African Journal of Empirical Research
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Impact of drug abuse on academic performance of children at Kakuma refugee camp, Turkana County, Kenya
Get PDFThe issue of obtaining a decent basic education for refugee children, particularly girls, is not assured owing to numerous disruptions that result in dropouts and subsequent failure to complete Primary Education. Other researchers have researched on general factors affecting educational performance of refugees, leaving out social factors. It is against this background that this study aim was to determine social factors affecting academic performance of children in refugee camps. The specific objective of the study was to determine the effect of drug abuse on Academic performance of children at Kakuma refugee camp. This study used system theory and socio-cultural theory. A descriptive survey design was used to carry out the study. This study was carried out in Kakuma refugee camp which is located in the North-western region of Kenya. The study targeted 267 standards 7 and 8 pupils in primary schools in Kakuma refugee camp, 15 class teachers, and 8 school heads, these respondents were targeted since they gave the correct information on the subject matter of this research. The researcher used purposive sampling technique to select 15 class teachers and 8 head teachers. Simple random sampling was then used to pick a sample size of 80 class 7 and 8 students. Therefore, the whole sample size of the study was 103 respondents. Responses from the selected respondents were collected using a set of structured questionnaires and interview guide which were able to capture data relevant to research objectives. Data collected was both qualitative and quantitative. Quantitative data was analyzed using descriptive statistics while qualitative was analysed through thematic review. The researcher concluded that performance of students who abuse drugs is low. In addition, the researcher concluded that the discipline of students who abused drugs is low. The findings indicated that there is positive significant association between effect of drug abuse on academic performance of children at Kakuma refugee camp (r=0.462, p<0.05). The researcher concluded that the rate of absenteeism among students who abuse drugs is very high and that alcohol abuse led to poor academic performance in the school. The study underscores that drug use is a major factor contributing to academic difficulties among students, with those abusing substances often exhibiting indiscipline and poor academic performance. Effective substance abuse prevention and intervention programs need to be established to address drug abuse among students. Schools should collaborate with local health services to provide counseling, support, and rehabilitation for students affected by drug abuse. Promoting awareness and education about the negative impacts of drugs on academic performance and personal development can also help reduce drug use. Establishing strict disciplinary measures and support systems for affected students can further mitigate the impact of substance abuse on education
Influence of academic motivation on online learning outcomes among students in public universities in the Western Region of Kenya
Get PDFHigher education institutions are experiencing significant changes propelled by the urgent need to digitalize educational and training methodologies swiftly. Colleges maintain a focus on online education to address the varied requirements of students, promoting accessibility, adaptability, and continuity in their learning. For students to truly gain from online learning, academic motivation serves a vital role. Even with the increasing focus on online education, numerous students at public universities in the Western region of Kenya encounter difficulties concerning self-discipline, involvement, and motivation, impacting their academic performance. The research aimed to evaluate the effects of self-regulation techniques on students’ online learning results. McClelland and Atkinson\u27s Need Achievement Theory guided this research. A mixed-methods research approach was utilized, focusing on 4,551 participants, which included 4,475 undergraduates from the Department of Education, 24 Education Department leaders, 39 teachers, and 4 Open and Distance e-learning (ODEL) administrators. The sample size was calculated using Yamane’s (1967) and Cochran’s formulas. Information was gathered through questionnaires and interviews with key informants. A pilot study was carried out to verify reliability, applying Cronbach’s alpha to evaluate the internal consistency of the research tools. The validity of the instruments regarding face, content, and criterion was determined. Data analysis included correlation to evaluate connections between variables and multiple regression to forecast their interactions. The qualitative findings from the interview revealed that academic motivation influences students\u27 online learning achievements in public universities in this area. The findings revealed a robust positive connection (correlation coefficients of 0.733) between students\u27 performance in online learning and their academic motivation. Linear regression analysis indicated that academic motivation had a positive and significant effect on students\u27 online learning outcomes (regression coefficient of 1.137). The research revealed that academic motivation collectively accounted for approximately 70.3% of the variation in students\u27 online learning outcomes. These results carry profound implications for education stakeholders, particularly in assessing preparedness for the competency-based curriculum (CBC) in Kenya by 2026, which incorporates online learning methods. The Teachers Service Commission (TSC), Kenya Institute of Curriculum Development (KICD), and Ministry of Education (MOE) can apply these results to develop effective teacher training programs for online teaching and to tackle obstacles that impede the implementation of online learning. Boosting students\u27 academic motivation will be crucial for a successful digital learning journey
