School of Arts and Social Sciences: Recent submissions
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Halima, Rose; Musya, Justus; Simon, Muthomi (International Journal of Innovative Research and Knowledgee, June 6, 2019)[more][less]
Abstract: The main objective of the study was to investigate broadcast media stories by Standard Group Public Limited Company (PLC) that escalate or de-escalate electoral violence in Kenya. This study was anchored on the tenets of the Libertarian Theory and the Social Responsibility Theory. The study used a descriptive survey design. The target population in the study comprised of the 695 SG PLC employees in broadcasting department, Communication Authority of Kenya, the police, human rights groups and survivors of 2017 post election violence. The sample population of the study consisted of 139 SG PLC employees in broadcasting department, the police, Communication Authority of Kenya, human rights groups and survivors of 2017 post election violence. The study used the combination of probability and non-probability sampling methods. The study also used questionnaires and interviews as research instruments. Quantitative data was presented using charts, figures, tables, frequencies, and percentages. Qualitative data on the other hand was analyzed by content analysis. The study found that that stories on tribal clashes, hate speech by politicians, one sided stories and use of languages demeaning another group were likely to escalate violence. The study concluded that SG media stories have a positive and significant association with electoral violence reduction/increase. It was recommended that the SG group and other media groups need to screen information before being released to the public. URI: http://repository.daystar.ac.ke/xmlui/handle/123456789/4223 Files in this item: 1
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Ngure, Anne; Rotumoi, Joseph; Cherui, Rodgers; Mbugua, James; Mbugua, Susan (International Journal of Business Management and Economic Research(IJBMER),, 2016)[more][less]
Abstract: Over the recent past the number of women managers has been on the rise. Their experiences and impact on the work place have been the subject of much discussion, investigation and theorizing. While women are joining the managerial ranks in increasing numbers, few women are managing to reach middle level management or above. Albeit this there are a number of challenges that seem to bewilder these women. Of the challenges that women face there are those that are significant. The main objective of the study was to determine the challenges that are significant and are experienced by women in managerial positions in Kenyan public universities. The study adopted descriptive survey design. The study was carried out in Three Kenyan public institutions of higher learning i.e. Kenyatta University, Nairobi University and JKUAT. The study population consisted of all women in managerial positions in all the public institutions of higher learning in Kenya. Stratified and systematic random sampling methods were used to sample the research population consisting of 15 women managers in Kenyatta University, 18 women managers in Nairobi University and 9 women managers at Jomo Kenyatta University of Agriculture and Technology. The main research instruments used was questionnaires. A statistic test was carried out using chi square to establish the important variables that affect performance, it was established that sex discrimination, stereotypes, job/family conflict, sexual harassment, unfair pressure, working experience, professional training and organizational policies are significant factors that affect performance of women managers in public universities in Kenya. Description: Journal Article URI: http://repository.daystar.ac.ke/xmlui/handle/123456789/4222 Files in this item: 1
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Cherui, Rodgers; Kipkoech, Lydia; Kisilu, Kitainge (Saudi Journal of Humanities and Social Sciences (SJHSS), November 30, 2018)[more][less]
Abstract: In equality in girl’s education has been a subject for many developing countries. The Kenyan government developed the policy of the re-entry of the teenage mothers to school in 2001. The policy allows teenage mothers to re-enter schools after delivery. Despite the policy being in place, very few teenage mothers have been returning to school. This study sought to find out the cultural aspects that affects the implementation of the re-entry policy of teenage mothers to school in Bungoma County. The main objective of the study was to find out the various aspects of culture that affected the re-entry policy of teenage mother to schools in Bungoma County. The critical theory by Habernes was adopted as the theoretical framework. The convergent parallel mixed method research design was used. The research population comprised of teenage mothers, student girls, head teachers, principals, Guiding and Counselling teachers, Sub County Quality Assurance and Standards Officers. The main data collection instruments were Questionnaires and Interview schedules. Questionnaires were administered to the Teenage mothers, school girls, Guidance and counselling teachers, while the interview schedule were administered to Sub County Quality Assurance and Standards Officers and head teachers. Pilot study was carried out in Trans Nzoia County. Reliability index of 0.79 was obtained. Quantitative data was coded and presented using tables and analyzed through frequency distribution and percentages. Qualitative data was organized and broken into themes synthesized to search for patterns and meaning. This study was significant for it identified various cultural factors that affected the implementation of the re-entry policy. The study revealed various cultural factors that hindered the effective implementation of the policy included, attitudes, prejudice, gender discrimination and traditional customs. There is therefore a need to address these cultural factors so as to enable these teenage mothers to reenter school. Description: Journal Article URI: http://repository.daystar.ac.ke/xmlui/handle/123456789/4221 Files in this item: 1
