Browsing by Author "Wekesa, Ben Nyongesa"

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A Critical Discourse Analysis of Radio Call-in Discourses in the Lubukusu Radio Stations
(KIBU, 2023-06-16) Wekesa, Ben Nyongesa; Wakoko, Macarios W.
A Historical Development of Language in Education and Language Testing In Kenya
(International Journal of Current Research, 2020-09-30) Wekesa, Ben Nyongesa
In an attempt to trace the development of English language teaching and testing in Kenya, this paper looks at language in education in Kenya. Language in education aims at defining three major issues. Firstly, it defines the role of English language in teaching and testing in the pre-independent era. Secondly, it assesses the place of English in teaching and evaluation during post-independent Kenya, during the 8-4-4 system and finally in the newly rolled out Competency Based Curriculum (CBC). Unlike other literature which focus on language policy, this paper traces the history of English language in the Kenyan education with a special focus on language testing; a component of teaching and learning process. The paper concludes that although, efforts have been made in improving the teaching and testing of English language in Kenya since the colonial era, there seem to be some form of rigidity in testing in that very little changes can be cited compared to the art of teaching. Teaching of English language has progressively changed in its approach, however, language testing has not been adaptive to these changes, for example, testing at secondary school level is more of the structuralism approach yet the teaching approach is communicative. Speech work is not overtly examined both at primary and at secondary school levels. All examinations are wholly written. This disregard for speech work leads to poor communicative competence yet it is the main objective of the English syllabus.
An Analysis of Lukabaras Borrowed Verbs from English
(Journal of Linguistics, Literary and Communication Studies, 2024-09-22) Mudogo, Maxmillah; Mandillah, Lucy; Wekesa, Ben Nyongesa
English as an official language, has come in contact with indigenous languages in Kenya. English has therefore become one of the major donors of loanwords to these indigenous languages, Lukabaras being one of the beneficiaries. This study investigated the morpho-phonological constraints that English loan verbs encounter when adapting into Lukabaras. The research utilized Lukabaras native speakers as respondents to elicit data. A purposive sampling technique was employed to select a sample of 15 English loan verbs, which were then analyzed descriptively based on the tenets of Optimality Theory which states that constraints are universal and are fixed in their ranking and apply to all languages. The loan verbs were transcribed, and the study first analyzed the morphological constraints, followed by the phonological constraints. The findings reveal that English and Lukabaras have different morphological and phonological structures, leading to modifications of English loan verbs to fit the morphological and phonological patterns of Lukabaras. Additionally, the study identifies specific morpho-phonological constraints affecting the adaptation of English loan verbs into Lukabaras, including NOCODA, COMPLEX C, MAX IO, ONSET, DEP IO, IDENT IO, DEP-PREF, DEP-SUFFIX, and ALIGN left edge. Furthermore, faithful constraints are ranked higher than markedness constraints in Lukabaras. The study’s findings contribute to the understanding of morpho-phonological adaptation processes in language contact scenarios. Overall, the study’s findings align with the theoretical framework provided by OT, illustrating how languages manage the integration of foreign elements through a balance of faithfulness and markedness constraints. These findings not only enhance the understanding of loanword adaptation in Lukabaras but also contribute to the broader field of language contact and borrowing, providing a detailed case study of how specific constraints operate in a real-world linguistic context.
Baseline Survey on Software and Tools for Odel and Digital Learning during and Post Covid 19 in Selected Universities in Kenya
(International Journal of Computer Applications Technology and Research, 2024) Mbuguah, Samwel Mungai; Njoki, Catherine; Wekesa, Ben Nyongesa; Njuguna, Alice; Ikoha, Anselmo Peters; Barasa, Cyrus; Makokha, John; Nambiro, Alice
One the mitigating measures adopted against the spread of COVID-19 was closure of business, suspension of face to face learning in institution of learning in Kenya and cancellation of international flights worldwide. There was also enforced locked down within highly infected areas. To survive educational institutions adopted mainly online/digital learning. In this paper we provide findings on a survey conducted in selected eleven universities in Kenya on the status of the soft wares and tools that facilitate online/ digital learning. The finding indicate that even though the universities had adopted blended learning the soft wares and tools are still a challenge. The Paper recommends the need of the institutions to enhance the acquisitions of tools and soft wares for an enhanced digital learning and inclusion..