Tanzania
Get PDFThis study assessed the inclusivity of the Dar es Salaam Bus Rapid Transit (DART) system by examining how its physical conditions support passengers with disabilities. The objective was to evaluate key infrastructural elements – ramps, wheelchair-friendly stations, and accessible seating – and analyse staff preparedness and passenger experience using the Theory of Planned Behaviour and Service Quality Theory. A mixed approach and descriptive cross-sectional research design was used, employing stratified random sampling of 178 Dar es Salaam Rapid Transit (DART) staff and purposive sampling for five zonal station leaders and snowball sampling for selecting 100 passengers with disabilities. Data were collected through structured questionnaires and analysed using SPSS (Version 26). Quantitative findings were presented through descriptive statistics, while narrations presented the qualitative findings that were analysed through content analysis. The findings reveal that while some inclusive infrastructure such as ramps and reserved seating exists, functionality is compromised by poor design, maintenance gaps, signage deficiencies, and lack of enforcement. Additionally, training among frontline staff is inconsistent and inadequate, further impeding service delivery. The study concludes that Dar es Salaam Rapid Transit (DART) had to deliver transport that is equitable and inclusive for people with disabilities. The recommendations were made on the provision of regular staff training, improvements in accessibility features, and stronger enforcement of inclusive policies
Gender related challenges in re-integration of female prisoners in Western Kenya
Get PDFThe reintegration of female prisoners into society presents unique challenges that are often overlooked in criminological literature, which has traditionally focused on male offenders. Gender-related issues, including stigmatization, family dynamics, and the lack of gender-responsive rehabilitation programs, significantly impact the reintegration process for women post-incarceration. This study investigates the gender-related challenges faced by female prisoners in Western Kenya during their reintegration. The research was done in Kakamega Women Prison, Bungoma Women Prison and Busia Women Prison and the aim of the research was to look at patterns of recidivism and how effective rehabilitation programmes on women according to their needs are. Based on the gendered pathways theory and relational theory, the study applied the descriptive research design, focusing on 150 women recidivists recruited using the purposive and random sampling technique. These data were collected using questionnaires and key informant interviews, focus group discussions. The quantitative data were analyzed with the help of SPSS, and qualitative data were analyzed using content analysis. The research also showed that poor rehabilitation plans, low levels of education, and enduring social exclusion are also contributing factors to high recidivism rates of female offenders in Western Kenya. Other challenges that many women have to encounter include those of familial rejection and fragmentation of relationships which makes their re-integration in the society a lot harder. The research supports the importance of gender-based rehabilitation programs such as vocational training and psychological support as this is required to meet the physiological needs of female inmates. The research also emphasizes community reception and the options of economic opportunities to help in the elimination of recidivism and successful reintegration. The results indicate that the issue of female recidivism requires integrated policy solutions and more specific rehabilitation programs, in order to minimize its western Kenyan recurrence
Uptake of green energy practices: Evidence from hotels in Nakuru County, Kenya
Get PDFHotel industry is a major part of development of tourism that spend a lot of its resources on energy intensive facilities. Uptake of energy efficient practices is relevant to hotels in saving approximately twenty percent of its operating costs. The aim of this study was to examine the uptake of green energy practices by hotels in Nakuru County. The study was anchored on stakeholder’s theory and resource-based theory. The study adopted a descriptive cross-sectional research design that involve both quantitative and qualitative methodologies in generating rich information to help fully explore the objective of the study. The target population of the study comprised 259 hotels registered within the categories of medium, large and very large, from which a sample of 204 hotels were selected using stratified random sampling method and 204 hotels were sampled and completed. Quantitative and qualitative data was obtained from respondents using a questionnaires and interviews. Quantitative data was analyzed using descriptive statistics and data was presented using tables and graphs. Qualitative data was analyzed using NVIVO software, and data was categorized into themes and presented in form of narratives. Findings show that hotels reported high uptake 90.2% of green energy practices policy, However, the results of the study revealed low uptake 24.5% in creating awareness to employees on green energy policy, 16.7% budget for supporting green energy practices, and 26.0% in capacity building for hotel manager participation in any green energy environmental sustainability trainings. The study concludes that green energy uptake in hotels in relation to creation awareness and budgeting for green energy. The hotel management should consider budgeting and trainings for staff on green energy practices to increase uptake levels and manage hotels energy consumption efficiently