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Cherui, Rodgers; Magak, Grace; Oloibe, Jane (African Journal of Education Science and Technology,, January , 2015)[more][less]
Abstract: The role of youth polytechnic in the provision of middle level education cannot be overemphasized. Most learners who cannot proceed to high schools and other tertiary institutions resort to youth polytechnics to gain skills which they use mainly in the informal sector. While the potential for quick expansion of youth polytechnics programs are there, there are a number of factors that are hampering their growth. The ministry of education does not fund youth polytechnics but only gives them grants to pay instructors’ salaries. There is a challenge in funding education sector since resources are scarce. The government has been allocating a lot of funds to other levels of education and very little is allocated to the Technical Vocational Education and Training (TVET). This study sought to assess alternatives of financing youth polytechnics activities and how income so generated is used to offer quality training in Imenti South District- Meru County. The researcher adopted descriptive survey design. The study targeted the two polytechnics in Imenti South District. Purposive sampling was used and a sample of 27 respondents was identified. Piloting was done in the polytechnic not involved in the study. Spearman’s rank order correlation was used to compute reliability. Data was collected using questionnaires, observation guide and interview schedule. Descriptive statistics were presented in form of frequencies and percentages. Qualitative data was presented using theoretical descriptions. The study revealed that there are varied ventures in income generation activities that youth polytechnics are involved in. It was also found out that much of the income from IGAs is not accounted for, or there are no records kept both by the management and the staff. The polytechnics that are well endowed were producing more income than those which were less endowed. The income generated is used to improve the quality of education. However there are few production units in the polytechnics. The study recommended that Youth polytechnics should build sustainability of income generating activities such as running them as business enterprise. Vibrant production units should also be set up. This is key in increasing the income generated by the youth polytechnics. Description: Journal Article URI: http://repository.daystar.ac.ke/xmlui/handle/123456789/4219 Files in this item: 1
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Wandera, Susan; Akala, Winston; Rosemary, KhitieyiImonje (IOSR Journal of Research & Method in Education (IOSR-JRME), June , 2019)[more][less]
Abstract: Teacher academic qualification is repository of competencies and knowledge skills acquired through a learning process in an academy. In the realm of English language as a subject, teacher academic qualification is an indicator of the level of mastery of literacy and competency skills which a teacher is known to have acquired and certified by recognized Examinations body. The objective of this study was to determine the influence of teacher academic qualification on learner performance in Kenya Certificate of Primary Examination (KCPE) in English subject in public primary schools in Kenya. The study used descriptive research design and purposive sampling for all inclusive and representative population sample with regard to distribution and categories of schools in Machakos County as its method for research. Unit of analysis was Public primary schools in Machakos County. Respondents were Primary school teachers with teacher academic qualificationsat various certificate levels and who teach English subject in KCPE exam classes. The sample size was 132 academically qualified teachers. Data collection was done through questionnaires.The study found Kenya Certificate of Primary Examination candidates taught by teachers with Kenya Certificate of Secondary Examination (KCSE) certificates (Primary I teachers; at 19.7 % sample proportion)with Credit Passachieved Learner Mean score of 47.13 % in English subject.Teachers with KCSE certificates with Credit Pass and Kenya Advanced Certificate Examination (KACE) certificates with Passplus Diploma in Arts certificates (at 25.8 % sample proportion) achieved Learner Mean score of 48.03 % in English subject.Teachers with KCSE certificates with Credit Pass and KACE certificates with Pass plus Diploma in Sciencecertificates (at 10.6 % sample proportion) achieved Learner Mean score of 47.37 % in English subject. Lastly, teachers with KCSE with Credit Pass and KACE with Pass andwho also hold Diploma in Arts certificates with Pass and University Bachelor’s Degree certificates (Primary Graduate teachers; at 42.4 %) achieved Learner Mean score of 58.05 % in English subject. There is a significant increase in Learner mean score by candidates