Effect of Utilization of Digital Teaching Materials on Performance of Learners in Literature in Public Universities in Western Kenya.
(Iconic Research and Engineering Journals, 2023-10-11) Wanyama, Martin Nyongesa; Makhanu, Edwin Masibo; Wekesa, Ben Nyongesa
The study focused on assessing the effect of utilization of Digital teaching materials on the Performance of Literature learners at Public Universities in Western Kenya. The study specific objective was to: Examine the effect of utilization of Digital teaching materials on Performance of learners in Literature in public universities in western Kenya,. The study was guided by Connectivism theory. It adopted a descriptive survey design, targeting 899 learners and 32 lecturers. A sample of 277 learners and 32 lecturers was selected using proportionate sampling techniques and census technique respectively. Data was collected using interviews and structured questionnaires. The researcher ensured validity by testing construct, criterion and content validity and reliability through expert input and statistical analysis. This paper examined the relationship between digital learning factors—Digital Teaching Materials, and performance in literature among learners in public universities in Western Kenya. For learners, the study revealed a strong positive correlations, highlighting significant impact on educational outcomes.. These findings emphasize the importance of Digital materials in enhancing student learning outcomes in literature studies, though further research is needed to fully understand this dynamic. For lecturers, the study found a statistically significant relationship between digital learning platforms and performance, explaining approximately 80.3% of the variance in performance. Digital Teaching Materials and positively influenced performance, The study highlights a consensus among learners and lecturers on the positive impact of digital teaching materials on performance in literature courses in Western Kenyan universities. Both groups recognize the significance of digital resources in enhancing comprehension, engagement, research ability, and overall learner success. However, challenges such as technological infrastructure and quality control need to be addressed to optimize integration and effectiveness. To enhance performance in literature education through digital learning: Policymakers should prioritize integrating Digital Teaching Materials Educational institutions need to address challenges related to technological infrastructure and quality control. Investing in robust technological infrastructure and implementing quality control measures will enhance the accessibility, usability, and reliability of digital resources. This includes providing access to digital resources, ensuring technological infrastructure and support, and offering professional development opportunities for educators
Gender as a Sociocultural Determinant of the Choice of Language Learning Strategies
(African Journal of Education and Social Sciences, 2017-12) Wekesa, Ben Nyongesa; Buregeya, Alfred; Mukhwana, Ayub
The study examined gender as a sociocultural determinant of the choice of Language Learning Strategies among learners of English in the Tanzanian context. Under the guidance of Vygotsky’s Sociocultural Theory, the study hypothesized that gender is a significant factor in the choice of language learning strategies. To test this hypothesis, the study collected data from a total of 530 respondents drawn from both secondary schools and university using the SILL questionnaire. Using SPSS, descriptive mean scores and ttest was conducted to test to establish if there were any statistical significant differences in terms of the overall strategy, the six strategy categories and individual strategy items with gender. The results of the study indicated that: first, in terms of the overall strategy use, there was no significant difference with gender (t=1.824, p<0.185) at the significant level of p≤0.05 with a df=508 while gender. According to the results of six subcategories of language learning strategies respectively, significant differences did not exist in the use of memory strategies, cognitive strategies, compensation strategies, and affective strategies by gender (t=.904,.926, .9671.315,p>.05). However, significant differences existed in the use of metacognitive and social strategies (t=3.469*,3.365*,p<.05). Consequently, male learners reported using metacognitive and social strategies more often than did female respondents. In terms of individual strategy items, metacognitive strategies appeared better predictors of the relationship between strategy choice and gender. Cognitive and Compensation strategy items did not show any significance at all. The study therefore recommends that the most preferred strategies (metacognitive and social) should form the core of strategy training. Second, the society in general and all stakeholders should strive to achieve gender balance inside and outside the classroom/lecture halls and in the teaching/learning resources.
