Faculty of Education and Social Science(FESS)
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Item Mielekeo ya wanafunzi kuhusu lugha ya Kiswahili:mfano wa mikoa ya Pwani na Nyanza nchini Kenya(Chama cha Kiswahili Afrika Mashariki, 2007) Mohochi, Ernest SangaiItem Kiswahili ,usambazaji wa habari na uhamasishaji wa umma kwa ajili ya maendeleo(Chama cha Kiswahili Afrika Mashariki, 2007) Mohochi, Ernest SangaiItem Usawiri wa wahusika katika hadithi fupi ya kiswahili(Chama cha Kiswahili Afrika Mashariki, 2007) Mohochi, Ernest SangaiItem Utekelezaji wa silabasi mpya ya somo la Kiswahili katika shule za upili: Mtazamo wa walimu(Kiswahili na Elimu Nchini Kenya pp191-204. Nairobi: Twaweza Communications & CHAKITA-Kenya, 2007) Ipara, Isaac O.Utekelezaji wa silabasi mpya ya somo la Kiswahili katika shule za upili: Mtazamo wa walimu Kiswahili na Elimu Nchini Kenya pp191-204. Nairobi: Twaweza Communications & CHAKITA-KenyaItem Muyaka bin Haji_Mzalendo ama ndumila kuwili(Chama cha Kiswahili Afrika Mashariki, 2007) Mohochi, Ernest SangaiItem Jungu kuu limeisha ukoko?Uendelelaji wa kiswahili kupitia uundaji wa msamiati(Chama cha Kiswahili Afrika Mashariki, 2007) Mohochi, Ernest SangaiItem Fani ya isimujamii kwa shule za sekondari(Oxford University Press, Nairobi, 2008) Ipara, Isaac O.; Maina, GeoffreyFani ya Isimujamii kwa Shule za Sekondari ni kitabu kitokanacho na juhudi za makusudi za kuziba pengo la ukosefu wa vitabu kwenye ufundishaji wa somo la Isimujamii katika shule za sekondari. Kitabu hiki kimeandikwa na wataalamu wenye tajriba pana katika taaluma ya lugha na ufundishaji wake. Ni zao la utafiti wa kina na tathmini ya mahitaji ya wanafunzi na jamii. Upekee wa kitabu hiki unatokana na jinsi kinavyozingatia mahitaji ya walengwa. Kitabu kimekusanya mada na vipengele vyote vya Isimujamii vilivyomo katika silabasi mpya na kuvizamia kwa uketo. Aidha, maudhui yameshughulikiwa kwa namna inayosisimua na kuchochea hamu ya wanafunzi na walimu. Maelezo nayo yametolewa kwa utoshelevu na kwa njia sahali inayobainisha kwa uwazi dhana na hoja ili kurahisisha usomaji na uelewa. Mifano kemkemu inayokita katika mazingira na miktadha halisi inayofahamika imetolewa ili kukipa kitabu nguvu za kipekee. Kila sehemu ina maswali yenye lengo la kuzindua fikira za walengwa, kuwapa mazoezi na kuwapiga msasa. Fani ya Isimujamii kwa Shule za Sekondari kimeandikwa ili kukidhi kikamilifu mahitaji ya silabasi mpya ya Kiswahili na kuwapa wanaokitumia umilisi katika matumizi ya lugha kwenye nyanja mbalimbali. Kwa hakika kitabu hiki ni wenzo tosha kwa mwanafunzi anayejiandaa kuukabili ipasavyo, na kwa kujiamini, Mtihani wa Kiswahili wa Kitaifa wa Kidato cha Nne.Item Information needs of women refugees at Kakuma refugee camp in Kenya(LAP Lambert Academic Publishing, 2013-06-19) Kilei, Ndukuh CharlesThe number of civil wars worldwide has increased dramatically since the end of the cold war,(1943-1991)The global increase in civil wars is because of ethnic and religious conflicts (Quick;1995). Refugees in acute crisis leave their homelands suddenly with little prior planning and with no choice about their destination. Information is very important to every aspect of society and to understand the information needs of immigrants is indeed essential for librarians or service providers in order to provide better services to them. Fisher [et al..] (2004) have specifically recognized the fact that immigrants are generally perceived to be information poor, meaning they face major challenges with finding and using greatly needed everyday information. In fact, immigrants need information constantly of all types like every other person for the development of a person.This piece of work targets the women refugees Information needs,this is because women have unique information needs such health issues because they are more exposed to disease and other woman related complications. They are also prone to deprivation of rights and exploitation than their male counterparts.Item Sensitivity analysis and calibration of the modified universal soil loss equation (MUSLE) for the upper Malewa catchment, Kenya(Elsevier, 2013-09-01) Mutua., Benedict Mwavu.; Odongo., V.O.; Onyando., J.O.; Becht, R.Simulation models are widely used for studying physical processes such as surface runoff, sediment transport and sediment yield in catchments. Most models need case-specific empirical data for parameterization before being applied especially in regions other than the ones they have been developed. Sensitivity analysis is usually performed to determine the most influential factors of a model so that they can be prioritized for optimization. In this way uncertainties in model outputs can be reduced considerably. This study evaluates the commonly used modified universal soil loss equation (MUSLE) model used for sediment yield simulation for the case of the upper Malewa catchment in Kenya. The conceptual factors of the model are assessed relative to the hydrological factors in the model. Also, the sensitivity of the model to the choice of the objective function in calibration is tested. The Sobol' sensitivity analysis method was used for evaluating the degree of sensitivity of the conceptual and hydrological factors for sediment yield simulations using the MUSLE model. Nash-Sutcliffe Efficiency (NSE) and the modified Nash-Sutcliffe Efficiency (NSEm) are used to test the sensitivity of the model to the choice of the objective function and robustness of model performance with sediment data measured from upper Malewa catchment, Kenya. The results indicate that the conceptual factors are the most sensitive factors of the MUSLE model contributing about 66% of the variability in the output sediment yield. Increased variability of sediment yield output was also observed. This was attributed to interactions of input factors. For the upper Malewa catchment calibration of the MUSLE model indicates that the use of NSEm as an objective function provides stable results, which indicates that the model can satisfactorily be applied for sediment yield simulations.Item DSC 052: Introduction to social work and community development(KIBU, 2017-09-12) KIBUDSC 052: Introduction to social work and community developmentItem Assessment of Nexus Between Features of School Culture and Student Deviance in Schools Within Bungoma County, Kenya(Asian Journal of Educational Research, 2017-09-29) Nabiswa, Janet; Misigo, Bernard L.; Korir, DanielWhereas many schools have been known to exhibit strong school cultures that seem to drive academic excellence, deviant behaviour in schools continues to be a matter of global concern. Knowledge of the role school culture plays in mitigating deviance is vital for any prevention programme yet this has been missing. The study sought to address this gap by examining influence of features of school culture on student deviant behaviour in secondary schools of Bungoma County, Kenya. A sample size of 79 secondary school management was used from a study population size [N] of 504. Mixed research design was employed while sampling strategy was a blend of multiphase, stratified and purposive sampling. The data for the study was obtained through questionnaire, interviews, document analysis and direct observations. Results were analyzed using cross-tabulations, frequency tables, Chi square and simple linear regression. The sampled features of school culture were being applied in schools within Bungoma County and Chi-square tests revealed a significant relationship between features of school culture and student deviant behaviour prevalence in schools. However, regression analysis revealed a weak to moderate relationship between features of school culture and deviance levels. The study concludes that features of school culture influences student deviant behaviour prevalence hence other than direct punishment of deviants, school cultures with features loaded with preventive and corrective aspects should be embraced. The findings strengthen empirical view to education sector towards packaging school culture as an important variable to mitigate student deviance.Item Ijaribu na Uikarabati(Oxford University Press East Africa Ltd 2018, 2018) Waititu, Francis; Ipara, Isaac O.Item Exploring Interactive Learning Approaches and Technology Integration in the Kenyan Education System(Pan-African Journal of Education and Social Sciences, 2024-09-30) Roseline Nyamwamu Wangui; Ronoh, Richard; Etene, YonahThis paper examines the dynamic intersection of interactive learning approaches and technology integration within contemporary education. As technology rapidly evolves, it fundamentally reshapes pedagogical practices by introducing innovative tools and strategies that redefine the teaching and learning landscape. We investigated the pivotal roles of Extended Reality (XR) technologies, including Virtual Reality (VR) and Augmented Reality (AR), in crafting immersive educational experiences. Additionally, interactive learning methodologies, such as game-based learning and the Learning by Asking (LBA) system, are scrutinized for their potential to engage learners and foster their skill acquisition. Furthermore, the emergence of competency-based education (CBE) models is analyzed in response to evolving educational objectives, emphasizing the cultivation of practical skills, problem-solving abilities, and commitment to lifelong learning. Nevertheless, the successful integration of these advancements encounters formidable challenges, including institutional barriers and the imperative need for comprehensive teacher training. This