taught by Undergraduate teachers probably as a result oftheir high self-efficacy in Classes and a reduction in Learnerindiscipline and self-belief contributing to effective teaching and learning whose product is enhanced Learner performance at Kenya Certificate of Primary Examination.The study concluded that teacher academic qualification significantly influences pupils’ performance at Kenya Certificate of Primary Examination in English subject in Kenya. Finally, this study recommends that only teachers with good academic qualification in subjectstaught at appropriate school learning levels with repository competencies and pedagogical skills acquired in the course of academic learning and professional training be deployed to teach English subject in schools for enhanced learner performance. URI: http://repository.daystar.ac.ke/xmlui/handle/123456789/4218 Files in this item: 1
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Wandera, Susan; Akala, Winston Jumba; Imonje, Rosemary Khitieyi (International Journal of Research and Innovation in Social Science (IJRISS), November , 2020)[more][less]
Abstract: School resources and infrastructure are very essential to the learning and teaching process. In exploring level of learner performance in Kenya Certificate of Primary Examinations, learning resources and school infrastructure is one of major indicators of the level of preparedness for enhancing learner performance. The study determined the relation of the adequacy of school resources and infrastructure on learner performance in Kenya Certificate of Primary Examination (KCPE) in English subject in public primary schools in Kenya. The study used descriptive survey design using purposive sampling technique. This enabled the study capture how levels of adequacy of school resources and infrastructure relate to learner performance in National Examination public primary schools in Machakos County. The unit of analysis was Public primary schools. The County has 842 Government run public primary schools out of which 86 schools were studied. Data was collected using observation schedules and questionnaires. Respondents were teachers who teach English subject. Study found that availability and usage of teaching and learning resources averaging 65 % and availability/adequacy and usage of school infrastructure averaging 60 % to correspond to learner performance scores in KCPE. Description: Journal Article URI: http://repository.daystar.ac.ke/xmlui/handle/123456789/4217 Files in this item: 1
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Rotumoi, Joseph; Cherui, Rodgers; Pepela, Sammy (Elixir International Journal, April 11, 2019)[more][less]
Abstract: The performance of pupils at the Kenya Certificate of Primary Education in public schools in Kenya remains a challenge since the number of pupils performing poorly is still high. In Matete Sub County, the performance of pupils at KCPE has been declining from the year 2012-2015, with a mean of 2.48. Therefore, the objective of the study was to find out the extent to which government policies affect the academic performance of primary school learners in Matete sub county, Kakamega county. The study adopted a descriptive survey design. The study population comprised of 49 head teachers, 49 senior teachers, 75 standard eight class teachers, 1759 class eight pupils, and 1 Sub County Quality Assurance Officer. The study sampled 44 head teachers, 44 senior teachers and one sub-county Quality Assurance Officer who were selected through saturated sampling technique. Sixty-three class eight teachers were selected through simple random sampling technique. It also comprised 525 standards 8 pupils, who were selected through stratified sampling technique. Instruments for data collection were questionnaire, interview schedules, focus group discussions and document analysis guide. Face validity of the instruments was ascertained by experts in educational administration. Pilot study was carried out among 15 pupils, 5 head teachers, and 5 senior teachers. A Cronbach’s coefficient alpha of 0.7 was found; hence the instruments were reliable. The quantitative data was analyzed using descriptive statistics. The qualitative data was transcribed and categorized on an on-going process as themes and sub themes emerge. The study showed that Government policies moderately affect academic performance with a mean of 3.39. Staffing policy as one of the government policy profoundly affected KCPE performance with a mean of 4.39. Description: Journal Article URI: http://repository.daystar.ac.ke/xmlui/handle/123456789/4215 Files in this item: 1
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Musya, Justus K. (The Kairos Book Publishers, 2023)[more][less]
Abstract: Besides addressing the original and the deleterious effects of negative ethnicity on Mathare and Kibra Informal Settlements, within the city of Nairobi, this book also theorizes on the broader philosophy behind ethnic tensions, and to an extent, xenophobic behaviours troubling the post-colonial Africa. In particular, the role of inequalities in causing ethnic grievances, its role in fuelling ethnic mobilization, its global perspective, its regional dimension, its national dimension, and its local perspectives have all been surveyed so as to guide us in addressing divisive citizenry. By the time we are done with reading these dimensions of ethnic perspectives, we are driven to start thinking deeper. And indeed, we are enabled to think critically and creatively and brought to the understanding of the problem: namely, the negative