https://repository.maseno.ac.ke/handle/123456789/28 2026-05-15T12:09:27Z 2026-05-15T12:09:27Z ODHIAMBO, Joshua Adongo https://repository.maseno.ac.ke/handle/123456789/6325 2025-02-25T09:41:42Z 2024-04-24T00:00:00Z

The Inclusion of Students with Visual Impairment in Regular Institutions in Kenya: An Analysis of Policy and Legal Framework ODHIAMBO, Joshua Adongo This study is concerned with the inclusion of students with visual impairments in the regular institutions in Kenya. The purpose is to study the policy documents that have been guiding the inclusion of students with disabilities including those with VI in the regular institutions since independence. The research questions to be answered by the study were: (a) what policies guide the inclusion of students with visual impairments in regular institutions in Kenya; (b) What is the context in which the policies that guide inclusion were formulated in Kenya; (c) What were the consequences of the policies on the inclusion of students with VI in society. The study adopted qualitative research approach to carry out the study. It analyzed five education commission and working committee reports and four policies with have been formulated on the persons with disabilities in Kenya. The findings of the study would assist in identifying the gaps in the policies concerned with the provision of services to persons with disabilities including those with VI. https://dx.doi.org/10.47772/IJRISS.2024.803157

2024-04-24T00:00:00Z ODHIAMBO, Joshua Adongo https://repository.maseno.ac.ke/handle/123456789/6324 2025-02-25T09:42:20Z 2024-11-11T00:00:00Z

The Inclusion of Students with Disabilities in Tertiary Institution: A Review of Related Literature on Strategies of Making Curriculum Accessible to Students Visual Impairments ODHIAMBO, Joshua Adongo The inclusion of students with disabilities including those with visual impairment (VI) has become a popular trend in most countries of the world. However, students with VI still face challenges in accessing curriculum materials for the course they pursue at tertiary institutions. This paper provides strategies lecturers can use to enable students with VI to access curriculum materials based on literature review of varied academic research and journal articles. The paper highlights teaching methods which lecturers can use to effectively teach students with VI. Other strategies discussed in the paper include: one on one instruction, use of peers to support students with VI, use of auditory resources by students with VI and providing students with VI with handouts in Braille. Also, the paper discusses adapting methods of assessment to accommodate students with VI as well as the use of assistive technology by visually impaired students. https://dx.doi.org/10.47772/IJRISS.2024.8100150

2024-11-11T00:00:00Z Sika, James Ochieng Owiye, Duncan Othoo, Hezekiah Adwar https://repository.maseno.ac.ke/handle/123456789/6219 2024-11-12T15:12:09Z 2024-08-31T00:00:00Z

Examining Community Financing of School Human Resources and its Effects on Quality Education in Kisumu County, Kenya Sika, James Ochieng; Owiye, Duncan; Othoo, Hezekiah Adwar Education is an essential tool for human life that helps pupils to optimize their potential This Study was based Kisumu County was chosen for its below average KCSE mean score of 4.08 (D+) in 2017 compared to the average mean of 6 (C); low teacher student ratio at 1: 59 compared to the required 1: 45 and absolute poverty index of 41% compared to the national poverty index of 35.6. The purpose of this study was to analyze community financing of human resources in public secondary schools and its effect on quality of education in Kisumu County, Kenya. A descriptive and correlation research design was used in the study. Stratified simple random sampling procedure was used to sample the 64 public secondary schools in Kisumu County from which 64 school principals, 64 BOM Chairpersons, 16 CBOs and 387 purposively selected students were used for the study. Reliability of the instruments was calculated by using the test re-test and was calculated at Pearson r coefficient of 0.879. The study showed that there was strong positive correlation of 0.865 between community financing of human resources and academic performance. The study concluded that community financing of human Resources significantly influences the academic performance of learners to a great extent. The study recommended Free Day Secondary Education funding should be increased in order to achieve fully the objectives of the secondary education policy.

