African Journal of Empirical Research
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Technological and Classical Pedagogical Agents in Action: How Design Influences Learning in Kenyan Higher Education
Get PDFThis study explores whether classical (classic) or technological pedagogical agents perform better in promoting student interaction and learning outcomes in the Kenyan context. The study used a mixture of both qualitative and quantitative methods. A total of 200 university students from varying socio-economic backgrounds across Kisumu, Kisii and Homabay counties in Kenya were targeted as the population. A multi-stage stratified random sampling approach was used in order to obtain cases from a range of socio-economic statuses, geographical locations and school types. In addition to pre- and post-test data to measure learning outcomes, focus group data was collected to gain further qualitative insights into student preferences and experiences with the agents. Cognitive Load Theory (CLT) and Social Presence Theory provided the theoretical framework for the study, with an emphasis on emotional involvement and the social aspects of learning. Didactic data from the pre- and post-tests were analyzed through paired-samples t-tests to compare the learning outcomes of the experimental and control groups, while measurement of engagement amount was analyzed with an independent t-test to determine the difference between the engagement of those students who interacted with more classical Agents against those who interacted with Technological (Abstract) Agents. Means and standard deviations were calculated using descriptive statistics. Focus group qualitative data were transcribed, coded, and analyzed using thematic analysis to extract common themes and insights regarding student preferences and agent efficacy. The findings demonstrate that students engaging with classical agents showed dramatically improved engagement levels (Mean: 4.3, SD = 0.5) and learning outcomes (25% improvement on post-test scores) compared with students using Technological (Abstract) Agents (Mean: 3.5, SD = 0.6; 15% improvement on post-test scores). Similarly, results from inferential statistics bolster these conclusions with a t-test identifying a significant difference in engagement scores (t(198) = 4.82, p < 0.05) and a paired-samples t-test indicating significant gains in learning outcomes associated with classical agents (t(99) = 8.75, p < 0.01). Focus group quantitative data indicated a strong overall preference for classical agents, with emotionally relatable feedback prevalent from qualitative analyses. 70% of urban students preferred classical agents, but rural students preferred both types of agents equally. The results of the study, along with their implications for learning environments in Kenya, suggest there is some promise of classical pedagogical agents enhancing engagement, and hence learning. Further studies are needed to fully understand their long-lasting effects and to better fit them to diverse educational settings to optimize their impact
Assessment of usability and sustainability of digital braille assistive devices for learners with visual impairment in Kenya
Get PDFThis research focuses on examining usability and sustainability of digital braille assistive devices towards improving inclusivity of learners with visual impairment (VI) in formal education. This study was guided by the universal design for learning and assistive technology theories. Firstly, the study examined the usability of digital braille assistive devices in improving inclusivity of learners with VI in secondary school and at university level. Secondly, sustainability of access to digital assistive technologies for use among the learners with VI was examined. The study employed a mixed methodology approach within which a descriptive survey design was adopted. The study utilized interviews and questionnaires in data collection. The study was delimited to 2 institutions in Kenya: a mainstream private University & Special School for the Blind. The study participants included 34 learners with visual impairment who were purposefully sampled from the 2 selected institutions. Four teachers and 2 technical support staff were also purposefully sampled as study participants. Quantitative and qualitative data analysis techniques were adopted. The findings show that the usability of digital braille assistive devices for visually impaired learners is vital in increasing inclusivity of learners, promoting learner’s independence and enhancing learning opportunities. The study underscores the importance of increasing device usability to improve device performance and foster user independence. The study recommendations highlight the need for schools to establish robust support systems for the users of assistive technologies in order to enhance sustainability, including dedicated technicians for adequate training for both students and educators, and regular device maintenance
Collection management for user satisfaction at Masinde Muliro University of Science and Technology library, Kenya
