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Challenges Facing Adoption of Information Communication Technology in African Universities
(Journal of Education and Practice, 2024-01-12) Titus Kiptoo Murgor
A significant number of the universities and higher educational institutions have adopted the latest technology and implemented it productively, for the development of skilled human resource in respective area of specialization, as part of their responsibility. Information and communication Technology (ICT) has grown tremendously around the globe particularly in the developed nations of the world. This growth however appears to be relatively slower in the developing nations including African nations. The Partnership for Higher Education in Africa in a recent workshop survey indicated that while some governments have produced national policies on ICT, many others are yet to do so. As such, the most asked questions is; what are the challenges that hinder African universities to become efficient and effective in use of ICT as compared to developed nations. Keywords: ICT, universities, adoption, learning
Browder’s Theorem For Conditionally Totally Posinormal Operators
(Researchjournali’s, 2024-01-13) Beth Kiratu; Bernard Nzimbi; Stephen Luketero
In this paper we present results on Browder's theorem for conditionally totally posinormal operators using established results on kato type operators and polaroid operators.
REMARKS ON THE MURRAY-VON NEUMANN EQUIVALENCE OF PROJECTIONS
(In this paper, we characterize Murray-von Neumann equivalent projec- tions. We also investigate and compare the relationship between the Murray- von Neumann relation and other equivalence relations on the set P(B(H)) of orthogonal projections in the von Neumann algebra B(H)., 2024-02-19) B. M. Nzimbi; B.N. Kiratu; I.N. Sitati; S. Towet
In this paper, we characterize Murray-von Neumann equivalent projec- tions. We also investigate and compare the relationship between the Murray- von Neumann relation and other equivalence relations on the set P(B(H)) of orthogonal projections in the von Neumann algebra B(H).
A Comparison of Technical and Vocational Acquired Skills Differences Based on Gender in Tvet Institutions, Uasin Gishu County, Kenya
(Journal of Education and Practice, 2024-02-29) Titus Kiptoo Murgor
Lower participation of women in the labor force and/or concentration of women labor in un skilled or low skilled, low income generating economic activities including part time and casual work has created many questions among the researcher on the kind and quality of technical and vocational skills acquired by woman. The current study compared technical and vocational acquired skills acquired between male and female in Technical Vocational Education and Training (TVET) institutions, Uasin Gishu. From the findings it has been observed that Male students had significantly and highly acquired interpersonal skills, Information Communication Technical (ICT) skills, Critical analysis, ability to use numerical data and management skills than female. Male students had also acquired critical thinking skills two times higher than that of female students. In addition, the study concludes that male students had acquired skills in many areas than female students. On the other hand female students had acquired high significant skills in ability to work in a team, organizational skills and academic qualifications than male. There is need to diversify Vocational and Technical Training and improve access for and retention of girls and women in education and vocational training in such fields as science, mathematics, engineering, environmental sciences, information technology and new technologies, as well as management training.
Accessibility of Technical And Vocational Training Among Disabled People: Survey Of TVET Institutions In North Rift Region, Kenya
(Journal of Education and Practice, 2024-03-09) Titus Kiptoo Murgor; John Kosgei Changa’ch2; Julius Kipkogei Keter3
People with disabilities face particular challenges in education and training. Most of them are deprived of access to basic literacy and numeracy skills. They also face barriers that affect access to Technical Vocational Education and Training (TVET) institutions some of them arising from the surrounding socio-economic environment and from mainstream TVET institutions. The main purpose of this paper was to assess barriers to accessibility of TVET institutions by disabled people in Kenya. The study was carried out in the North Rift Region of Kenya. The target population of the study consisted of the lectures and students with disabilities in 5 public TVET Institutions. Semi Structured Questionnaires were used as the main instruments for data collection. Data collected was analyzed using descriptive statistics and inferential statistics with the aid of SPSS IBM version 20. One of the most striking findings was that disabled students in TVET institutions are discriminated and isolated. Findings also indicated that the disabled students cannot access some of the school buildings; they are also barred from enrolling in TVET due to policies that provide cut off point marks or entry behavior to courses they desire to enroll in. It was also found that teachers had positive attitude toward the disabled students, contrary to the fact that students considered teachers to be unfriendly to them. Therefore, the paper recommended that skills training and instructional mechanisms must consider specific needs of youth with different types of disabilities before putting them together in regular class. Better coordination between the government and service providers could anticipate and mitigate this barrier. There is also the need for specialized training institutions to be upgraded and modernized, and mainstream training institutions be adjusted to include training of persons with disabilities.
