EANSO East African Nature and Science Organization Journals
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Ubainishaji wa Kejeli Zilizomo kwenye Nyimbo za Taarab za Khadija Kopa
Get PDFMakala hii inahusu ubainishaji wa kejeli zilizomo kwenye nyimbo za taarab za Khadija Kopa. Data za msingi zilipatikana kwenye nyimbo za taarab za Khadija Kopa. Mbinu iliyotumika kupata data ni usikilizaji makini. Mtafiti alizisikiliza nyimbo 7 za taarab za Khadija Kopa katika mtandao wa “You Tube” ambazo ziliwasilishwa na kufanyiwa uchambuzi kwa njia ya maelezo. Nyimbo hizo ni Full Stop, Top in Town, Mwanamke Mambo, Ngwinji, Nalijua Jiji, Kinyang’unya na Mjini Chuo Kikuu. Mjadala wa data zilizowasilishwa uliongozwa na nadharia ya Semiotiki. Matokeo ya utafiti huu yanaonesha kuwa nyimbo za taarab za Khadija Kopa zimesheheni kejeli mbalimbali kama vile “heri kuvaa kandambili kuliko mdundo mbovu”, “hakutaki pesa mbili”, “pale panapo utamu, wamepapamba maua”, “sharobaro kapewa kikombe, akasema nangoja mrija men”, “wengine si wanaume, magumegume”, “Mwanamke Mambo”, “kama wewe mwenye nyumba ona mie kanitaka ooo kanitaka”, “nampa kitumbua mafuta hujirambia”, “ngoma namtikisia”, “hutokula hutokula bibi peke yako”, “ooo kisa mkore ngoma nimeichukua”, “mpira ukirushwa nadaka, nafunga goli kwa tikitaka”, “mdomo wako mchafu hasa nani akutake”, “dege lisiloliwa”, “ya wenzio wayavalia viatu lione hilooooooo”, “mjini shule mjini chuo kikuu” na “ameshageuka uda na kila mtu anapanda”. Kejeli zilizobainishwa zimetumiwa na mwimbaji kufikisha ujumbe mbalimbali kwa hadhira iliyokusudiwajami
Mchango wa Vitabu vya Kiada Katika Ufundishaji na Ujifundishaji wa Insha Katika Shule za Upili Nchini Kenya
Get PDFMakala haya yanatathmini nafasi ya vitabu vya kiada katika ufundishaji na ujifundishaji wa mtindo wa insha za Kiswahili shule za upili nchini Kenya. Vitabu hivi vina mchango mkubwa katika ufundishaji na ujifundishaji wa insha katika shule a upili nchini. Utafiti huu ulijikita katika mihimili ya Nadharia ya Umaizi Mwingi iliyoasisiwa na Howard Gardner mnamo mwaka wa 2000. Nadharia hii inashikilia kuwa,kila mwanadamu anamiliki umaizi nane tofauti. Utafiti huu ulitumia mkabala wa kithamano,muundo wa kimaelezo. Usampulishaji ulijumuisha walimu 22 wa somo la Kiswahili,wanafunzi 320 na vitabu vya kiada 7 vya shule za upili. Mbinu za ukusanyaji data ziliotumika ni uchanganuzi wa yaliyomo,mahojiano na hojaji. Data ilichanganuliwa kwa kutumia asilimia na kuwasilishwa kimaelezo. Matokeo yalionesha kuwa,matumizi ya vitabu tofauti vya kiada hayajachangia ipasavyo katika kuimarisha ufundishaji na ujifundishaji wa insha za Kiswahili katika shule za upili nchini. Matokeo ya uchunguzi huu yatawafaidi walimu na wanafunzi wa Kiswahili katika shule za upili na viwango vinginevyo vya elimu,wakuza mitaala, pamoja na waandishi wa vitabu vya kiada kutokana na mapendekeo ya jinsi ya kuimarisha matumizii ya vitabu vya kiada katika elimu ya Kiswahil
Absorptive Capacity of Micro, Small and Medium Enterprises in Accessing and Utilising Business Development Services in Arusha City and Moshi Municipality, Tanzania
Get PDFMicro, Small and Medium Enterprises (MSMEs) absorptive capacity to acquire and use Business Development Services (BDS) is critical for their survival, growth and ability to compete in the market. The objective of this paper was to examine MSMEs' absorptive capacity to access and use BDS in Moshi Municipality and Arusha City. A total of 254 MSMEs were sampled using random sampling for the study. A Cross-section design was used for this study. Respondents were sampled using simple random sampling. Data were collected using a structured questionnaire, focus group discussions, and observation. Content analysis was used to analyse qualitative data, and quantitative data were analysed using the Statistical Package for Social Sciences (SPSS). Results indicated that most MSMEs were aware of available Business Development Service Providers (BDSPs) and had used their services. The main sources of BDS for MSMEs were private business development providers. MSMEs have various potential in terms of human and financial capital to access and use the BDS provided by available BDS providers. Medium-sized enterprises showed high knowledge-sharing potential, mostly supported by high capacity of human and financial capital, while micro-enterprises had low potential for applying new knowledge, which was influenced by the low level of financial and human capital. The paper recommends that MSMEs should develop internal capacities through training and networking activities to acquire the capacity to identify new knowledge and productive BDS. The government should also provide subsidies to private service providers to invest and bring appropriate technology to MSMEs. Policies with minimum local content should be enacted to ensure that BDS providers provide services to micro and small enterprises. Furthermore, efforts should be made by BDS providers to effectively make use of media, formal and informal organisations, and the Ministry of Industry and Trade in raising awareness about BDS providers’ functions and expertise in business development
Exploring Women’s Knowledge and Access to Community Development Funds in Rural Zambia
