African Journal of Empirical Research
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The Nature of the United Nations Peace Mission in South Sudan
Get PDFThis study delves into the nature of the United Nations Mission in South Sudan (UNMISS) and specifically explores UNMISS\u27s key roles like violence reduction, political instability, the security situation, social cohesion, reduction of violence, protection of civilians and socio-economic development. The study was guided by two objectives; to assess the objectives and mandates of UNMISS, and to examine the effectiveness of the roles and mandates of UNMISS in addressing the underlying causes of conflict and fostering sustainable peace in South Sudan. The study was underpinned by two theories, conflict transformation and Liberalism institutionalism theory. The study adopted a mixed method design with a target of 3280 and a sample size of 354 which was determined by the Yamane (1967) formula. The study employed purposive, cluster, stratified, and systematic sampling. Primary data was collected through interview schedules and questionnaires which were supplemented by FGDs. While secondary data was collected through a review of various publications. Quantitative and qualitative data were analyzed using SSP version 28 and thematic excerpts respectively. The study concludes that UNMISS has been in the front run to de-escalate hostilities by putting in place several strategies to create a conducive environment that supports dialogue and negotiation. This includes concerted DDR efforts that aim to reduce armed conflicts and prioritize the protection of civilians by fostering trust within the warring communities. Equally, UNMISS has played critical roles in ensuring social cohesion and political stability that are conducive to reconciliation and dialogue at the grassroots level. Peace-building initiatives have been achieved through missions’ commitment to the protection of human rights, social-economic development and availability of resources. The study recommends a substantial increase of resources to UNMISS and strengthening the SSR and DDR programs.
The Role of Early Childhood Education in Boosting Learning Abilities at Subsequent Levels: A Case of Selected Primary Schools in Musanze District, Rwanda
Get PDFThis study investigated the influence of early childhood education on enhancing learning abilities at subsequent educational levels. Specifically, it examined the contributions of cognitive and social development acquired through early childhood education. Embracing a holistic perspective, the study addressed physical, cognitive, social-emotional, and linguistic development until children entered primary school. Employing a descriptive research design using a mixed-methods approach, combining qualitative and quantitative research methods, the study drew on Vygotsky’s socio-cultural theory. Data collection involved the administration of questionnaires to a diverse group of respondents. The research population encompassed 71 primary schools (13 private, 58 public) and 54 nursery schools (19 private, 35 public) within Musanze district. The target population comprised 71 primary school head teachers, 71 primary school District Education Officers (DOSs), and 54 kindergarten head teachers. A sample size of 132 was determined using Yamane\u27s formula. Data collection involved questionnaires, structured interviews, and a pilot study to ensure the reliability of the instruments. The findings revealed a positive and significant correlation between cognitive and social development and enhanced learning abilities in subsequent educational levels. The study underscored the importance of early childhood education and recommended increased governmental and non-governmental efforts to develop policies and programs that support early childhood development
Influence of Teacher Characteristics on the Implementation of Inclusive Education in Public Primary Schools in Bumula Sub-County, Kenya
Get PDFEducation has been, recognized as basic human right by many world societies. This includes persons having difficulties in education. In spite of this inclusivity of students living with disabilities in schooling is, faced with many challenges. This study therefore looked at the influence of teacher characteristics on the implementation of inclusive education in public primary schools in Bumula Sub-County. Classical liberal theory was, employed in this study since it advocates for equal opportunities to all people in the society. This study targeted total population of 20,125 people with and without disabilities from the 126 public primary schools practicing inclusivity in education. Using Morgan and Krejcie table the study sample size was 379 respondents. A descriptive survey design was embraced utilizing quantitative approaches. Data for this study was, acquired via questionnaires for teachers and learners. Quantitative data from the questionnaires was cleaned, coded and inserted in the computer for analysis utilizing Statistical Package for Social Sciences (SPSS) version 26. The product of the data collected was, analyzed and presentations shown by percentages, frequency distribution tables, bar graphs and charts settling on the objectives and research questions of this study. The Coefficient of Determination (R square) stood at 0.758, which means that about 75.8% of the proportion of total variations in the implementation of inclusive education was explained by teacher characteristics. The coefficient (β = 0.261) for teacher characteristics was found to be statistically significant (t = 3.831, p = 0.002) at a 95% confidence level (α = 0.05), indicating a notable relationship with the implementation of inclusive education in public primary schools. This study advocates for a deeper exploration of school-based dynamics, aligning with classical Liberal Theory principles, to further bolster the adoption of inclusive education practices. The study recommends more pursuit of school-based dynamics as demonstrated in the Classical Liberal Theory to enhance implementation of inclusive education. Investors, management, government, researchers and academicians would greatly benefit from this study as it provides viable insights that could guide decisions to serve their interests on the critical subject of enhanced implementation of inclusive education