Browder’s Theorem For Totally Posinormal Operators
(Researchjournali’s, 2024-04-08) Beth Kiratu; Bernard Nzimbi; Stephen Luketero
In our study we consider a higher class of Hilbert space operators, Posinormal operators introduced by C.Rhaly(1992).The purpose of this paper is to prove that if A is a Totally Posinormal operator such that σ(A − λI)|M = 0 ⟹ (A − λI) |M = 0 for every M ∈ Lat(A) and satisfies property(ab),then A satisfies Browder's theorem and generalized Browder’s theorem. We shall also prove that, if N is a nilpotent operator such that AN = NA,then Browder’s theorem holds for A + N.
SOFT SKILLS PREPARATION AS PANACEA FOR SELF-EMPLOYMENT FOR TVET TECHNICIAN GRADUATES IN KENYA
(European Centre for Research Training and Development UK, 2024-05-14) Titus Kiptoo Murgor
The main aim of the paper was to assess how effect of soft skills on self- employment among Technical and Vocational Education and Training technician graduates in Kenya. The specific soft skills investigated in this study were practice time management, solve problems, work independently, interpersonal skills, communication skills, decision making skill, creativity/innovations and adaptability on self-employment among TVET graduates. This study was based on pragmatic research paradigm using embedded research design. The study targeted 527 technician graduate from TVET institutions in Uasin Gishu county Kenya. Simple random was used to select 320 sample size. Quantitative data analysis was done using descriptive statistics and inferential statistics. The interview transcripts were analysed using thematic analysis. Multiple Regression analysis was done to test hypothesis. Findings showed that TVET institutions did not inculcate soft skills content required for survival in self-employment. The generic skills tested were ranked from highly perceived as good to the least good: time management, ability to solve problems, ability to work autonomously, interpersonal skills, communication skills, decision making, creativity and innovative skills, and adaptability. However, despite time management being ranked the highest it had no effect on self-employment. Regression results revealed that ability to solve problems, ability to work independently, interpersonal skills, adaptability and creativity and innovations have a positive and significant effect on self-employment.
Characteristic functions of some contraction operators
(International Journal of Statistics and Applied Mathematics 2024;, 2024-05-15) BM Nzimbi; BN Kiratu; SW Luketero
In this paper, we characterize some contraction operators in terms of their Sz.-Nagy-Foias model characteristic functions and their associated Toeplitz operators. 2010 Mathematics Subject Classification: Primary 47A05,47A11; Secondary 47B20,47A65.
Accessibility of Technical And Vocational Training Among Disabled People: Survey Of TVET Institutions In North Rift Region, Kenya
(2024-07-16) Titus Kiptoo Murgo; John Kosgei Changa’ch; Julius Kipkogei Keter
People with disabilities face particular challenges in education and training. Most of them are deprived of access to basic literacy and numeracy skills. They also face barriers that affect access to Technical Vocational Education and Training (TVET) institutions some of them arising from the surrounding socio-economic environment and from mainstream TVET institutions. The main purpose of this paper was to assess barriers to accessibility of TVET institutions by disabled people in Kenya. The study was carried out in the North Rift Region of Kenya. The target population of the study consisted of the lectures and students with disabilities in 5 public TVET Institutions. Semi Structured Questionnaires were used as the main instruments for data collection. Data collected was analyzed using descriptive statistics and inferential statistics with the aid of SPSS IBM version 20. One of the most striking findings was that disabled students in TVET institutions are discriminated and isolated. Findings also indicated that the disabled students cannot access some of the school buildings; they are also barred from enrolling in TVET due to policies that provide cut off point marks or entry behavior to courses they desire to enroll in. It was also found that teachers had positive attitude toward the disabled students, contrary to the fact that students considered teachers to be unfriendly to them. Therefore, the paper recommended that skills training and instructional mechanisms must consider specific needs of youth with different types of disabilities before putting them together in regular class. Better coordination between the government and service providers could anticipate and mitigate this barrier. There is also the need for specialized training institutions to be upgraded and
A Study on the Impact of COVID-19 Pandemic in African Universities
(2024-07-17) Elijah I. Omwenga; Peter M. F. Mbithi; John M. Muthama; John Mwarabu Chone
