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Research Authorization Processes: A Descriptive Comparison of Kenya and The United States of America

LeAnn, Jonhson; Namai, Joab (Journal of the Kenya National Commission for UNESCO, 2023)

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Abstract:

Obtaining research authorization to ensure compliance with ethics regulations is critical for those seeking to conduct research. Consequently, the primary objective of this study was to closely examine information regarding review boards and review processes that a researcher would encounter during the process of preparing and submitting a proposal. Information posted about the review process from two similar universities, one in the USA representing a localized review process and one in Kenya representing a centralized review process was analyzed to address two key questions, “How well does each system support the successful approval of the researcher in preparing a proposal,” and, “How might the strengths of each system be used to improve the other to better support increased research for all?” Methodology focused on using key features related to five questions a new researcher might ask when preparing and submitting a proposal: What structure governs the review process? What is the composition of the review board? What does the research approval process involve? What information and documents are required for submitting a proposal? What evaluation criteria are used to ensure fair and consistent review of research proposals? Side by side comparative charts of key features related to each of these questions was used for the analysis. It was concluded that both systems supported the approval of ethical research and that both institutions adhered to their respective government’s research ethics policies. The biggest differences in the two systems related to the actual information provided by the institution to guide proposal development and submission, ethics training provided to researchers, costs, and timelines. The most significant weakness for both institutions was lack of information regarding specific criteria used for evaluation of proposals. Consequently, four recommendations were made. First, a supportive and positive relationship needs to exist between the review board and researchers. Structural elements that create an adversarial rather than cooperative relationship need to be identified and eliminated in order to provide collaborative support. This is particularly important for novice researchers. Second, providing or developing ethics training for researchers has the potential of reducing frustration for those preparing a proposal and increasing the quality of submissions to the review board. Third, while there is cost associated with research review, placing the burden of this cost on individual researchers can be detrimental to promoting research. Governments and institutions need to consider the value of research and find ways to reduce or eliminate personal costs to the researcher. Finally, it is imperative that review boards provide current, accurate, and complete information regarding proposal preparation and develop rubrics that result in transparent evaluation and useable feedback for the researcher.

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Influence of teaching experience on pupils’ performance at Kenya Certificate of Primary Examination in English subject in Kenya

Wandera, Susan; Imonje, Rosemary; Akala, Winston (IOSR Journal of Research & Method in Education, June , 2019)

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Abstract:

Teaching experience is a repository of competencies and knowledge skills acquired by a classroom teacher in the field of teaching and assessing learner performance in formative and summative examinations. In the realm of teaching and learning English language and English composition as a subject, teacher (teaching) experience is an indicator of teacher familiarity through experiential learning of various instructional approaches for effective contentment delivery in a classroom domain. It further equips the classroom teacher with skills and competences on how to engage learners and maintain learner discipline during a class session inside or outside a school setting. The objective of this study was to determine the influence of teacher (teaching) experience on pupils’ performance in KCPE examination in English subject in Kenya. The study used descriptive research design and purposive sampling as its method for research. The unit of analysis included teachers from public primary schools in Machakos County. The respondents were Primary school teachers who teach English subject in KCPE examination classes. The sample size was 132 teachers with teaching experience of between I year and 31 years. Data collection was done through questionnaires. The study found gradual increase in candidates’ performance at Kenya Certificate of Primary Examination in English subject in Kenya from a Mean score of 45.8 % corresponding to teacher teaching experience of 4 years to a maximum Mean score of 53.2 % corresponding to 15 – 19 years of teacher teaching experience. The study also found that there was gradual decrease in candidates’ performance at Kenya Certificate of Primary Examination in English subject in Kenya to 51.8 % corresponding to teacher teaching experience of 20 years and above. Candidates taught by teachers with teaching experience of 20 years achieved a Mean score of 53.1 %. Study concluded that teacher teaching experience significantly influences pupils’ performance at Kenya Certificate of Primary Examination in English subject in Kenya. This influence is moderated by other factors such as age and work environment. Recommendations of study purposed to enhance pupils’ performance at Kenya Certificate of Primary Examination in English subject are: (1) Promote high performing experienced teachers to higher responsibilities in order to boost their morale for the purpose of enhancing their classroom performance; (2) Develop teacher teaching experience through teacher exchange programmes and skills development trainings during school vacation; (3) Sustain morale of experienced teachers who are high performers by improving their terms of service like remuneration and timely promotion of deserving teachers; (4) Institutionalize mentoring programmes in schools to hasten transfer of experiential knowledge skills from more experienced teachers to less experienced teachers; and (5) Improve teacher-administration work relations, school resources and related physical infrastructure.

