EANSO East African Nature and Science Organization Journals
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Jinsi Ubaguzi Wa Kijinsia Huendelezwa kwa Kutumia Lugha ya Kikuyu na Kiswahili
Get PDFUbaguzi wa kijinsia umekita mizizi katika jamii nyingi na huendeshwa kwa njia mbalimbali mojawapo ikiwa matumizi ya lugha. Ubaguzi huu hulenga jinsia zote mbili japokuwa jinsia ya kike huathirika pakubwa. Utafiti huu ulichunguza namna ubaguzi wa kijinsia hukuzwa na kuendelezwa kwa kutumia lugha ya Kikuyu na Kiswahili. Hizi ni lugha mbili zitumikazo kwa mapana katika taifa la Kenya. Ubaguzi wa kijinsia kwa njia ya lugha hulenga jinsia ya kike zaidi kuliko ya kiume ijapokuwa Katiba ya nchi ya Kenya 2010 humlinda kila mtu dhidi ya ubaguzi wa aina yoyote. Madhumuni ya utafiti huu yalikuwa kuchunguza namna ambavyo ubaguzi wa kijinsia huendelezwa kwa kutumia lugha za Kikuyu na Kiswahili katika nchi ya Kenya. Tafiti nyingi zimechunguza jinsi ubaguzi wa kijinsia unavyoendelezwa katika fasihi andishi kwenye vitabu mbalimbali ila ni machache yaliyolenga lugha hizi kuu zitumiwazo katika taifa la Kenya. Hata kama serikali ya nchi ya Kenya imejikakamua na kutumia Katiba 2010 kupigana na ubaguzi wa kijinsia na kuhakikisha kuwa kuna usawa kwa jinsia, bado uovu huu unaendelezwa. Kwa hivyo, bila uchunguzi wa kiisimu wa kina kuhusu suala hili, ubaguzi huu utazidi kuendelea hivyo kuwa kikwazo katika kuhakikisha kuwa kuna usawa. Hili ndilo lilimchochea mtafiti ili kulijaza pengo hili la kiusomi. Nadharia ya Isimu ya Kifeministi iliyoasisiwa na Lakoff (1975) kisha kuendelezwa na Tannen (1990) na wasomi wengine ilitumiwa kuchanganua data. Utafiti ulifanywa kwa njia ya mahojiano yalifanywa kwa njia ya simu. Kadhalika, mtafiti alivisoma vitabu na makala za fasihi simulizi ili kupata ufahamu wa namna lugha hutumika. Muundo wa kimaelezo ulitumiwa katika uchanganuzi na kuwasilisha data. Sampuli ya utafiti ilikuwa ya kimakusudi ambapo ilihusisha kuwateua wazee kumi waliokomaa katika ya miaka sitini kuendelea katika jamii ya Kikuyu kisha wazee watano (walimu) walio na ufahamu wa lugha ya Kiswahili. Baadaye, data ilifanyiwa tafsiri kisha kuchanganuliwa kwa mbinu za kiuthamano. Ilibainika kuwa methali, majina ya watu, mpangilio wa vitenzi, sarufi, virai, mofimu pamoja na misamiati katika lugha hizi mbili hutumiwa sana kuendeleza ubaguzi wa jinsia.
Effect of Farmer Field School’s (FFS) Farmer Field Day on the Adoption of Vegetable Production Technologies in Homa-Bay Town Sub-County, Homa-Bay County, Kenya
Get PDFThe Farmer Field School (FFS) is a participatory extension approach widely implemented in developing countries and recognised as an effective method for disseminating and adopting agricultural technologies. However, few studies have evaluated the specific contribution of the FFS Farmer Field Day (FFD) component to vegetable production technologies adoption in Homa Bay Town Sub-County, Kenya. This study assessed the effect of the FFS Farmer Field Day on farmers’ adoption of vegetable production technologies. An ex-post-facto research design was used to analyse the influence of FFS Farmer Field Day participation on technology adoption. Primary data were collected from 120 vegetable farmers belonging to 10 FFS groups, while 10 extension officers served as the key informants. Stratified random sampling was applied, and data were analysed using the Statistical Package for Social Sciences (SPSS) Version 25. Descriptive statistics (frequencies and percentages) were used to determine the relationship between FFS Farmer Field Day participation and the adoption of selected vegetable production technologies. The findings revealed that FFS Farmer Field Day participation significantly enhanced the adoption of nursery establishment (97.5%), transplanting (86.8%), compost manure (85.1%), mulching (75.2%), and farmyard manure application (70.2%). The study concludes that the FFS Farmer Field Day is a crucial platform for promoting technology adoption among smallholder vegetable farmers. It recommends that the Ministry of Agriculture and Livestock Development and development partners integrate regular FFS Farmer Field Days into agricultural extension programs to improve knowledge transfer and uptake of sustainable production technologie
Effect of Reduced Strength of Pirimiphos-methyl on the Efficacy of Permethrin in Actellic Super Dust against Storage Pests, Larger Grain Borer (Prostephanus truncatus and Maize Weevil (Sitophilus zeamais)
Get PDFMaize (Zea mays L.) is a key staple crop in Kenya used for food, industry, and income generation. However, postharvest losses caused by storage pests such as the larger grain borer (Prostephanus truncatus) and maize weevil (Sitophilus zeamais) pose a major threat to household food security. Control of these pests largely depends on Actellic-based insecticides, but continuous use of the same active ingredients has led to reduced efficacy and resistance. This study evaluated the synergistic effect of pirimiphos-methyl on the efficacy of permethrin in Actellic Super Dust against resistant field strains of P. truncatus and S. zeamais from different regions in eastern Kenya. Bioassays were conducted by exposing insects to treated maize grains containing varying concentrations (1.1–1.6%) of Pirimiphos-methyl combined with 0.3% permethrin for 24 and 72 hours. Mortality and knockdown effects were recorded and analysed using ANOVA. Results showed that S. zeamais remained susceptible to Actellic Super Dust, achieving ≥95% mortality even at 1.1% Pirimiphos-methyl. In contrast, P. truncatus field strains exhibited reduced susceptibility compared to the laboratory strain, requiring ≥1.5% Pirimiphos-methyl and a 72-hour exposure period for satisfactory control. The findings indicate that Pirimiphos-methyl enhances the efficacy of permethrin in Actellic Super Dust, but maintaining a concentration of at least 1.5% is critical for effective management of resistant P. truncatus populations. Regular quality checks and bioassays are recommended to ensure consistent product performance and early detection of resistanc
Potential Impact Analysis of Progressive Terrace Construction Activities on Agricultural Production. Case Study: Hillside Surroundings in Urwonjya Marshland, Cyahinda Sector /Nyaruguru District. Period 2018-2024
Get PDFThe creation of progressive Terrace has significantly contributed to soil protection against the occurrence of erosion, and this, in turn, brings about increased agricultural yield. When progressive is well made, the erosion is minimised, and the food security is ensured. The research has adopted a descriptive design, and the population consisted of 300 People. The entire population of 300 respondents was selected in the research for the provision of the response. The findings from Table 1 revealed that the soil regularisation through slope adjustment in horizontal orientation was at 36.33%. The need to shape the contour lines was at 29%. The fact of digging the water catchment was at 20.33%. The selection of a suitable area and the Trees and grass plantation were at 3.3% and 13.33% respectively. Table 2 reveals that in the season of 2018B, the respondents, equaling 63, with the rate of 21% showed that the total harvest was 17.5 per hectare of land. The number of 104 people, equaling 34.66% agreed that they have harvested around 17.4 Tones per hectare in the 2019 season B. Progressively, it has been observed that the number of respondents (133) out of 300, with the percentage of 44.33% said that they have harvested 17.6 Tones per hectare in the 2020 season B. The regression analysis shows that the progressive terrace significantly contributes to the erosion control and ensures the agricultural productivity in the area of concern (p = 0.003), whereas the soil catena and soil regulation measures do not exhibit significant effects. Soil erosion and poor waste management don't exhibit significant effects. The research concluded that the progressive terraces has positively contributed to the agricultural productivity at the hillside near this marshland. The research recommends that farmers come together and strive for solutions that can presently solve the issue of continuous soil erosio
Moderating Effect of Capacity Development on the Relationship between Resource Mobilisation Practices and Service Delivery of County Governments in Nairobi Metropolitan Area
Get PDFCounty governments undertake capacity development to enhance service delivery. However, there is limited knowledge on the moderating effect of capacity development on the relationship between resource mobilisation practices and service delivery, highlighting the need for this study. Capacity building theory served as the foundational framework for this research. This theory guided the formulation of the conceptual framework, informed the study design and methodology, and aided in the interpretation of findings. A cross-sectional correlation research design grounded in the philosophy of positivism was employed in this study. Primary data was collected using a structured questionnaire. The study’s target population was 163 directors from Counties in the Nairobi Metropolitan Area, Kenya. A multistage sampling approach was employed to get a sample of 116 respondents. The validity of the research instrument was tested using construct, content and face validity, while the reliability was assessed using Cronbach’s Alpha coefficient. A pilot study was done in Muranga County. The data was analysed using descriptive and inferential statistics. Descriptive statistics was used to describe the data, while correlation, regression and moderated regression analyses were used to address the objectives of the study. The study found that capacity development significantly moderated the relationships between resource mobilisation practices and service delivery, with R-squared changes of 0.094(p<0.05). The study concludes that capacity development plays a vital role in amplifying the positive effects of these public resource mobilisation practices on service delivery. This study therefore recommends that, to ensure service delivery, public institutions should focus on effective resource mobilisation practices coupled with capacity development in each of the focus areas. This study makes an important contribution to knowledge as it provides additional evidence on the role of capacity development in enhancing the relationship between resource mobilisation practice and service delivery, hence advancing the knowledge base for future studies
Corporate Governance and Sustainability of Financial Institutions in Uganda
Get PDFThis paper investigates the impact of Corporate Governance (CG) measures on financial institutions' sustainability. The study aimed to examine corporate governance's influence on financial institutions' sustainability in Uganda and determine the relationship between corporate governance and the sustainability of financial institutions. It also sought to provide a unified framework for understanding how these sustainability concepts relate to each other. The study was based on Stakeholder Theory. The research design used in this study was cross-sectional. The population of the study comprised 1,229 registered financial institutions in Uganda. Using Yamane's (1967) formula for sample size determination, a total of 400 respondents was selected. A stratified random sampling technique was employed to ensure proportional representation across different tiers of financial institutions, including commercial banks, credit institutions, Microfinance Deposit-Taking Institutions (MDIs), and Microfinance Institutions (MFIs) registered as Non-Governmental Organisations (NGOs), companies, and Savings and Credit Cooperatives (SACCOs). The findings confirmed that CG and the sustainability of financial institutions have a mutually supportive relationship. The Pearson correlation coefficient indicates a significant positive correlation between corporate governance and firm sustainability (r = .649; p < 0.01), meaning that increased corporate governance in Ugandan financial institutions is associated with positive firm sustainability. Based on these dimensions, the study proposes a re-conceptualisation of the linkage between CG and financial institutions' sustainability. The study concludes that the robust sustainability of financial institutions is associated with well-built corporate governance structures. The study recommends that, in the current financial age, financial institutions in Uganda should prioritise key strategies aimed at enhancing growth by training staff and creating a reliable and trusted environment to attract foreign investment
Co-Designing Higher Education Curricula Through Community Engagement: A Joint Advisory Model for Transformative Learning
Get PDFGulu University implemented community engagement in its agricultural, medical, and business education curricula through Joint Advisory Groups (JAGs) and service-learning as part of the TESCEA Project initiative. Using a qualitative case study approach, this article examines how community involvement guided curriculum co-design and how applied field experiences enhanced student learning. Findings indicate that incorporating community insights significantly improved student employability, civic engagement, and the capacity to address regional challenges such as malnutrition and food insecurity. The study offers evidence-based recommendations for embedding participatory curriculum models in African higher education. Building on these findings, the research further explores the broader implications of community–university collaboration for transformative learning in developing contexts. Through interviews, focus groups, and document reviews, the study highlights how sustained engagement among academic staff, students, and local stakeholders fosters mutual trust, shared ownership, and the relevance of educational outcomes. The Joint Advisory Groups served as vital platforms through which farmers, health workers, business owners, and local leaders contributed to shaping course content, ensuring that theoretical instruction aligned with the socio-economic realities of northern Uganda. Moreover, service-learning projects provided students with real-world contexts to apply classroom knowledge, refine problem-solving skills, and cultivate empathy for community challenges. Such experiential opportunities not only enhanced graduate readiness for employment but also strengthened their sense of social responsibility and innovation. The research emphasises that participatory curriculum design can serve as a catalyst for institutional transformation by bridging the gap between academia and society. In conclusion, the paper calls for policy frameworks and resource allocation that support continuous dialogue between universities and their surrounding communities to sustain impact, deepen relevance, and promote inclusive, locally grounded higher education reform across Africa
A Quest for Effective English Language Teaching in Public Secondary Schools in Kilwa District Council in Tanzania: An Application of the Input Hypothesis
Get PDFThe study aimed to investigate the role of the Input Hypothesis in enhancing effective English language teaching in public secondary schools within Kilwa District Council. Specifically, it sought to assess the extent to which teachers understand the Input Hypothesis in the context of teaching and learning English as a second language, examine the extent of integration of the Input Hypothesis in the English language syllabus for secondary school FI – IV 2005 and assess the effective application of the Input Hypothesis in ESL classrooms. A mixed-methods research approach was employed, with data collected through questionnaires and interviews. The study was conducted in twelve randomly selected public secondary schools in the Kilwa District Council. Quantitative data were analysed using SPSS version 21 and presented using descriptive statistics such as frequency distributions and percentages, displayed in tabular format for clarity. Qualitative data from interviews were analysed thematically to capture patterns and insights from respondents. The findings revealed that teachers possess limited understanding and exposure to the Input Hypothesis and its role in second language acquisition. They demonstrated an application of the Input-based instructions. However, there is room to improve in the theoretical understanding of the Input Hypothesis for effective practical implementation. The study also identified other challenges that hinder the effective application of the Input Hypothesis in classrooms. Those challenges included interference from students’ first language, limited access to technological tools, inadequate teaching resources, insufficient instructional time, low English proficiency levels among students, large class sizes, lack of electricity and language policy. Based on these findings, the study recommended several measures to address the identified challenges. These include increasing investment in teaching resources and technology, providing ongoing teacher training focused on input-based methodologies, reducing class sizes, and allocating more time for English language instruction to enable effective implementation of the Input Hypothesis
Perceived Stress Variations in Relation to Gender, Year of Study, and Employment Status of Teacher-Trainees in Selected Universities in Central Region, Uganda
Get PDFTransition from high school to university comes with challenges and opportunities that are stressful to the teacher-trainees. The study aimed to establish whether variations of stress existed between gender, year of study, and employment status of teacher-trainees in universities in the Central Region, Uganda. This cross-sectional quantitative study adopted a stratified sampling strategy to select programmes and simple random sampling to select participants using random numbers. Data were collected from 554 teacher-trainees using a self-administered questionnaire and analysed using means, t-tests, and ANOVA. The findings revealed that although both male and female teacher-trainees experienced stress, females (mean=2.31) presented a slightly higher level than males (mean=2.30). The findings further revealed that stress increased as one moved to years two and three. The year two mean scores were slightly higher (mean=2.39), followed by those in year three (mean = 2.38) and lastly by year one (mean=2.17), and the observed F=11.57 had a highly significant level of (p=0.000<0.05). Additionally, working teacher-trainees experienced higher stress levels as indicated by a slightly higher (mean = 2.80) compared to their non-working peers (mean =2.31). The findings further revealed a negative students’ t-test (-0.524) and the level of significance (p=0.875 >0.05). Thus, university managers should provide an enabling environment, create awareness regularly about mental health through counselling. Universities should also create a supportive environment and activities that can help student to achieve their academic goals. A work-study scheme can be adopted to help needy students work and study from the same institution
Effect of In-Service Training on Teachers’ Effective Facilitation of Planning Students’ Project-Based Learning Activities
Get PDFProject-Based Learning (PBL) is at the core of the rolled-out Competency-Based Curriculum (CBC) in the secondary schools in Uganda. Teachers at the centre of implementing CBC studied and trained in a knowledge-based one. Hence, their success in facilitating CBC is dependent on the retooling received through the various in-service training programs. Consequently, this study was conducted to investigate the effectiveness of in-service training on the successful facilitation of planning of project-based learning among teachers in selected Government-aided secondary schools in Mubende Municipality-Mubende District. The study adopted an embedded mixed research design. Data was collected from 152 teachers and 60 lower secondary school students. Data was collected using self-administered questionnaires (SAQ), interviews, and documentary review. Descriptive data were generated from the Statistical Package for Social Sciences (SPSS). Study findings indicate a significant positive relationship between in-service training and effective planning of project-based learning. We recommend the need to design continuous professional development programs to facilitate retooling of teachers as Uganda rolls out CBC at the different levels of education. Designed programs should be complemented by the provision of regular in-service training for all in-service teachers in order to successfully adopt PBL and CBC in Uganda