Abstract: This paper presents a study on how University students, lecturers, administrators and managers perceive the impacts of the of COVID-19 crisis on various aspects of University teaching and learning in Africa, and particularly in Kenya. The sudden closure of campuses as a preventive measure to community transmission shifted face-to-face classes to virtual learning modes. With a sample of 1,236 University students and staff from 18 universities in Kenya and Nigeria, the study reveals that amid the worldwide lockdown and transition to online learning, expectation by 44% of the students were met. Students were mainly concerned about issues to do with internet connectivity, computing devices and electrical power. In addition, utilising e-Learning tools and platforms for effective student engagement posed limitations of accessibility and affordability for many students. The teaching staff on the other hand were mainly concerned with access to the teaching resources, conducting online teaching, capacity to handle the online mode of teaching, devices and eContent development. The pandemic has exposed the shortcomings of the current higher education system and the need for enhanced policy formulation and implementation on digital infrastructure to adapt to the rapidly changing education ecosystem of the world. In the post-pandemic situation, the use of eLearning and virtual education may become an integral part of the higher education system. Key factors influencing students’ satisfaction with the role of their University are also identified as internet access, quality of e-content and e-content development. Policymakers, stakeholders and higher education institutions in Africa may benefit from these findings while formulating policy recommendations and strategies to support University teaching and learning during this and any future pandemics. Universities need to plan the post-pandemic education and research strategies to ensure student learning outcomes and standards of educational quality.
Status of e-Learning Quality in Kenya: Case of Jomo Kenyatta University of Agriculture and Technology Postgraduate Students
(2024-07-17) Kennedy Hadullo; Robert Oboko; Elijah Omwenga
There is a substantial increase in the use of learning management systems (LMSs) to support e-learning in higher education institutions, particularly in developing countries. This has been done with some measures of success and failure as well. There is evidence from literature that the provision of e-learning faces several quality issues relating to course design, content support, social support, administrative support, course assessment, learner characteristics, instructor characteristics, and institutional factors. It is clear that developing countries still remain behind in the great revolution of e-learning in Higher Education. Accordingly, further investigation into e-learning use in Kenya is required in order to fill in this gap of research, and extend the body of existing literature by highlighting major quality determinants in the application of e-learning for teaching and learning in developing countries. By using a case study of Jomo Kenyatta University of Agriculture and Technology (JKUAT), the study establishes the status of e- learning system quality in Kenya based on these determinants and then concludes with a discussion and recommendation of the constructs and indicators that are required to support qualify teaching and learning practices.
Influence of Pre-reading Activities as Pedagogical Strategies on Reading Comprehension Instructional Practices in Kenyan English Second Language Classrooms
(2024-07-17) Mutaliani Manjinji Solomon; Carolyne Omulando; Peter Barasa
Reading is one of the fundamental skills in language learning and all English Second Language (ESL) learners need to acquire it in order to master the language. ESL learners, however, face numerous problems that needeffective strategies to overcome so as to improve reading comprehension. Previous studies have shown that pre-reading activities are facilitative pedagogic strategies that activate readers’ prior knowledge, hence comprehension of new text. Thus, the purpose of this quasi-experimental study was to establish if there was a significant influence ofpre-reading activities as pedagogical strategies on the nature of instructional practices in reading comprehension classrooms in Kenya.The study objectives were to establish differences in teaching and learning processes between pre-teaching vocabulary classrooms and those not exposed to any pre-reading activities; and, examine differences in teaching and learning processes in brainstorming classrooms and those notexposed to any pre-reading activities. The study was underpinned by Reading Comprehension as a Socio-cognitive Processing Model by Ruddell and Ruddell; and Reading Comprehension as Transactional-Socio-Psycholinguistic Model by Goodman. These models respectively propose that through the influence of the language teacher on the readers, and the individual transactions between a reader and the text, meaning is constructed. The study used a quasi-experimental group design. Purposive sampling was used to select 7 schools, 21 ESL classrooms, and 21teachersof English. Data were collected using pre-teaching sessions and an observation checklist. These data were analyzed using content and deductive thematic analyses. Appropriate themes were generated and presented as narrations in line with the respective objectives of the study. Results of data analysis showed that the differences in instructional practices between vocabulary pre-teaching, brain storming, and control classrooms were significant. The study concluded that teachers need to use such pedagogic strategies as pre-teaching vocabulary and/or brainstorming before exposing the learners to a reading text to enhance comprehension. The study therefore, recommended that English language teachers, the Kenya Institute of Curriculum Development, language educators, and the Ministry of Education advocate for the use of pre-reading activities as a pedagogic strategy to facilitate reading comprehension. Journal of Research in Education and Technology 1(2)Received: August 24, 2023Revised: September 20, 2023Accepted:September 25, 2023
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.
