Theses & Dissertationhttp://repository.rongovarsity.ac.ke/handle/123456789/32024-03-28T10:37:05Z2024-03-28T10:37:05ZReadiness of public primary schools for uptake and integration of laptop computers in Homa Bay County, KenyaOmito, Oumahttp://repository.rongovarsity.ac.ke/handle/123456789/25112023-09-08T08:58:10Z2020-01-01T00:00:00ZReadiness of public primary schools for uptake and integration of laptop computers in Homa Bay County, Kenya
Omito, Ouma
The purpose of this study was to investigate the readiness of public primary schools for uptake and integration of laptop computers for teaching and learning in Homa Bay County, Kenya.This followed the rise in use of web 2.0 technologies and the commitment of the Government of Kenya to give laptop computers to all standard one pupils in Kenya by 2014.The objectives of the study were to: investigate the availability of institutional ICT infrastructures in schools for laptop computer uptake, examine the adequacy of teachers‟ computer capacity in readiness for laptop computers integration, determine teachers‟ awareness of the digital content to be integrated in laptop computer uses, establish the attitude of the teachers towards the uptake and integration of laptop computer, and analyze the contribution of independent variables of the study to uptake and integration. The study was premised on systems theory. A mixed method cross sectional survey design was used for the study. Data was collected through questionnaires, observation checklists, interview schedules and document analysis. The study population was 8261 consisting of 845 public primary schools, 6529 teachers, 845 head teachers and 42 Curriculum Support Officers (CSOs). The population was stratified into six sub-counties and then simple random sampling technique was used to come up with proportional sample sizes in each of the six sub-counties of Homa Bay. A sample size of 85 schools, 362 teachers, 85 head teachers, 56 teachers in schools with Digital Literacy Programme (DLP) devices and 9 CSOs were used for the study. 12 sample teachers and 6 head teachers were also interviewed. Both content and construct validity were ascertained by the subject experts, while the internal consistency reliability alpha (α) values obtained were: 0.725, 0.962, 0.9535 and 0.709 for CSO questionnaires, teachers‟ questionnaires, head teachers‟ questionnaires and observation checklists respectively. Descriptive data for objectives 1, 2, 3 and 4 were analyzed by use of percentages, mean scores and frequencies while inferential statistics for objective 5 was analyzed using multiple regression analysis with the support of SPSS version 20 at p≤ 0.05.Interview data were organized into major themes and reported in quotes and percentages alongside the findings from quantitative data. The study findings showed that the average readiness for institutional ICT infrastructures in all sampled schools stood at 29.8% which the study interpreted to mean inadequacy for uptake of laptop computers. However, 74.8% sample schools had sources of power, 90.0% had power sockets and 79.9% had storage facilities that were funded by the government. The average institutional ICT infrastructures were also inequitably distributed in the six subcounties. The findings showed low teacher computer capacity for teachers (2.10) and head teachers (2.48) who did not attend DLP training but was higher for teachers (3.42) who were DLP trained and for the teachers (3.68) who were already teaching using DLP devices in schools that had received the DLP devices. Majority of the sampled teachers (22.9%) were aware of the general digital content such as video, audio, images, texts and graphics but were not adequately proficient in manipulation skills such as drawing (6.8%), simulation (1.7%) and basic arithmetic (6.2%).Sample teachers had positive attitude on usefulness (3.61) of laptop computers for teaching and learning, but indicated that laptop computers were not easy to use (3.11). The multiple regression analysis showed that teachers‟ attitude both statistically (0.04, p≤ 0.05) and positively contributed (8.0 %) to uptake and integration of laptop computers. It was recommended that DLP be anchored in a country‟s ICT policy framework and extended to other levels of education in Kenya.
