Faculty of Education and Social Science(FESS)

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Kenya’s constituency development fund (CDF): Citizens’ awareness in Kanduyi constituency of Bungoma county
(International journal of african and asian studies, 201) Wanyonyi, Nobert Wanjala.
Constituency Development Fund (CDF) is a strategy that channels resources to community projects proposed by community members. It is a participatory fund and increases citizens’ involvement in the provision of services which empowers them to manage their livelihoods. To determine citizens’ awareness of CDF projects, 35 projects in Kanduyi constituency of Bungoma County in Kenya were studied. Interview schedules for the beneficiaries and PC members were used to collect primary data with 175 beneficiaries and 70 PC members being interviewed. Administrative locations in the constituency were stratified into urban and rural. In each location projects were grouped in categories namely: education, health, water and sanitation, roads and bridges, environment, agriculture and electricity. One project was randomly selected from each location, where five beneficiaries and two Project Committee members were picked randomly for interview. Data was analyzed using Statistical Package for Social Sciences (SPSS) computer software. Of the two hundred and forty five respondents interviewed, 175 were beneficiaries of the CDF projects. The level of awareness of the existence of CDF by the respondents was at 97.1%. Of the beneficiaries, 80% were aware of CDF activities in the constituency. Despite the awareness among beneficiaries, only 18% knew the cost of the projects they were involved in. Among committee members, 12.3% were not aware of the cost of the projects, 33.3% did not know the amount dispersed for the projects and 10.6% were not aware of the status of the projects. Despite citizens’ awareness of the existence of CDF activities in the constituency and location, they lacked knowledge on how they can be involved in the activities. There should be a shift in awareness creation with regard to information about the projects. Awareness campaigns about CDF have borne fruits but there is need for more information to be given to citizens about the costs of the projects and subsequently the amount dispersed at all stages of implementation. This may improve participation and lead to increased citizens’ ownership of projects.
An assessment of quality assurance on academic performance in public primary schools in Kenya
(201-12) Maiyo, J.; Ngina, J.; Wetiba, J.
The core function of the directorate of Quality Assurance and Standards is ensuring Quality education. Despite the government’s effort in strengthening the department, it is still wanting. The main objective of the study was to carry out an assessment of quality assurance on academic performance in public primary schools in Lugari Sub-county. The study was based on the Structural Functionalist Theory. The research adopted a descriptive research design whereby mixed research methodology was utilized in collecting both qualitative and quantitative data. The study targeted 5 education officials, 45 head teachers, 45 deputy head teachers and 350 teachers all making a target population of 445 people. Stratified sampling technique was used to sample 14 head teachers,14 deputy head teachers , 105 teachers and purposive sampling technique was used to select education officials all making a sample size of 135 people. Interview schedules were used to collect data from education officials. Questionnaires were used to collect data. Data collected was analyzed using both inferential and descriptive statistics. The study found that QASOs were not visiting schools physically and regularly. It was also found that the QASOs did not have enough time with the teachers to discuss the strengths and weaknesses observed during their visits to schools. The study found that QASOs did not organize seminars and workshops for teachers on curriculum implementation and at the same time they concentrated on administrative issues whenever they visited schools. The study recommended that QASOs should organize regular seminars and workshops to update teachers on the current teaching methods. There was need to improve the pupils’ learning environment by providing enough sanitation facilities, relevant textbooks, enough and secure classrooms.
Efficacy of kinesthetic instructional resources utilization on students’ performance in biology in secondary schools in Kenya
(201-12) Munene, Titus S.; Mutsotso, Stanley N.; Masibo, Edwin NM.; Wanjala, Robert N.