Assessment of Fathers’ Knowledge, Attitude and Practices on Nutritional Needs of their Children under 5 Year-Old in Kigeme Refugee Camp in Rwanda
Get PDFThe educational level of parents significantly impacts the quality of nutrition provided to their children. The specific research objective of this paper states the influence of fathers’ knowledge, attitude, and practices on children\u27s lives at Kigeme refugee camp. A descriptive survey research design was employed. The target population was 850 fathers, and the Alain Bouchard formula was used to get a sample size of 264 respondents, where the inclusion criteria included fathers having children under 5 years old in the Kigeme refugee camp. Nutrition literacy theory was used to guide the study. A questionnaire was used as a data collection instrument. The findings revealed that 55.3% of respondents indicated that they did not know how or when a child can be taken for anthropometric measurements. 118 (44.7%) know, and they are interested. It was also found that 57.2 %, as indicated by the study participants, showed that infants have to start to eat at 6 months. Furthermore, the study found that the number of children who are not fed by their fathers is high, as confirmed by 79.6% of the respondents. The study concludes that fathers did not have efficient knowledge, practices, and attitudes toward the growth and feeding of their children under 5 years old, and a few who have such knowledge declare that they have no access to diversified food in order to prepare the recommended balanced diet for their children in the Kigeme refugee camp. The study recommends that there is a need to create opportunities for fathers to access the diversified food of their children and to expand kitchen gardens in Kigeme refugee camp, which could help them enrich their diet through vegetables gotten from them
Determinants of Inorganic Fertilizer Use by Smallholder Rice Farmers in Mbeya and Morogoro Regions of Tanzania
Get PDFThis study identifies factors that influence smallholder rice farmers to adopt or not adopt inorganic fertilizer. This study employed a cross-sectional design. This study was guided by the Theory of Reasoned Action (TRA) in determining the factors that influence the use of inorganic fertilizer among smallholder farmers. The data was collected using multistage sampling, a two-stage design. To do this, secondary data from the National Sample Census of Agriculture (NSCA) survey of 2019–20 are used to model participation and intensity of use of inorganic fertilizer as separate decisions. The results showed that factors such as farm income, membership in the farmer group, and irrigation influence both participation and intensity of inorganic fertilizer use. Moreover, factors such as distance to the homestead, distance to the nearest road, and improved seed use influence participation decisions, while only extension advice and the price of inorganic fertilizer affect the intensity of inorganic fertilizer use. Furthermore, the study found regional differences in the key factors that influence inorganic fertilizer use. The study recommends various strategies for encouraging and increasing the use of inorganic fertilizer among smallholder rice farmers in Tanzania. These include developments to the rural road network, a decrease in the cost of inorganic fertilizer, encouraging membership in farmer groups, and strengthening the existing extension system. In addition, the designed intervention should take into consideration the regional differences that exist in the regions; thus, policies to increase inorganic fertilizer use might differ among regions. Furthermore, the intervention should account for the regional disparities that exist. Consequently, strategies aimed at promoting the use of inorganic fertilizers may vary among regions
Factors Contributing to the Success of Local Government Revenue Collection Information System (LGRCIS) in Local Government Authorities: A Case of Ludewa District Council, Tanzania
Get PDFThe implementation of the government e-payment gateway (GePG) has enabled central government authorities and agencies to enhance their revenue generation. However, the adoption of this technology has presented various issues that may prove difficult for local government authorities (LGAs) to address without the implementation of specific methods and tactics. The objective of this study was to assess the factors that contribute to the effective implementation of Local Government Revenue Collection Information Systems (LGRCIS) in local government authorities (LGAs). The study examined the contribution of technology to the effective adoption of Local Government Revenue Collection Information Systems (LGRCIS) in Local Government Authorities (LGAs), conducted at Ludewa District Council with a sample size of 75 respondents using a cross-sectional research strategy. Specifically, the study sought to examine the contribution of economic factors to the successful implementation of LGRCIS in the LGAs, the contribution of technological factors to the successful implementation of LGRCIS in the LGAs, and the contribution of institutional factors to the successful implementation of LGRCIS in the LGAs. Guided by the Diffusion of Innovations (DOI) theory, the study employed purposive and simple random sampling techniques to select respondents. Primary data was gathered through questionnaires and interviews. The target population included 212 council employees, focussing on departments such as finance, procurement, logistics, and land, along with revenue