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Effect of Political Mobilization on Political Violence in Nairobi County, Kenya: Focus on Mathare and Kibra Informal Settlements

Musya, Justus (: International Journal of Management Sciences (IJMS, June 16, 2017)

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Abstract:

This article arose out of a need to understand better the role of political elite and actors in the mobilization of ethnic supporters for political action, specifically the recurrent political violence, in Kibra and Mathare. To investigate how political elites consolidate ethnic mobilization and use it in political contests, quantitative analysis was used and involved a proportional stratified random sample. A sample size of sample size of (n=766) was used and was divided equally between Kibra (n=383) and Mathare (n=383). The sample was weighted to reflected the relative sample sizes in Kibra (n=7) and Mathare (n=6). The sample was disaggregated as “in-group”, “out-group”, and “other group”. The “in-group” (n=296) were presumed ethnic supporters of the ruling elite during the 2007 presidential election and the “out-group” (n=268) supported the non-ruling elite in this contest. Besides, these groups had engaged severally in ethno-political conflicts in the study area. The “other-group” (n=202) belonged to smaller ethnic groups living in the study area who did not belong to the core ethnic groups from who the political elite drew political support. The group was used as an analytical tool –to compare conflict attitudes and behaviour against the “in-group and “out groups.” Regarding political mobilization apropos the 2007-2008 national election, statistically significant differences were observed, with the “in-group” having higher levels of mobilization than the “out-group”. This suggests the “in-group”, was keener to preserve its status of privilege than the “out-group” was to shed off its marginalised status. Regarding scores for political violence, the “out group” had lower scores than the “in-group”, suggesting the “out-group” had stronger negative attitudes and behaviour towards the “in-group” than did the latter towards the former group. Hypotheses testing showed that political mobilization was a significant factor in the outbreak of political violence in the study area. But significant differences were observed vis a vis the “in-group” and “out-group”. Political mobilization was a factor in political violence for the “in-group” and not for the “out-group", the presumed initiators of the violence in the study area. Political violence occurred spontaneously when animosities of the “out-group” escalated, triggered by the declaration of a disputed election. But the use of political violence as a tool to achieve political objectives was organised and enabled by political elites, who used ethnic militia to score political objectives

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Abstract:	Objectives The period of entry into university represents one of vulnerability to substance use for university students. The goal of this study is to document the 12-month prevalence of substance use disorders among first year university students in Kenya, and to test whether there is an association between substance use disorders and mental disorders. Methods This was a cross-sectional online survey conducted in 2019 and 2020 as part of the World Health Organization’s World Mental Health International College Student (WMH-ICS) survey initiative. A total of 334 university students completed the survey. Descriptive statistics were used to summarize the demographic characteristics of the participants. Multivariate logistic regression was used to assess the association between substance use disorder and mental disorders after adjusting for age and gender. Results The 12-month prevalence for alcohol use disorder was 3.3%, while the 12-month prevalence for other substance use disorder was 6.9%. Adjusting for age and gender, there was an association between any substance use disorder and major depression, generalized anxiety disorder, bipolar 1 disorder, intermittent explosive disorder, social anxiety disorder, suicidal ideation, suicide attempt, and non-suicidal self-injury. Conclusion These findings highlight the need to institute policies and interventions in universities in Kenya that address substance use disorders and comorbid mental disorders among first-year students.
Description:	Journal Article
URI:	http://repository.daystar.ac.ke/xmlui/handle/123456789/4251

Abstract:	The future of any society is vested in the younger generation; and religious heritage is important in enhancing morality in society. In Kenya, culture change has led to a gap whereby the rite of passage in early adolescence only prepares young people for teenage life. After high school, when the Kenyan law recognizes them as adults, there is no institutionalized ROP. This creates a gap because youth are left alone to maneuver young adulthood. Realizing this gap, a few churches have developed curricula whereby they equip the youth with religious instruction that can jump start them into the next phase of life. Using Kolb’s experiential learning theory, this study endeavored to establish the role of church based transitional programs in inculcating Christian spiritual disciplines among post high school youth. A case study was done on the 2018 edition of the VUMA program organized by the Nairobi Chapel Church, Nairobi Kenya. In this phenomenological study, 30 out of 112 youth and all the five counselors and program director participated in interviews. The data was then transcribed into text and subsequently coded using the NVIVO software. The emerging themes provided the basis for discussion of the results. Findings revealed that the program inculcated a culture of Bible Study and Prayer among the youth through daily activities of Quiet Time, Bible study and teachings.
Description:	Journal Article
URI:	http://repository.daystar.ac.ke/xmlui/handle/123456789/4250