Educators propose a wider range of stimulating and exciting materials to be used in teaching the concepts outlined in the curriculum to ensure that learners are actively involved in the learning process. The purpose of this paper was to investigate the efficacy of kinesthetic instructional resources utilization on students’ performance in biology in secondary schools in Bungoma Central Sub- County in Kenya. The objective of this paper was to assess the availability of the wide range of kinesthetic instructional resources used in biology in secondary schools. The study was conducted in Bungoma Central Sub-County. Descriptive survey design was utilized in this study. The target population was the teachers of Biology; Laboratory Technicians and form three students in the secondary schools in Bungoma Central Sub- County. Stratified random sampling was used to select the schools from which respondents were picked. Purposive sampling was used to pick Biology teachers and laboratory technicians while simple random sampling was used to select students in the sampled schools. Data was collected using questionnaires, document analysis and observation schedule. Data was then analyzed using descriptive statistics. The study findings show that the predominant kinesthetic instructional resources available in most schools were black and white photographs and in some schools, these could only be accessed from the prescribed course books. The study also found that, most teachers, students and laboratory technicians perceived that the use of kinesthetic resources mainly coloured photographs simplified learning of biology and that they provide a better alternative to real specimen as they present the virtual reality of the latter. The conclusion made from this paper was that students need constant interaction with the subject teacher to develop the skills, attitude and knowledge about the photographs presented to them
Use of life themes Pedagogy and its influence on performance in christian religious education (CRE) in secondary schools in Kenya
(201-12) Naliaka, Edith.; Wanyonyi, David.; Mukwa, Chris.
The purpose of this study was to assess the teachers’ use of life themes pedagogy and its influence on performance in Christian Religious Education (CRE) in Secondary Schools in Kenya. The objectives of the study were: to find out how each of the four steps of life themes pedagogy (Human experience, Biblical Experience, Explanation & Application & Response) influence performance in CRE, and, to investigate the challenges in the use of life themes pedagogy in the implementation of CRE curriculum in Secondary schoolsin Kenya. The study was guided by Social Development Theory by Vygotsky, constructivist Theory by Brunner and Situated Learning Theory by Lev. The study employed descriptive survey design. The study used stratified sampling to select the schools and purposive sampling to select both students and teachers of CRE. Questionnaires, interview guide and document analysis were used for data collection. The total number of respondents was 454. Descriptive and inferential statistics were used to analyze the data. The data was analyzed both quantitatively and qualitatively using Statistical Packages for Social Sciences (SPSS) version 22.0. Reliability of research instruments was checked using Cronbach's alpha which was 0.85 and above thus was reliable enough, whereas construct and content validity was checked by the teaching faculty. Data was summarized using means and standard deviation and presented using frequency tables and charts. The study revealed that teachers of CRE used life themes pedagogy and the steps had an influence on performance in spite of the challenges they faced. Some of the challenges were that the pedagogy was time consuming and the syllabus was very wide. The findings of the study are hoped to benefit Ministry of Education in designing plans that would ensure that CRE teachers are adequately prepared to embrace life themes pedagogy. In the field of education, it will add literature to what already exists as well as create gaps for further research. For the teachers of CRE the study will help them to improve their skills in the use of the pedagogy and on the need for making students’ real life experiences the basis for teaching Christian Religious Education hence lead to improved performance in the subject. The study therefore concludes that use of life themes pedagogy is crucial in ensuring better performance of CRE and hence it is strongly encouraged in the teaching of the subject.
Hadithi fupi_utanzu uliopuuzwa
(1997) Mohochi, Ernest Sangai
Usimulizi wa riwaya ya Nyongo mkalia ini
(2000) Mohochi, Ernest Sangai
Tukichunguza hazina ya uhakiki uliofanywa katika taaluma ya fasihi ya Kiswahili na kuiweka katika mizani, upande mmoja ubebe tahakiki zilizozingatia maudhui na mwingine zile zilizoangaza fani, upande wa maudhui utalemewa na uzito na kuanguka. Ni kweli kuwa umuhimu wa fasihi katika jamii unatokana na jinsi ambavyo inaimulika jamii na kuichora kwa madhumuni ya kuihakiki na kuirekebisha kutokana na udhati na uzito wa mafunzo mwafaka inayoyabeba. Ni kweli vile vile kuwa fasihi ni sanaa kutokana na matumizi ya pekee ya lugha na vipengele vingine vya fani ambavyo kwa pamoja huipa sura maalum na kuyafanya maudhui yake yatufikie katika hali na umbo linalovutia. Hali hii ndiyo huiwezesha fasihi kutuingia, ikatuchoma na kutufikirisha zaidi. Ndio nguzo ya utamu wa fasihi. Katika misingi hiyo, uendelezaji wa fasihi; hasa kwa upande wa uhakiki unapaswa kuzingatia pande zote mbili za sarafu; yaani maudhui na fani inayoyabeba maudhui hayo. Makala hii imelengwa kutoa mchango huo kwa kuupa uzito upande wa fani ya fasihi kwa kuzingatia kipengele cha usimulizi. Nao uteuzi wa usimulizi umechochewa na ukweli kuwa mbinu hii haijachunguzwa na wahakiki wengi katika fasihi ya Kiswahili. Awali ya kuchambua jinsi ambavyo mbinu hii ya usimulizi imejitokeza katika riwaya ya Nyongo Mkalia Ini, dhana ya usimulizi itafafanuliwa na nafasi yake katika fasihi kuwekwa bayana.