Influence of Selection of Literature in English Guidebooks on Academic Performance of Learners in Secondary Schools in Bungoma County, Kenya
(International Journal of Contemporary Applied Researches, 2019-09-11) Wanyama, Martin Nyongesa; Kati, Robert; Wekesa, Ben Nyongesa
The development and selection of English literature guidebooks has gained prominence in in the last decade in Kenya. Literature guidebooks are integral tools in enhancing learners and teachers understanding of specific literature set text with aim of improving grades of students in literature. The current study examined influence of selection of literature guidebooks in learning and teaching of English. It was guided by the following objective: to evaluate factors influencing selection of guidebooks as learning and teaching resources, student academic performance in Literature. Vygotsky’s Sociocultural Theory guided this study. The study employed descriptive research survey design with 714 target population comprising 700 students and 14 teachers. The study was delimited to secondary schools in Bumula Sub County within Bungoma County. The Sub-County was sampled purposively due to consistently registered poor mean scores in English as a subject. The schools were then stratified with consideration of the seven wards, gender, day and boarding schools as well as mixed or single gender schools. In addition, a sample size of 119 respondents was finally based on 10%-30% of targeted population by use of simple random sampling. Data was acquired by use of questionnaires and structured interviews. The commonly used literature guidebooks for The River and the Source set book were highlighted as Guide to The River and the Source by Richard Oketch et al, Moran Publishers, Guide to The River and the Source by Margaret Roche, Focus Publishers, National Institute of Education Guidebooks for The River and the Source. The selection of literature English guidebooks was determined by cost of the guidebook, year of publication, language used in the guidebook, logical explanations used in the book, vocabulary used, the readers attitude towards literature, interpretation of words, language unbarrenness, availability, etiquette portrayed, layout of book and illustrations used, recommendation from the head of department, color of the cover and appropriate font size. In terms of analysis the findings revealed that format and structure of most of the above guidebooks are relevant to the literary needs of secondary school learners as evident through a well outlined table of contents. It was further found out that consistency and logical arrangement of the layout influence the selection and use of Guide books. The study concluded that indeed selection and use of guidebooks in learning and teaching of literature in English influence performance of English as a subject in secondary schools. The study recommends that there should be an improvement by authors of the literature guidebooks to better English as a subject through appropriate activities for practice, give a critical detail of the set books being reviewed, and enhance appropriate language that is affordable to the learners.
Innovative Instructional Strategies Used in Teaching of English Subject in Public Secondary Schools in Turkana Central Sub-County
(East African Journal of Education Studies, 2021-07-21) Akolom, Ignitius Ekitela; Makhanu, Edwin Masibo; Wekesa, Ben Nyongesa
The aim of this paper is to look at how teachers of English used various instructional strategies in teaching the subject in public secondary schools in Turkana Central Sub-County, Kenya. This paper is guided by Rogers’s innovation-decision process theory. The study specifically examined the commonly used innovative instructional strategies in the teaching of English in public secondary schools and their effect on students’ performance in English subjects in secondary schools in Turkana Central Sub-County. The study was anchored on mixed-method research methodology. The study target population involved all Heads of Department of Languages (10), Teachers of English (35) and Form III students (486) from 10 public secondary schools in Turkana Central Sub-County. A sample of 10 HODs, 35 teachers of English and 146 students was selected to represent the entire population. Data collection was through questionnaires and interview schedules. Data analysis was performed using descriptive and inferential statistics. Research results showed that the two most commonly used innovative teaching strategies were communicative language teaching and constructivist language teaching. It was found out that majorly many teachers resort to the conventional teacher centred approaches of teaching. The research recommends that KICD needs to align secondary school syllabus with innovative instructional approaches, teachers need to be trained regularly on innovative instructional strategies, and supportive infrastructure to be provided in schools to ensure innovative and technological approaches are used in English subject teaching and learning in secondary schools in Turkana Central Sub-County.