Get PDFWomen’s access to development financing remains a critical determinant of rural empowerment and poverty reduction. This study examined women’s knowledge and access to the Community Development Fund (CDF) in selected rural districts of Zambia, using a descriptive cross-sectional design with a sample of 400 respondents. Data were collected through structured questionnaires and analysed using descriptive statistics and Chi-square tests of independence. Results revealed that while 52.8% of women were aware of the CDF, only 20.5% had successfully applied and received support, highlighting a substantial gap between awareness and utilisation. Inferential analysis showed no significant association between age or education and CDF access, but gender (χ²=12.45, p=0.001, V=0.320), marital status (χ²=10.60, p=0.005, V=0.275), employment status (χ²=15.72, p=0.001, V=0.340), and occupation (χ²=18.90, p<0.001, V=0.365) were significant predictors of knowledge and access. These findings indicate that structural inequalities, rather than individual educational attainment, shape women’s ability to benefit from community development financing. The study underscores the need for gender-sensitive policies, inclusive outreach strategies, and targeted interventions that address barriers faced by subsistence farmers, unemployed women, and socially marginalised groups. Strengthening women’s equitable participation in CDF processes is essential for achieving gender equality, inclusive governance, and sustainable rural developmen
Entrepreneurs’ Success Factors in Influencing Venture Growth in Kampala
Get PDFThis study investigated the relationship between Entrepreneurs’ success factors and venture growth in Kampala. The study adopted a cross-sectional survey design with primary data collected from business managers in Kampala using a five-point Likert scale questionnaire. A logistical model regression was used, as well as descriptive analysis of results. The study found a significant relationship between venture growth and entrepreneurs in Kampala (adjusted R=0.183, p = .000). This explains that 18.3% of the variance in venture growth is explained by entrepreneurs’ success factors. This implies that businesses with greater access to financial resources are more likely to grow, as entrepreneurs invest in operations, expand their product offerings, and respond effectively to market demands. Marketing Competence shows a Beta of 0.163 and is statistically significant (p = .000). This suggests that the ability to market effectively, which includes reaching and engaging with customers, plays a significant role in driving business growth. Marketing Competence shows a Beta of 0.163 and is statistically significant (p = .000). This suggests that the ability to market effectively, which includes reaching and engaging with customers, plays a significant role in driving business growth. However, entrepreneurs who do not feel adaptable suggest that a significant portion struggle to respond effectively to changes in the market, regulatory shifts, or other external pressures. Entrepreneurs believe they lack sufficient capital to sustain their businesses during tough times. It was concluded that access to financial resources and marketing competence are the most influential factors driving venture growth among entrepreneurs in Kampala. It is recommended that the Ministry of Finance, through the microfinance support centre, should develop programs to provide affordable financing options for entrepreneurs. The government and business development agencies like Enterprise Uganda should create comprehensive training initiatives focused on marketing skills and operational efficiency and Enterprise Uganda, with a private sector foundation, should enhance networking platforms and strengthen industry associations to better connect entrepreneurs with valuable resources
Effect of Green Innovation on Competitive Advantage of Tier-Three Commercial Banks in Kenya
Get PDFDespite comprising over 75% of the total number of commercial banks in Kenya, tier-three banks control only 8% of the market share. Many of these banks have resorted to downsizing their staff and reducing branch networks as cost-cutting measures, largely due to the ongoing struggles to achieve a competitive advantage within a highly saturated financial sector. This study investigated the effect of green innovation practices on the competitive advantage of tier-three commercial banks in Kenya. The research was anchored on the Resource-Based View Theory, which posits that a firm’s competitive advantage stems from its ability to strategically deploy internal resources. An ex post facto research design was adopted. The study targeted all 22 tier-three commercial banks in Kenya, comprising a workforce of 3,740 employees. Stratified and simple random sampling techniques was used to select a sample of 361 participants. Data was collected using questionnaires and document analysis. The study established a strong positive effect (R² = 0.433; β = 0.623, t = 13.505, p < 0.001) of green innovation on the competitive advantage of tier-three commercial banks. It was thus concluded that green innovation had a positive and significant influence on the competitive advantage of tier-three commercial banks in Kenya. The study recommended increased investment in green technologies, enhanced institutional support for sustainable banking practices, and the development of policy frameworks that incentivise environmental innovatio
Transforming Mathematics Education through Digital Literacy: Integrating Competency-Based Approaches in Kenyan Universities
Get PDFThis study investigates how digital literacy is integrated into the Competency-Based Curriculum (CBC) framework for Mathematics Education in universities. Anchored in the Technological Pedagogical Content Knowledge (TPACK) framework, the study employs a qualitative systematic literature review to synthesize evidence from global, regional, and local contexts. It identifies five key challenges: uneven CBC implementation in Mathematics instruction, fragmented use of digital tools, teacher capacity deficits, inadequate infrastructure, and outdated assessment practices. The study further explores how these gaps undermine CBC’s goals of promoting real-world problem-solving and 21st-century competencies. In response, it proposes a context-sensitive framework emphasizing teacher professional development, strategic infrastructure investment, performance-based digital assessments, and stakeholder collaboration. While the study offers actionable insights for aligning Mathematics pedagogy with CBC goals in a digital age, it acknowledges its primary limitation the reliance on secondary data through qualitative synthesis which may not fully capture evolving classroom realitie