Major challenges to the girl-child education in Kenya: the Kuria experience
(2000-04) Mohochi, Ernest Sangai
Many societies have realised the important role played by women in development. Accordingly, a lot of effort and time has been spent discussing issues that affect women's contribution in overall national development. Despite the atmosphere of gender imbalance that has prevailed in most spheres of life in Africa, women continue to contribute towards society's economic and social development. As a matter of fact, increased awareness has enabled them to demand their rightful place in shaping the destiny of the African Society. Most governments have taken note of the fact, and together with an increasing number of non-governmental organisations, have started to work together to strategise on improving women's participation in national issues. One such strategy is to increase and sustain women access to education. Although the Kenyan government has devoted a lot of resources to increasing women's education, Kuria District has neither responded favourably to government efforts. As a result, the district has not made much progress in increasing women's access to education. This chapter seeks to explain the reasons for the poor response to increasing women's education in Kuria District and to propose remedial measures to improve the situation.
Language choice for development the case for swahili in Kenya
(Taylor & Francis Ltd, 2003-06-01) Mohochi, Ernest Sangai
Development, aimed at a general improvement of the quality of life in society, should target the majority and not the minority at the exclusion of the majority. Attainment of such development, in turn, calls for involvement of people in making decisions as well as in the plans for their implementation. They will then feel that they own those efforts and participate more enthusiastically in efforts to achieve stated goals. This calls for an effecive communication system to link the government and other development agencies on the one hand, and the public on the other, enabling an appropriate flow of information between the two. If well utilized, the media would play a very significant role in ensuring such a flow of information. This article examines the role played by the media in trying to achieve the stated development goals in Kenya. While it would have been more effective to reach people in their first languages, considering the multilingual nature of the Kenyan society, the challenges are many. Fortunately, there is Swahili, a language spoken and understood by many, not only in Kenya, but also in the rest of East and Central Africa. In spite of the potential it has to reach a wider audience, it is not adequately utilized in the media. Language practice in the media relies more on the use of English to communicate important information intended to reach all, irrespective of the first language spoken and knowledge of English. In order not to continue excluding the majority from public discourse on development and other national issues, the article calls for a change in the language policy in the media
Gender disparity in education
(Oakland Books, 2004) Odhiambo, J.O.; Kirui, H.W.; Ndiritu, F.G.U.
Quality education is a fundamental right enshrined in the 1948 universal declaration of human rights. It is estimated that about 18% eligible children have never been enrolled in schools; about 62% of these eligible children are girls. Female gender (53%) outnumbers male gender and this should be reflected in the enrolment of students in schools countrywide. This is not the case because for instance in 1999, 48% of eligible girls were enrolled in primary school compared to 52% boys. At secondary school level, 46% of students enrolled were girls. In Kenya s six public universities, ladies comprise only 30% of the total student's population. There is a direct proportionality between development of a country and the education of its citizen. In the job market world wide, science still remains bastion of masculinity, the percentage of physicists who are women is hovering around 4%, ofchemists 8%, of engineers 2% and of biologists is 20%. This paper will attempt to explain the reasons behind gender disparity in science education and its effects in development of various sectors from political, agricultural, industrial, cultural and socio-economic point of view.
Retrieval of aerosol optical depth over ecologically stressed east African land surfaces from top of atmosphere radiance utilizing the aerosol free vegetation index
(Dept. of Geography, Bahir Dar University, 2005) Makokha, John W.; Angeyo, JW.
