EANSO East African Nature and Science Organization Journals
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Contribution of Local Communities to the Development of Community-Based Tourism in Rwanda. A Case of Kitabi Cultural Village
Get PDFIn Rwanda, Community-Based Tourism still lags behind compared to other forms of tourism, such as MICE and gorilla tourism. As a form of tourism whose majority of beneficiaries are local communities, there is a need to know how these communities contribute to CBT development. The research conducted at Kitabi Cultural Village by means of a questionnaire and interview given to 77 respondents indicated that at Kitabi Cultural Village, tourists do different activities, including village tours, tasting local foods and drinks, guided nature hikes, handicrafting, and listening to traditional Rwandan stories. Through CBT, the communities of Kitabi Village get more benefits, including jobs, money, friends, cultural promotion, and becoming civilised. For CBT development in the Kitabi community, RDB uses different strategies like CBT awareness, infrastructure development, supporting locals’ projects, and marketing. So, it was concluded that well-prepared local communities contribute to the development of CBT, especially when the governments intervene in such development. Therefore, to develop CBT at the maximum level, RDB, MYCULTURE, local authorities, and local communities were recommended to have a clear understanding of CBT, to invest more in CBT projects and promote them, and to conduct more research on CBT opportunities as well
Influence of Mobile Banking Services on Financial Inclusion among Selected Commercial Banks in Uasin Gishu County, Kenya
Get PDFAgency banking has become an important approach towards financial inclusion, especially in underserved and remote regions. This research examined how mobile banking services have influenced financial inclusion among selected commercial banks in the Uasin Gishu County, Kenya. Adopting the Agency Theory, the study adopted a correlational research design and was entirely quantitative. The target population was 1,219 agency banking outlets of three commercial banks in Uasin Gishu, namely KCB Bank, Equity Bank, and Cooperative Bank. Stratified and simple random sampling methods were used to select 291 agents as the sample size, based on the Krejcie and Morgan table. Data was collected using a structured questionnaire, and the response rate was 91.1%. Descriptive (including frequencies, percentages, means, and standard deviations) and inferential (linear regression and multiple regression) statistics were applied to analyse data. The results of simple linear regression indicated that mobile banking services correlated strongly with financial inclusion (r = 0.682, R² = 0.465, p < 0.001). The study concluded that effective mobile banking services play a significant role in financial inclusion. The study provides empirical evidence on how agency banking, specifically mobile banking, strategies enhance financial inclusion, offering policymakers and financial institutions evidence-based recommendations to improve accessibility, affordability, and efficiency in banking services for underserved populations
Teachers' Perceptions of the Implementation of Group Learning in Selected Primary Schools in Uganda
Get PDFThis study explores teachers' perceptions regarding the implementation of group learning pedagogy in primary schools in Uganda, guided by Vygotsky’s Social Constructivist Theory, Bandura’s Social Learning Theory, and Piaget’s Constructivist Theory. A qualitative exploratory case study design was employed, utilizing interviews, lesson observations, and lesson plan analyses to gather comprehensive insights from eight teachers across both government-aided and private primary schools. The research reveals that while teachers recognize the pedagogical value of group learning, their implementation approaches are significantly influenced by contextual constraints and personal beliefs about effective instruction. Teachers reported employing diverse implementation approaches; with scaffold group tasks emerging as the most consistently used implementation approach due to its perceived effectiveness in addressing academic diversity and promoting conceptual mastery. However, more interactive approaches like role-play scenarios saw limited adoption, primarily due to perceived time constraints and doubts about their academic relevance. The findings highlight a complex interplay between teacher intentions and classroom realities. Teachers emphasized goals of inclusive participation and peer-assisted learning, yet faced challenges in managing diverse learner abilities, group dynamics, and resource limitations. Notably, implementation varied across subjects, with science classes demonstrating more comprehensive facilitation due to the natural alignment between collaborative learning and inquiry-based approaches. A gap emerged between teachers' recognition of group learning's social benefits and their actual classroom practices, which often prioritized academic outcomes over the development of collaborative skills. Teachers also lacked training in teaching collaborative skills, and schools provided little support for teachers to use group learning in different subjects and classes. These insights underscore the need for targeted professional development that addresses both the pedagogical and practical dimensions of group learning implementation. Recommendations include context-sensitive training programs to enhance teachers' group implementation skills, school-level support for collaborative learning environments, and further research to explore sustainable implementation models for resource-constrained settings. The study contributes to ongoing discussions about adapting learner-centred pedagogies in primary education systems facing significant structural challenge
Enrollment of Trainees with Disabilities in TVET Programs in Nandi and Uasin-Gishu Counties, Kenya
Get PDFIn Kenya, emphasis on skill-based learning is promoted through the establishment of the Vocational Technical Education and Training ACT (2013), which aims to promote vocational and technical-related skills. This study sought to determine the enrolment of trainees with disabilities in TVET programs in Nandi and Uasin-Gishu Counties. The research adopted a descriptive survey research design complemented by stratified and purposive sampling. Interviews and closed and open-ended questionnaires were used to gather information, while data analysis was done using frequencies and calculating percentages. The research assessed enrolment rates of trainees with disabilities. Data from 10 institutions were analysed via SPSS and revealed critical insights on inclusive education in TVET institutions in Nandi and Uasin Gishu Counties. The sampled institutions were categorised into: National Polytechnics, Technical Training Institutes (TTIs), and Technical and Vocational Colleges (TVCs). The results from the research indicated that enrolment rates for students with disabilities were disproportionately low, with only 228 students out of a population of 10,000 students who were enrolled. The low enrolment was attributed to inadequate physical facilities, assistive resources, and societal stigma. The study found out that students with various categories of disabilities were admitted to the TVET institutions in Nandi and Uasin Gishu Counties viz, physical disabilities, visual and hearing impairments. The study recommended enhanced investment in infrastructure, targeted training for staff, curriculum reforms, and robust policy implementation to create equitable learning environments for all students, aligning with Vision 2030 and worldwide goals of development. The findings of the study were important in reinforcing the implementation of relevant policies on inclusive education and promoting inclusivity among disabled trainees in vocational and skill-based institutions in Kenya
Impact of Teacher Qualifications on Learners' Academic Performance in Chemistry in Public Secondary Schools in Chesumei Sub-County
Get PDFChemistry is an emerging subject that occupies an important part in societal well-being. Its knowledge forms a foundation of lifelong skills. However, despite its importance, the performance of chemistry in high school has been below expectations. This research aimed to investigate the teacher qualification’s influence on educational performance in Chemistry in public secondary schools in the Chesumei sub-county. The research adopted a mixed-methods approach to gather quantitative and qualitative data. Quantitative data was collected through questionnaires administered to chemistry teachers and students, focusing on their perceptions of teaching practices, classroom dynamics, and academic outcomes. Qualitative data was obtained through semi-structured interviews with randomly selected teachers and students, allowing for in-depth exploration of their experiences, perspectives, and insights into the relationship between teacher-related factors and academic performance. The data collected for this study underwent thorough analysis utilizing statistical software, specifically SPSS (Statistical Package for the Social Sciences). This software offered robust abilities for organizing, interpreting, and developing meaningful insights from the data collected. By employing SPSS, the study aimed to conduct comprehensive statistical analyses, including descriptive statistics, inferential tests, and regression analyses, among others. The study revealed that teacher qualifications have a significant positive influence on student academic performance in chemistry (β=0.413, p=0.000). The study concluded that teacher qualifications enhance learners' academic performance in chemistry within public secondary schools in Chesumei Sub-County. The study recommended that teacher qualifications should continue to be considered when employing teachers as it contributes to improvement in learners' academic performance in chemistry within public secondary school
Strategies for Retaining Academic Staff in Faith-Based Higher Education Institutions
Get PDFThis study explored academic staff retention strategies in Church-founded higher education institutions (CFHEIs) in Uganda, recognizing the importance of sustaining human capital for institutional performance. Employing a qualitative case study design, data were collected from 48 academic staff- professors, lecturers, and teaching assistants—through semi-structured interviews, focus group discussions, and document analysis. The findings revealed that CFHEIs utilize a multidimensional retention framework grounded in intrinsic and extrinsic motivators. Key strategies include clear career paths and transparent promotion criteria, which motivate staff by fostering merit-based advancement and recognition. Competitive salary structures and comprehensive benefits, such as housing allowances, pension schemes, and health insurance, were recognized as essential hygiene factors that prevent dissatisfaction and enhance institutional loyalty. Additionally, performance-based incentives, including bonuses for research output and grants, were highlighted as effective motivators reinforcing a culture of excellence and achievement. The study also identified the value of financial and institutional support for advanced studies, such as partial scholarships, sabbatical leave, and flexible work arrangements, in strengthening staff commitment. Furthermore, continuous learning and specialized training programs, particularly those tailored to departmental needs and delivered by external experts, were found to significantly enhance professional development and retention. Despite these positive practices, participants reported challenges of equity, transparency, and implementation consistency, especially in the distribution of scholarships, the responsiveness of salary adjustments to inflation, and the inclusiveness of incentive systems across disciplines. The study concludes that CFHEIs have developed a robust and context-sensitive approach to academic staff retention. However, to maximize impact, it is recommended that institutions improve equitable access to professional development and financial support, enhance transparency in promotion and recognition, and ensure the alignment of incentive structures with staff needs. Future research should examine leadership roles in policy execution and compare retention practices across institutional types
Impact of Punishment on Behaviour of Junior High School Students
Get PDFThe study examined the impact of punishment on the behaviour of Junior High School (JHS) students in the Sissala East Municipality. A descriptive survey design was employed for the study. A total of 291 respondents were sampled from an accessible population of 1,208 JHS Two students using probability sampling techniques. A closed-ended questionnaire was used to collect data for the study. The data was analysed using Means and Standard Deviations. The study found that JHS students in the Municipality have negative attitudes towards teachers who use punishment in behaviour management. More so, respondents reported that punishment has both positive and negative impacts on the behaviour of students. The study therefore recommended that teachers stop the use of corporal punishment such as caning, insulting, and asking students to kneel. Teachers are also encouraged to use alternatives to corporal punishment to manage disruptive behaviour. Also, the study encourages teachers to take a cue from pitfalls in the application of punishment to avoid rather than reinforcing undesirable behaviours through punishing students to swee
Teacher Career Development and Teachers’ Retention among Private Secondary Schools in Sheema Municipality, Southwestern Uganda
Get PDFIntroduction: Teacher retention remains a critical challenge in private secondary schools, with career development opportunities increasingly recognised as a key determinant of teacher commitment. Guided by McGregor’s Theory Y and Herzberg’s Two-Factor Theory, this study examined the relationship between teacher career development initiatives, specifically professional training, mentoring, coaching, and job rotation, and teacher retention in private secondary schools in Sheema Municipality, Uganda. Methodology: The study adopted a cross-sectional research design, employing a quantitative approach with data collected from a random sample of 136 teachers selected from a population of 208 teachers in the 13 private secondary schools in Sheema municipality. The study also collected data from a census sample of 13 head teachers and 13 deputy head teachers in the 13 selected schools to complement the data from teachers. Two separate structured questionnaires were used to gather data from teachers on one hand and head teachers and deputies on the other hand, but were aggregated during analysis. Data was analysed using Pearson correlation analysis. Results: The findings revealed a strong positive relationship between career development opportunities and teacher retention, indicating that teachers who perceive themselves as valued and empowered through continuous professional growth are more likely to remain in their schools. Conclusions and recommendations: Based on these findings, the study concludes that fostering structured and ongoing professional development enhances teacher satisfaction, loyalty, and performance, thereby reducing turnover. It recommends that school administrators institutionalise regular training programs, mentorship schemes, coaching sessions, and job rotation opportunities, while policymakers should prioritise competence management policies that promote equitable access to career development, particularly for female teachers, diploma holders, and newly recruited staff
Materials Provisions and Girls’ Completion Rate in Public Primary Schools in Loima Sub-County, Turkana County, Kenya
Get PDFEducation on its tenet of empowerment is a basic right upon which individual health improvement, poverty alleviation, and economic growth are realised. Needs to keep children in school differ by gender apart from the common educational resource requirements; hence, this variation in need is seen to keep a significant number of girls out of school. The study examined school-based management strategies and their effect on girls’ completion rate in public primary schools in Loima Sub-County. The specific objective is to examine how materials provisions influence girls’ completion rate in public primary schools in Loima Sub-county, Turkana County. The study used a mixed methods approach through descriptive and correlational research designs. The target population was 437 participants. The sample size was 236; this involved 14 head teachers, 110 teachers and 112 girls. Data was collected by the use of a questionnaire to teachers, interviews with head teachers, and focus group discussions with girls. Piloting was done with 10 respondents before the main field administration. Logistical and ethical procedures were adhered to in data collection. Quantitative data was analysed using descriptive and inferential statistics, whereas qualitative data was analysed using themes and sub-themes. Results are presented in texts, tables, and graphical forms. Research findings showed that the school-based management strategies had a positive effect; material provision (r=0.254, p=0.008) on girls’ completion rate in primary schools. The study concluded that increased application of the school-based management strategies would increase girls' completion rate in public primary schools in Loima Sub-County, Kenya. The study recommends that menstrual hygiene materials be provided to schools, the government increase the number of female teachers in schools, and schools partner with other stakeholders to seek support on various materials and facilities aimed at ensuring girls are retained and complete their primary education cycle for empowerment and a sustainable economy
An Exploration of Locus of Control Levels among Young Adults in Ugandan Universities
Get PDFThis study examines locus of control (LOC) orientations among Ugandan university students, investigating how control beliefs influence their behavioural patterns. Employing a concurrent mixed-methods design, we surveyed 527 students (250 males, 277 females) across four institutions and conducted focus group discussions with peer educators and student leaders. The results demonstrated a predominant external LOC orientation (78.2%), with only 21.0% exhibiting combined external-internal LOC. Significant variations emerged across demographic factors: female students and hostel residents showed stronger external LOC tendencies compared to their male and privately accommodated counterparts. Religious affiliation also influenced LOC patterns, though to a lesser degree. These findings substantiate key propositions of the Theory of Planned Behaviour, particularly regarding the relationship between external LOC and increased vulnerability to risky behaviours stemming from diminished perceptions of personal agency. The study reveals how socioeconomic constraints and institutional environments in Uganda's higher education system shape students' control beliefs. Notably, the near-absence of purely internal LOC contrasts with Western studies, suggesting cultural and contextual influences on control orientations. Based on these insights, we propose targeted interventions including university-based empowerment programs, peer mentorship initiatives, and life skills training to cultivate internal LOC attributes. Such measures could enhance students' self-efficacy and promote more adaptive decision-making. The findings contribute to both theoretical understanding of LOC in collectivist educational contexts and practical approaches to student development in resource-constrained settings