Get PDFAcademic libraries support curriculum and research, with collection management encompassing functions like selecting, acquiring, storing, and maintaining collections cost-effectively. However, changing demands, budgets, and technology keep libraries on the move, potentially leading to user dissatisfaction. The purpose of the study was to establish the status of collection management on user satisfaction at Masinde Muliro University of Science and Technology Library, Kenya. The study was guided by expectancy-disconfirmation theory. The study adopted a descriptive design, and the target population was library managers, section heads, library staff, and postgraduate students. Census sampling was used to select the deputy university librarian (DUL), technical staff, circulation staff, and reference librarian, and then a simple random sampling method was applied to postgraduate students’ strata. The sample size for the study was 105 respondents. Questionnaires were administered to the postgraduate students and library staff, while an interview schedule was used to collect data from the deputy university librarian. Qualitative data was analyzed thematically, while quantitative data was analyzed using descriptive statistics. The study found out that MMUST Library has a well-established collection of print and electronic resources but faces deficiencies in multimedia and audio-visual materials. A robust institutional policy was in place; however, there were deficiencies in some processes like weeding practices, essential for maintaining a relevant collection. The library suffers from inadequate budgetary allocations and funding that affect its optimum operations. The study concluded by underscoring the significance of a well-balanced and diversified collection enhancing user satisfaction. The study recommended an improvement in collection management for user satisfaction and enhancement of digital collections to serve diverse academic disciplines
Comparative analysis of learning style preferences and learners’ academic performance in selected Rwandan secondary schools: Evidence from Rwamagana District
Get PDFThis study examined comparative analysis of learning style preferences and learners’ academic performance in selected secondary schools, specifically focused on Rwamagana District, Rwanda. Four specific objectives formed the basis of the study: to examine the effect of visual learning style on learners’ academic performance, to assess the influence of auditory learning style on learners’ academic performance, to evaluate the effect of reading/ writing learning style on learners’ academic performance, and to analyze the effect of kinesthetic learning style on learners’ academic performance in selected secondary schools in Rwamagana District. The study used VARK model as its guiding theoretical framework. The study adopted the convergent parallel mixed-method research design. The study involved 1696 participants, with a sample of 266, including 200 students, 38 teachers, 14 directors of studies, and 14 head teachers were chosen for analysis. Researcher used a combination of census and stratified sampling techniques to select this representative group, following Yamane’s formula to determine the appropriate sample size. Data collection relied on a structured questionnaire with Likert-scale options, one-on-one interviews, and document analysis. Statistical methods were used in the data analysis for the quantitative research. The numerical data was presented and summarized using descriptive statistics, and conclusions and population-wide generalizations were made using inferential statistics. A computer program called IBM SPSS Statistics 27 helped analyze the numerical data (percentage, averages, etc.,), while qualitative data from interviews were analyzed using thematic analysis to identify key themes and understanding related to learning style and learner’s academic performance. The findings revealed positive effect of different learning styles on academic performance among secondary school learners in Rwamagana District: Visual learning style explained 42.2% of the variation in academic performance (R² = 0.422, p = 0.0005), indicating that while visual learning has some influence, it is not a major predictor of learners\u27 academic performance. Similarly, auditory learning style accounted for 56.2% of performance variation (R² = 0.562, p = 0.0004), suggesting a moderate positive effect but limited overall effect on learners’ academic performance. In contrast, reading/writing learning style emerged as a strong predictor, explaining 97.0% of academic performance variations (R² = 0.970, p = 0.001), indicating that effective reading and writing strategies significantly enhance students’ academic success. Lastly, kinesthetic learning style explained 83.9% of the variation in performance (R² = 0.839, p = 0.000), demonstrating that hands-on learning strategies also have a considerable positive effect on academic achievement. The study concludes that learning styles significantly influence academic performance among secondary school students in Rwamagana District. While visual and auditory styles have moderate effects, reading/writing and kinesthetic styles are the strongest predictors of success. These findings highlight the importance of adopting diverse teaching strategies, particularly those emphasizing literacy and hands-on learning, to enhance student achievement. Policymakers and educators should prioritize these approaches for improved learning outcomes
Positive learner attitude towards the study of career technology and motivational strategies at Nyanyano Kakraba District Assembly Junior High School, Gomoa East District, Ghana
Get PDFMotivation is the driving force behind learning, strongly influencing learner engagement and outcomes. Educational research identifies multiple strategies that teachers can use to foster motivation and positive attitudes towards learning. The purpose of this study was to determine the reasons why learners had low interest in Career Technology lessons and to identify how motivational strategies could be used to enhance their attitudes towards learning the subject. The study was guided by Lev Vygotsky\u27s sociocultural theory of development and Deci and Ryan\u27s self-determination theory. The study adopted a quantitative approach and a cyclical action research design. The researchers employed the simple random sampling technique to select the study subjects. Out of fifty learners, thirty-five were chosen as the sample size for the study. The researchers then used observation and a questionnaire to collect data