Quality Indicator Framework for Assessing DEel Programs in Kenya: A Technological and Educational Functional Parameters Approach
(2024-07-17) Elijah I. Omwenga; Christopher M. Gakuu; Robert O. Oboko; Harriet J. Kidombo; Joyce K. Mbwesa; Peter W. Waiganjo; Arno Libotton
The demand for university education has continued to grow and hence there has been a phenomenal expansion in enrolments that is not matching with the expansion of facilities. Several policy reports commissioned by the Government of Kenya highlight the importance of affordable, accessible and quality education through e-learning platforms to achieve education for all as envisaged by the Millennium Development Goals (MDGs). In particular, The Government of Kenya Policy Framework for Education, Training and Research highlights the unexploited means of access to education such as Open Distance and E-learning (ODeL) and virtual institutions particularly in higher education and training; unregulated examination and certification of Distance Education eLearning (DEeL) programmes and lack of national capacity for curriculum design for ICT-supported educational programmes to facilitate access to quality education to learners at all levels of the education system. As institutions of higher learning gear up to offer their academic programmes by DEeL mode of instructional delivery, there are concerns from stakeholders about the quality of the diploma and degree awards. This can be attributed to inadequate quality assurance standards to assess the quality and value of DEeL academic programmes. This paper is aimed at identifying critical factors influencing Distance Education and e-Learning (DEeL) in higher education in Kenya and to develop an appropriate framework for assessing quality indicator measures.
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
A model for evaluating e-learning systems quality in higher education in developing countries
(2024-07-17) Kennedy Hadullo; Robert Oboko; Elijah Omwenga
The rapid growth of Information and Communication Technology (ICT) has brought about significant changes in the practice of e-learning globally. In recent years, there has been an increasing adoption of Learning Management System (LMS) assisted e-learning in higher education institutions (HEIs) in developing countries. Despite the perceived benefits attached to e-learning, several studies concur that there are still many challenges facing e-learning. These include but are not limited to: course development, assessment, learner support, institutional factors, user characteristics and overall performance. The overall implication is that that developing countries still lag behind in adopting ICTs in their education systems. Accordingly, further investigation into e-learning practices is required in order to fill in this gap of research. This study presents a model for evaluating LMS assisted e-learning through reviewing the existing elearning frameworks and models for quality evaluation. The review which was based on the six dimensions of quality and their constructs targeted: the P3 Course Evaluation Model, the PDPP evaluation model, the e-learning Quality Framework, the TMLE framework and the e-learning maturity model. A comprehensive e-learning quality evaluation model was obtained which is to be validated through a survey of 200 respondents from JKUAT university in Kenya by structured equation modeling.
Factors affecting asynchronous e-learning quality in developing countries. A qualitative pre-study of JKUAT University
(2024-07-17) Kennedy Hadullo; Robert Oboko; Elijah Omwenga
The purpose of the present study was to identify the influencing factors of asynchronous elearning system quality particular in developing countries via a review of current literature and a qualitative pre-study conducted at Jomo Kenyatta University of Agriculture and Technology (JKUAT). Despite the perceived benefits of these systems to overcome challenges facing education sector in the region, studies show that the majority of them have not been successful. After a thorough review of existing literature on developing countries and a qualitative pre-study conducted at JKUAT University, the study identified the factors that influence quality of e-learning systems as: Course Design, Content support, social support, and Student Characteristics, Instructor Characteristics, Technician Characteristics, Course Assessment and Institutional factors. It is hoped that the findings of this study will help those who are involved in the implementation of Learning Management System (LMS) assisted Asynchronous e-learning in developing countries prepare corrective measures and strategies based on these factors to avoid future system failures.