ethnicity (derogatorily called tribalism) and we are simultaneously driven to start working towards solutions and/or problem-solving. Put differently: why shouldn‟t ethnic diversity help us appreciate our great favours from God, as plurality is God‟s economy for the world? Why should Africans utilise ethnic cards to mobilize electoral politics? Why should we vote in a person simply because he or she is from our local ethnic group? Does it matter who messes up or builds the country; aren‟t they the same practical terms? In the worst case scenario, we are driven to ask: Why use ethnic mobilisation to instigate political violence that will eventually lead to displacements, as in the case of post December 2007 disputed elections where over 400, 000 were displaced from their farms; and Kenya became a home of internally displaced persons (IDPs)? Besides the above, this book theorizes the philosophy revolving around ethnic conflicts. How can these theories help in vi understanding ethnic conflicts? The author has ably strived to make sense out of this. In a nutshell, negative ethnicity is caused by lack of vision among the leaders and/or elites of society. In some cases, historical injustices, rooted in colonial hegemony, have had their share of promoting ethnic divisions and conflicts. Take for instance, the amalgamation of Nigeria of 1914, for instance. Yes, it created the North and South, can we view it as a marriage of inconvenience, particularly when we recall the terrorist activities in the north? Certainly, the amalgamation of North and South Sudan since 1956 left a scar within the rank-and-file of Southerners, the black Africans, who felt that the Arabs in northern part were enslaving them. This resulted in endless wars between the Arabs and the black Africans. In 1983, the Sudanese People‟s Liberation Army (SPLA) was formed so as to battle the then Arab-dominated government of the northern Sudan. This was followed by the formation of the Sudan People‟s Liberation Movement (SPLM), as the political wing of SPLA. The formation of SPLM on 16th May 1983 came after the Arab-dominated Sudan‟s government reneged on the so-called Addis Ababa Agreement of 1972. This agreement was previously signed by the then Sudanese President Gaafar Nimeiry (1930-2009), who reigned from 1969 to 1985, and the then rebel movement, Anyanya leader, Joseph Lagu, on 27th February 1972. It is in this Addis Ababa Agreement where the Southern Sudanese were to be given economic, social, political, religious, and educational rights. The signing of the Addis Ababa Agreement of 1972 had thus brought down the long ranging conflict. Prior to this, Anglo-Egyptian Sudan had ceased after independence in 1956, as it now became Sudan. This came after both the Egyptian and the British governments recognised Sudan as an independent country; and eventually terminated vii their respective shares of sovereignty over it. Reneging on the 1972 Addis Ababa Agreement of recognising the Southern Sudanese religiosity by Field Marshal Jaafar Muhammad Nimeiry (1930-2009), who served as President from 25 May 1969 to 6 April 1985, and his decision to begin Islamist rule, speaks for the nature of African conflicts: a phenomenon where we „suspend‟ our governing „constitutions‟ from family to national levels without any iota of shame. Ripples are that we become our own enemies who fuels conflicts that can be ethnic, racial, social, political or xenophobic based. Thus the Sudanese case, of reneging on a memorandum of understanding, ushered in a conflict between the practitioners of Islam religion (northerners) and the Christians and traditionalist of South Sudan, a contestation that did not die till 2011 when South Sudan became an independent country under the SPLA/SPLM in 2011. Back to negative ethnicity, we appreciate that conflicts are also caused by religious intolerance, as the Sudanese case has demonstrated. Religious intolerance is manifested by blind religiosity or blind denominationalism that doesn‟t see anything good in others. Equally, blind ethnic loyalty doesn‟t see anything good in other ethnic groups existing in the same country. It is a psychological disorder that needs to be diagnosed through public education. As a social construct, it can be deconstructed through re-educating, de-education, and be eventually reconstructed for the betterment of society. A society that fails to educate people on the dangers of negative ethnicity or racial-national prejudices faces extinction from the map of the world. The height of madness in any nation reaches its climax when a notoriously religious continent and her countries allow religion to become the opium of, and for the people, thereby eulogizing religio-denominational intolerance and dehumanisations. When politicians use religion to confuse viii the vulnerable poor-weak-and-hungry citizenry, as they strive to promote the Big Man‟s Syndrome and/or Messianic political leaderships, the true rapture gets closer and closer. It could as well mark the proverbial “last days.” Are we under borrowed time? In Uganda, the contestations between the Anglicans who were mainly members of Milton Obote‟s (1925-2005) Uganda People‟s Congress versus the Democratic Party under Paul Kawanga Ssemogerere (1932-2022), whose supporters were mainly Catholics, polarised Uganda for a long time; and has remained a wound that takes long to heal. When a religiousinclined society views some politicians as Mosaic-Messiah‟s, while their contestants are effectively portrayed as Devilincarnates, it becomes a preparatory route for