review illuminates the transformative potential of technology in education and underscores educators’ pivotal role in equipping learners for an increasingly dynamic and uncertain future.Item Music Pedagogy and Learner Acquisition of Creativity and Critical Thinking Skills(Journal of Global Research in Education and Social Science, 2025-09-29) Okadie, Zilpah A.; Nabiswa, Janet; Nandelenga, Henry S.Music is one of the subjects reintroduced in the primary school curriculum under the Competency- Based Curriculum (CBC). The Kenya Institute of Curriculum Development (KICD) in 2017 stated that the content in Grade Four is organised in three broad strands, which are: Performing, creating and composing and listening, responding and appreciation. The objective of this study was to determine the effect of music pedagogy on learner acquisition of creativity and critical thinking skills. The study was based on Vygotsky’s Socio-cultural Theory of cognitive development and Bruner’s Cognitive Development Theory. This study was carried out in public primary schools of Bungoma County, Kenya. Data was collected from teachers of Music, learners, head teachers, curriculum support officers and the Kenya Institute of Curriculum Development official for a period of one month. The respondents were 300 Grade Four learners, 20 music teachers of Grade Four, 20 head teachers, 2 Curriculum Support Officers and 1 Kenya Institute of Curriculum Development (KICD) official. The instruments of data collection employed were questionnaires, interview schedules and observation guides. Research findings indicate that most activities intended to promote creativity and critical thinking have not been introduced to learners. However, the real situation was revealed through observation. It was observed that 18 % of female learners and 17% of male learners made percussions, while 14% of female learners and 23% of male learners created rhythmic patterns using percussions. The use of Descant Recorders has a significant positive impact (β=0.652, P-value=0.000) at p-value <0.05 on the learner acquisition of 21st century skills. Through observation, the researcher saw the real state of learners. It is therefore evident that learners had not been exposed to most activities which promote creativity and critical thinking. This study is expected to help teachers gauge their levels of preparedness in handling music and the Ministry of Education in the training of teachers of Music. Its findings may also guide the KICD to produce relevant music materials, course books for music and appropriate music curriculum design.Item Community Perception of Inclusive Education and Rehabilitation for Street Children in Mumias West Sub-County, Kenya(Research Journal of Education, Teaching and Curriculum Studies, 2026-07-23) Nabiswa, Janet; Mabele, ElizabethStreet children’s prevalence varies globally even among high income countries. This prevalence reflects a difference in the social, welfare, and health care factors that influence street children’s holistic development. Studies on the Sustainable Development Goal (SDG) agenda on universal education seem elusive to this category of population. Kenya’s current competency-based curriculum of education defines a pathway for every Kenyan child yet prevalence of street children out of school including Mumias Sub- County continues to grow. Successful rehabilitation and reintegration of street children requires active participation and sustained support from communities in which they live. Researchers examined potential of inclusive education as a strategy for the rehabilitation of street children. Grounded in the Person- Environment (P-E)-Fit theory and the Social Exclusion Theory, this qualitative study explored the paradox of rehabilitating street children through inclusive education in Mumias West Sub-County Kenya amid negative community perceptions. Based on data drawn from 33 sampled street children and 11 key informants, researchers examined community attitudes, stigmatisation, parental involvement, and systemic barriers. Study findings reveal existence of negative community perception at 66.7%, stigmatization prevalence at 66.6%, negative attitude towards reintegration at 72.7%, and lack of direct parental involvement at 72.7%. Focused group discussions and interviews reveal limited community support, participation, and collaboration. This undermines rehabilitation and re-integration efforts for street children. The study recommends establishment and strengthening of multi-sector collaboration frameworks that consist of community leaders, governments, non-governmental organisations, schools and private institutions to create a supportive environment that promotes acceptance and provides psychosocial support for street children.