Language Learning Strategy Profile of University Learners in the Tanzanian Hybrid Language Learning Context
(International Journal of Research and Innovation in Social Science, 2025-03-03) Wekesa, Ben Nyongesa
Language learning, as crucial as it, is related to many factors including sociological, psychological, cognitive psychological, biological and cross-cultural factors Among these factors is the language situation in a country. This study focused on the Hybrid language learning context among Tanzanian university language learners. This study sought to establish the overall strategy profile, the preference among the six strategy categories and the preferences among the individual strategies. Guided by Sociocultural Theory by Vygotsky (1978), a total of 510 respondents randomly sampled from both public and private universities after stratification were involved. Questionnaire based on Oxford (1990) SILL was adopted. Data was statistically analysed using SPSS Version 20. Findings from the study indicated that the language learning strategy use, as measured by the SILL, was moderate (M= 3.4). In terms of the six strategy categories, they were reportedly used in the order of metacognitive, s o c ia l, cognitive, a f f e c t iv e , me mo r y a n d compensation; with metacognitive strategies used the most frequently (M=3.87) followed by social strategies (M=3.603). The least used strategies (M=2.909) reported were the compensation strategies. The preference for metacognitive strategies can be attributed to the learning culture and the education system examinations oriented and hence learners are expected to be keen on monitoring their progress in language learning and also since learning takes place in poor-input environments, learners try to look for opportunities to practice the language. The argument for the low usage of compensation strategies is due to delayed production or avoidance. They prefer to pay attention when someone is speaking to participating in conversations yet compensation strategies are production strategies. It was also observed that the respondents avoid conversations in English. This is attributed to the low proficiency in English which again goes back to lack of practice opportunities. Regarding individual strategies, the metacognitive strategy of “I pay attention when someone is speaking in English” (No 32) was reported the most frequently used strategy item. On the other hand, the memory strategies of “using flashcards, vocabulary lists to learn new English words” (No 6) was the least reported. The findings indicate that language learners vary widely in their choices and usage of strategies and therefore more research should be conducted on other factors to establish the trend so that language teachers, learners and other stakeholders can be guided appropriately on matters language teaching and learning.
Matumizi ya Riwaya Katika Kutoa Muktadha wa Ufafanuzi wa Muundo wa Sentensi Katika Shule za Upili, Kaunti Ndogo ya Webuye Magharibi
(East African Journal of Swahili Studies, 2019-07-26) Soita, Elizabeth Nakhumicha; Masinde, Edwin; Wekesa, Ben Nyongesa
Kwa muda mrefu mafunzo ya lugha na fasihi yamekuwa yakitengwa ingawa silabasi ya K.I.E. (2002) ilipendekeza mwalimu anapofundisha atumie mwelekeo msetokwa sababu silabasi hii iliorodheresha tu mada za fasihi na lugha bila kutoa mwelekeo wa utekelezaji. Hali hii ilimpa mtafiti msukumo wa kufanya utafiti kuhusu matumizi ya riwaya katika kutoa muktadha wa ufafanuzi wa muundo wa sentensi katika shule za upili, kaunti ndogo ya Webuye Magharibi. Madhumuni ya utafiti huu yalikuwa kuonyesha matumizi ya riwaya katika kutoa muktadha wa ufafanuzi wa muundo wa sentensi na utekelezaji wake shuleni. Nadharia jumuishi ya ufundishaji wa lugha iliyoasisiwa na Hammerly (1985) ilitumika katika utafiti. Muundo wa usoroveya-elezi ulitumika katika utafiti huu. Shule 17 zilifanyiwa utafiti. Idadi ya walimu 35 na wanafunzi 43 walitafitiwa. Deta ilikusanywa kwa kutumia mbinu ya hojaji, mahojiano na utathmini wa maazimio ya kazi, mipangilio ya masomo na mitihani. Matokeo ya utafiti yalionyesha kuwa riwaya inaweza kutoa muktadha wa ufafanuzi wa muundo wa sentensi ingawa changamoto ni kuwa asilimia 68.57 ya walimu hawakutambua pendekezo la silabasi ya K.I.E (2002) la ufundishaji wa mwelekeo mseto. Walimu 11 (31.43%) walikuwa na ufahamu wa kuseta. Walimu 7 kwa 11(63.63%) walipata ugumu wa kutekeleza ufundishaji mseto. Walimu 4 kwa 11 (11.43%) walifundishariwaya pamoja na muundo wa sentensi wala si kufundisha muundo wa sentensi kwa kutumia riwaya. Walimu 31 kwa 35 ambao hawakuzingatia mwelekeo mseto katika ufundishaji wa muundo wa sentensi kwa kutumia riwaya walionyesha uwezekano wa riwaya kuweza kutumika kufundisha muundo wa sentensi. Mtafiti alipendekeza walimu wahamasishwe kuhusu utekelezaji wa mwelekeo mseto wa fasihi na lugha darasani ili kuboresha lugha kwa ujumla. Kwa mujibu wa utafiti huu, vitabu vya riwaya vinapaswa kuteuliwa kwa uangalifu ili viwena manufaa kwa ufundishaji wa muundo wa sentensi.
