Stratford Peer Reviewed Journals and Books
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The Effect of Market Development on Sales Performance of Agro-Based Dealers in Nairobi City County, Kenya
No full textMarket development has been recognized as one of the strategies that improve sales performance of organizational products for decades. However, empirical research on the role of market development on improved sales performance of agricultural-based products is scanty. This study sought to investigate the relationship between market development and sales performance of agro-based dealers in Nairobi City County, Kenya. The study was anchored on the Ansoff matrix model and the push and pull theory. A descriptive research design was adopted and data was collected from 88 agro dealers in Nairobi City County using a closed-ended questionnaire. Both descriptive and inferential statistics were used to analyze the data. Reliability and validity were determined using Cronbach’s alpha value and expert opinion respectively. The results from multiple linear regression analysis revealed that marketing development (p=0.00; p<0.05) has a significant relationship with sales performance of the agro-dealers in Nairobi City County. Based on these findings, it was concluded that agro-based companies have the potential to enhance their performance in their markets through deliberate implementation of market development. This study recommends that agro-dealer firm managers should embrace market development as a strategy to increase their sales performance.
Keywords: Market Development, Sales Performance, Agro-Based Dealers & Kenya
Patristic Education
No full textThe book begins with a rich and extensive forward that puts the book into perspective. It provides a quick overview of education in an evolving world. It takes the reader on a historical journey of education spanning over two millenniums. It gives a picture of how education has morphed both as an agent and object of change. It presents the reader with education as originally conceptualized, its mission, intended purpose, and ultimate goal. The author describes education as handed down to us by the early Church Fathers (Patrists) comprising early Christian philosophers, theologians, scholars, educators and church leaders; who are also credited, even in secular literature, for making immense contribution to education theory and practice. According to the Patrists, divine wisdom based on gospel truth is the origin, mission and destiny of education.
Patristic education is modeled upon the unique recognition of education as an agent of evangelization and transformation (salvation). It lays emphasis on holistic shepherding according to divine gospel, intellectual preparation, nurturing of value, and ultimate human transformation for the highest common good. Majawa brings to the fore the value of informative, formative and transformative education.
Since education takes place within a social context, it has not been spared from historical forces of change in society including radical shift in technology, ideologies, value systems, social relations, religion practices and beliefs, means of livelihood, and politics and governance. Today, education is in a crisis triggered by the widening gap between theory and practice; and between ideologies and transformational moral-spiritual values. In the process of adjusting to change in society, education has gradually lost its footing on divine wisdom to the extent that today, it is deprived of its true, quality witnessing and transformative character. The focus of the author in this text is essentially to consider ways of rerouting education back to its original intended purpose: to transform humanity and human society through divine wisdom and virtuous living
Technology: The Classroom of the Future for Universities in Kenya
No full textWhen the government of Kenya ordered all schools and Universities to close by 20 March, 2020 as part of Covid-19 disease containment measures, majority of local Universities quickly moved to implement e-learning initiatives for students. Some of the Universities were at the time, administering their end-of-semester examinations online to ensure students complete their studies on time. However, most of the Universities were not ready to fully adopt online learning system, as less than half of students enrolled in distance learning programmes accessed course materials through their University’s online platforms while the rest either received them through email or in hard copy. Therefore, by conducting a literature based study the researcher investigated how technology was shaping the classroom of the future for Universities in Kenya. The study was anchored on technology acceptance theory. The findings revealed that Universities across the world have generally been quick to adopt new technologies, often even before their educational value has been proven. The study found that Kenyan Universities were being compelled by the government to introduce e-learning and blended learning as an alternative delivery system. There is clear evidence that most of the Universities in Kenya are already using e-learning but mostly in blended mode with face to face teaching. The study concludes that the future technology will change how teachers and students receive and send information. There will be a shift from the traditional system of using books and pen in classroom to digital. Based on the findings and conclusion the study recommends that the government of Kenya and managements of Universities must therefore develop online platforms that promote active learning and broader interaction. The study also recommends that even though platforms for e-Learning already exist in some Universities however in blended form, there is need to have them enhanced by adding voice and video components to complete the online classroom experience.