2024-08-31T00:00:00Z Angote, Omulama Aston Onyango, M.Yambo John Sika, James Ochieng https://repository.maseno.ac.ke/handle/123456789/6218 2024-11-12T15:08:03Z 2024-09-18T00:00:00Z

Retention of teachers on students’ academic achievement in public secondary schools in Kakamega county, Kenya Angote, Omulama Aston; Onyango, M.Yambo John; Sika, James Ochieng Teachers’ retention in schools has been necessary because it enhances academic attainment. The gist of this study was to evaluate the effect of teachers' retention on students’ academic achievement in public secondary schools in Kakamega County. The study was guided by Education Production Function Theory (EPFT), Theory of Constraint (TOC) and Social Exchange Theory (SET). The target population was 268 public secondary Schools, 1500 teachers, 268 principals and one (1) County staffing officer. The sample size of 30% of the population was deemed to be adequate. The sampling techniques were simple random sampling, stratified sampling and systematic sampling. Data collection procedures were done with the help of administering questionnaires to respondents, document analysis and interview schedules were the major principal instruments used. The validity of the research instruments was assessed with the help of two research supervisors from Kisii University. The reliability of the index of 0.7 for teachers and 0.89 for principals was obtained using a test-retest approach. Data presentation was done with the help of tables, graphs and pie charts. A mixed research method was used. Statistical Package for Social Sciences (SPSS) version 23 was used for data analysis. Findings revealed that 38 (9.3%) teachers had left on promotion, 240 (59%) voluntarily and 129 involuntarily (31.7%). The study revealed, therefore, that most teachers (over 66%) either left voluntarily or on promotion. The study recommended that since most teachers either left voluntarily or on promotion, this was their right, while others were retained to ensure stability without interference through uncalled-for transfers, which enhanced students’ academic achievement. The study was undertaken by ensuring that ethical considerations for research were put into perspective, such as informed consent from participants and non-usage of unethical language as a means to obtain data from respondents.

2024-09-18T00:00:00Z Wanzare, Lilian Okutoyi, Joel Kang'ahi, Maurine Ayere, Mildred https://repository.maseno.ac.ke/handle/123456789/6210 2024-11-11T15:48:08Z 2024-10-23T00:00:00Z

Kenyan Sign Language (KSL) Dataset: Using Artificial Intelligence (AI) in Bridging Communication Barrier among the Deaf Learners Wanzare, Lilian; Okutoyi, Joel; Kang'ahi, Maurine; Ayere, Mildred Kenyan Sign Language (KSL) is the primary language used by the deaf community in Kenya. It is the medium of instruction from Pre-primary 1 to university among deaf learners, facilitating their education and academic achievement. Kenyan Sign Language is used for social interaction, expression of needs, making requests and general communication among persons who are deaf in Kenya. However, there exists a language barrier between the deaf and the hearing people in Kenya. Thus, the innovation on AI4KSL is key in eliminating the communication barrier. Artificial intelligence for KSL is a two-year research project (2023-2024) that aims to create a digital open-access AI of spontaneous and elicited data from a representative sample of the Kenyan deaf community. The purpose of this study is to develop AI assistive technology dataset that translates English to KSL as a way of fostering inclusion and bridging language barriers among deaf learners in Kenya. Specific objectives are: Build KSL dataset for spoken English and video recorded Kenyan Sign Language and to build transcriptions of the KSL signs to a phonetic-level interface of the sign language. In this paper, the methodology for building the dataset is described. Data was collected from 48 teachers and tutors of the deaf learners and 400 learners who are Deaf. Participants engaged mainly in sign language elicitation tasks through reading and singing. Findings of the dataset consisted of about 14,000 English sentences with corresponding KSL Gloss derived from a pool of about 4000 words and about 20,000 signed KSL videos that are either signed words or sentences. The second level of data outcomes consisted of 10,000 split and segmented KSL videos. The third outcome of the dataset consists of 4,000 transcribed words into five articulatory parameters according to HamNoSys system.

2024-10-23T00:00:00Z Malasi-Nyali, Maghuwa Flora Adoyo, Peter Oracha https://repository.maseno.ac.ke/handle/123456789/6198 2024-11-07T09:25:00Z 2024-09-27T00:00:00Z

Enhancing teacher practices in assessing functional performance of students with autism spectrum disorder (asd): an empirical perspective Malasi-Nyali, Maghuwa Flora; Adoyo, Peter Oracha Youth students with Autism Spectrum Disorder (ASD) are at higher risk of functional skills deficiency, which presents a barrier to the acquisition of academic skills. This study examines teachers’ practices in determining the functional performance of students with ASD in stage-based education pathways in Kenya. A quantitative research design was employed, involving 47 teachers and 76 students with ASD from various primary schools. Data were collected using a self-administered rating scale for teachers and a modified version of the Vineland Adaptive Behaviour Scales for students. Descriptive and sequential regression analyses were conducted to evaluate teacher practices and their impact on students’ functional skills. Findings show that the identification and use of instructional resources were the most frequently performed practices among teachers, while the assessment of functional skills was the least. The study found significant correlations between teacher practices and students’ functional skill acquisition, particularly communication skills. However, the relationships among teacher practices were generally weak, indicating a lack of integration in their approaches. The study concludes that a comprehensive approach, incorporating multiple assessment practices, is essential for improving student outcomes. Recommendations include targeted professional development for teachers, standardized assessment practices, and increased collaboration with parents to support functional skill development in students with ASD. These findings underscore the need for enhanced training and resource access to optimize educational outcomes within the Competency-Based Curriculum framework.