Perception of Teachers of English Towards Use of Role Play Teaching Technique on Student’s Performance in Communicative Skills among Secondary School Students in Bungoma North Sub-County, Kenya.
(International Journal of Research and Innovation in Social Science, 2026-09-21) Barasa, Reuben Juma; Mutende, Rose; Wekesa, Ben Nyongesa
Teaching Communicative Skills aims at improving students’ communication so that they can express themselves in different situations and develop appropriately in speaking, listening, reading and writing. However, the problem is that students in secondary schools under perform in these skills. The purpose of this study was to examine the perception of teachers of English towards use of role play teaching technique on students’ performance in communicative skills among secondary schools. This study applied the Vygotsky’s Social Cultural Interaction Theory which emphasizes importance of social instruction in cognitive learning. The descriptive survey design was used where quantitative and qualitative data was collected from Bungoma North Sub-County. Respondents were selected using purposive sampling, stratified random sampling and simple random sampling techniques where 30% of teachers of English and 30% of Form Three students were sampled. Questionnaires, interview schedule and test items were used to collect data. The reliability and validity of the research instruments was done through piloting the instruments in selected secondary schools in Bungoma North Sub-County. The data collected from the respondents was analyzed using descriptive statistics and transcription and presented in form of charts, tables and discussion. With regard to the importance of role play teaching technique and students’ performance in communicative skills, this study found out that use of role play helped learners improve in performance by mastering content, sharpening interpersonal skills, improving grammatical construction and active participation in lessons. This study on, perception of teachers of English on use of role play teaching technique and students’ performance established that role play is an involving teaching technique and teachers of English avoided using the technique. This study recommends use role play because it helps learners improve, teachers should perceive of role play as better alternative technique for teaching communicative skills, the school administration and The Ministry of Education should help teachers of English overcome challenges and use role play teaching technique effectively in teaching communicative skills. This study will enable The Teachers’ Training Institutions train teachers of English on effective use of role play teaching technique, inform The Ministry of Education to prioritize role play as key teaching technique while drawing curriculum and syllabi for teaching English language
Religion and Language Learning: A Case of Language Learning Strategies in the Tanzanian Sociolinguistic Environment
(African Journal of Education and Social Sciences, 2016-03-11) Wekesa, Ben Nyongesa
The study examined religion as a sociocultural determinant of the choice of Language Learning Strategies among learners of English in the Tanzanian context. Basing on Vygotsky’s Sociocultural Theory, the study hypothesized that religion is a significant factor in the choice of language learning strategies. A total of 530 respondents, drawn from both secondary schools and university using the SILL questionnaire, participated. Using SPSS, descriptive mean scores and ttest were computed to establish the existence of statistical significant differences in terms of the overall strategy, the six strategy categories and individual strategy items between Christians and Muslim language learners. The t-test for equality of Means for the overall strategy use between Christian respondents and their Muslim counterparts showed statistical significant differences (t=3.641, df=508, p<.05). The Mean frequency for the Christian respondents in the overall strategy use was 3.458; SD= .680 while that for the Muslim respondents was 3.240; SD =.703. The results, therefore, showed that Christian respondents reported using more strategies than did their Muslim counterparts. With regard to the six strategy categories, the t-test results for equality of Means performed showed that all the six strategy categories were significantly different (Cognitive (t=5.801), metacognitive (t=4.387, social (t=3.609), Affective (t=3.044), Compensation (t=2.542) and Memory (t=2.464) all at df=508). Metacognitive strategy category were highly chosen by both Christian and Muslim (Christianity Mean=4.009, Islam, Mean=3.73). Social strategies were highly used by Christian respondents (Mean=3.720) and moderately used by Muslim respondents (Mean=3.487). All the other strategy categories were of moderately used by both Christian and Muslim respondents. The study therefore recommends that the most preferred strategies (metacognitive and social) should form the core of strategy training. Second, the society in general and all stakeholders should handle the issue of religion with caution since it is a strong determinant in language learning and strategy choice.