Keywords: Technology, Classroom, Universities, Kenya
Information Literacy Competencies in Secondary Schools in Kenya
No full textThe knowledge economy is marked by an increasing need for information skills at all levels including schools, universities, workplace and ordinary life. Therefore, education stakeholders should campaign for the teaching of information literacy skills at all levels of learning since they are life skills. The state of information literacy competencies among secondary school students in Kenya has not been adequately investigated to determine their prowess. Therefore, this study was aimed at assessing information literacy competencies among secondary school students using Nakuru County as a study site. The study was premised on the Big6 Skills information literacy theory. The study was based on a pragmatic paradigm where both quantitative and qualitative approaches were adopted. Simple random sampling was used to draw teacher and student respondents while purposive sampling was used to select school/teacher librarians from the targeted population which comprised of 288 teachers, 1785 students and 12 school/teacher librarians from 12 sampled schools. This resulted to a sample size of 266 teachers, 1189 students and 12 school/teacher librarians. Data was collected using questionnaires and interview guide. Statistical Packages for Social Sciences was used to analyse quantitative data while thematic analysis was used for qualitative data. The findings of the study indicate that most of secondary students in Nakuru County were not information literate. They relied on teachers to help them understand class assignments. The study concludes that teaching information literacy skills to secondary school students may lead to effective and efficient use of school libraries and flourish educational achievements hence turn around the dwindling standards of our educational sector. The study recommends that information professionals should be in the forefront in advocating for the inclusion of information literacy at all levels of education and for the incorporation of information literacy in the secondary schools’ curriculum. It also recommends for teacher-librarian collaboration in planning information literacy issues. Therefore, information literacy should be included in the university curriculum in order to equip graduate teachers with these requisite skills which they will in turn inculcate to secondary school students. Finally, the study recommends for an IL programme to institutionalize information literacy in secondary schools.
Key words: Information, Information Literacy, Information Literacy Competency, Secondary School
Staff Professional Development Motivational Strategy on Teachers’ Job Satisfaction in Migwani Sub-County Public Secondary Schools, Kitui-Kenya
No full textTeachers are key resources in institutions of learning since they play a vital role in constructing the future of a nation towards a knowledge-based economy. Consequently, they need to undergo continuous professional development in order to enhance their satisfaction and promote efficiency. However, from the review of literature concerning professional development of teachers, there is clear indication of decreasing levels or lack of proper professional training of teachers working in public secondary schools. The main aim of this study therefore was to investigate the influence of staff professional development as a motivational strategy on teachers’ job satisfaction in Migwani Sub-County public secondary schools, Kitui County. Two Factor theory guided this study and convergent parallel mixed methods design was employed. The target population of this study was 356 and a samples size of 109 respondents. Questionnaires and interview guide were utilized as data collection tools. A pilot study was done in one of the public secondary schools in the Sub-County. Both validity and reliability of data collection tools were tested before being administered to the respondents. The study realized an excellent questionnaire response rate of 94.68%. Analysis of quantitative data was done with the aid of Statistical Package for Social Sciences (SPSS) in which descriptive statistics were generated and presentation done in frequency tables. Content and thematic analyses were employed in analyzing data from qualitative interviews and findings were presented in tables and narrative forms. The findings of the study revealed that staff professional development constituted one of the main variables influencing teachers’ job satisfaction. It was concluded that teachers were not satisfied with professional development. Based on the findings, the study recommended to the Ministry of Education, Teachers Service Commission and to the principals that recognition and rewarding of every teacher in their different capacity be realized. Schools to have a budgetary allocation for staff professional development. To increase the frequency of teacher recruitment to get younger and enthusiastic teachers into the service. Principals to study motivation theories well in order to identify the right levels of motivating teachers. For further research, the study suggested an investigation on the role of the Ministry of Education on teacher motivation, an examination of other motivational strategies like empathy, timely promotions and funded trainings on teachers’ job satisfaction.