Traditional satellite based AOD retrieval techniques with a coarse resolution such as collection 5 hardly provides a high spatial detail suitable for accurate AOD retrieval particularly over the ecologically stressed sites of East Africa. Furthermore, AOD retrievals from Moderate Resolution Imaging Spectroradiometer (MODIS-collection 5) require a linear mixing model that utilizes the normalized difference vegetation index (NDVI) to calculate surface reflectance. Since NDVI is affected by the presence of aerosols in the atmosphere, an empirical linear relationship between short wave infrared (SWIR) and visible reflectance were estimated in order to calculate a modified aerosol free vegetation index (AFRI). Based on AFRI and the minimum reflectance technique (MRT), an improved linear mixing model was developed. Calculated Vis/SWIR ratio diverges from the one used in the hypothetical model for AOD retrieval. Likewise, the regression coefficients between retrieved AOD for the developed algorithm and AERONET were higher as compared to that of MODIS collection 5 and AERONET. These emphasize the need of using AFRI plus accurate selection of surface characteristics and aerosol type for accurate AOD retrieval over East Africa that is addressed by the developed algorithm. At low AERONET AOD values, the two algorithms i.e. MODIS and developed agree but as the AERONET AOD value increases, a discrepancy is noted between the two as a result of usingNDVI and AFRIin the MODIS and developed algorithms respectively.
Language and regional integration: foreign or African languages for the African union?
(Taylor & Francis, 2005) Mohochi, Ernest Sangai
True to the Kiswahili adage that'umoja ni nguvu'(unity is strength), it has become fashionable to seek strength in unity. This is evident, for instance, in the corporate world where different organisations are seeking mergers in order to face the everincreasing challenges in business. The same has become true of nations in most parts of the world. They realise that it is very difficult for most of them to face the international world single-handedly. The developing nations, which have weak economies, need integration much more than the more developed nations, but unfortunately, it is the latter that have moved faster to reap the advantages of regional integration. Africa is home to many of the very poor people in the world. As such, African leaders have a duty to take bold steps in an attempt to try and uplift the living standards of their people. This can be reached much faster not by relying on foreign aid that is more often than not pegged to very difficult conditions, but rather by striving together. There is an abundance of natural resources on the continent that require to be exploited for faster growth and economic development. This however cannot be reached unless the climate is conducive, and one way in which such a climate can be attained is by stronger and functional regional integration.
Land use systems and distribution of tichoderma species in Embu region, Kenya
(2007) Okoth, Sheila A.; Roimen, H.; Mutsotso, B.; Muya, Kahindi; Owino, J.O.; Okoth, P.
The distribution of Trichoderma species in soils of Embu region in relation to land use practices was investigated. The study area was chosen because of its significant land use intensification. Soil washing and dilution plate techniques were used to recover Trichoderma spp from soil samples. The fungal isolates were identified and assigned to eight species. Greater populations as well as a wider range of species were obtained in soils collected from the natural forests while coffee farms were the poorest ones. Land use affected the distribution of Trichoderma. Napier farms had the highest abundance of this fungus. The species that showed the highest incidence in all cases was T. harzianum. Plant type was a major determinant of the occurrence of this fungus. Trichoderma favored plants with shallow and widespread rooting systems, to the deeply rooted perennial coffee and tea trees. The age of the plants also was a driving factor. Both inorganic and organic fertilizers are used in the region. There was a negative correlation between amount of chemical fertilizers and abundance of the fungus. Organic fertilizers were used exclusively in napier farms that had the highest fungal abundance. Soil pH and amount of phosphorus were limiting and influenced the occurrence and abundance of this fungus. However carbon and nitrogen were not limiting though they were high in the forests and napier farms where the fungus was also abundant. Trichoderma showed tolerance to soil acidity since it was abundant in the most acidic soils under napier. Land intensification affected Trichoderma distribution negatively.