ending the life of a nation. Besides this, all forms of marginalization, resource control, and lack of vision among the emerging leaderships in Africa, must be re-evaluated from time to time so as to ensure that ethnic plurality does not become a curse. Rather, our rich cultural diversity has to remain our strength rather than as our weakness; and indeed, it has to remain the source of health and wealth of a nation. Having said this, I wish to recommend Justus K. Musya‟s book: “Ethnicity & Political Violence: A Kenyan Perspective with Reference to Mathare and Kibra Informal Settlements.” It brings back the theme of Ethnicity that ought to be addressed from time to time. With negative ethnicity, ethnic balkanisation, banditry, refugee crisis, religious intolerance, narcotics, dangerous liquor, terrorism, economic mismanagement, suspicious and mysterious pandemics, and bad politics, threatening the very existence of the African populace in the twenty-first century, a sharp-shooter, of Musya‟s level, is needed to outfox the enemy; and eventually call the society back to its conscience. We thus need the likes of Musya to come and say: “Look here! We are staring at danger; hence stop mishandling ix ethnic cards. Use it to enrich the society rather than impoverish the very society that God so much loved.” The book is recommendable to scholars of all nations under the sun! Referring to the Africanist scholars in particular, the aspiring scholars, and readers and leaders of all walks of life. This is your book, and indeed it is a little encyclopaedia on how to handle the ethnic card Description: Book URI: http://repository.daystar.ac.ke/xmlui/handle/123456789/4184 https://www.researchgate.net/publication/372645819_Ethnicity_Political_Violence_A_Kenyan_Perspective_with_Reference_to_Mathare_and_Kibra_Informal_Settlements_by_JUSTUS_K_MUSYA Files in this item: 1
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Oduor, Peter Lee Ochieng (EAST AFRICANNATURE & SCIENCEORGANIZATION, March 2, 2022)[more][less]
Abstract: Scholarship on Christology plays a critical role in the formulation of theology because of the central role of the question of Christ in the task of doing Theology. Christology intertwines with other doctrines in theology and is also a strong link to all the theological branches. In this regard the question of theaccurate source of our Christological formulation comes to book with our study examining the bible as an authentic primary source for Christological reflections. The study captured the wealth of resources on Christology hidden in the biblical narrative awaiting studious scholarship to unearth the fortunes therein. An appreciation of the essence of the scripture in Christological conversation will propel the discipline towards authentic and accurate Christological reflections. Description: Journal Article URI: http://repository.daystar.ac.ke/xmlui/handle/123456789/4161 Files in this item: 1
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Oduor, Peter Lee Ochieng (EAST AFRICANNATURE & SCIENCEORGANIZATION, April 21, 2022)[more][less]
Abstract: The growth of Christianity in Africa comes with a strong demand on biblical African ecclesiology that is keen on strong and trusted leadership. There have been multiple of accusations labelled against the African church that centre around her quality of leadership. In the formulation of an Ubuntu ecclesiology, we are keen to have an ecclesiology that is most friendly to the African conceptual framework and one that canindeed be of use in the articulation of theology in Africa. This is in the spirit and letter of contextualization that is bent on an incarnational theology. This is only achievable through an understanding of the eldership framework from an African mindset and the biblical concept of eldership as is captured in the Old and New Testament. The benefits that African Ubuntu ecclesiology can obtain with regard to quality leadership from the concept of eldership in traditional Africa is well articulated to combat the leadership ineptitude that has characterized African ecclesia. Lastly the study at the conclusion has presented a theological reflection on eldership as a core definer of accuracy of leadership within Ubuntu ecclesiology by the observation of church leaders as representatives of the church in the model and pattern of Christ who is the character par excellence in the institution of eldership. Description: Journal Article URI: http://repository.daystar.ac.ke/xmlui/handle/123456789/4160 Files in this item: 1
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Oduor, Peter Lee Ochieng (EAST AFRICANNATURE & SCIENCEORGANIZATION, July 22, 2022)[more][less]
Abstract: Christological discourse holds a central place in the wider theological discourse due to the centrality of the doctrine of Christ in the establishment of the Christian message. This in effect places integral value on the task of Christological formulation if at all we intend to stabilize Christian theology. The core of the Christian message is inherent in the ministry, death, and resurrection of Jesus Christ. In as much as the primary sources of Christology remains the biblical narrative, there is a significant urge for theological practitioners to supplement the biblical narrative with a well-researched historical account of the life of Christ beyond the confines of the scripture to verify authenticity and historicity of the biblical account. This calls for an industrious effort of theologians to engage historical data as an indication of the existence of Christ. Our study seeks to undertake this task and contribute to Historical and Christology scholarship by addressing the question of the historical quest of Christ. To accomplish this task, our approach will be centred on pagan testimonies, Jewish testimonies, and historical evidences from materials outside thebiblical sphere. A negligence of addressing these concepts may subject the Christian narrative to massive objection in our day and age Description: Journal Article URI: http://repository.daystar.ac.ke/xmlui/handle/123456789/4159 Files in this item: 1