Effect of Pre-reading Activities on Learners’ Performance in Reading Comprehension in Kenyan Secondary Schools
(2024-07-17) Solomon Manjinji Mutaliani; Carolyne Omulando; Peter L. Barasa
The goal of teaching the reading skill is to improve achievement for learners, yet the learners' reading comprehension test results in Kenya remain a challenge that requires appropriate intervention strategies. Previous studies have shown that pre-reading activities are facilitative pedagogic strategies that activate readers’ prior knowledge, hence comprehension of new text. Thus, the purpose of this quasi-experimental study was to establish if pre-reading activities had a significant effect on reading comprehension performance in selected secondary schools in Kenya. The study objectives were to assess if there was a difference in performance between learners that used brainstorming and those that used pre-teaching vocabulary; determine if pre-teaching vocabulary and brainstorming have a significant effect on the performance of English as Second Language (ESL) learners in reading comprehension; and, compare the effect of pre-teaching vocabulary and brainstorming on achievement in reading comprehension to determine which of the two pre-reading activities affects the performance of learners in reading comprehension more significantly. The study was underpinned by Reading Comprehension as a Socio-cognitive Processing Model by Ruddell and Ruddell; and Reading Comprehension as Transactional-Socio-Psycholinguistic Model by Goodman. These models respectively propagate the view that through the influence of the language teacher on the readers, and the individual transactions between a reader and the text, meaning is constructed. The study used a quasi-experimental group design. Stratified and purposive sampling techniques were used to select 7 schools, 21 English second language classrooms and 21 language teachers. Data were collected using a reading comprehension test. These data were analyzed using one-way ANOVA. The results of ANOVA showed that at p< .05 value, both pre-teaching vocabulary and brainstorming had a significant effect on the performance of Kenyan English Second Language learners in reading comprehension tests, though pre-teaching vocabulary was comparatively more impactful than brainstorming. The study concluded that teachers need to pre-teach unfamiliar words and/or brainstorm topics in the new text since they are effective pre-reading pedagogic strategies. The study recommended that teacher trainers, relevant Ministry of Education agencies, language teachers, and learners vouch for the use of pre-reading activities as a pedagogic strategy for enhancing reading comprehension.
Towards Using Multiple Languages of Instruction to Enhance Comprehension andParticipation in Linguistically Diverse Schools in Uganda.
(International Journal of Education and Research, 2024-07-17) Muhammed Nyanzi-Kabanda; Carolyne Omulando; Peter L. Barasa
Primary schools in Uganda have to choose one medium of instruction (MOI) to be used by teachers in the lower primary classes under a Mother Tongue-based Multilingual Education (MT-MLE) model. The national Language of Instruction (LOI) policy requires all schools to choose between a familiar indigenous language and English (the second language) except those in urban areas that may use English right from the start. This paper discusses how choice and use of the languages chosen as MOI impacts on the level of learner comprehension and participation. The objective of this paper is to investigate the degree of learner participation when different MOI types are used for instruction. A qualitative approach was used to collect and analyse data from participants in purposively selected case schools. Data were generated and collected, using lesson observation and documentary analysis from lower primary classes in purposively selected schools located in linguistically diverse communities. Analysis of data was done and the findings indicate that effective learner participation varies with the degree of familiarity of the language(s) used as MOI to the pupils. The paper makes recommendations on how effective learner participation can be realised using different combinations of pedagogical practices and MOI choices under the prevailing LIE policy.
Modeling Identity Disclosure Risk Estimation Using Kenyan Situation
(The African Journal of Information Systems, 2024-07-17) Peter N. Muturi; Andrew M. Kahonge; Christopher K. Chepken; Evans K. Miriti
Identity disclosure risk is an essential consideration in data anonymization aimed at preserving privacy and utility. The risk is regionally dependent. Therefore, there is a need for a regional empirical approach in addition to a theoretical approach in modeling disclosure risk estimation. Reviewed literature pointed to three influencers of the risk. However, we did not find literature on the combined effects of the three influencers and their predictive power. To fill the gap, this study modeled the risk estimation predicated on the combined effect of the three predictors using the Kenyan situation. The study validated the model by conducting an actual re-identification quasi-experiment. The adversary’s analytical competence, distinguishing power of the anonymized datasets, and linkage mapping of the identified datasets are presented as the predictors of the risk estimation. For each predictor, manifest variables are presented. Our presented model extends previous models and is capable of producing a realistic risk estimation.

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