Access to basic education in Kenya: Inherent concerns
(Academic Journals, 2007-10-30) Maiyo, JK.; Odebero, S.O.; Mualuko, N.J
Basic education being the minimum education that every Kenyan must have for progressive existence in society is a crucial factor. That is why Kenya subscribes to the international protocol that established Education for All (EFA) in Jomtien, Thailand 1990 and the world education forum in Dakar, Senegal, 2000. Since then, the Kenya Government in her Education Sector Strategic Plan and Sessional paper No. 1 of 2005 has articulated how to attain goals for education. For instance early childhood education which tries to ensure development of the whole personality of the child’s physical, mental, and socio-emotional attributes faces challenges such as lack of access to early childhood education mostly caused by poverty, regional and gender disparities, policy framework, and HIV/AIDS among others. At primary school level where children stay longest in the schooling years and they develop more motor skill, further cognitive skills along with higher socialization than the early childhood education level, has children failing to access education due to poverty, gender imbalances, regional imbalances among other concerns. Secondary education which creates a human resource base higher than the primary education along with training youth for further education and the world of work registers restriction to many children due to concerns of poverty, gender imbalances, insecurity regional disparity among others. This article articulates in detail the above concerns discussing their manifestations in Kenya. Conclusions are drawn and recommendations made on how to improve access to basic education in Kenya. Among the recommendations are: To make basic education free and compulsory, improve provision of health services, intensify fight against demeaning cultures, give special attention to children with disabilities, avail employment opportunities to the youth, assure security to all in conflict prone zones and tighten bursary disbursement procedures.
Access to basic education in Kenya: inherent concerns
(Academic Journals, 2007-10-30) Odebero, Stephen O.; Maiyo, Julius K.; Mualuko, Ndiku J.
Basic education being the minimum education that every Kenyan must have for progressive existence in society is a crucial factor. That is why Kenya subscribes to the international protocol that established Education for All (EFA) in Jomtien, Thailand 1990 and the world education forum in Dakar, Senegal, 2000. Since then, the Kenya Government in her Education Sector Strategic Plan and Sessional paper No. 1 of 2005 has articulated how to attain goals for education. For instance early childhood education which tries to ensure development of the whole personality of the child’s physical, mental, and socioemotional attributes faces challenges such as lack of access to early childhood education mostly caused by poverty, regional and gender disparities, policy framework, and HIV/AIDS among others. At primary school level where children stay longest in the schooling years and they develop more motor skill, further cognitive skills along with higher socialization than the early childhood education level, has children failing to access education due to poverty, gender imbalances, regional imbalances among other concerns. Secondary education which creates a human resource base higher than the primary education along with training youth for further education and the world of work registers restriction to many children due to concerns of poverty, gender imbalances, insecurity regional disparity among others. This article articulates in detail the above concerns discussing their manifestations in Kenya. Conclusions are drawn and recommendations made on how to improve access to basic education in Kenya. Among the recommendations are: To make basic education free and compulsory, improve provision of health services, intensify fight against demeaning cultures, give special attention to children with disabilities, avail employment opportunities to the youth, assure security to all in conflict prone zones and tighten bursary disbursement procedures.
Horrifying disasters in western Kenya impact on education and national development
(Academic Journals, 2008-05-07) Achoka, Judith S. K.; Maiyo, Julius K.
The occurrence of natural disasters has shown a positive trend as annual incidents of disaster events have increased on the continent. Approximately two-thirds of the 3.3 million people in Western Kenya fall below the poverty line, leaving the region stuck in poverty traps that prevent sustainable development. Schools in the region are hampered in their operation when the disaster occurs .In third term 2007, many school were unable to open due to flooding, students were transferred to other schools while others dropout of the system. Access to safe water, sanitation, quality education and HIV/AIDS awareness are desperately needed, along with micro-economic development to bring the population up to a livable standard. This study investigates the horrifying disasters in the region and analyzes their impact on education and national development.
Horrifying disasters in western Kenya; Impact on education and national development
(Academic Journals, 2008-05-30) Achoka, S.K.; Maiyo, Julius K.
The occurrence of natural disasters has shown a positive trend as annual incidents of disaster events have increased on the continent. Approximately two-thirds of the 3.3 million people in Western Kenya fall below the poverty line, leaving the region stuck in poverty traps that prevent sustainable development. Schools in the region are hampered in their operation when the disaster occurs. In third term 2007, many school were unable to open due to flooding, students were transferred to other schools while others dropout of the system. Access to safe water, sanitation, quality education and HIV/AIDS awareness are desperately needed, along with micro-economic development to bring the population up to a livable standard. This study investigates the horrifying disasters in the region and analyzes their impact on education and national development.