Selected Teacher Factors and the Use of Collaborative Instruction of English in Secondary Schools in Trans-Nzoia County, Kenya
(Global Scientific Journal, 2024-06-11) Kunyu, Harriet Nasike; Makhanu, Edwin Masibo; Wekesa, Ben Nyongesa
Educational reforms in Kenya seek to enable the learner to become an engaged, empowered and ethical citizen. This can be achieved through provision of quality instruction that provides every learner opportunity to learn. This requires highly knowledgeable, reflective professional teachers having meaningful pedagogical skills to facilitate learning. Collaborative instruction, sometimes called cooperative teaching or team teaching, involves educators working in tandem to lead, instruct and mentor groups of learners. It is a significant concept in the field of English language teaching that involves teachers in sharing expertise, decision-making, lesson delivery, and assessment. The purpose of this study was to investigate selected teacher factors and the use of collaborative instruction in the teaching of English language in public secondary schools in TransNzoia County, Kenya. The study was guided by the objective to determine the influence of the teacher’s gender on the use of collaborative instruction in English. The study was guided by the Vygotsky’s Socio-Cultural Theory. The study adopted a descriptive survey design. The target population was of 314 respondents that were Heads of Department languages, Heads of Subject English and Teachers of English in Kwanza Sub-County. Simple random sampling was used to sample the respondents from the target population. Questionnaires and interview schedules were used as instruments for data collection. Both quantitative and qualitative data was collected. Before the actual data collection, a pilot study was carried out to establish the reliability of the research instruments. Quantitative data was analyzed using descriptive and inferential statistics while qualitative data was transcribed and reported verbatim and thematically. The findings of the study in line with the objective on gender yielded a Chi-Square value of 2. 252 at 3 degrees of freedom and p-value of .522 >.05. From the findings it was concluded that, teacher’s gender has no significant influence on the use of collaborative instruction. Therefore, the study recommends that, both genders should be involved in the design development and implementation of curriculum activities with the view of enhancing collaborative instructions and the Ministry of Education should provide detailed and appropriate guidance on the usage of collaborative instruction
Significance of Context to Performance of Babukusu Chants, Western Kenya.
(International Journal of Research and Innovation in Social Science, 2023-07-11) Simiyu, Neema Natasha; Musungu, Joseph; Wekesa, Ben Nyongesa
Oral literature is sub-divided into genres that carry the artistic features like stylistic devices, composition and performance which make oral literature have life and outwit written literature. Chants are among these genres and they carry very vital societal values and norms in African Traditional Society and they are very significant once performed in their right contexts. Their repetitive nature reflects the idea of emphasis and seriousness regarding the purpose or intention of the chant performed. The study categorized these chants according to the four major rites of passage in the Babukusu community. These are; birth-naming rite, circumcision rite, marriage rite and death rite that call for the performance of the chants studied in this paper. Methods of data collection used in the study included; observation, Focused Group Discussions and interviews. The paper used phenomenology theory to depict the connection and relevance of the specific chants performed within specific contexts and their significance.
The Didactic Role of Spoken Word Poetry on Kenyan Youth: A Study of The Wajinga Nyinyi Series
(Iconic Research and Engineering Journals, 2026-07-11) Mukandah, Bertha; Musungu, Joseph; Wekesa, Ben Nyongesa
This stud explored the didactic values embedded in the Wajinga Nyinyi spoken word poetry series and how these performances influence youth in Kenya. The study focused on how spoken word acts as a tool for civic education, moral instruction, and consciousness-raising among young people. Grounded in Performance Theory and Semiotic Theory, the research employs a qualitative design that includes focus group discussions, interviews, and performance analysis from four selected universities in Kenya. The findings reveal that the Wajinga Nyinyi series uses performance elements—costume, setting, gestures, and tone—alongside linguistic techniques like satire, metaphor, and multilingualism to deliver compelling moral and political lessons. The study concludes that spoken word poetry serves not only as a creative outlet but also as a transformative tool for socio-political awareness and collective action. The research recommends institutional support for spoken word platforms and integration of performance poetry in youth development and educational curricula.
