Theses and dissertationshttp://erepository.kibu.ac.ke/handle/123456789/1352024-03-29T10:35:10Z2024-03-29T10:35:10ZImprovement of the Delone and Mclean’s information system success models to focus on mobile instant messaging in public universities in KenyaRatemo, Makiya Cyprianhttp://erepository.kibu.ac.ke/handle/123456789/22942021-02-10T08:28:06Z2017-11-01T00:00:00ZImprovement of the Delone and Mclean’s information system success models to focus on mobile instant messaging in public universities in Kenya
Ratemo, Makiya Cyprian
Mobile Instant Messaging (MIM) encompasses a range of mobile-based internet facilities that enable exchange of real-time messages while utilizing present information of users. The value of MIM has been recognized globally, instigating an upsurge in its use across all segments of society. Use of MIM has however not been embraced in universities. Research reveals that a comprehensive success model is the solution to achieve success in the adoption, use and implementation of MIM systems in institutions. Currently, a model that focuses on MIM does not exist. This study aimed to improve the DeLone and McLean’s Information Success Models to focus on Mobile Instant Messaging in public universities in Kenya. The study specifically sought to examine the status in regard to measuring success of Mobile Instant Messaging in the context of existing Information System success models, to determine factors for measuring the success of Mobile Instant Messaging systems and to develop an improved Information System success model to focus on Mobile Instant Messaging Systems. Mixed method research design was employed and both quantitative and qualitative strategies were applied. Stratified random sampling method was used to get 655 respondents drawn from 4 cadres of respondents in Kenya public universities as follows; 93 Information and Communication Technology (ICT) administrative staff, 96 ICT technical staff, 98 academic staff and 368 university students. Data was collected through the use of questionnaires and interviews. Validity was ensured through data triangulation, peer debriefing and peer review. Reliability was ascertained through a reliability test that generated a Cronbach’s Alpha value of 0.827. Ethics was taken into account and all relevant clearances sought as required. Thematic analysis method was used to analyze qualitative responses whereas frequency tables, cross tabulations, exploratory factor analysis and squared multiple correlation weights were used in the analysis of quantitative responses. Findings revealed a high rate of use of mobile technology in the organizations under study, underscoring the potential of MIM systems and the need for a suitable MIM system success model. MIM penetration rate for academic staff stood at 63%, students at 60%, ICT administrative and ICT technical staff at 34%. Further, the study identifies 30 success factors and exploratory factor analysis was performed to generate 6 constructs namely; task, social, infrastructural, spatial, temporal and presence. Weighs of the constructs were worked out and a new model constructed and validated for acceptance. The new model is critical for success in the adoption, implementation and use of MIM systems in institutions. This study generated new knowledge in regard to MIM systems, which is important to academia and other relevant stakeholders. The findings stand to help institutions under study to tap into the benefits of the successful adoption, implementation and use of MIM.
2017-11-01T00:00:00Z2-MODULAR REPRESENTATIONS OF UNITARY GROUP U3(4) AS LINEAR CODESMaina, Janet Lilianhttp://erepository.kibu.ac.ke/handle/123456789/19062020-05-11T05:24:18Z2019-12-01T00:00:00Z2-MODULAR REPRESENTATIONS OF UNITARY GROUP U3(4) AS LINEAR CODES
Maina, Janet Lilian
A monumental achievement in group theory was done with the announcement of the completion of classification of simple finite groups in 2004. The proof of this work which was termed, a theorem, consists of tens of thousands of pages in several hundred journal articles written by about 100 authors, published between 1995 and 2004. Such voluminous work cannot be understood by any single person. Attempts to simplify the proof has already been embarked on. It is thought that a knowledge of internal structures associated with the groups and more so representation theoretic methods, could go along way to help simplify the proof. This has sparked research of combinatorial objects like codes obtained from groups and their interplay. This thesis is a study of linear binary codes obtained from primitive permutation representations of the simple finite classical group U3(4). Using the established magma databases and the Meataxe software, we consider for each primitive representation over F2, the permutation module obtained from the action of the group on the cosets of its maximal subgroups and the subsequent maximal submodules. Each submodule constitutes a binary code invariant under the group. In this thesis we study linear binary codes, designs and graphs obtained from the group U3(4). Using modular theoretic methods , we construct and enumerate all linear binary codes and designs from primitive permutation representations of degrees 208 and 416 and classify most of the codes. Furthermore, we determine their properties and establish the interplay between these codes and other combinatorial objects like designs and graphs. In the process, we have uncovered the lattice structure of the submodules. We have also determined the full automorphism groups of the codes and designs. Codes are applied in many areas particularly in error correction, storage and transmission of data. The properties of a code determines its usage. We found some codes with good parameters. We found some self-orthogonal, doubly even codes, irreducible and decomposable codes.