Effect of parenting self-efficacy on teenagers’ self-regulation after COVID 19 in Kakamega North Sub-County, Kenya
Get PDFIt is established that parenting a teenager in the digital era is a daunting task. This study aimed to determine how parenting self-efficacy affects the self-regulation of teenagers in Kakamega North Sub-County after COVID-19. The study employed an ex post facto research design in conjunction with a correlation design. It was guided by two theories: self-efficacy theory by Bandura and attachment theory by John Bowlby. The target population of the study from the 44 secondary schools was 4667 respondents. The sample size from 10 secondary schools comprised 200 parents, 200 students, and 10 teachers of guiding and counseling. The sample was selected using stratified random and purposive sampling. Data was collected using questionnaires and interviews. Parenting self-efficacy was measured by the Parenting Sense of Competence Scale (PSOC)—a measure that contains 17 items, which are rated on a six-point Likert scale to demonstrate parental satisfaction and efficacy. Teenager self-regulation was measured by the teenager’s Self-Regulation Questionnaire (SRQ). Building strong research and choosing appropriate design instruments coupled with piloting ensured validity and reliability. Cronbach’s alpha reliability coefficient index for data collection instruments was ≥.60, which was acceptable at a .60 threshold. Ethical considerations were observed. Data analysis comprised use of descriptive statistics (percentages, means, and standard deviations) and inferential statistics (Pearson’s (r), t-test, and linear regression). Qualitative data was analyzed thematically. A Pearson correlation coefficient of 0.441, at the 0.01 level (2-tailed), indicated a positive relationship between the two variables. This suggests that higher PSE is linked to improved self-regulation among teenagers. The results unravel the importance of fostering parenting self-efficacy to enhance teenagers’ behavioral outcomes. The study recommends parents adopting practices that boost their teenagers’ self-regulation, which in turn shapes behavior outcomes, and parenting training programs to teach parents strategies to improve teenage self-regulation
Influence of instructional supervision on students’ performance in Twelve Years Basic Education (12YBE) in Rwandan rural schools
Get PDFThis study aims to examine the effects of instructional supervision on student performance, focusing on rural schools in Rwanda. The study was guided by two theories: systems theory and the theory of educational supervision. This study was conducted using a descriptive survey design with a mixed approach, integrating both quantitative and qualitative data. The target population consisted of teachers and head teachers of secondary schools in the rural area of Rubavu District. A simple random sampling method was used to select 164 teachers, while purposive sampling was used to select 17 head teachers from 17 schools. Data collection involved questionnaires and interviews, while document analysis was conducted on students\u27 performance as secondary data. Quantitative data was analyzed using descriptive and inferential statistics in SPSS, and qualitative data was analyzed thematically. The findings revealed that inadequate instructional supervision—characterized by infrequent and irregular classroom visits, inconsistent feedback, and a lack of professional development opportunities—was the root cause of poor student performance in rural schools. Correlation and regression analyses showed a strong positive relationship (R = 0.705), with instructional supervision accounting for 49.7% of the variance in student outcomes. The ANOVA results (F = 7.907, p = 0.023) confirmed the model\u27s statistical significance. Regression coefficients indicated that a one-unit increase in instructional supervision improves student performance by 0.565 units, with this relationship being highly significant (p = 0.023). These findings suggest that strengthening instructional supervision can significantly enhance student achievement, highlighting its critical role in educational quality and policy development for rural school improvement. The study recommended that NESA and policymakers adopt virtual instructional supervision to ensure adequate supervision and to develop a comprehensive instructional supervision policy. It also advised school leaders to plan professional development for teachers and implement regular instructional supervision through classroom visits and constructive feedback. Adopting these strategies could improve students’ academic performance in rural schools
Professional development opportunities as a driver to academic staff job satisfaction in selected public and private universities in Kenya
