Daystar University Repository
Not a member yet
5687 research outputs found
Sort by
Examining the Role of Invisible Disabilities in Shaping Pedagogical Approaches for Inclusive Classrooms
No full textMASTER OF EDUCATION in Leadership and Policy StudiesThis study analyzed how invisible disabilities influenced student learning experiences and teaching practices in inclusive classrooms across diverse school types (public, private, urban, and rural) in Kenya. The study focused on student perspectives and the diverse needs of these children to fill gaps in understanding and implementing inclusive pedagogies. Drawing from theoretical frameworks such as Universal Design for Learning (UDL) and Differentiated Instruction (DI), this research employed a sequential explanatory mixed-methods design. The target population comprised 16 schools from four counties (Nairobi, Kiambu, Nakuru, and Mombasa), with a total of 10,000 students and 565 teachers. A sample size of 196 participants (81 teachers and 115 students) was calculated using Fisher's formula with a 7% margin of error. The researcher visited 11 schools and successfully collected data from 9 schools. Data collection achieved a 72.4% response rate with 142 participants (71 teachers and 71 students) across 9 schools. For the qualitative phase, purposive sampling selected 9 school administrators out of 16 targeted for in-depth interviews, achieving a 56.3% response rate. Students reported significant learning challenges, with 73.2% experiencing difficulties across multiple subjects and written expression presenting the greatest challenge (M=2.93). Students demonstrated clear preferences for visual learning strategies (67.6% identifying pictures and visual aids as most helpful) and identified classroom noise as the primary learning barrier (63.4%). Teachers demonstrated strong philosophical commitment to inclusive education (90.1% believing students with invisible disabilities could achieve success) but reported substantial knowledge gaps, with only 40.8% rating their understanding as good or excellent. Teachers perceived inclusive practices as most effective in social-emotional development (M=4.20) compared to academic achievement (M=3.99). Large class sizes represented the most severe implementation barrier (71.8% significant/major), with public schools facing significantly more constraints than private schools (78.2% vs. 56.3%). Students confirmed implementation challenges through limited access to accommodation, with only 32.4% receiving extended time for tests and 16.9% accessing special materials. The study revealed that while teachers possessed strong commitment to inclusive principles, significant gaps existed between philosophical beliefs and practical implementation capacity. Student perspectives validated teacherreported barriers while demonstrating remarkable consistency between learning preferences and evidence-based accommodation requests. Structural barriers, particularly large class sizes and resource limitations, fundamentally constrained inclusive practice delivery, with public schools experiencing more severe challenges than private institutions. Schools should establish systematic professional development programs targeting invisible disability identification and intervention strategies, implement resource allocation plans for specialized materials and reduced class sizes, and develop family engagement initiatives to build community understanding. Policy makers should create national inclusive education standards, reform teacher preparation programs, and establish funding mechanisms that account for inclusive education costs while developing accommodation policies for national assessments.Daystar Universit
Impact of Childhood Bullying on Adult Psychological Wellbeing: Case of Daystar University Undergraduate Students, Nairobi County, Kenya
No full textBullying during childhood remains a global concern with long-term implications for individuals’ mental, emotional, and social functioning. This study investigated the impact of childhood bullying on the psychological well-being of undergraduate students at Daystar University, Nairobi County, Kenya. The study aimed to identify the types of bullying experienced during childhood, assess students’ current levels of psychological well-being, and determine the relationship between childhood bullying and adult psychological well-being. The research was guided by Seligman’s Learned Helplessness Theory and Attachment Theory, which together provide insight into how early adverse experiences shape emotional regulation and interpersonal functioning in adulthood. A descriptive correlational design was adopted, utilizing a cross-sectional survey approach. Quantitative data were collected from 320 undergraduate students sampled from the seven schools at Daystar University, Athi River Campus, using stratified sampling to ensure gender and school representation. Data collection instruments included structured questionnaires with close-ended Likert-scale