Institutional mapping for climate change adaptation in Eastern Africa
(2008-10) Kituyi, Evans.
A number of constraints to reducing the vulnerability of socioeconomic systems to climate change exist, key among these being the disconnect between national adaptation efforts and research. This in-depth study maps out institutions working on environmental management in general, and climate change in particular. Included in the research are literature reviews and web searches, country visits to selected institutions, and focused consultations with experts. This report is the culmination of an institutional mapping study carried out for eastern Africa. There is need for structural changes within older institutions, mainly national research institutes and state universities, to reflect dynamics in global environmental change.
Students’ reactions to the use of computers in science education in selected Kenyan secondary schools
(2008-12-01) Wekesa, Wasike Duncan; Wekesa, Eric Wangila; Mualuko, Ndiku Judah; Maiyo, Julius K.
Different people react differently to the same experience. A current trend in science instruction is to integrate technology into classroom in a variety of ways. A Computer Based Instruction (CBI) courseware was used to teach cell theory that has posed diffi culties for teachers and students as part of the classroom innovation. Students’ attitude towards the innovation and their attitude towards the biology classroom environment were collected through two 5-point bi-polar Likert-scale items and unstructured written interviews. The innovation resulted to better perception of the biology classroom environment and attitudes towards cell theory. Classifi cation of students’ unstructured responses confi rmed the existence of a series of metaphors for technology use in educational settings
Invading the public sphere: media, private discourse and the public space in Kenya
(2008-12-11) Mohochi, Ernest Sangai
Privatization and liberalization of the media, both print and electronic, has revolutionized information processing and dissemination. This has been further aided by continued advances in technology, especially the internet. While this has led to access to more information, and more citizen participation in governance and management of public affairs, which are significant ingredients in development, it has come with other effects. In the current global context, the transformed media is opening the populace to outside influences, and the more it grows the more difficult it becomes to control its content. This paper discusses this phenomenon by analyzing the way recent advances in the media are shaping and changing the conceptualization of the public sphere and its management in Kenya. It further shows the role of the media in redefining the boundaries of the public sphere. It attempts to answer the question of whether the media, through their programmes, are aiding private discourse in its invasion of the public space. To what extent does this fit within the wider cross-border interaction leading to the development of more global public spheres? It also seeks to establish what the new perception of the public sphere portends for Africa, especially the extent to which it can be seized and utilized as a stage for enhancing the democratization and development process for the common good.
Challenges facing provision of integrated education for the disabled child in Webuye division, Bungoma east district Kenya
(2009-01-01) Maiyo, Julius K.; Owiye, Joan A.
The foundation of present day special education in Kenya dates as far back as 1968 when the government published sessional paper NO. 5 on special education. The paper laid out a public policy framework for children with disabilities such as hearing and visual impairment, mentally and physically handicapped and multiple handicaps (GoK, 2003). Among the key policies was the integration of disabled children into regular formal schools in order to enhance their participation in formal learning. Regrettably however, 40 years down the line, the government is yet to realize reasonable access of elementary education that can help liberate and make the disabled child self-reliance. The sector still faces challenges related to access, equity and quality. The study carried out in Webuye division, Bungoma East District, adopted a descriptive survey design specifi cally to analyze challenges facing provision of inclusive formal education to the disabled child. The relationship between the variables was explained using Rawlasian theory of justice. A total of 6 schools out of 104 were purposively sampled. Questionnaires and interview schedules and document analysis were used to collect data from education offi cers, heads and teachers of sampled schools. Analysis of data was done using statistical tools such as percentages and frequencies. Findings were presented using tables. It was concluded that, as much as the policy on special education is clearly laid out, for it has not been fully implemented. People’s attitude towards inclusive education remains wanting, and therefore, only a small fraction (3.4%) of public schools is offering inclusive education. The regular school curriculum is too academic oriented and the teachers are yet to embrace inclusive education. The study recommends that, the MoE adapts inclusive curriculum, examination and grading system. Comprehensive special schools should be established to cater for pre-school, primary school, high school and technical schooling to provide meaningful education to meet their needs.

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