collection officers and community representatives. Data analysis involved both qualitative and quantitative approaches, using SPSS for descriptive analysis and thematic analysis for interview data. Findings indicated that technological factors significantly influence the successful implementation of LGRCIS, and recommendations included eliminating taxes on revenue collection facilities and providing training programs for revenue officers to enhance technology adoption. Therefore, the study concluded that effective adoption of technological innovation does not occur in a vacuum; there must be effective strategies to address the factors that enhance the adoption of technological innovation. Results from the field indicate that these factors play a significant role in enhancing the adoption of LGRCIS technology within Local Government Authorities (LGAs). Technological factors significantly contribute to enhancing revenue collection capabilities, and revenue collection institutions need to employ innovations like LGRCIS to bolster their ability to collect revenues from various economic sources
The Impact of Code Switching and Code Mixing on Learning of English Language in Lower Secondary School level: A Case Study of Selected Schools in Rubavu District, Rwanda
Get PDFEnglish is the most widely spoken language in the world, making it essential for effective global communication. This is why individuals who aspire to thrive in today\u27s global society must possess proficiency in English. This study focuses on how the use of code switching (CS) and code mixing (CM) affect the learning of the English language in G. S. Bisizi and G. S. Gikombe of Rubavu District in Rwanda. The study was conducted with the aim to: (1) identify reasons for code switching and code mixing in lower secondary schools; (2) assess the impact of CS and CM on students’ performance in learning English; and (3) establish strategies to adopt in order to avoid CS and CM in English language classrooms. It was conducted based on the matrix language frame and sequential theories. A descriptive research design was used. The researchers employed a mixed method for data collection, analysis, and presentation. Its total population is comprised of 726 individuals, including 716 students, 6 teachers, and 4 school leaders from both schools. The sample size is 85 respondents (75 students, 6 teachers, and 4 school leaders) got by use of simple random sampling (students) and purposive sampling techniques (teachers and school leaders). During the collection of primary data, questionnaires, interview guides, and observation checklists were used as convenient tools, while documentation was used in collecting secondary data. The findings indicated that the lack of vocabulary, emphasizing a particular topic while teaching and learning English, and the intention to clarify the speech content are the major reasons for using CS and CM. They also reveal that CS and CM contribute to students’ failure in learning English, as both create a lack of their confidence in speaking, limit students’ practice in speaking English, retard their ability to master English, and lead to a low understanding and mastery of English. In addition, the study revealed that teachers are the main source for CS and CM in their classes. Finally, this research recommends that school leaders and English language teachers should reinstate a policy of speaking English in the school premises and make an effective follow-up to ensure students do not violate it. Teachers should also act as role models in their language classes by avoiding CS and CM, whereas the decision makers in education should initiate a short-term professional program and special ways to avoid CS among teachers to help students effectively learn English language
The Impact of Language Transfers on Learners Writing Skills in English Learning Among Students in Mahama Refugee Camp, Rwanda
Get PDFThis study investigates the effects of language transfers on English learners\u27 writing skills in the Mahama Refugee Camp, Rwanda. The Contrastive Analysis Hypothesis Theory and Inter-Language Theory form the foundation of the current research, providing guidance to achieve the study objectives. This study employed a narrative research design. The study population comprised 169 respondents, including school staff and students from named schools B, C, and D. The study drew a sample size of 152 respondents from the target population, using stratified sampling and simple random sampling techniques to ensure adequate representation of all subgroups within the population. Semi-structured interviews were conducted with school teachers, and open-ended questionnaires were designed for students to answer in essay form. The study systematically analyzed the data by coding it to identify themes and patterns, and then interpreted these themes to gain insights and understanding about the research questions. Interviews with vice principals and teachers at Mahama Refugee Camp secondary schools revealed the impact of language transfers on learners\u27 writing skills in English learning. They identified four main challenges: direct translation, incorrect application of grammar rules, incorrect use of vocabulary, and overgeneralization of rules. Direct translation from the mother tongue into English often results in semantically ambiguous sentences because idioms and syntactic structures do not always translate directly. When learners use native English structures, such as verbs in the wrong present tense, incorrect grammar is applied. Lexical misuse involves semantic errors and cognates, where words that sound the same in two languages have different meanings, leading to confusion and incorrect usage. Overgeneralizing native language rules, such as the regular plural system, also leads to errors in English writing. In conclusion, the research at Mahama Refugee Camp secondary schools reveals that language transfer errors, such as incorrect verb tenses and subject-verb agreement, significantly challenge students\u27 English writing proficiency. To mitigate these issues, the study suggests targeted interventions, including focused grammar instruction, contrastive analysis, error correction, and communicative practice. As a recommendation, the government should provide support for professional development programs for teachers focused on addressing language transfer errors in English language writing. Teachers should provide opportunities for students to read extensively in English to help them internalize correct language patterns