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Oduor, Peter Lee Ochieng (EAST AFRICANNATURE & SCIENCEORGANIZATION, July 29, 2021)[more][less]
Abstract: The emergence of ecclesiology scholarship in recent theological discourse has exposed the various approaches that ecclesiology has been studied as a distinctive discipline. The traditional ecclesiological approach has prioritized the scholarship of ecclesiology from the perspective of specific denominational orders. There has also been an approach of ecclesiology that revolves around the perspective ofsome renowned theologians on the basis of their affiliation to their respective church organizations. The most recent approach has been the global ecclesiology that prioritizes the concept of contextualization while looking at ecclesiological discourse from distinct sociocultural-geographical contexts. Three geographical regions hold a wealth of significance by virtue of the global trajectory of Christianity towards the global South: Asia, Africa and Latin America. African ecclesiology plays a critical role in this arrangement and is a major contributor to global ecclesiology. In this understanding, it is imperative for the pursuit of an African ecclesiology to appreciate the concept of Ubuntu as a definitive expression of the African identity. The problem is the methodology of ecclesiological scholarship in Africa that ignores the significance Ubuntu has and resultantly births a foreign ecclesiology to the indigenous African population. It is important to acknowledge that the approach of ecclesiology that will thrive in Africa is nothing less than an Ubuntu ecclesiology that prioritizes community and relationships reminiscent of our traditional African portrait as foundational pillars for her establishment. The formulation and establishment of an African friendly ecclesiology of Ubuntu can only be facilitated by the usage of the inculturation method of theology. This methodology accords due consideration to the African heritage with regard to their culture, spirituality and religious background emphasizing the values from traditional Africa that are helpful to Christian life and condemning those practices that are non-Christian in nature. Description: Journal Article URI: http://repository.daystar.ac.ke/xmlui/handle/123456789/4158 Files in this item: 1
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Oduor, Peter Lee Ochieng (EAST AFRICANNATURE & SCIENCEORGANIZATION, September 14, 2021)[more][less]
Abstract: The quest for a contextual African Christianity is one that theological scholarship in Africa should be keen to formulate and construct if the Christian message is to gain the much-needed impact and transformational agenda that will facilitate the process of evangelization of the continent. This is because our theological discourse must be incarnational in theology and methodology. Our study endeavoursto submit a contribution in this solemn expedition through an emphasis on the necessity of a contextualized Christology that is cognizant of the African realities and heritage to make the message of Christ be at home to the indigenous African audience. This calls for a paramount understanding of the history of the African people, the African primal religions and most importantly the African culture. The Understanding of these critical issues that together construct the identity of the African will enable the presenter of the Christological message to present the person of Christ that is relevant and addresses the perennial problems that arefaced byAfrican communities. This will in the long run make the African to be persuaded to the need to establish a relationship with Christ who is to him a friend or family, Mediator or Ancestor per excellence, Life giver orHealer, and Leader per excellence. These are the realities that Africanswould be quick to identify and associate with. To accomplish this, the study observed the significance of the doctrine of Christology in the theological framework; it explored the means with which Christology was administered in Africa in the past. We were able to tackle the subject of Christological Contextualization by observing matters sources and methodology of African Christology and building on the same towards the models that are favourableto Christology in Africa. Description: Journal Article URI: http://repository.daystar.ac.ke/xmlui/handle/123456789/4157 Files in this item: 1
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Oduor, Peter Lee Ochieng (EAST AFRICANNATURE & SCIENCEORGANIZATION, December 21, 2021)[more][less]