Get PDFThis study was focused on distinguishing the operations in public and private universities and recommending possible policy intervention to improve the academic staff levels of job satisfaction and performance. Guided by the pragmatism research paradigm and the Herzberg two-factor theory, the study employed a concurrent mixed research method design. The target population for this study was the members of the academic staff in a selected private and public university. Participants were purposively identified and selected; therefore, the sample size for public university was 115 participants, while that of private university was 60. Data was collected through questionnaires and interviews, evaluated, and analyzed both qualitatively and quantitatively, giving an in-depth examination into the subject matter. The study found out that there is that lack of clarity, unequal access, and limited institutional support for training and research for members of the academic staff in public universities compared to private universities, which hindered staff academic growth. The study therefore concludes and recommends that universities should develop policies that mandate regular academic staff training, further allocate budget lines for academic staff professional advancement, and recognize academic staff developmental achievements in promotion criteria. For ethical consideration, the selected public university is referred to as University Alpha, while the private university is University Beta
Making sense of ability grouping: Understanding the educational rationale and psychological effects of ability grouping in Uganda’s secondary schools
Get PDFThe study aimed at exploring the rationale for and psychological effects of ability grouping in secondary schools. It was anchored mainly on the reference group theory. Following a qualitative approach and an explorative and phenomenological design, the study was conducted among 14 participants, that is, head teachers and students who were selected using purposive sampling. Data were analysed using themes and subthemes; hence, thematic analysis. Findings from interviews and focus group discussions reveal that schools adopt ability grouping practices for purposes related to enabling customised instruction, enhancing peer learning, optimising academic potential, improving learning outcomes and managing classrooms. The psychological effects of ability grouping emerged as those related to students’ self-esteem, confidence, motivation, engagement, identity, stigma and anxiety. In conclusion, ability grouping must be carefully planned and implemented to avoid its negative effects on learners. It is therefore recommended that schools and stakeholders involved in ability grouping take into account the psychological effects of the practice and adopt strategies that enhance support and self-esteem, reduce stigma, train teachers and consider parents’ views and feelings about the practice. Schools must practise flexible grouping, continuous assessment, training and ongoing teacher professional development and monitoring, and equitable distribution of materials and resources
Unmanned aerial systems (UAS) in modern peacekeeping operations: Applications, challenges, and future directions
Get PDFThe study examines how Unmanned Aerial Systems (UAS) can be integrated into modern peacekeeping missions and their strategic importance, paying special attention to the prospects of using UAS in African-based missions, including the United Nations Mission in South Sudan [UNMISS], the United Nations Organization Stabilisation Mission in the Democratic Republic of Congo [MONUSCO], the United Nations Multidimensional Integrated Stabilisation Mission in the Central African Republic [MINUSCA], and the African Support Stabilisation Mission in Somalia [AUSSOM]. It addresses the usefulness of UAS in intelligence, surveillance, and reconnaissance (ISR); humanitarian logistics; early warning systems; protection of civilians; and operational assistance in complex conflicts. The following three objectives informed the study: to review the uses of UAS in contemporary peacekeeping operations, to list and evaluate the issues involved in using such tools, and to understand the possibilities of the practical and ethical application of such tools in peace operations in the future. The basis of the study was technological determination and sociotechnical system theory. Both qualitative and quantitative case studies were implemented as a methodology, and the researcher has excluded the use of secondary missions where drones will be deployed. Data collection comprised document analysis, semi-structured interviews, and focused engagement with peacekeeping personnel, mission planners, and subject-matter experts. A lot of literature and mission reports were used to obtain secondary data. The data was analysed through thematic content analysis. Based on the evidence, although UAS has significantly improved situation awareness, responsiveness, and safeguarding of civilians, it is still constrained by the political opposition, legal evasiveness, regulation issues, and reluctant acceptance of the host state. The paper concludes that the future of UAS in peacekeeping lies in the development of transparent structures, inter-agency collaboration, investments in operations and the training of drone operators, and adherence to the use of UAS with ethical and trade laws to make the latter appear legitimate and trusted among the locals. The paper presents the necessity of developing uniformity in deploying UAS, the engagement strategy with the host nation, and the expansion of the technical infrastructure to allow for the enduring habits of drone integration during missions