The Impact of Emerging Oppressive Social Conditions on Women in the 21st Century in Tsitsi Dangarembga’s Trilogy
(International Journal of Research and Innovation in Applied Science, 2025-04-25) Achieng, Everlyne N.; Namayi, Christine; Wekesa, Ben Nyongesa
According to Dangarembga’s first trilogy, there is an observed trail of social conditions that oppress women besides the emerging social conditions which need to be addressed and unless this oppression of women is studied in its trend, pertinent issues of concern may be left out. This would mean that women will continue to suffer under their oppressors if they aren’t given a voice to speak with. This paper aimed at analysing the impact of the oppressive social conditions on women in Tsitsi Dangarembga’s first trilogy; Nervous Conditions (1988), The Book of Not (2006) and This Mournable Body (2018). The study employed Postcolonial Feminist Theory on double colonization and the subaltern and New Historicism theories. The study adopted a qualitative research design. The three texts were purposively sampled as they are a trilogy hence better placed to show the influence of the author’s ideology on the choice of the feminist aesthetic strategy used in the trilogy. A textual exegesis was conducted from close reading and content analysis as the method of data collection and analysis. Primary texts were subjected to close reading to provide data for analysis. The paper also referred to secondary sources to collect data that supported the arguments. The paper established that the female characters in the trilogy have been impacted in various ways by the oppressive social conditions that they encounter such as segregation, commodification of the female body and trauma, stigma and alienation. The findings of the study may be appropriated for comparative literary studies that would enable the development of the appropriate approaches and theories to women emancipation and creation of an all-inclusive gender system. Additionally, the literary scholars may use this knowledge in working towards developing appropriate feminist theories, approaches and models in analysis of such works.
The influence of Learners’ Use of Digital Collaborative Learning on Performance of Learners in Literature in Public Universities in Western Kenya.
(Iconic Research and Engineering Journals, 2023-08-11) Wanyama, Martin Nyongesa; Makhanu, Edwin Masibo; Wekesa, Ben Nyongesa
The study focused on assessing the influence of digital collaborative learning on Performance of Literature learners at Public Universities in Western Kenya. The study specific objective was to: Determine the influence of learners’ use of digital collaborative learning on Performance of learners in Literature in public universities in western Kenya, The study was guided by Connectivism theory. It adopted a descriptive survey design, targeting 899 learners and 32 lecturers. A sample of 277 learners and 32 lecturers was selected using proportionate sampling techniques and census technique respectively. Data was collected using interviews and structured questionnaires. The researcher ensured validity by testing construct, criterion and content validity and reliability. This paper examined the relationship between digital learning factors— Digital Collaborative Learning and Performance in Literature among learners in public universities in Western Kenya. For learners. Digital Collaborative Learning showed a weak, non-significant relationship with performance. These findings emphasize the importance of Digital materials in enhancing student learning outcomes in literature studies, though further research is needed to fully understand this dynamic. For lecturers, the study found a statistically significant relationship between digital learning platforms and performance, explaining approximately 80.3% of the variance in performance. To enhance performance in literature education through digital learning: This includes providing access to digital resources, ensuring technological infrastructure and support, and offering professional development opportunities for educators
The Pragmatics Of Zoosemy, Colour And Shape In Kenyan Political Party Symbols
(African Journal of Education and Social Sciences, 2018-09-11) Wekesa, Ben Nyongesa