2020-01-01T00:00:00ZUdumishaji wa lugha ya kimaragoli katika eneobunge la Uriri, KenyaSangili, Nabeta Nixon Kenyanihttp://repository.rongovarsity.ac.ke/handle/123456789/24942023-07-31T07:56:32Z2019-11-01T00:00:00ZUdumishaji wa lugha ya kimaragoli katika eneobunge la Uriri, Kenya
Sangili, Nabeta Nixon Kenyani
Tafiti nyingi zimefanywa katika lugha mbalimbali hapa nchini Kenya na ulimwengu mzima kuhusu kutoweka kwa lugha kwa sababu ya kutodumishwa. Tatizo hili limetambuliwa na madola ya kimataifa kama vile Umoja wa Mataifa na Muungano wa Afrika mbali na mataifa binafsi mbalimbali. Baadhi ya lugha zilizotafitiwa awali, kupitia kwa wasemaji wake, zilihama maaeneo yake asilia na kuhamia kwingineko. Kimaragoli kinachozungumzwa katika eneobunge la Uriri ni mojawapo ya lugha zilizohamia maeneo tofauti na maeneo yake. Suala ni kwamba, japo tafiti zimefanywa kwingineko, panahitaji
tafiti zaidi kuhusiana na hali ya Kimaragoli katika eneobunge la Uriri. Utafiti huu ulitambua pengo hili na kudhamiria kutafitia udumishaji wa Kimaragoli katika eneo Uriri. Ili kutimiza lengo hili, utafiti huu uliongozwa na madhumuni yafuatayo : kuchunguza mikakati inayotumika kudumisha lugha ya Kimaragoli katika eneobunge la Uriri ; kutathmini umilisi wa lugha ya Kimaragoli miongoni mwa wasemaji wake katika eneobunge la Uriri ; kubainisha athari ya lugha ya Kiluo katika Kimaragoli na kujadili
mielekeo ya wasemaji wa Kimaragoli na Kiluo kuhusu uzungumzaji wa lugha ya Kimaragoli katika eneobunge la Uriri. Nadharia za Mtagusano Lugha iliyoasisiwa na Weinreich (1953) na kuboreshwa na Thomason na Kauffman (1988) na Uzalishaji Kijamii iliyoasisiwa na Bourdieu (1977) na Uhuishaji Kiethnoisimu ya Giles, Bourhis na Taylor (1977) zilikuwa kiunzi cha utafiti huu. Utafiti huu ulitumia miundo ya Uauzi na Uchanganuzi Linganishi. Idadi jumla ya watafitiwa ilikuwa Wamaragoli 20,000 katika
Wadi 5 za eneobunge la Uriri. Fomula ya Yamane (1967) ilitumika kupata sampuli wakilishi ya watafitiwa 390 walioteuliwa kimaksudi. Mbinu ya kupata sampuli ya kimaksudi pia ilitumika kupata watafitiwa 5 na wanakundi 10 kwa ajili ya mahojiano na mijadala. Data ilikusanywa kwa kutumia hojaji, mahojiano, mjadala wa kundi lengwa na ratiba ya uchunzaji. Uaminikaji na Udhabiti wa vifaa vya utafiti ulifanyiwa Idarani baada ya Utafiti awali kufanyika. Data ya kiwingiidadi ilichanganuliwa kwa kutumia idadi za
kiumaratokezi, asilimia na kuwasilishwa kwa kutumia chati duara, majedwali, grafumihimili na maelezo. Data ya kithamano ilinukuliwa, kutafsiriwa na kusarifiwa kwa kuzingatia maudhui mbalimbali na unukulishi wa data iliyorekodiwa ulifanywa kimaandishi. Matokeo ya utafiti yalionyesha kwamba mikakati inayopendelewa sana ni matumizi ya idhaa za Kimaragoli wastani (75.8%), watoto kufundishwa Kimaragoli na wazazi wastani (73.2%) na kuongoea Kimaragoli nyumbani wastani (72.7%). Aidha,
utafiti ulibaini kwamba wazee na makamo wana kiwango cha juu cha umilisi wa kimsingi wa Kimaragoli (93.4%), ikifuatiwa na watoto (93.3%) na vijana (89%). Umilisi huu kwa vijana na watoto unaathiriwa na utangamano na Kiluo. Utafiti ulitambua kwamba Kimaragoli kimeathiriwa pakubwa na Kiluo katika maeneotumizi, kileksimu na pia kwa wasemaji wa Kimaragoli. Uchanganyaji na uhamishaji ndimi kati ya Kimaragoli na Kiluo unashuhudiwa sana miongoni mwa vijana na watoto. Pia, utafiti huu ulitambua kwamba Wamaragoli wana mielekeo chanya kuhusu lugha yao ijapokuwa inatofautiana
kiumri. Hata hivyo, mwelekeo ulikuwa wastani wa 83.4%. Matokeo haya yanaashiria kwamba Kimaragoli kinadumishwa kutokana na mikakati imara, umilisi wa kiwango cha juu, kutoathiriwa pakubwa kileksimu na kuwepo kwa mwelekeo chanya miongoni mwa Wamaragoli na Waluo. Matokeo haya yatakuwa amilifu kwa wataalamu wa kupanga lugha katika jamii, taaluma ya Kiswahili katika kujenga dafina ya mtagusano isimu, Wizara ya Elimu na dola za Kimataifa hasa AU na UNESCO wanaohusika katika utafiti
wa kuhatarishwa kwa Lugha na Mikakati ya Uhuishaji wa Lugha ulimwenguni kote.
2019-11-01T00:00:00ZInfluence of institutional culture on students’ involvement in arson at public boarding secondary schools in Kenya: the case of Migori countyK'odero, Jannes Okinyihttp://repository.rongovarsity.ac.ke/handle/123456789/24922023-07-31T07:54:12Z2022-11-01T00:00:00ZInfluence of institutional culture on students’ involvement in arson at public boarding secondary schools in Kenya: the case of Migori county
K'odero, Jannes Okinyi
There has been a marked global increase in episodes of school unrest since 2002, characterized by violence and arson attacks. Most of which have resulted to massive destruction of school property and loss of lives. Despite implementation of policies, recommendations and laws such as Education Act, Children Act and Penal Code of 2019, arson still persists and claims lives and valuable property destroyed with latest cases evident in the year 2021 immediately after recovery from COVID-19. Previous studies have not focused much on institutional cultural in learning institutions as the possible causes of arson. The
The purpose of the study was to assess the influence of institutional culture on students’ involvement in arson in public secondary schools in Migori County, Kenya. Specifically, the study sought to determine the extent to which the application of school rules and regulations contribute to students’ involvement in arson; to find out the influence of informal discussions on students involvement in arson; and to establish the effectiveness of institutional intervention strategies aimed at curbing arson in public boarding secondary schools in Migori County. The study was based on Strain theory of Robert J. Merton. Descriptive cross-sectional
survey design was utilized, and a sample of 380 students of forms 3 and 4 drawn from 28 public boarding secondary schools which had experienced arson from 2017 to 2020. Key informant interviews was conducted to the purposively selected principals in 28 schools. The study used triangulation sampling techniques by applying simple random sampling to select students,
FGDs were conducted in 12 schools with 12 participants per school. Data was collected using structured questionnaires designed for students and interview schedule guide for school principals and FGD guide for students. Inferential statistics was analysed using Pearson’s product moment correlation with the aid of SPSS Version 26.0 while descriptive statistics
presented using percentages, mean and standards deviation. Qualitative data was analysed thematically as per the objectives. The result showed that application of school rules and regulations had a positive and moderate relationship (r= .447, p<.000) with students’ involvement in arson, informal discussions had a positive and moderate relationship (r= .477, p<.000) with students’ involvement in arson, the study further established that institutional intervention strategies like guidance and counselling, punishment and price giving had positive and moderate relationship (r=.498, p<.000) with curbing arson in schools. The study recommends that the Ministry of Education should outline the guideline on students’ involvement in formulation of school rules and regulations, MOE should formulate guidelines for regular meetings between schools administrations and students to discuss student’s issues. The MOE in collaboration with the TSC should also develop a framework for training guidance and counselling teachers on professional counselling skills.
2022-11-01T00:00:00ZInfluence of positive sanctions on children’s social development: the case of Kuria east sub county, Migori county, KenyaOdhiambo, Amolo Amoshttp://repository.rongovarsity.ac.ke/handle/123456789/24912023-07-31T07:52:53Z2022-01-01T00:00:00ZInfluence of positive sanctions on children’s social development: the case of Kuria east sub county, Migori county, Kenya
Odhiambo, Amolo Amos
Children’s social development is a worldwide concern because it is the foundation for lifelong learning in every aspect of a child's life. Negative sanction methods used to promote children’s social development are more pronounced than positive sanctions. This
study sought to investigate the influence of positive sanctions on children’s social development in Kuria East Sub-County. Specific objectives of the study were to; assess the influence of reward on children’s social development, establish the influence of
parenting styles on children’s social development and determine the effectiveness of resilience building on children’s social development. The study was guided by social action theory. It employed a cross-sectional survey design and mixed-methods approach. The sample size was 391 households, determined by the Taro Yamane formula, from a population of 17,363 households. Four key informants, comprising school head teachers, were purposefully selected. The study employed multistage cluster sampling, after which proportionate samples were allocated to each data collection site. Simple random sampling was used to select the main respondents. The study used a questionnaire for the main respondents and a key interview schedule for the key informants. The validity of the instruments was ascertained by the university supervisors and through training research assistants. Reliability was enhanced through computation of Cronbach alpha of internal consistency after a pilot study in Kuria West Sub-County. Quantitative data were analysed inferentially using Pearson product-moment correlation coefficient while descriptive statistics were analysed descriptively using frequency counts, percentage, mean and standard deviation. Qualitative data were analyzed thematically. Quantitative data were presented using tables and charts while qualitative data were presented in themes based on the study objectives. The study revealed that rewards have moderate positive influence on children’s social development, with statistically significant (r=0.319, p<.000) relationship. Monetary reward had weak positive relationship with children’s social development, however, not statistically significant (r=.096, p>.05) whereas social approval had moderate positive (r=.439, p<.05) and statistically significant relationship with children’s social development. Parenting styles had moderate, positive (r=.416, p<.05) and statistical significant influence on children’s social development. Authoritative parenting had a strong positive and significant influence on children’s social development (r=.648, p< .000), authoritarian parenting had moderate and positive influence on children’s social development (r=.233, p<.000) while permissive parenting had weak negative influence on children’s social development (r=.233, p<.000). Resilience building had strong and positive significant relationship (r= .759, p< .000) with children’s social development. Resilience building administered by parents or household head had stronger positive and significant influence (r= .795, p< .000) on children’s social development than resilience building administered by peers, religious leaders and teachers (r= .664, p< .000). The study recommends to the Ministry of Education to put in place a policy on use of rewards in form of social approval to empower children and encourage children’s social development. The Directorate of Social development, culture, and sports to step up sensitization and trainings on positive parenting approaches with an emphasis on authoritative parenting style. The Ministry of Education to enforce use of resilience building approaches to achieve children’s social development in schools.
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