African Journal of Empirical Research最新文献

{"title":"Articulation of the Main Ideas of Afrocentrism in Relation to Science and Technology","authors":"Josephat Nairutia Kemei, Kizito Muchanga Lusambili, Ruth Nyambura, Kenneth Kaunda Odulwa, Pascalia Okoba, Samuel Mukanda Wafula, Caleb Onyango Ondere, Z. Ruto","doi":"10.51867/ajernet.5.3.23","DOIUrl":"https://doi.org/10.51867/ajernet.5.3.23","url":null,"abstract":"Afrocentrism's key concepts regarding science and technology are summarised in this paper. These concepts include reclaiming African contributions, opposing Eurocentric narratives, advancing African-centered knowledge systems, empowering marginalised communities, and encouraging interdisciplinary approaches. By showcasing the scientific and technological accomplishments of ancient African civilizations like Egypt and Mali, afrocentrism aims to correct historical omissions. It advocates for a more inclusive representation of human achievement by criticising Eurocentric narratives that marginalise contributions from non-Western cultures. The methods used to gather, examine, and present the data are also covered in this work. There is also a broad conclusion and a critique of the conversation. The study used a historical research design method to gather and examine data. The analysis was done by use of thematic and content analysis and its presentation was presented by use of themes. The paper concluded that the key concepts of Afrocentrism concerning science and technology provide a diverse strategy aimed at redressing past wrongs, contesting prevailing accounts, and advancing inclusivity and fairness in history. The paper recommends that, Reclaiming African contributions is essential for a more equitable and comprehensive appreciation of global scientific history.","PeriodicalId":360060,"journal":{"name":"African Journal of Empirical Research","volume":" 34","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141832012","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Difficulty in Identifying the Adjectival Noun \"Izina Ntera\" in Kinyarwanda Sentences","authors":"Daniel Ndahimana","doi":"10.51867/ajernet.5.3.22","DOIUrl":"https://doi.org/10.51867/ajernet.5.3.22","url":null,"abstract":"Kinyarwanda grammar, particularly its parts of speech, includes modifiers of nouns among which \"Adjectival noun (Izina ntera)\" plays a crucial role. This category, a combination of a noun and an adjective of quality, has been a source of confusion among students due to ambiguous explanations by Kinyarwanda grammarians. Two distinct structures have been adopted for this grammatical category; however, the confirmed structure does not fully meet the necessary criteria, while the appropriate structure has not been widely accepted. This study addresses the discrepancies surrounding the \"izina ntera\" category in secondary schools and proposes a clearer explanation for its definition in Kinyarwanda grammar. Employing a mixed-method approach blending qualitative and quantitative methods, and drawing on critical and structuralism theories, the research involved 58 upper-level secondary school students and 30 Kinyarwanda teachers purposively selected from three schools in Gicumbi district. Data collection utilized both hard and soft questionnaires, and analysis was conducted using SPSS software. The research proposed an updated definition of Kinyarwanda adjectival noun, supplemented with examples, to alleviate ambiguity in its usage and enhance student understanding of this grammatical category. The findings indicate that current textbooks perpetuate confusion by presenting conflicting definitions and structures for \"izina ntera.\" Recommendations include the standardization of educational materials to reflect a single structure, acceptance of the revised definition by grammarians and educators, and the organization of seminars and training to facilitate the adoption of these changes. Continued research on Kinyarwanda grammar is encouraged to further refine and innovate the teaching of parts of speech.","PeriodicalId":360060,"journal":{"name":"African Journal of Empirical Research","volume":"7 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141642779","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring the Effects of Mathematics Laboratory Usage on students’ Skills Development: A Case of Selected Public Secondary Schools in Musanze District, Rwanda","authors":"Alphonse Ngayubwiko, H. O. Andala","doi":"10.51867/ajernet.5.3.20","DOIUrl":"https://doi.org/10.51867/ajernet.5.3.20","url":null,"abstract":"The aim of this study was to explore how the use of mathematics laboratories affects the development of mathematics skills in learners from selected public secondary schools in Musanze District, Rwanda. Adopting constructivism theory, the study utilized a descriptive research design and a mixed-methods approach to collect both quantitative and qualitative data from surveys, interviews, and classroom observations, respectively. The study randomly sampled 348 learners and 16 mathematics teachers from the targeted population of 2679 participants. In relation to students' standardized test scores and teacher assessments, the analysis examined the frequency of lab use, lab activities, resource quality, and teacher training. Findings from quantitative data revealed positive correlations between lab usage and skill development across all measures. The frequency of lab use and teacher training were particularly strong predictors of improved performance. The results show that how often teachers use the lab (B =.122, p <.001) and their training and support (B =.150, p =.010) have a big effect on their evaluations, which means that these things have a positive effect on evaluations. In contrast, the types of lab activities and the quality of lab resources have no significant impact. These findings suggest that enhancing lab use frequency and providing robust training and support for teachers are crucial for improving teacher assessments. Interview results show that hands-on activities significantly boost critical thinking and the real-world application of mathematical concepts. From classroom observations, the study revealed remarkable discrepancies in student participation and resource availability between day and boarding schools. The findings suggest that the school administration should incorporate lab activities into the curriculum, enhance the frequency of lab use, and facilitate continuous teacher training by providing sufficient resources. Teachers should integrate engaging lab activities to strengthen theoretical concepts and encourage active learning. Students are urged to actively participate in lab sessions and look for help when necessary. These results help us understand how mathematics laboratories can improve learning outcomes in Rwandan secondary schools.","PeriodicalId":360060,"journal":{"name":"African Journal of Empirical Research","volume":" 26","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141832695","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Effects of Flexible Work Arrangements on Employee Performance among Non-Teaching Employees in Selected Public Universities, Western Kenya","authors":"Lily Mugove Andeyo, Willis Otuya, Gordon Misigo","doi":"10.51867/ajernet.5.3.21","DOIUrl":"https://doi.org/10.51867/ajernet.5.3.21","url":null,"abstract":"Globally, workplaces face numerous challenges in enforcing flexible work arrangements for their employees, leading to burnout, dissatisfaction, stress, and poor performance. Generally, organizations have to develop strategies that retain attract, and improve performance. Malleable work arrangements have become significant in the current digital technology innovation ensuring employee performance. Specifically, the study assessed the effects of flexible work arrangements and performance among non-teaching employees in selected public universities in Western Kenya. Flexi-time and job sharing were used as construct measures and two theories: spill-over and social exchange were anchored. The study embraced philosophical research into positivism. The study used a cross-section survey research design. The target population was 3538, where stratified random sampling techniques were exploited. The Yamane’s formula calculated a sample size of 343 respondents. The questionnaire and interview schedule were utilized as collection instruments. A pilot study was examined at the University of Eldoret. A Cronbach’s alpha tested the reliability of instruments. Validity was tested using content analysis and expert Judgment validity. Data was analyzed using SPSS version 27. