EANSO East African Nature and Science Organization Journals
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The Nexus Between Magical Realism and The Post-Colonial Discourse
Full text linkThe study examines the nexus between magical realism and the postcolonial discourse in Ben Okri’s Infinite Riches and The Famished Road. The study relies on the postcolonial theory as formulated by Frantz Fanon. Ben Okri’s two novels, The Famished Road and Infinite Riches which form the basis for this study, form the basis for this study and also help to explore and understand the connection between Magical realism and the Postcolonial discourse. Using the postcolonial theory, the study examines how the postcolonial narrative is portrayed using magical realism. The study employs close reading and interpretation of both the primary and secondary data sources. The study establishes that magical realism aids the rendition of a postcolonial narrative. Magical realism is also employed in the two postcolonial narratives as a way of resistance and as a dominant voice of the colonial encounte
Examining the Relationship between Service Quality and Behavioural Intentions in Game Lodges
Full text linkProviding high-quality services in game lodges promotes customer satisfaction and, subsequently, favourable behavioural intentions, leading to enhanced business performance, including market share and profitability. Practical and empirical evidence has demonstrated that visitors have varying degrees of preferences that influence their expectations and satisfaction, which consequently affects their behavioural intentions. Though numerous studies have examined the influence of service quality on behavioural intentions in the context of the tourism industry, there exist limited studies in game lodges. To fill this gap, this study aims to examine the influence of service quality on visitors’ behavioural intention in the context of star-rated game lodges. The study adopted an epistemological research philosophy guided by a positivism paradigm with a quantitative and cross-sectional survey research design. A multi-stage sampling procedure was used to obtain the sample size of 337 visitors from the different categories of star-rated game lodges at Maasai Mara National Reserve and its conservancies in Kenya. Data was collected using structured questionnaires and was analyzed using descriptive statistics and a structural equation model that tested the hypothesis and the relationship between service quality and behavioural intentions. The findings suggest that in the context of game lodges, service quality is important for developing favourable behavioural intentions. The study supports a positive and significant relationship between service quality and behavioural intentions. The study contributes immensely to the theoretical background of service marketing by providing a thorough examination of service quality and its influence on behavioural intentions. This is a significant input to service marketing, especially in the little-researched area of service quality perceptions and behavioural intentions among the traditional, domestic and emerging tourism markets in game lodges in Keny
Mapping Innovation Maturity of University-Promoted IT Startups: Case of Zanzibar
Full text linkThe establishment of information technology (IT) start-ups within academic settings is receiving increased attention due to its potential to enhance the relevance of university curricula and to tackle youth unemployment. These start-ups, often nurtured by university programs, play a critical role in fostering entrepreneurship and innovation among students and graduates. This study examines the innovation maturity of IT start-ups in Zanzibar that are supported by universities, utilizing the Technology Innovation Model (TIM) as a framework for assessment. A quantitative survey was conducted with 52 students and graduates out of 120 individuals actively engaged in university-supported IT start-ups. The findings indicate that the majority of these start-ups remain in the early stages of innovation, with a significant portion (71.4%) struggling with market adaptability and over 65 per cent relying solely on personal funding, which poses a challenge to their financial sustainability. Although innovation is highly valued within these start-ups, only 61.2 per cent engage in actual innovation activities, signalling a gap between the recognition of innovation's importance and its implementation. University support emerged as a vital factor for success, with 50 per cent of the start-ups acknowledging its importance. However, the study also highlights challenges such as weak industry collaboration and regulatory barriers that impede the growth and scalability of these start-ups. Based on these findings, the study advocates for the strengthening of mentorship programs, diversification of funding sources, and the improvement of regulatory frameworks and policies to create a more conducive environment for the growth of IT start-ups in Zanzibar. These interventions could support the development of a more robust startup ecosystem, contributing to economic growth and youth employmen
The Influence of Tax Determinants on Tax Compliance Decisions by Small and Medium Enterprises (SMEs) in Harare CBD
Full text linkThis research aimed to examine the factors influencing tax compliance decisions among Small and Medium Enterprises (SMEs) in Harare CBD. The objectives were to identify the determinants of tax compliance, understand the perceptions of SME operators regarding tax compliance, analyse the association between tax compliance determinants and behaviour, and propose tax procedures to encourage voluntary compliance for Zimbabwean small businesses. To achieve these objectives, a mixed-method research strategy was employed, collecting data from 128 participants through questionnaires and interviews. Descriptive and inferential statistical analysis tools were utilized, with data analysis conducted using MS Excel packages. The findings indicated that tax compliance determinants among SMEs in Harare CBD include tax morality, tax fairness, tax complexity/simplicity, availability of tax information, tax awareness, trust in authorities, and power in authorities. Furthermore, the study revealed that SMEs perceive tax compliance as crucial for their success and reputation, although it is seen as burdensome. Adhering to tax regulations can provide SMEs with a competitive advantage. The research also highlighted that the tax compliance behaviour of peers significantly influences individual SMEs, while the complexity of tax regulations hampers motivation to comply. Therefore, simplified processes and improved education initiatives are recommended. Policymakers and tax authorities are advised to promote tax morality, fairness, and transparency while regularly reviewing and updating regulations. Enhancing tax information availability and awareness initiatives are also suggested. SMEs and business associations should raise awareness about the importance of tax compliance and learn from the behaviour of compliant peers to create a positive compliance culture. Advocating for simplified tax regulations and improved education initiatives is crucial to alleviate the burden of tax compliance for SMEs. This research provides valuable insights into the determinants of tax compliance among SMEs in Harare CBD and offers recommendations for policymakers, tax authorities, and SMEs to improve compliance levels and alleviate challenges
Bridging Enrolment Gap: Exploring Obstacles and Strategies to Improve Inclusivity for Students with Disabilities in Kenya's Private Higher Education. Literature Review
Full text linkDespite the presence of policies supporting the inclusion of persons with disabilities in Kenyan learning institutions, including the Sector Policy for Learners and Trainees with Disabilities (2018), the Kenyan Constitution (2010), the Disability Act (2003), Ominde Report (1964) among others and Kenya's status as a signatory to international conventions; the enrollment of students with disabilities in private higher education institutions in Kenya remains low hindering their inclusivity. In spite of the efforts to attain inclusive education, it is still estimated that 258 million children, adolescents and young people do not enter the school system which represents 17% of the world’s population. Specifically, in higher education the percentage is even higher, reaching approximately 60% of people who do not enter that educational level. Therefore, the gross average world enrollment rate reached only 38% in 2018. Furthermore, wide differences were observed between low-income countries with a 9% enrollment, as compared to high-income countries, where 75% was attained. According to the Commission of University Education Statistics 2017-2018, the reported number of students with disabilities in Public and Private Universities reduced by 10% from 881 in 2016 to 793 in 2017. Most of these learners were admitted to government Universities (681) representing 85.9% of the total admitted in comparison to Private Universities (112) representing 14.1%. This article explores the factors contributing to this low enrollment gap hindering inclusivity and proposes strategies to improve the implementation of inclusive policies. Through an extensive literature review, the article identified barriers hindering the effective implementation of inclusive education policies. By emphasizing the importance of adhering to these laws, the study sought to provide insights that can inspire private universities to take decisive actions to improve inclusive education, thus boosting the enrollment and academic success of learners with disabilities in private universities in Keny
The Path to Persistence: How Conscientiousness and Social Integration Shape Academic Resilience in Higher Education
Full text linkResearch on academic persistence is foundational to higher education studies, as it directly impacts student success, retention, and graduation rates. Of the many factors influencing these outcomes, personality traits—especially conscientiousness—and social integration are particularly significant. This study examined the role of conscientiousness and social integration in promoting academic persistence among undergraduate students at Makerere University. Guided by a post-positivist perspective, the research employed a sequential explanatory mixed-methods design, prioritizing quantitative data to assess relationships between conscientiousness, social integration, and academic resilience, followed by qualitative interviews to provide deeper insights. A sample of 754 final-year students was surveyed, with follow-up interviews conducted with 14 participants selected through purposive sampling. Quantitative findings revealed significant positive correlations between conscientiousness, social integration, and academic persistence, with conscientiousness emerging as a strong predictor of persistence (ρ = .261, p < .01). Additionally, findings showed that social integration significantly mediates the relationship between conscientiousness and academic persistence (b=.15, p=.22). Qualitative data provided further understanding of these results, illustrating how traits such as diligence and organization, alongside supportive peer and faculty interactions, foster a sense of belonging and commitment to academic goals. The study concludes that fostering conscientious behaviours and social connectedness within university environments can enhance students' academic persistence. Recommendations include institutional policies that encourage peer integration, mentorship programs, and support for personality development. These findings contribute to the literature on academic persistence by highlighting the critical interplay between personality and social factors in students' success and by offering practical strategies to support student retention and achievemen
Compensation Learning Strategies That Malawian Learners Use in Written Comprehension in Malawi
Full text linkThis study aimed to investigate the use of compensation strategies by Malawian teachers and learners in the context of English as a second language (ESL) and its impact on learners' improvement in performance in written comprehension. Reports from the Malawi National Examinations Board (MANEB) for 2013 and 2022 highlighted persistent poor performance in this area, prompting further research. The study was grounded in communicative competence theory, which emphasises the importance of strategic, grammatical, discourse, and sociolinguistic competencies for learners to acquire language rules in various contexts. The study involved three teachers of English and twelve Form Three learners, and being a qualitative study, the sample size was adequate. A case study design was employed. Data were collected through classroom observations, semi-structured interviews, and a checklist for tracking observable compensation strategies, and employed thematic analysis. The findings revealed an inadequate knowledge gap in the use of compensation strategies among both teachers and learners, contributing to poor written comprehension outcomes. Of the eleven strategies examined, only intelligent guessing was used effectively. The following nine compensation strategies were ineffectively employed by both teachers and learners: switching to the mother tongue, getting help, avoiding communication partially or totally, circumlocution or synonyms or antonyms, adjusting or simplifying or approximating the message, re-reading the text, coining words, dividing the text into sections and literal or back translation. Lastly, selecting the topic was not known by both teachers and learners as one of the compensation strategies used in teaching and learning the English language. The study, therefore, recommends integrating initial teacher training and ongoing professional development to enhance teachers’ use of compensation strategy instruction and learners' use of compensation learning strategies in written comprehension, to improve academic performanc
The Way Forward for Secondary School Students: The Role of Self-Determination Theory and Intrinsic Motivation
Full text linkThis study aimed to use self-determination theory to explore if teachers have ignited or thwarted students’ intrinsic motivation in secondary schools, and therefore, become or not become autonomous in their own learning. According to the theory, human motivation requires consideration of the innate psychological needs of individuals. These needs include autonomy, competence, and relatedness. The study was carried out by reviewing the literature on self-determination theory. The words used to retrieve the articles from the databases included self-determination theory, human motivation, intrinsic motivation, extrinsic motivation, autonomy, competence, and relatedness. It is reported that when students are intrinsically motivated, they become engaged in their own learning, and they can participate fully in the required activities. Under the right classroom conditions, the students are also autonomously motivated—that is, they are engaged in their academic work with authenticity and vitality. It is identified that when students understand the worth and purpose of the activities that are given to them to perform, they feel ownership, and autonomously carry out the activities. The autonomy-supportive environment is conducive to the students’ engagement in an integrative emotional regulation, and therefore, this conducive environment enhances students’ well-being, reducing emotional dysregulation, and fostering high-quality interpersonal relationships. So, teachers are discouraged from being authoritarian in their classrooms but encouraged to provide conducive learning environments for students to intrinsically engage in their education so that they can flouris
Investigating Specific Topic Content Knowledge of Malawian Biology Teachers in Malawi’s Schools: A Case Study of Teachers’ Lessons on Biotechnology
Full text linkBiotechnology focuses on utilizing biological entities to improve people's lives. It is a new topic in the Malawi biology curriculum. This study aimed to investigate the content knowledge of Malawian biology teachers regarding the teaching of biotechnology. Specifically, it explored three objectives: (1) to find out the sources of content knowledge in biotechnology, (2) to find out the level of content knowledge of the teachers and (3) to find out how the teacher’s content knowledge impacts on the teaching of biotechnology. The study employed an interpretivist paradigm to gain insights into teachers' experiences in teaching biotechnology concepts. A qualitative research approach using a multiple case study design was employed in this study to allow for the development of a deeper understanding of the phenomenon. A purposive sample was selected from three schools where biotechnology is taught in Form Four classes. Data were collected through a test, interviews and lesson observations to ensure triangulation. Findings revealed that biology teachers heavily rely on single reference textbooks as their primary source of biotechnology content knowledge. As a result, they possess insufficient content knowledge and struggle with understanding key biotechnology concepts, particularly in linking these concepts to students' prior knowledge in genetics and reproduction, hence, their teaching has less impact on students’ understanding of biotechnology concepts. The results suggest that biology teachers may benefit from a professional development program focused on enhancing their substantive content knowledge in biotechnology. Consequently, the study recommends further research to explore how biotechnology is interpreted in curricula and textbooks and its overall impact on teaching and learning outcomes
An Investigation into the Level of High School Teachers’ Technological Pedagogical Content Knowledge in Myanmar
Full text linkThe purpose of this study was to investigate the Level of High School Teachers’ Technological Pedagogical Content Knowledge (TPCK) in Myanmar. A sample of 300 teachers was selected from a population of 1439 senior assistant teachers from Basic Education High Schools in three divisions, Mandalay Region, Myanmar. For data collection, a quantitative survey research design was employed, utilizing the TPACK questionnaire developed by Schmidt (2009). The results showed that high school teachers’ Content Knowledge (CK) was the highest with a mean of 3.82, while their Technological Pedagogical Content Knowledge (TPCK) was the lowest with a mean of 2.79. The study concludes that while teachers have strong content and pedagogical knowledge, their technological pedagogical skills remain underdeveloped. This suggests the need for targeted professional development programs focusing on TPCK enhancement. The findings highlight the critical role of technological knowledge in improving teaching quality and adapting to modern educational demands. Given the increasing integration of technology in education, Myanmar’s teachers must be equipped with digital literacy skills and effective strategies to incorporate technology into their pedagogical practices. Furthermore, the study recommends that structured training programs and workshops on TPCK be implemented to enhance teachers’ competencies in this area. This will not only improve their ability to use technology effectively in the classroom but also contribute to the successful implementation of curriculum reforms aimed at fostering 21st-century skills among students. Future research should explore the impact of TPCK-focused training programs on teachers’ instructional effectiveness and student learning outcome