Abstract: The study seeks to examine the approaches taken currently with regard to scholarship on ecclesiology from the patristic era, the medieval era to that of the reformation and beyond. The study evaluates the various ecclesiological approaches of various confessional traditions that have defined ecclesiology over time. In progression, the study examines contextual ecclesiologies with a focus on three specific cultural geographical environments of Africa, Asia, and Latin America. This is because of the significance that these regions play in the current global shift within Christendom. African ecclesiology has been the centre of focus in an attempt to link all the discussed ecclesiologies with the African Christian thought. The study intends to review the Ubuntu concept and to capture the concept of the humanness of people in the African setting. The study intends to expose the gap in the literature demonstrating that the African conceptual framework can indeed be of use in articulating theology relevant to the African world. The study was keen to evaluate the contribution towards the development and construction of an African ecclesiology using the Ubuntu concept as a remedy to solve ecclesiological problems witnessed in Africa. Description: Journal Article URI: http://repository.daystar.ac.ke/xmlui/handle/123456789/4156 Files in this item: 1
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Sitati, Emily M.; Kennedy, Bota; Ndirangu, Mwangi (Journal of Education Research and Behavioral Sciences, 2015)[more][less]
Abstract: The study investigated the financing mechanisms in ECE centres in Kakamega County using descriptive survey design. Purposive sampling was used to select 3 sub- counties giving 30 % of the population. Proportionate stratified random sampling was used to select 30% of the ECE centres. Head teachers and one ECE teacher from each ECE participated in the study. However where more than one teacher was found in an ECE centre, simple random sampling through balloting was used to select the one to participate. The DEOs and DICECE Officers of the selected districts were selected purposively to participate in the study. Structured questionnaires were used to collect data from the ECE head teachers and teachers, interview schedules from the DEOs and DICECE officers and observation schedules used to collect data on availability of physical facilities. The instruments were validated through expert judgement and pilot-testing. The findings revealed that parents were the main financiers of ECE programs. The study recommended that; ECE should be streamlined within the policy of free primary education. Description: Journal Description URI: http://repository.daystar.ac.ke/xmlui/handle/123456789/4149 Files in this item: 1
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Sitati, Emmily Mugasia; Bota, Kennedy N.; Ndirangu, Mwangi (Early Child Development and Care, April , 2016)[more][less]
Abstract: In 2006, the Kenyan Ministry of Education (MoE) developed an early 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/123456789/4148 Files in this item: 1
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Wandera, Susan; Njeru, Margaret W.; Otundo, Julius; Mbuthi, John (The Journal of the Department of Literature University of Nairobi, 2020)[more][less]
Abstract: Critical thinking has been defined variously by different scholars but it comes down to the ability of an individual to exercise higher levels of thinking in their judgments. A critical thinker reflects on thinking as a process and also applies high level analysis towards decision making as well as problem solving. As researchers have noted, critical thinking develops in stages, from the very rudimentary to the most advanced levels. At the same time, critical thinking does not just develop. Rather, it must be nurtured within an enabling environment. Notably, no learner, even at the earliest age, comes to the learning institution with a blank mind. Every child brings to school knowledge already gathered at home and other environments to which he or she has been exposed. Also, every child is unique, each with varied abilities that are largely controlled by i) the role of the brain and the most active functions, and ii) the exposure or experiences that the child has gone through. This uniqueness makes each child capable in some areas more than others which leads to different talents and levels of creativity. To develop critical and creative thinkers, therefore, learning institutions of all levels should expose learners to experiences that focus on enhancing their current individual and unique levels of knowledge to higher levels. Learning activities, for instance, must be geared towards development of the higher level of thinking, that is, critical thinking. Unfortunately, this has not been the case in many learning environments. Traditionally, the teacher has always usurped the role of teaching and learning, and the learner has mostly been relegated to the position of a passive listener. In such an environment, the opportunities to develop critical and creative thinking among learners are completely strangled. This paper explores the concept ‘critical thinking’ and how institutions can engage their learners in order to enable them become critical and creative thinkers. Beyond examining the concept, the paper will explore in depth learning activities that enhance the development of higher levels of thinking among learners. Empirical research is expected to follow this initial theoretical paper. Description: Journal Article URI: http://repository.daystar.ac.ke/xmlui/handle/123456789/4147 Files in this item: 1
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Wandera, Susan N.; Akala, Winston Jumba; Imonje, Rosemary Khitieyi (IOSR Journal of Research & Method in Education (IOSR-JRME), 2019)[more][less]