items and Ryff’s 42-item Psychological Well-Being Scale. Data analysis was conducted using SPSS, applying descriptive statistics, t-tests, ANOVA, MANOVA, Pearson correlation, and linear regression to examine relationships among variables. Findings revealed that social bullying was the most common form of childhood bullying (M = 3.83, SD = 0.72), followed by cyberbullying (M = 3.21, SD = 0.76), physical bullying (M = 3.02, SD = 0.74), and verbal bullying (M = 2.66, SD = 0.92). The overall bullying mean score was 3.18 (SD = 0.57). No significant gender differences were observed, t (312.80) = –0.53, p = .598, though age had a significant effect, F (3, 316) = 3.70, p = .012. Variables such as year of study, faculty, place of upbringing, and living situation were not significantly associated with bullying scores. Regarding psychological well-being, most students reported moderate levels across dimensions. The highest mean scores were noted in personal growth (n = 200) and purpose in life (n = 206), while the lowest were in positive relations (n = 151) and self-acceptance (n = 130). MANOVA results indicated significant differences in psychological well-being by year of study, Λ = 0.896, F (18, 880.13) = 1.93, p = .011, and by place of upbringing, Λ = 0.913, F (12, 624) = 2.42, p = .005, with no significant effects observed for other demographic variables. Pearson correlation analysis demonstrated a significant negative relationship between childhood bullying and psychological well-being, r (318) = –0.25, p < .001. Linear regression analysis further confirmed that experiences of childhood bullying significantly predicted lower psychological well-being, F (1, 318) = 21.91, p < .001, accounting for 6.4% of the variance (R² = 0.064). The study concludes that childhood bullying particularly social and cyberbullying has enduring adverse effects on psychological well-being in adulthood. It underscores the need for comprehensive anti-bullying policies and interventions within educational institutions. The study recommends the establishment of psychosocial support systems, resilience-building programs, and awareness initiatives aimed at preventing bullying and mitigating its long-term psychological consequences to foster a supportive and mentally healthy learning environment for students.Daystar Universit
Gender Dynamics in Educational Leadership: Women Teachers’ Experiences in Kenyan Secondary Schools
No full textMASTER OF EDUCATION in Leadership and Policy StudiesEducational leadership in Kenya continues to reflect deep-rooted gendered norms and expectations that privilege men while limiting opportunities for women teachers. Persistent societal perceptions of leadership as a male domain and ingrained gender biases have restricted women’s progression into leadership positions and shaped their experiences once appointed. This study sought to analyze the socio-cultural factors influencing women teachers’ participation in leadership, explore organizational and policy-related constraints, and identify enablers of their career advancement in secondary schools. Anchored on social role theory, the study employed a qualitative research design and conducted semi-structured interviews with 18 women leaders drawn from urban, semi-urban, and rural Kenyan schools. Data were analyzed thematically to identify patterns and variations across contexts. The findings revealed that entrenched stereotypes and exclusion from decision-making hinder women’s advancement, while the absence of structured mentorship and limited access to capacity-building programs further constrained leadership readiness. Work–life balance emerged as a critical barrier, with rigid institutional policies limiting flexibility for women juggling professional and family responsibilities. Despite these challenges, many women demonstrated resilience by relying on informal support systems from spouses, peers, and faith communities. The study concluded that achieving gender equity in educational leadership requires comprehensive interventions, including gender-sensitization initiatives, institutionalized mentorship programs, flexible work policies, tailored leadership training, and strengthened enforcement of gender-responsive policies. Greater attention is also needed in rural and private school contexts where gendered barriers are more pronounced. The study recommends expanding professional associations for women leaders, integrating gender modules into teacher education, and conducting longitudinal studies that examine the role of mentorship, male perspectives, and intersectional factors such as age, disability, and geography. The insights provide practical implications for policymakers, administrators, and development partners seeking to advance gender-inclusive leadership and align educational equity with Kenya’s development agenda and SDG 5 on gender equality.Daystar Universit
Business Model Innovation – A Determinant of Business Sustainability among Micro-Lending Institutions in Kenya: Empirical Review.