2024-09-27T00:00:00Z https://repository.maseno.ac.ke/handle/123456789/6197 2024-11-07T09:19:56Z 2024-09-09T00:00:00Z

Analysis of expressive and receptive kenyan sign language skills among primary deaf children in western region, kenya Research has shown that deaf children of hearing parents, who constitute 95% of the deaf community, find challenges in acquiring both sign and spoken languages. This study examined the competence of deaf children in Kenyan Sign Language. The study developed sign language tools in receptive and expressive vocabulary skills. These were sign order, conversation, placement and picture descriptive as a measure. In the majority of the assessment task, there were clear indicators of age effects, family background whether-deaf or hearing, and amount of contact with skilled signers. In the interview section, children tended to answer questions with short responses. The language was only reached at age ten. In a number of cases, simple questions were misunderstood and irrelevant answers were given. It was noted that the interaction with deaf children of deaf parents (DCDP) was very cordial as opposed to deaf children of hearing parents (DCHP). The picture description did not elicit proficient signing as was expected. The story description was not easy to understand and internalize because of the ambiguity of the children’s signing. This was because there was no indication of the protagonist. In sign order, ages ten to eleven did not seem to understand spatial grammar reliably. This test worked better in its receptive version.

2024-09-09T00:00:00Z Onyango, Duncan James Sika, James Ochieng Gogo, Julius Otieno https://repository.maseno.ac.ke/handle/123456789/6137 2024-08-05T14:07:47Z 2024-07-17T00:00:00Z

Determination of the class repetition rates for 2011 cohort of pupils in public primary schools in Transzoia west, Kenya Onyango, Duncan James; Sika, James Ochieng; Gogo, Julius Otieno Education remains the most critical component for economic development and social progression in any society. Governments, policymakers and civil societies have emphasised the need to invest more in education and ensure that systems of education are efficiently managed. The internal efficiency of a school is the capacity of the school system to produce graduates in the best way, without repetitions and dropouts, to ensure that resources invested in the learner do not go to waste. Class repetition and pupil absenteeism are some of the internal inefficiency issues in public primary schools of Trans Nzoia West. Comparing pupil lesson attendance rates in public primary schools in Sub-Counties of Trans Nzoia, pupil lesson attendance was lowest in Trans Nzoia West Sub County. The purpose of the study was to determine the internal efficiency of education as reflected in the repetition rates of the 2011 cohort in public primary schools in Trans Nzoia West Sub-County. The specific objectives of the study were to determine the class repetition rate in the 2011 cohort Transzoia West Sub-County. The study was anchored on the transactional-ecological model of the development framework. The study used a descriptive research design. The study population was 4336 class 8 pupils, 71 class 8 teachers, 57 head teachers and 1 Sub-County Director of Education (SCDE). Saturated sampling was used to select 52 head teachers, 66 class 8 teachers and 1 SCDE, while 404 class 8 pupils from the 5 zones of Trans Nzoia West Sub-County were selected using stratified random sampling. The reliability of the instruments was determined through a pilot study carried out with 1 head teacher, 1 class 8 teacher and 7 class 8 pupils per zone in the 5 zones to pre-test the instruments. It was calculated using Pearson’s Product-Moment correlation coefficient. This resulted in a correlation coefficient of r= 0.760, which validated the reliability of the questionnaires used. The study revealed that teachers considered poor parental support as the most crucial factor leading to pupils repeating classes. It was also established that early pregnancies led to non-completion of primary-level education by girls. The study recommends that the school administration should abolish forced class repetition from both parents and teachers in primary schools. The school administration should instead implement early intervention programs targeted at pupils showing signs of low academic performance or risk of repetition. These programs could include additional tutoring, mentoring, or personalized learning plans to address individual pupil needs and prevent repetition. https://oapub.org/edu/plugins/generic/pdfJsViewer/pdf.js/web/viewer.html?file=https%3A%2F%2Foapub.org%2Fedu%2Findex.php%2Fejes%2Farticle%2FviewFile%2F5474%2F8106