from the subjects, thereby aiding the success of the study. SPSS (20) was used to analyse the quantitative data. From the analyses, the researchers discovered that the teachers of the subject in the institution lacked basic motivational strategies, and the few who were privy to them seldom used them. This contributed to low interest among learners. Since this study is action research, the researchers introduced a number of motivational strategies to the learners during the Career Technology lessons, where a significant improvement was recognised in the attitudes of learners in the course. Learners fell in love with the interventions and eventually showed great interest in the course. As a result, the researchers suggested that stakeholders uphold the deliberate introduction of the suggested motivational strategies, which include gamification, support from teachers, and practical sessions, among others
Analyse floristique et évaluation du stock de carbone dans trois types d\u27habitats au sein du domaine de chasse de Rubi-Télé, en République Démocratique du Congo (RDC)
Get PDFLes estimations de stock de carbone forestier sont nécessaires pour suivre les variations des stocks de carbone sur une étendue forestière. Cette étude vise l’analyse floristique et la comparaison des stocks de carbone dans trois types d’habitats (forêt primaire, forêt secondaire et jachère) du domaine de chasse de Rubi-tele, République Démocratique du Congo (RDC). Les inventaires ont été conduits dans 12 unités de sondage ayant chacune 2500 m2 de superficie. Ainsi, les données étaient collectées sur 1ha par type d’habitat, l’ensemble faisant 3ha de forêt inventoriée. La hauteur et le DHP ont été mesurés sur tous les arbres de DHP ≥ 5cm. Les données ont été traitées grâce à Microsoft Excel et logiciel R. L\u27étude révèle des stocks de carbone qui diffèrent entre les trois types d’habitats. La forêt primaire stocke 179,6 Mg qui est significativement supérieur au stock de forêt secondaire 64,2 Mg (p-value = 0,0005598) et reste élevée significativement au stock de 15,1 Mg dans la jachère (p-value = 0,0000367). Ces résultats affirment que le stock de carbone est fonction de type d’habitat. L’indice de Shannon montre que la diversité floristique en jachère, forêt primaire et forêt secondaire n’est pas très variable (p-value = 0,384). Tenant compte de l’importance de forêts de Rubi-tele dans le cycle global du carbone, son potentiel pour réduire une partie du atmosphérique et de perturbation qui pèse sur cette dernière, les pratiques de gestion forestière durable s’avèrent indispensables, car elles ont une incidence importante sur les stocks de carbone
Determinants of the use of accounting software among small and medium enterprises in Morogoro Municipality, Tanzania
Get PDFThis study examined the determinants of the use of accounting software among small and medium enterprises (SMEs) in Morogoro Municipality, Tanzania. Despite the growing imperative for digital financial management, the use of accounting software remains limited. Grounded in the Technology Acceptance Model (TAM) and positivism research philosophy, this study assessed the influence of management support, perceived ease of use, and competitive pressure on the use of accounting software among SMEs. A cross-sectional research design was employed, utilizing quantitative techniques. Data for this study were collected through a survey method employing a structured questionnaire administered to a sample of 135 SMEs, selected using stratified random sampling to ensure representativeness across key business sectors. The collected data were subsequently analysed through binary logistic regression in Stata/MP version 17.0. The results show that several variables had statistically significant influence on the use of accounting software. Within management support, training provision (p < 0.01), managerial resources allocation (p < 0.01), and active managerial involvement (p < 0.01) significantly influenced the use of accounting software. Under perceived ease of use, significant factors included ease of learning (p < 0.01), interface clarity (p < 0.01), and user-friendliness (p < 0.05). From the domain of competitive pressure, both competitor adoption (p < 0.05) and external demands (p < 0.01) were statistically significant. These findings confirm that the decision to use accounting software is not merely technical but is shaped by managerial behavior, system design, and environmental dynamics. This study concludes that, effective use of accounting software depends on deliberate leadership, system simplicity, and external incentives. It recommends prioritizing managerial training, promoting intuitive software design, and leveraging peer and institutional support to enhance the financial digital transformation of SMEs. This study contributes to the literature by providing empirical evidence on the determinants of the use of accounting software in the context of SMEs in Morogoro Municipality, a setting that has received limited attention in prior research. From a practical perspective, the findings offer actionable insights for SME owners and policymakers to strengthen digital financial management
Prevalence of aggressive behaviors among primary school children (6–12 Years) in Lurambi Sub-County, Kenya