Abstract: Teacher academic qualification is repository of competencies and knowledge skills acquired through a learning process in an academy. In the realm of English language as a subject, teacher academic qualification is an indicator of the level of mastery of literacy and competency skills which a teacher is known to have acquired and certified by recognized Examinations body. The objective of this study was to determine the influence of teacher academic qualification on learner performance in Kenya Certificate of Primary Examination (KCPE) in English subject in public primary schools in Kenya. The study used descriptive research design and purposive sampling for all inclusive and representative population sample with regard to distribution and categories of schools in Machakos County as its method for research. Unit of analysis was Public primary schools in Machakos County. Respondents were Primary school teachers with teacher academic qualificationsat various certificate levels and who teach English subject in KCPE exam classes. The sample size was 132 academically qualified teachers. Data collection was done through questionnaires.The study found Kenya Certificate of Primary Examination candidates taught by teachers with Kenya Certificate of Secondary Examination (KCSE) certificates (Primary I teachers; at 19.7 % sample proportion)with Credit Passachieved Learner Mean score of 47.13 % in English subject.Teachers with KCSE certificates with Credit Pass and Kenya Advanced Certificate Examination (KACE) certificates with Passplus Diploma in Arts certificates (at 25.8 % sample proportion) achieved Learner Mean score of 48.03 % in English subject.Teachers with KCSE certificates with Credit Pass and KACE certificates with Pass plus Diploma in Sciencecertificates (at 10.6 % sample proportion) achieved Learner Mean score of 47.37 % in English subject. Lastly, teachers with KCSE with Credit Pass and KACE with Pass andwho also hold Diploma in Arts certificates with Pass and University Bachelor’s Degree certificates (Primary Graduate teachers; at 42.4 %) achieved Learner Mean score of 58.05 % in English subject. There is a significant increase in Learner mean score by candidates taught by Undergraduate teachers probably as a result oftheir high self-efficacy in Classes and a reduction in Learnerindiscipline and self-belief contributing to effective teaching and learning whose product is enhanced Learner performance at Kenya Certificate of Primary Examination.The study concluded that teacher academic qualification significantly influences pupils’ performance at Kenya Certificate of Primary Examination in English subject in Kenya. Finally, this study recommends that only teachers with good academic qualification in subjectstaught at appropriate school learning levels with repository competencies and pedagogical skills acquired in the course of academic learning and professional training be deployed to teach English subject in schools for enhanced learner performance. Description: Journal Article URI: http://repository.daystar.ac.ke/xmlui/handle/123456789/4146 Files in this item: 1
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Sitati, Emmily Mugasia (Journal of Art, Science and Commerce,, 2017)[more][less]
Abstract: The global changing landscape in higher education has resulted in the expansion of higher education from elite to mass to universal systems, new trends in teaching and learning, growth of alternative systems of education, changes in the market place and new demands and needs of society. Quality education is a dream of any economy as its socio-economic, technological, political and cultural development highly depends on the type of skilled manpower available. Assuring quality is a continuous and cyclic process which is dependent on the changing needs of the society/economy. Quality assurance in totality has challenges which can be addressed through action research for the institutions to get solutions to these challenges. Description: Journal Article URI: http://repository.daystar.ac.ke/xmlui/handle/123456789/4145 Files in this item: 1
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Wandera, Susan N.; Akala, Winston Jumba; Imonje, Rosemary Khitieyi (International Journal of Research and Innovation in Social Science (IJRISS), November , 2020)[more][less]
Abstract: School resources and infrastructure are very essential to the learning and teaching process. In exploring level of learner performance in Kenya Certificate of Primary Examinations, learning resources and school infrastructure is one of major indicators of the level of preparedness for enhancing learner performance. The study determined the relation of the adequacy of school resources and infrastructure on learner performance in Kenya Certificate of Primary Examination (KCPE) in English subject in public primary schools in Kenya. The study used descriptive survey design using purposive sampling technique. This enabled the study capture how levels of adequacy of school resources and infrastructure relate to learner performance in National Examination public primary schools in Machakos County. The unit of analysis was Public primary schools. The County has 842 Government run public primary schools out of which 86 schools were studied. Data was collected using observation schedules and questionnaires. Respondents were teachers who teach English subject. Study found that availability and usage of teaching and learning resources averaging 65 % and availability/adequacy and usage of school infrastructure averaging 60 % to correspond to learner performance scores in KCPE. Description: Journal Article URI: http://repository.daystar.ac.ke/xmlui/handle/123456789/4138 Files in this item: 1