No full textJournal ArticleThe purpose of this paper is to review the extant literature on the effect of business model innovation on business sustainability among microlending institutions in Kenya. Microlending institutions operate in a competitive business environment full of major financial institutions thus the need to be very innovative. Tapping into the capabilities of technology and increased penetration of mobile connectivity, microlenders can innovate their business models toward the unbanked and underserved population in Kenya. Since sustainability is beyond profit only but people and the planet, it is critical for such entities to rethink their business models to deliver the triple bottom line strategy within their business operations. The extant literature reviewed in the area of business model innovation and business sustainability reveals a nuanced mutuality. Microlenders that deploy their innovative business model increase their customer base, especially among the unbanked. The review also reveals that innovative business models within the broader triple-bottom-line framework can increase their profits without harming the planet and the people. Findings also showed that business model innovation can cut costs, reduce employee turnover, and increase social investment for microlending institutions. However, microlending institutions still face some challenges to business sustainability including initial costs, inadequate policies, and legislation to operationalize the triple bottom line framework in Kenya. These gaps therefore present further opportunities for scientific inquiry into solutions that can spur business sustainability among microlenders in Keny
Mpox after COVID-19 in Africa: Different Epidemic, Similar Challenges
No full textjournal articleAfrica faces again a new outbreak of mpox, heavily burdening the Democratic Republic of Congo (DRC). Factors such as biological and ecological changes in the virus, waning of immunity to smallpox, socio-economic challenges, and global economic strain are fueling this epidemic. To analyse the drivers of the mpox outbreak in DRC, review the international and local response, and draw lessons from the COVID-19 pandemic to propose strategies for building epidemic-resilient healthcare systems in the region. The focus is on the DRC, where the mpox epidemic is concentrated, and the broader African region, assessing both rural and urban healthcare contexts. This study synthesises epidemiological data, global health policies, and local health system responses. Key insights are drawn from COVID-19 case studies, and assessment of access to diagnostics and vaccines. The DRC hosts over 95% of Africa’s mpox cases, with significant challenges in human-wildlife interactions, poverty, and weakened healthcare systems exacerbated by COVID-19. Vaccine shortages, diagnostic delays, and uneven international support reflect a repeat of challenges seen during COVID-19. Localised vaccine and diagnostics production, improved risk communication, and digital health tools are highlighted as critical interventions. An epidemic-resilient healthcare framework, leveraging local production of medical products, regulatory empowerment, and real-time data collection, is essential for controlling mpox and future outbreaks. This study underscores the need for African-led solutions, addressing socio-economic drivers, enhancing local capacities, and fostering international solidarity to mitigate future epidemic threats
The Associations of Childhood Adversities and Mental Disorders with Suicidal Thoughts and Behaviors - Results from The World Mental Health International College Student Initiative
No full textJournal ArticleObjective: To investigate the associations of demographic variables, childhood adversities (CAs), and mental disorders (MDx) with onset, transition, and persistence of suicidal thoughts and behaviors (STB) among first-year university students.Method: Poisson regression models within a discrete-time survival framework were constructed using web-basedself-report survey data from 72,288 incoming university students across 18 countries (response rate=20.9%;median age=19 years, 57.9% female, 1.4% transgender, 21.0% non-heterosexual). These models examined theassociations of four demographic variables, five CAs, and eight MDx with STB outcomes
The Conundrum of Education Policy Change in Kenya: Implementation Challenges