Get PDFAggressive behaviors cause long-term psychological, social, and educational impacts among school-aged children and have become a developing public health concern. Despite much of the existing research basing on adolescents, there is limited data on the prevalence and specific expressions of aggression among younger children particularly within sub-Saharan African settings. The aim was to identify the widespread presence and patterns of aggressive behaviors among primary school children aged 6-12 years in Lurambi Sub-County, Kenya. The theory of Social Cognitive Learning Theory anchored this study where children imitate behaviors from the habitat. From four public primary schools, a cross sectional mixed-methods study was carried out in April 2024 among 334 pupils selected through multistage sampling. Collection of data was through the Teacher observation of Classroom Adaptation - Revised (TOCA-R) checklist and structured questionnaires. Quantification of the frequency and types of aggressive behaviors was used by the descriptive statistics, while group differences was assessed by the chi-square tests and Analysis of Variance (ANOVA). Contextual qualitative insights were provided by key informant interviews with 20 teachers. The overall prevalence of aggressive behaviors was 18.5%, with fighting (25.6%), cursing (23.1%), and name -calling (22.4%). Differences between boys and girls or across grade prevalence was not notable. Contributing factors cited by the teachers were peer dynamics, emotional regulation difficulties, and limited access to counseling. In conclusion, among primary school children in Lurambi Sub-County, aggressive behavior is prevalent and manifests in verbal and physical forms. These findings underscore the need for early intervention through school-based behavioral screening, psychological support programs, and parental engagement to mitigate long-term consequences
Promoting decent work for sanitation workers through digitalization innovation in cleaning technologies in Tanzania: A case of selected higher learning institutions in Dar es Salaam
Get PDFThis study explores how digitalisation and innovation in cleaning technology can promote decent work for sanitation workers in Tanzania using selected Higher Learning Institutions (HLIs) in Dar es Salaam. In Tanzania, sanitation workers are a marginalised group, with no or minimal trade union representation and little or no technological deployment in the cleaning industry. The study is conducted by considering the United Nations Sustainable Goals (SDG) 8 and 12, which emphasise decent work and responsible consumption and production, respectively. Furthermore, the study was guided by the psychology of work and sociotechnical systems theories, which entail human behaviours, emotions and attitudes towards the work environment and the interdependent relationship between social and technical components of work, respectively. This study deployed a cross-sectional survey design which integrated qualitative and quantitative approaches. Multi-stage and purposeful sampling were used to select a sample from the targeted sanitation workers, facility managers working in HLIs and TUICO representatives in Dar es Salaam. Whereby, structured, semi-structured, thematically aligned, and digitally designed data collection tools were used. Using a cross-sectional survey approach, we assessed working conditions, identified technological opportunities, and examined systemic constraints and enablers. A sample of 39 sanitation workers, 10 facility managers and 2 TUICO representatives participated in this study. Microsoft Excel and Python’s Pandas library were used to analyse data by generating descriptive statistics. Crosstabulation was deployed to find patterns across gender, level of education, employment status and others. The findings reveal precarious deficits in decent work: 67% of workers report irregular pay, 92% find their income insufficient, and 95% lack written contracts. Furthermore, 85% receive no social benefits, and 97% work beyond 8 hours daily without overtime reimbursement. Notwithstanding these conditions, there is strong receptivity to innovation, though adoption remains low due to cost, lack of training, and poor institutional prioritisation. Managers declared budget limitations yet conceded potential gains from mechanised equipment and digital tools. The absence of unionisation and grievance mechanisms intensifies workers’ vulnerabilities. Conversely, opportunities exist through policy reforms, inclusive procurement practices, training programmes, and stakeholder collaborations. This study upholds that digitalisation can catalyse decent work, but only when integrated with fair labour practices, technological capacity-building, and institutional accountability. The findings stipulate actionable insights for policy, engineers, academia, and labour advocates working towards transforming informal service employment
Mitigating face-threatening acts in ethnic languages: A case of Chindali conversations in Songwe Region, Tanzania
Get PDFUnderstanding how to mitigate face-threatening acts in the course of making communication offers valuable insights into the unique nature of languages and communities. This paper examines how address terms manage face-threatening acts in Chindali conversation. The study is based on a qualitative research design whereby the data were collected by participant observation and interviews with native speakers in the Kapelekeshi, Kalembo, Ngulughulu and Kafule villages of the Songwe region in the southern highlands of Tanzania. Interviews were conducted with 20 participants obtained through purposive sampling technique until the point of saturation. The study is couched in the linguistic politeness theory by Penelope Brown and the interactional sociolinguistic theory by John Gumperz. The data were analysed using a thematic approach. The findings reveal that address terms are used as tools for overcoming face-threatening acts (FTAs) in Chindali conversation. FTAs are divided into positive politeness and negative politeness. Address terms, such as pronouns, titles, and honorifics, were noted as crucial tools in managing interpersonal relations and mitigating FTAs by offering avenues for politeness. The study recommends studies on address terms in other individual ethnic languages to come up with a reasonable understanding of how address terms mitigate face-threatening acts