuity Correction) indicated no significant association between gender and previous training status of the smallholders farmers, χ2 (1, n = 124) = 3.42, p = .064, phi = – .18. Also, the relationship between gender and farmers total training needs was investigated using Spearman’s Rank Order Correlation (rho)which revealed a weak, negative correlation between the two variables, r = –.12, n = 121, p <.202, with gender association with farmers total training needs being low. The coefficient of determination indicated that gender helps to explains only 1.44% of variance in the training needs. It was concluded that gender should not be used as a basis for determining farmers training needs. The training needs for both gender are relatively the same.
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    The effect of COVID-19 pandemic on emotional wellbeing of education instructors: A perspective of Kenya’s private schools
    (2024-07-17) Hillary Busolo; Caren Jerop; Carolyne Omulando
    The COVID-19 pandemic phenomenon generated inordinate strain and experiences across a wide range of sectors in Kenya, with the education segment introduced to its own set of unique challenges. Some instructors in private learning institutions joined the job seeking market once again as several schools indefinitely closed down. This often-neededreskilling and turned out to be frustrating as the job opportunities kept shrinking rapidly. This study looked at the effect of COVID-19 pandemic education disruption on emotional wellbeing of education instructors, with a focus on private schools’ teachers in Kenya. Data was collected from 367 respondents who completed a closed ended questionnaire and quantitative analysis was undertaken. The results revealed that there is a significant effect of COVID-19 pandemic education disruption on private school teachers’ emotional wellbeing. The prediction equation based on the unstandardized coefficients was statistically significant, F 1,365= 46.035, p < 0.001 and accountedfor approximately 11.2% of the variance of emotional wellbeing (R2 = 0.112, Adjusted R2= 0.110). Therefore, hypothesis stated as COVID-19 pandemic education disruption has no significant effect on Kenyan private school teachers’ emotional wellbeing was not supported. The moderating effect of emotional and physical support did not significantly account for more variance with R2Change = .009, p > .024. The findings supported the hypothesis that emotional and physical support does not moderate the effect of Covid-19 pandemic education disruption on Kenya private school teachers’ emotional wellbeing