No full textMaster of Education in Leadership and Policy StudiesThis study investigated the conundrum of education policy change in Kenya and the impediments to effective policy implementation that compromise outcomes and impact. The purpose was to examine how the return of school fees and other insidious charges, and a lackadaisical political will, affected the implementation of education policies. Specifically, the study sought to investigate the effects of return of school fees and other insidious charges on the implementation of education policies in Kenya and to examine the effects of a lackadaisical political will on the implementation of education policies in Kenya. Guided by Developmental Theory, the study conceptualised these two key factors as independent variables influencing the dependent variable of effective policy implementation, with stakeholder awareness and participation as intervening variables. The research was conducted in Dagoretti North Sub-County, Nairobi County, targeting teachers, school administrators, policymakers, parents, and NGO/CBO officials involved in or affected by education policy. The study adopted a pragmatist paradigm combined with a critical theory perspective, enabling both practical evaluation of policy outcomes and critique of structural factors shaping implementation. A mixed-methods research design was employed, integrating quantitative surveys and qualitative interviews to capture both measurable trends and contextual insights. The sample size was 750 respondents, determined using Yamane’s formula, comprising 290 educators, 390 parents, 30 policymakers, and 33 NGO/CBO officials. Quantitative data was collected through structured questionnaires containing closed-ended Likert scale items, while qualitative data was gathered through semi-structured interviews and focus group discussions. Validity was enhanced through expert review and pilot testing, while reliability was tested using the test–retest method. Quantitative data was analyzed using descriptive statistics and regression analysis to determine relationships between independent and dependent variables. The study found that the return of school fees and other insidious charges significantly hindered policy implementation, explaining 49.7% of its variation (R² = 0.497, F = 322.50, p < 0.000) with a negative and statistically significant effect (β = –0.705, p < 0.000), indicating that each unit increase in such charges reduced implementation by 0.652 units. Similarly, lackadaisical political will accounted for 50.7% of the variation in implementation (R² = 0.507, F = 349.53, p < 0.000) with a negative and significant effect (β = –0.712, p < 0.000), where each unit increase in weak political will lowered implementation by 0.668 units. The study concludes that both the return of school fees and other insidious charges, alongside lackadaisical political will, exert substantial and statistically significant negative effects on the implementation of education policies in Kenya, collectively accounting for about half of the variation in implementation outcomes. The study thus recommends that the government strengthen education financing by fully funding essential inputs and strictly enforcing fee abolition policies, while simultaneously enhancing political commitment through consistent policy enforcement, robust inspection mechanisms, and sustained prioritisation of education beyond electoral cycles.Daystar Universit
Youths’ Perception of Government Communication on Adoption of Social Health Insurance Fund (Shif) in Langata Sub-County, Nairobi County, Kenya
No full textMaster of Arts in CommunicationKenya is moving towards Universal Health Coverage (UHC) by establishing the Social Health Insurance Fund (SHIF) in response to issues presented by the National Health Insurance Fund (NHIF). Despite various government efforts to encourage enrollment, the uptake remains low. Additionally, no studies in Kenya have examined the link between communication perception challenges and the adoption of SHIF. Therefore, this study aimed to examine youths' perceptions of the government’s communication regarding the adoption of SHIF in Langata Sub-County, Nairobi County, Kenya. The following study objectives guided the study: to assess youths’ perception of government communication channels on adoption of the SHIF program in Langata Sub-County, Nairobi County, to establish youths’ perception on the nature of content shared by the government on adoption of the SHIF program in Langata Sub-County, Nairobi County, and to establish youths’ perception of government officials’ communication on SHIF adoption by the youths in Langata Sub-County, Nairobi County.The study used a descriptive study design. The target population was youths. The study used simple random sampling. Data was collected using structured questionnaires. Descriptive analysis using SPSS version 25.0 revealed important insights into youths’ perceptions of government communication on the SHIF. Findings showed that youths slightly agreed that government communication channels such as television, social media, press conferences, and websites are informative and convincing (mean = 2.197). However, the quality of content shared received neutral to slightly negative feedback (mean = 3.153). Government officials’ communication was rated as neutral to disagreeable in terms of credibility, knowledge, and transparency (mean = 2.635). On SHIF adoption, results indicated that while most youths are enrolled and able to access services, gaps persist in consistent contribution payments and in the enrollment of family members (mean = 2.972), raising concerns about the program’s sustainability. The study recommends strengthening information dissemination across diverse media platforms, improving content quality, enhancing the competency and legitimacy of communication officials, promoting transparency and accountability, and developing a feedback-driven communication strategy.Daystar Universit