Keywords: Staff, Professional, Development, Motivational, Strategy, Job, Satisfaction
Factors Inhibiting Job Satisfaction among Teachers Working in Rural Secondary Schools in Murang’a South District, Kenya
No full textThe paper examined the factors inhibiting job satisfaction of teachers working in rural secondary schools in Murang’a South District. Descriptive survey design was used to carry out the study, while the research instrument comprised questionnaires, interview schedules and observation. Both stratified and simple random samplings were employed to select schools and teachers, while purposive sampling was used to sample principals and their deputies. Further, purposive sampling was used to collect data from interviews. The sample size comprised 139 participants (12 were principals, 17 deputy principals and 127 teachers). Data were analyzed using descriptive and inferential statistical methods. The study findings established majority of teachers mentioned lack of motivation, little pay, poor working conditions, students’ indiscipline, frequent student absenteeism and school drop outs as major factors inhibiting their job satisfaction. In addition, other causes of dissatisfaction mentioned included; parents’ indifference or parents’ interventions in schools, lack of facilities like fully equipped laboratories, text books and unfair promotions. The study concluded that the factor inhibiting job satisfaction of teachers partly contributed to teachers’ intention to leave the teaching profession and the desire to seek transfer to better places. The study recommended that Teacher Service Commission should review the salary for teachers in line with the other civil servants in the government ministries. The study further recommended the pay should be commensurate and competitive with those of other sectors of the economy to act as a measure against high teacher turn over experienced in the recent years.
Keywords: Demotivators, Job satisfaction, Teachers, Secondary Schools, Murang’a South District, Keny
The Socio-cultural Factors that Influence Academic Performance of Public Primary Schools in Murang'a South Sub County, Kenya
No full textLiterature has indicated that academic performance is affected both positively and negatively by socio-cultural factors. UNESCO (2015) reveals that student achievement is highly influenced by the community and/or parents attitude towards education. Performance in national examinations is embraced as an indicator of quality in education systems that are examination oriented. The purpose of the study is to establish the socio-cultural factors influencing academic performance of public primary schools in Murang'a South Sub County. The study adopted a descriptive survey design utilizing both quantitative and qualitative techniques. The study involved a sample of 21 deputy head teachers, 105 teachers and 210 pupils making a total of 336 participants. Data were collected using a pupils’ questionnaire, focus group discussions for the deputy head teachers and teachers, and an observation checklist. Quantitative data were analyzed using Statistical Package for Social Sciences (SPSS) version 17 employing descriptive statistics that include frequencies and percentages while qualitative data were analyzed inductively (thematically). It was found that majority parents/guardians shown less concern over homework the homework of their pupils. This was de-motivating to both the teacher and pupil personnel. Initiation rite of passage (circumcision and clitoridectomy) bred psychological, moral and social unrest in schools. The impact of involvement in early teenage sex and dating was immense. The outlawed Mungiki sect was found to have a large network in Murang'a South Sub County and penetration into school promoting absenteeism, hence loss of instructional time; instilling fear to the pupils, teaching personnel and school community, thus emotional imbalance; drug and substances abuse; and violence destroying self-esteem and emotional well-being among pupils resulting to low academic achievement. A recommendation is made that for collaboration between the Ministry of Education, Gender, Children and Social Development; and Youth Affairs and Sports to educate all stakeholders in the societal beliefs, values and practices which hinder education outcomes.
Keyword: socio-cultural factors, academic performance, public primary schools, Murang'a South Sub County, Keny
Effect of Abuse and Neglect on Academic Performance of children in Canada
No full textChild neglect and abuse is expressed as the failure of parent, guardian, or other caregiver to attend to a child's fundamental demands. Thus, the study sought to examine effect of child abuse and neglect on academic performance in schools in Canada. The target population included 374 teachers and learners. Questionnaires were utilized to gather the information. The research found there is a significant impact of child abuse and neglect on students' academic performance. The results indicated that when child abuse and neglect increase by one unit, the student's academic performance will reduce by 0.3441 units when other factors are held constant. Preventing child abuse and neglect requires addressing risk and protective factors at the individual, relational, community, and societal levels. Child abuse is whereby a parent or any other individual who has a duty for the child protection causes injury, death, emotional harm, or risk of severe damage to a child. Child abuse can include physical abuse, sexual assault, exploitation, and psychological abuse. Psychological abuse is the most typical form of abuse, with physical abuse being the most reported and sexual assault being the least reported. Child abuse and neglect impact learning adversely. The research suggested that parents constantly show their children love and affection and meet their needs. The government should put mechanisms to protect children from any form of abuse. The neglected children need to be helped by the community or government with the basic needs to enhance their survival. It was recommended that public engagement and education campaigns and practical approaches be adopted to reduce corporal punishment. The communities need to be engaged in efforts to address family needs, and families need to be able to access supports and resources where they live, work, and worship.