The Impact of Shifting the Medium of Instruction on Academic Performance in Lower Primary Schools in Rubavu District, Rwanda
Get PDFThe aim of this research was to examine the academic performance results of lower primary school pupils in Rubavu District before and after the introduction of English as a medium of instruction (MOI). The study focused on school head teachers and teachers of English and Science Elementary Technology (SET) in five selected schools. The theoretical foundation of the study was the behaviorist theory of second language acquisition. The correlational research design and the mixed methods approach were applied. Data was collected through questionnaires and documentary reviews as research tools. The target population was 150 people, from which a sample of 69 participants, including school leaders and upper primary and lower primary teachers, was selected through purposive random sampling from five randomly selected schools. Excel and SPSS were used to aid in data analysis. The data was analyzed descriptively using frequencies and percentages and inferentially using the t-test. The key finding showed that learners’ performance improved, with 71% of respondents believing that learners performed better when the method of instruction was shifted to English. This was also reflected in the quantitative data of t-test results, showing that learners performed better in English and SET after the MOI was shifted to English than before when it was in Kinyarwanda. In lower primary English, scores increased from 58.36 before the shift to 62.53 after the shift, while in SET, scores increased from 28.51 before the shift to 34.64 after the shift. In upper primary, scores increased from 46.27 before the shift to 49.51 after the shift, while in SET, scores increased from 40.56 before the shift to 45.73 after the shift. Respondents said that initially, EMI learners struggled due to different challenges, but when these issues were resolved, there was an improvement in learners\u27 performance. The researcher recommends that the government and policymakers avoid instability in the MOI and consider early transitions, as they help pupils develop their target language from a young age
Code-Switching in Practice: Prevalence in Classroom Interactions during English and Mathematics Lessons at Selected Secondary Schools in Muhanga District, Rwanda
Get PDFIn multilingual communities—a large number of them in Africa—the use of code switching and its impact on classroom interactions differ greatly depending on the area’s linguistic environment, educational policies, and cultural views on multilingualism. In Rwanda, where English proficiency is limited and the English language is the medium of instruction, code-switching (henceforth CS) seems to be a persisting practice in classroom interactions, and it has impacts on teaching and learning English and mathematics subjects. This study aimed to investigate the effects of code-switching on classroom interaction, focusing on English and mathematics subjects, specifically in selected secondary schools in Muhanga District, Rwanda. The study investigates the use of code-switching in English and mathematics subjects within multilingual societies, focusing on the challenges posed by language proficiency gaps. It aims to determine how prevalent code-switching is, its impact on classroom interaction, the reasons behind its use, and the perspectives of teachers and learners. The study was based on Kwame’s interactionism theory, which emphasizes the significance of experience, environment, and innate learning abilities in language acquisition. A descriptive research design was employed, utilizing a mixed-method approach for data collection, analysis, and presentation. Data was gathered through a questionnaire for teachers and students, an interview guide to meet the results from English and mathematics teachers in each of the participating schools, as well as an observation guide. The study’s target population included 475 participants: 467 students, 4 English teachers, and 4 mathematics teachers. A sample size of 90 respondents was selected, consisting of 82 students, 4 English teachers, and 4 mathematics teachers. Students were chosen using systematic sampling, where the first respondent was selected randomly and the next respondent was picked at intervals of two. Teachers, on the other hand, were selected through purposive sampling techniques. The data were coded, and their analysis was conducted using SPSS version 20, employing statistical tools such as frequency counts, percentages, means, and standard deviations. The key findings revealed that CS is a prevalent practice used to bridge linguistic gaps, aid comprehension, and foster effective communication, particularly in mathematics, due to its conceptual nature and diverse linguistic backgrounds of students and teachers. They also revealed that its overuse can affect language proficiency and the loss of cultural identity. Therefore, the study recommends that it should be used strategically. The findings of this study influence language policy implementation and instructional strategies in Rwanda’s educational system. It recommends moderate use of code-switching to enhance understanding and classroom interaction, while encouraging teachers and students to use the language of instruction for self-improvement