2024-07-17T00:00:00Z Fundi, Maxwell Sanusi, Ismaila Temitayo Sunday, Solomon Oyelere, Mildred Ayere https://repository.maseno.ac.ke/handle/123456789/6128 2024-07-31T14:04:10Z 2024-05-01T00:00:00Z

Advancing AI education: Assessing Kenyan in-service teachers' preparedness for integrating artificial intelligence in competence-based curriculum Fundi, Maxwell; Sanusi, Ismaila Temitayo; Sunday, Solomon; Oyelere, Mildred Ayere With the advancement of technology, emerging technologies like Artificial Intelligence (AI) have also been growing rapidly and becoming more common than ever before. Kenya has taken tremendous steps in adopting the use of emerging technology in different sectors of the economy. In realization of the need to have a skilled digital workforce to develop solutions using these emerging technologies, Kenya has undertaken curriculum reforms and introduced the Competency-Based Curriculum (CBC) which has included digital literacy and coding in elementary school. Furthermore, computer science has been introduced in Junior Secondary School. In view of these changes, teachers should be adequately prepared with knowledge, skills, and attitudes to effectively teach these new technologies. However, in Kenya, AI was not and still is not part of the teacher training curriculum. Additionally, there are inadequate professional development opportunities in AI for both pre-service and in-service teachers since AI is not part of the CBC curriculum. That notwithstanding, it is inevitable for teachers in the current world to introduce AI to learners. Therefore, this study's objectives were to assess the confidence in AI, attitudes toward AI, AI ethics, subjective norms, perceived threats, and the readiness to teach AI among Kenyan K-12 in-service teachers and to assess how these factors influence their readiness to teach AI. To achieve these objectives, this study employed a quantitative research methodology by administering a survey using Google Forms to a random sample of 308 teachers from different grades from 37 out of 47 counties in Kenya. The findings showed that confidence in AI, AI ethics and subjective norms significantly influenced AI readiness while attitude towards AI and perceived threats did not significantly influence AI readiness. These results are significant in providing a basis for education policy change on AI education in Kenya, such as transforming the teacher training curriculum to include AI and designing AI professional development programs for in-service teachers to ensure they are well-equipped to teach AI.

2024-05-01T00:00:00Z Adhanja, A .Rose Kawasonga, Marcellus Olel, Maureen https://repository.maseno.ac.ke/handle/123456789/6111 2024-07-26T15:05:59Z 2024-05-24T00:00:00Z

Involvement of Student Councils in the Supervision of their Welfare on Discipline in Secondary Schools in Migori County, Kenya Adhanja, A .Rose; Kawasonga, Marcellus; Olel, Maureen Students’ councils leadership is a participatory form of governance, which exist worldwide and can improve discipline of learners. In Kenya, it was established in 2009 after the burning of caporal punishment, between the years 2015-2018, 31.2 % of secondary schools in Migori County went on strike, 11.7% in Homa Bay, 10.2 in Kisii and 5.7% in Narok despite government directive that these student councils to be involved in the management of schools among other policies to reduce the conflicts. This is therefore prompting a study in Migori County. The objective which guided the study was to establish the influence of involvement of student councils in the supervision of their welfare activities on discipline; The study used conceptual framework. The study used descriptive survey and ex-post facto research designs. Targeted population was 1140 respondents. Principals, Deputy Principals (DPs), heads of guidance and counseling (HGC) and Presidents of Student Councils (PSCs) and 8 Sub-county Education officers (SCDE). The researcher used purposive sampling to find 8 SCDEs and use 30 percent to get a sample of 85 Principals, DPs, HGC and PSCs from a population of 283 respectively. Data collection instruments will be questionnaires for principals, DPs and students. Interview schedules for HGC and SCDEs. Two experts from the department of Educational Administration at Maseno University will scrutinize the instruments to ensure their validity. Reliability of the instruments will be determined by employing Pearson’s product moment for the test-retest and reliability coefficient of 0.75 up to 0.99 was realized, hence the instruments were termed reliable. The findings revealed that involvement in supervision of students’ welfare on students discipline had weak positive correlation (0.071) and it was statistically significant as p-value (0.211) ˃ 0.01 level (2 tailed). The study concluded that students should be more involved in the supervision of their welfare on students’ discipline. It was recommended that students’ councils should be sufficiently prepared in their supervisory roles in school management to enhance discipline. The data was analyzed using both quantitative and qualitative methods. The study was significant to students; principals and education stakeholders. The researcher adhered to research ethical considerations.

2024-05-24T00:00:00Z