Publications

Research and scholarly work by the University's academics.

From the OUK eRepository

87 publications

2024

The effect of COVID-19 pandemic on emotional wellbeing of education instructors: A perspective of Kenya’s private schools

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

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2024

Factors affecting asynchronous e-learning quality in developing countries. A qualitative pre-study of JKUAT University

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.

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2024

A Study on the Impact of COVID-19 Pandemic in African Universities

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.

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2024

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

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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2024

Towards Using Multiple Languages of Instruction to Enhance Comprehension andParticipation in Linguistically Diverse Schools in Uganda.

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.

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2024

Modeling Identity Disclosure Risk Estimation Using Kenyan Situation

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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2024

Influence of Pre-reading Activities as Pedagogical Strategies on Reading Comprehension Instructional Practices in Kenyan English Second Language Classrooms

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

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2024

A model for evaluating e-learning systems quality in higher education in developing countries

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.

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2024

End User Centric Quantitative Trust Model in Cloud Computing

Frankline Makokha; Christopher K. Chepken; Elisha Toyne Opiyo

Current quantitative trust measurement models for computing platforms suffer from inherent subjectivity, during assignment of weights used in trust computation, limitation in portability of the models to different computing platforms, and the need to predefine all possible trustable states by some models that use multi agent systems. This paper proposes a quantification model that addresses the identified challenges. Explored models include QoS trust Model that computes Availability (AV), Reliability (RE), Data Integrity (DI) and Turnaround Efficiency (TE) of a resource. The values generated from these metrics are computed against assigned weights to arrive at the final trust value of the computing resource. A Computationally Grounded Quantitative Trust with Time which uses local and global defined trustworthy states has also been explored. The trustable states are predefined and using multi agents concepts, the agents are said to be trustworthy if they transit from local to global states that have been defined as trustworthy. This paper also explores a Quantitative Framework for accessing Cloud Security as a trust metric, using a dependency model that validates both the offered services and customer’s requirements, validated by checking service conflicts and different Service Level Obligation compatibility issues. The framework is composed of Security requirements definition, Requirements Quantification, Dependency management approach, Structuring security SLA services using Dependency Structure Matrix and Cloud Service Provider Evaluation. A model based on measurement theory relying on composite metrics, impression and confidence was also explored. It relies on user reviews, likes and dislikes posts. As a contribution to these existing models, this paper addresses the shortcomings of the existing models, in particular subjectivity in the derived trust, by proposing a quantitative trust model based on Confidence Interval. The model relies on QoS measurements from two systems, namely, the cloud provider integrated QoS monitoring system and a vendor neutral QoS monitoring model. Using a confidence interval of 95%, trust is computed based on whether the cloud provider’s QoS system results are within the range of the Vendor Neutral model results. The proposed model was applied to QoS results from two cloud computing providers, Microsoft and Google. From the results, users can build trust for the services from Microsoft and Google since the QoS results provided by the cloud provider integrated tool and the Vendor Neutral tool, during the experimentation period were within range, showing trustworthiness of the providers with regards to reporting the QoS of their platforms.

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2024

A Contextualized Farm Management Information System

Christopher Chepken

Various Information Communication Technology (ICT) Agricultural initiatives implemented in Kenya have largely concentrated on the general farming set ups, ignoring the specific farm and Agricultural activities contexts. Literature review, sampling of ICT for Agriculture initiative (ICT4Agri) reports, and our knowledge on existing Agricultural Management Information Systems (AMISs) showed that a majority of the ICT4Agri for various farm management were general in nature and mostly facilitated information push towards farmers as opposed to allowing for a bidirectional flow of information. Only a few personalized and contextualized MISs for day-to-day management of farms existed. Besides their abundance, adoption, and use, challenges still exist due to the generalized nature in which system designers and developers conceptualize the ICT4Agri artefacts. With the objective of finding out if a more contextualized Agricultural farm Management Information System was better than the generalized Agricultural systems, we carried out an analysis of the current situation and designed, implemented, and tested a new integrated ICT4Agri dairy farm Management Information System. The system was co-designed with five purposefully selected ICT literate dairy farmers from the North rift counties of Kenya. Besides the presentation of the developed artefact, this paper presents the study results which showed that there is still need for compatible ICT agricultural systems which can allow farmers to process their own data by being allowed to have bidirectional movement of data and being able to create and use their own data. As a result, it was noted that there still exists a lot of opportunities for Agriculturaldigitization, especially if contextualization was to be factored in.

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2024

Quality Indicator Framework for Assessing DEel Programs in Kenya: A Technological and Educational Functional Parameters Approach

Elijah I. Omwenga; Christopher M. Gakuu; Robert O. Oboko; Harriet J. Kidombo; Joyce K. Mbwesa; Peter W. Waiganjo et al.

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.

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2024

Effect of Pre-reading Activities on Learners’ Performance in Reading Comprehension in Kenyan Secondary Schools

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.

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