Keywords: Child Abuse, Neglect, Academic Performance, Canad
Parental Divorce and Children’s Educational Attainment in United States of America
No full textDivorce frequently contributes to depression, anxiety or substance abuse in one or both parents and may bring about difficulties in balancing work and child rearing. These problems can impair a parent's ability to offer children stability and love when they are most in need. Thus, the study sought to examine effect of parental divorce on children’s educational attainment in united states of America. The study was a literature-based review. The inferences of the study were based on the previous findings from the existing literature. The study findings indicated that parental divorce affect the children’s educational attainment in united states of America negatively. Divorce and separation correlate positively with diminished school achievement and performance. Children whose parents are separated go through a wide range of feelings, occasionally those can show up in some common disruptions in their life. The common effects of separation on children consist of schooling troubles, such as bad performance, behavior issues at school, defiance and non-compliance, depression, problem forming intimate partnerships, boosted anxiety and sadness/ anger. The research found out that divorce permanently damages the household and the relationship between children and parents. Divorces that entail heavy adult conflict are generally the ones which affect children more adversely. The research concluded that adult separation/divorce is connected with increased threat for numerous emotional, academic and social issues throughout the life-course. The study recommended that divorce should be discouraged specially to couples with children. In case the divorce is the only way to go, the parents need to develop mechanism that will enable the children to continue with a normal life.
Keywords: Parental Divorce, Children’s Educational Attainment, United States of Americ
Analysis of Public Participation on Utilization of Resources in Mandera West Sub County, Mandera, Kenya
No full textPublic participation is critical when undertaking county functions such as resource budgeting and utilization and often determines the success or the failure of county development projects. The implementation of public participation in the utilization of public resource in Mandera West Sub County is still very low. In addition, utilization of public resources remains a significant challenge in Mandera West Sub County. The purpose of the study was to assess the influence of public participation on allocation of resources for utilization in Mandera West Sub County. The specific objectives of the paper entailed; determining the effect of stakeholder engagement and public communication strategies on the utilization of public resources in Mandera West Sub County. The study also tested the moderating effects of legal requirements on the relationship between public participation and utilization of public resources in Mandera West Sub County. The theories adapted to guide this study included the new public management theory and ladder of Citizen Participation Theory. The study employed mixed approach methodology by combining quantitative and quantitative data collected through semi structured questionnaire and interview template. The target population was 5 ward representatives and 16, 701 members of the public. A sample size of 376 residents was calculated using Krejcie and Morgan sampling table whereas a census of all the 5 ward representatives was conducted. Data analysis entailed descriptive and inferential statistics and was conducted by use of SPSS Version 23.0. Results showed that there was a positive and significant relationship between stakeholder engagement and the allocation of resources for utilization in Mandera West Sub County (?=.474, p=0.000<0.05). Public communication strategies was positively and significantly related to the allocation of resources for utilization in Mandera West Sub County (?=.428, p=0.000<0.05). The model further showed that adhering to legal requirements in the relationship between public participation and utilization of public resources was satisfactory since the coefficient of determination of the model summary before moderation was 61.7% but after moderation the coefficient of determination improved to 74.2% implying that adherence to legal requirements enhances utilization of public resources. Based on research finding it can be concluded that stakeholder engagement and public communication strategies positively affects the allocation of resources for utilization in Mandera West Sub County. It can also be concluded that legal requirements moderate the relationship between public participation and utilization of public resources. There is need to engage all stakeholders including county officers, national government officers and community whom may give their views and opinions through open forums and seminars on how resources are utilized. The study recommends for clear mechanism on how opinions are raised by stakeholders are incorporated so as to improve utilizations of public funds. The mode of communicating and holding public events may be enhanced by conducting rotational public meetings across the wards. There is need to promote civic education on the use of public resources among the members of the public.
Keywords: stakeholder engagement, public communication strategies, legal requirements, utilization of public resources, Mandera West Sub Count