Abstract:	childhood development education (ECDE) service standard guidelines to guide the ECDE stakeholders in provision of early childhood education (ECE) programmes. The study sought to investigate the implementation of the ECDE service standard guidelines on provision of physical facilities in ECE centres in Kakamega County. A descriptive survey design was adopted. Head teachers and ECE teacher were the study subjects. Structured questionnaires were used to collect data. The instruments were validated through expert judgement and pilot testing. The findings revealed that there were no significant differences in adherence to the government guidelines in provision of classrooms and furniture. Nonetheless, significant differences existed between the two categories in adherence to the government guidelines in provision of water and sanitary and play facilities. The study recommended that the MoE infrastructure fund should be extended to ECE centres.
Description:	Journal Article
URI:	http://repository.daystar.ac.ke/xmlui/handle/123456789/4248

Abstract:	The study assessed support levels for placement of children with Special Needs Education in Uasin Gishu County in Rift Valley province. The objective of the study was to determine the relationship between training of assessors and appropriate placement of children with Special Needs. The study adopted the theory of Planned Behaviour that relates to intention of behavior. A descriptive survey design was employed for the planning and execution of the study. Stratified, Simple Random and Purposive sampling techniques were used in choosing the sample size. The target population which is also the sample for the study included Education Officers, assessors at the education assessment centres, affected parents and Special Needs Education Teachers. The research instruments used to collect data were questionnaires, interview schedule and Observation checklist. Data collected was analyzed both quantitatively and qualitatively with the aid of Statistical Package for Social Science (SPSS). The study findings revealed that the country was still far from achieving education INTERNATIONAL JOURNAL OF ARTS AND ENTREPRENEURSHIP VOLUME 4, ISSUE 9, 2015 http://www.ijsse.org ISSN 2307-6305 Page \| 21 for all as attested by the fact that over 1.8 children with SNE had not been assessed and placed in appropriate programmes despite the governments’ effort of setting up EARCs in all the districts with the aim of taking the services closer to people. The study findings are expected to benefit educational planners in recommending for allocation of more resources for training, in-service and equipping the centres for better performance, enhance sensitization of parents and general public about the functions and value of assessment centres. It is further hoped that the findings of the study will bring about greater awareness with regard to the value of the assessment centres
Description:	Journal Article
URI:	http://repository.daystar.ac.ke/xmlui/handle/123456789/4243

Abstract:	This paper challenges leaders involved in governance, politics, academia, industry and leadership training to access the Afrocentric leadership advantage to unlock the wisdom and benefits of Indigenous Knowledge Systems (IKS) across the continent. The authors conducted a review of recent published literature by African leadership scholars that authenticate indigenous leadership thought in the face of historic, colonial and imperial Eurocentric western theory. The authors re-position indigenous leadership research as a critical center-piece and last-mile strategy to achieve pragmatic national transformation. The authors argue that hegemonic Eurocentric leadership models serve to satisfy global, financial and economic capital gains metrics, but do not always serve the social wellbeing and transformative growth interests of local communities. The paper urges policy makers, leadership program developers and business innovators to access and incorporate the findings of Indigenous Leadership Research in Africa (ILRA) to inspire national development and prosperity over the next 200 years.
Description:	Journal Article
URI:	http://repository.daystar.ac.ke/xmlui/handle/123456789/4241

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Abstract:	A case in which exercise-induced asthma (EIA) was provoked at an intensity of less than 100 beats/min is discussed. EIA was provoked by a 12-minute walk test. Earlier tests using walking on other subjects had not produced such a result. It is therefore vital to teach asthmatics to monitor their pulmonary response at regular intervals to avert serious attacks in activities of daily living
URI:	http://repository.daystar.ac.ke/xmlui/handle/123456789/4253

Abstract:	Slight differences in standard of living, issuing from horizontal inequalities between ethnic groups, are a predicate of ethnopolitical violence in Kenya. Developing and validating a scale to estimate the quality of life differences, between warring ethnic groups, can deepen our understanding of an important precursor of ethnopolitical conflict. From a careful review of poverty and developmental literature, the 16 items used in the Quality of Life Scale emerged. In subsequent exploratory factor analysis, a three-factor solution surfaced, and this was subjected to confirmatory factor analysis (CFA). The CFA model scale met the criteria for composite reliability, construct validity, and strict factorial invariance. The scale has enriched our understanding of the three latent dimensions of quality of life that matter most in characterizing the quality of life. First, the indicator "proud about your life" was the strongest factor for latent factor social and physical wellbeing. Second, “can save income”, a proxy for quality of employment. This was the leading indicator for latent factor disposable income. Third, and the indicator “house comfortable to live in” was the notable indicator of latent factor living standards. The Quality of Life Scale can track trends in quality of life of ethnic groups that have a history of ethnopolitical conflict in places like Mathare and Kibra. The scale can be used in other known hotspots of violence in Kenya too where ethnic groups are susceptible to ethnopolitical conflict borne of quality of life differences.
Description:	Journal Article
URI:	http://repository.daystar.ac.ke/xmlui/handle/123456789/4234