In many parts of the world, political parties use symbols and colours for identification. Political party symbols and colours are used to make political activities visible and avoid confusion. Political parties were formed to participate in national elections and to promote democracy. Electorates affiliate themselves with one political party or the other based on numerous factors including the symbols and colours of a party, flag bearer of a party, philosophy of a party and others. This eventually influences their decision in voting. In Kenya, seventeen political parties had been registered by 31st May 2017. These included Jubilee Part (JP), Amani National Congress (ANC), Orange Democratic Movement (ODM), Party of Independent Candidates of Kenya (PICK) among others. All these political parties have varied symbolism and philosophies behind their establishment. The symbols and colours identify one political party from the other. The symbols chosen are such that they can be easily understood, remembered and recognised by the average voter, because not every electorate is literate and also just when the voter sees the symbol he/she will have an idea of that particular party. The symbols are so important that to date most parties are identified by their symbols and colours. Symbols and colours are also supposed to identify political parties for their members to vote during elections. Besides, electorates should have knowledge of their party identity symbols and colours. This important issue of pragmatic knowledge of symbols, their political roles, among others is a real issue in Kenya‘s democratic dispensation. These may have accounted for the large numbers of electorates who err in their decision to vote effectively. This is compounded by high level of illiteracy among adult Kenyan population who qualify to vote. The combination of symbols and colours of the political parties becomes an easy way of identifying one party from the other and also helping these groups of electorates to cast their ballot for their respective candidates. However, the case of a high number (over 500,000) of rejected ballot papers in the 2017 Kenyan general elections was alarming. This paper interrogates how political party symbols construct and maintain the reality of particular parties and social groups in Kenya. Put differently, the paper presents a pragmatic analysis of animal symbols, shapes and colours used in the identification of the registered political parties in the Kenyan 2017 general elections. This paper will be of benefit to many players in politics including political party leaders who will draw knowledge, educate and improve party activities with regard to party symbols and colours, political journalists who gather and disseminate information about political parties to the general public. Secondly, party supporters will appreciate and be tolerant to each other‘s views especially those from their opponent. Thirdly, the general public who for one reason or the other do not show commitment towards any party will also be open-minded to party activities and lastly, civic educators to better understand the symbolism of the symbols and colours of political parties. They will be in a better position to educate the mass electorates and the general public. It will reduce political acrimony and promote high tolerance of each other‘s political thoughts and views.
Utata Katika Ufundishaji wa Isimujamii Katika Shule za Upili Nchini Kenya
(East African Journal of Swahili Studies, 2019-08-23) Wafula, Martha N.; Wanjala, Fred Simiyu; Wekesa, Ben Nyongesa
Makala haya yamelenga kubaini utata katika ufundishaji wa kipengele cha isimujamii katika shule za upili Kaunti ndogo ya Teso Kaskazini. Kipengele cha isimujamii kina umuhimu katika lugha ya Kiswahili kama chombo cha mawasiliano na mchango katika ufanisi wa mitihani. Ufundishaji wa isimujamii umekumbwa na malalamishi na lawama kutoka kwa walimu wa Kiswahili. Utafiti huu ulishughulikia lengo moja kuu ambalo ni kubaini chanzo cha utata katika ufundishaji wa isimujamii kwa kurejelea vitabu vya kiada. Malengo mengine ya mada ya utafiti yalikuwa pamoja na kupambanua mifumo ya uwasilishaji wa vipengele vya isimujamii katika vitabu vya kiada na kudadavua mikakati inayotumiwa kuvitathmini vipengele vya isimujamii katika shule za upili. Utafiti huu ulilenga kuvitazama vitabu vyakiada ili kubaini chanzo cha utata katika ufundishaji wa isimujamii. Mtafiti aliongozwa na nadharia ya uamilifu wa muktadha iliyoasisiwa na Thomas Stitch. Idadi ya walimu kumi na wanane wanaofundisha somo la Kiswahili kutoka shule teule walishirikishwa kwenye utafiti. Data asilia ilikusanywa kwa njia ya uchanganuzi wa matini na mahojiano ya ana kwa ana baina ya mtafiti na watafitiwa. Data ya utafiti ilichanganuliwa kwa mujibu wa malengo makuu ya utafiti kwa kuongozwa na nadharia ya utafiti. Matokeo yaliwasilishwa kwa maelezo na asilimia. Matokeo yalionyesha kuwa vitabu vya kiada vinachangia utata uliopo katika ufundishaji wa isimujamii katika shule za upili. Hata hivyo utata uliopo unaweza kuondolewa iwapo utakabiliwa ipasavyo. Mtafiti alipendekeza kuwa vitabu vya kiada viangaliwe upya ili kuondoa udhaifu uliopo. Wizara ya elimu na Taasisi ya Ukuzaji wa Mitaala (T. U. M. K) iweze kuidhinisha vitabu maalum vya kutumika kwa ufundishaji wa isimujamii katika shule za upili. Mtaala wowote kabla ya kuanzishwa ufanyiwe majaribio ili kutathmini ubora na udhaifu wa utendakazi wake.