Presidential Crisis Communication on Climate Change: A Comparative Study of Kenya’s Uhuru Kenyatta and William Ruto
No full textConference PaperIn Kenya, where rising temperatures, erratic weather patterns, and catastrophic occurrences like droughts and floods endanger food security and economic stability, climate change poses a serious leadership challenge. Using qualitative research design, this study analyses the content of four speeches given by Kenya's two most recent presidents, William Ruto (2022 to present) and Uhuru Kenyatta (2013 to 2022). Two of the speeches were delivered at local functions and two at international climate change forums. The study looks at the public messaging, international diplomacy, policy actions, and popular reception of the two presidents in their efforts to combat climate change. The study is anchored in a multi- disciplinary theoretical framework which includes Situational Crisis Communication Theory (SCCT), Speech Act Theory and Postcolonial Theory. SCCT steers the evaluation of how the executives’ communication strategies handled reputational risks and crisis narratives associated with climate change. Speech Act Theory guides the analysis of the performative language employed in the speeches of the two presidents, evaluating the statements in terms of promises, cautions or instructions / directives. From its critical foundations, Postcolonial Theory offers a critical viewpoint on how historical inequalities and global power imbalances influence Kenya's climate change rhetoric. Postcolonial Theory provides a critical lens through which the influence of historical injustices, global power dynamics, and the positioning of Kenya and Africa within international climate discourse is interrogated. The study findings will advance knowledge on how national leaders in the global south can use governance and communication as a tool to address climate change problems.Daystar Universit
Strategic Partnerships and Supply Chain Performance of Public Universities in Kenya: A Case of Technical University of Kenya
No full textMASTER OF BUSINESS ADMINISTRATION in Logistics & Supply Chain ManagementThe purpose of this study was to examine the effect of strategic partnerships on the supply chain performance of public universities in Kenya with special reference to Technical University of Kenya. Specific objectives were to assess the effect of mission alignment, resource consolidation and integrated communication on the supply chain performance of public universities in Kenya. The study was anchored in the Resource-Based View theory, supported by the Dynamics capabilities theory and Systems Theory. This study narrowed down to Technical University of Kenya as the case, where the target population was the top and academic leadership, Financial Accounting Services, Legal Department, Information Communication Technology, Purchasing and Supplies, Marketing Department and Human Resources Department. The target population was 269 individuals and stratified random sampling was used to select a sample size of 155 respondents identified in the target population across the top management, academic leadership and six (6) departments. The study used structured questionnaires to gather primary quantitative data from the respondents. The questionnaire was administered to 114 individuals at TUK who were part of the target population but not part of the sample size. Data analysis which included descriptive and inferential statistical methods was applied to the quantitative data. The descriptive statistics which included percentages and frequencies, were computed using SPSS. Regression analysis was used to identify and measure the strength of relationships between variables. The study findings were presented in tables, which highlighted frequencies and percentages. Findings indicated that a unit change in mission alignment would lead to a 0.922 change in supply chain performance. Additionally, a unit change in resource consolidation would lead to a 0.558 change in supply chain performance, while a unit change in integrated communication would lead to a 0.145 change in supply chain performance. The coefficient of the moderator, organizational structure (OS) is 0.813. The study recommended the organization stress more on mission alignment in practice by establishing shared visions and missions, engagement in resource consolidation and creating an organization-wide culture that supports policy that directs concrete action, investment in integrated communication tools at a more concrete level and an overhaul of the chain of command to maintain functions but reduce decision-making points.Daystar Universit