Doctor of Philosophy Theses and Dissertations
http://erepository.kibu.ac.ke/handle/123456789/136
2024-03-29T05:34:43ZImprovement of the Delone and Mclean’s information system success models to focus on mobile instant messaging in public universities in Kenya
http://erepository.kibu.ac.ke/handle/123456789/2294
Improvement 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.
2017-11-01T00:00:00ZSOME LINEAR CODES, GRAPHS AND DESIGNS FROM MATHIEU GROUPS M24 AND M23
http://erepository.kibu.ac.ke/handle/123456789/1900
SOME 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 - 2000
http://erepository.kibu.ac.ke/handle/123456789/1899
Development 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.
2007-08-01T00:00:00ZModelling cloud computing environment towards accessible information communication technology integration in primary schools
http://erepository.kibu.ac.ke/handle/123456789/1865
Modelling cloud computing environment towards accessible information communication technology integration in primary schools
Etene, Yonah
Cloud Computing technology has developed with the proliferation of the Internet,
broadband access networks and high-speed processors. This has led to the development of
software defined networks and storage, to respond promptly to the requirements of users
and applications. Information and communication technologies when employing cloud
computing can open up new opportunities that can improve delivery of education. In
financing the acquisition of ICT technologies for integration in education in Kenya, there
is need for proper planning to realize accessibility of ICT Integration in education. The
purpose of the study was to model the use of cloud computing so as to make ICT integration
in primary school education accessible. These was achieved by assessing the ICT
technologies being used for integration, analyzing the human capacity for managing ICT
integration, developing a cloud computing environment model towards accessible
integration of ICT and a cloud computing accessibility evaluation tool to assess the level
of accessibility of ICT integration in primary schools. The study was guided by the design
science research design. The design was used in the study to do a background research in
order to collect data on the ICT technologies being used in schools and the ICT human
capacity for managing the technologies. It was then used to develop a model. The target
population was (425) Primary schools. The sample frame included 100 schools which had
ICT equipment. Purposive sampling technique was used to select the schools where a
sample size of (30) was obtained. A head teacher (1) and two (2) teachers from each school
were used in the study corresponding to (90) respondents. The primary data was collected
using questionnaires and guided interviews. To stablish content and face validity the study
involved a team of three (3) experts while reliability was obtained through a pilot study.
Data was analyzed using both descriptive and inferential statistics. The study found out
that, hardware devices dominant in schools were mostly laptops, tablets and projectors.
The learning management system was found to be the most important system required for
accessible ICT integration in education. It was also found that technical skills were highly
required, followed by basic hardware skills and green Computing skills. Training in ICT
is thus required to develop a competent human capacity for successful accessible ICT
integration in education. The study also established that Internet connection in schools was
very key in the integration process yet many schools were not connected. The findings of
the study provides an Integrated Cloud Computing Environment Model that can used to
realize accessible ICT Integration in education. This will guide the government and
education stakeholders in planning for ICT integration of in primary schools. The model
was used to develop a Cloud Computing Accessibility Evaluation Tool that can be used by
the MOE to assess ICT integration accessibility level in primary schools.
2019-11-01T00:00:00Z