2019-12-01T00:00:00ZSOME LINEAR CODES, GRAPHS AND DESIGNS FROM MATHIEU GROUPS M24 AND M23Marani, Vincenthttp://erepository.kibu.ac.ke/handle/123456789/19002020-05-05T16:24:19Z2019-05-01T00:00:00ZSOME LINEAR CODES, GRAPHS AND DESIGNS FROM MATHIEU GROUPS M24 AND M23
Marani, Vincent
In this thesis, we have used four steps to determine G-invariant codes from primitive permutation representations of Mathieu groups M24 and M23 . We constructed all G-invariant codes from primitive representations of degree 24, 276, 759, and 1288 from the simple group M24. We found one self dual [24, 12, 8] code, three irreducible codes; [276,11,128], [759,11,352] and [1288,11,648]. There were several decomposable, self orthogonal and projective linear binary codes. There were two strongly regular graphs from a representation of degree 276 and 759. These graphs are known. We determined designs from some binary codes using codewords of minimum weight. All the designs constructed were primitive. We constructed symmetric 1-designs from the primitive permutation representations of degree 24, 276, 759, 1771, 2024 and 3795 defined by the action of a group G on a set Ω = G/Gα. In most cases the full automorphism group of the design was M24 while in some cases the full automorphism group of the design was either S24 or S276. We also constructed all G-invariant codes from primitive representations of degree 23, 253, and 253 from the simple group M23. There was no self dual linear code. There were four irreducible codes [23,11,8], [253,11,112],[253,44] and [253,11,112] . There were several decomposable, self orthogonal and projective linear binary codes. There was no strongly regular graph from the three representations. We determined designs from some binary codes using codewords of minimum weight. All the designs constructed were primitive. We constructed symmetric 1-designs from the primitive permutation representations of degree 23, 253 and 253 defined by the action of a group G on a set Ω = G/Gα. In most cases the full automorphism group of the design was M23 while in some cases the full automorphism group of the design was either S23, S253 or S506
determination of G-invariant codes from primitive permutation representations of Mathieu groups M24 and M23
2019-05-01T00:00:00ZDevelopment of kiswahili education In Kenya between 1900 - 2000Namulungu, R.I.S.http://erepository.kibu.ac.ke/handle/123456789/18992020-05-05T13:06:20Z2007-08-01T00:00:00ZDevelopment of kiswahili education In Kenya between 1900 - 2000
Namulungu, R.I.S.
The purpose of this study was to gather information on the historical development of Kiswahili education and establish the extent to which this development could be linked to the present challenges experienced in the teaching and learning of Kiswahili. Specifically, this research aimed at collecting information on the changes and innovations in instructional methods and resources, the policies and the curricula that have been in place since 1900 and give suggestions and recommendations for dealing with these challenges.
The study was confined to Kenya. Both the historical and analytic methods were used in the collection and analysis of data. It drew heavily from both the primary and secondary sources of information. Snowball, purposive and convenience sampling methods were used in the selection of respondents. Interviews with members of staff in the departments of educational foundations, curriculum and educational communication and technology, and teacher college trainers in Kiswahili education were carried out.
External and internal criticisms were used in the analysis of the data collected. In some cases triangulation process was applied in the analyses to avoid uncertainty from conflicting data from different sources of information. Findings from the data obtained revealed that at the inception of the discipline in the country, Kiswahili language was not delineated from Kiswahili education. The duo was seen as one or reference to one was mistakenly used to refer to the other. Consequently, little was done to develop theories and methods specific to Kiswahili education. The trend has continued to date. Similarly no policy was put in place during the colonial period that explicitly spelt out how Kiswahili education was to be implemented in teachers’ colleges. After independence, policy statements made sounded ambivalent and are yet to be clearly spelt out. Still, innovations that have been done in both the production of material and human resources from the colonial period throughout the post-independent era were quite insignificant. Hence, this rendered the whole process of Kiswahili education a vicious circle. Furthermore, it is evident that the curricula and syllabuses that were designed from 1900 up to 2000 hardly considered the emerging issues of the times.
From the findings and conclusions, it is recommended that a Policy on Kiswahili education and an instruction model should be developed. Similarly, the content of Kiswahili education should be regularly reviewed to cover emerging issues. Further regular research in the area of Kiswahili education should be conducted and seminars organized to disseminate findings. This should be the responsibility of the higher institutions of learning in conjunction with the Kenya Institute of Education.
2007-08-01T00:00:00Z