Exploring the Pedagogical Efficacy of Utilising Drama as a Medium for English Language Instruction
Get PDFThis study investigates the pedagogical efficacy of incorporating drama as a medium for English language instruction. As traditional language teaching methods continue to evolve, educators are increasingly exploring innovative approaches to engage learners and enhance language acquisition. This study focuses on utilising drama techniques, such as role-playing, improvisation, and theatrical activities, within the context of English language classrooms. The research methodology involves a comprehensive review of relevant literature on drama in education, language acquisition, and pedagogical theories. Additionally, the study employs qualitative and quantitative data collection methods, including classroom observations, interviews, and student performance assessments. The research sample comprises diverse learners across different proficiency levels, allowing for a nuanced understanding of the impact of drama-based instruction on a wide range of students. Preliminary findings suggest that incorporating drama into English language instruction positively influences student motivation, language proficiency, and overall communication skills. The immersive and interactive nature of drama activities fosters a dynamic learning environment, promoting active participation and collaboration among students. Moreover, the study explores the potential of drama in addressing cultural and linguistic barriers, providing a context for authentic language use and cultural understanding. This research contributes to the ongoing discourse on innovative language teaching methodologies as postulated by the National Curriculum Development Centre in Uganda. Furthermore, the study provides practical insights for teachers seeking effective strategies to enhance English language instruction. The findings offer implications for curriculum development, teacher training, and the broader integration of creative pedagogical approaches in language education. Ultimately, this study seeks to advance the understanding of the role of drama as a powerful medium for facilitating language learning and communication skills in diverse educational settings
Student’s Attitudes toward School Achievement: A Study
Get PDFStudent attitudes towards academic achievement have received significant focus in educational research, as they are thought to impact multiple facets of academic performance. The study used a survey and non-experimental methodology. 82 students (54 females and 28 males) from the 9th and 10th grades of five collaborating schools of the University College of Education participated in the study. A questionnaire evaluating Students' Attitudes Towards School Achievement (Tuckman, B. W. & Harper, B.E., 2012, p. 263) is utilised for data collection. The measure consists of nineteen items categorised into six domains: Quality of School Performance, Importance of School, Enjoyment of School, Pride in School Performance, Enjoyment of Class Participation, and Importance of Performing Well. These categories relate to a student's perceived value or importance of academic achievement. The study concluded that pupils have a favourable disposition towards all aspects of school accomplishment; gender and grade level do not affect school accomplishment; and variations in school achievement reflect disparities in their views. The study suggests that there is a moderate correlation between the enjoyment of school and the significance of performing well, but an insignificant relationship exists between the quality of school performance and the relevance of schoo
Authenticity of Artificial Intelligence (AI) as a Citation Tool in Institutions of Higher Education: Review of Literature
Get PDFThe swift advancement of AI tools such as ChatGPT, Gemini, and Claude has ignited significant debate within learning facilities regarding their appropriate function in reviews in higher education. Although these tools present innovative opportunities for enhancing learning, creativity, and the exploration of knowledge, they are frequently misused as replacements for traditional search engines. Unlike established platforms like Google or Bing, which continuously update by indexing real-time web content, AI systems generate responses based on pre-existing, static training data. Thus, the data produced may be outdated, unverifiable, and lacking in clear source attribution, raising important concerns around reliability and clarity. In scholarly settings, researchers typically rely on search engines and scholarly databases that provide direct access to abstracts, references, and peer-reviewed literature. Conversely, AI-generated content may mimic scholarly writing but often lacks citations or includes unverifiable claims. A particularly troubling issue is known as "AI hallucination," where AI tools may invent data or references, giving the illusion of authority without factual grounding. Because of these issues, this paper emphasises that AI should not be viewed as a credible or primary source for academic evidence. Rather, such tools should serve a supportive role, helping users generate ideas, summarise complex texts, or clarify difficult concepts. To ensure responsible integration of AI in scholarly applications, academic facilities must create clear protocols and offer training that enables critical analysis of AI outputs, validation of information, and ethical usage. This article aims to explore the authenticity of AI as a citation tool and its limitations in higher education. In conclusion, this discussion promotes a careful, informed utilisation of artificial intelligence in scholarly contexts. With proper surveillance and a clear understanding of its limitations, AI can complement traditional investigative methods while preserving rigour in addition to the trustworthiness of academic scholarship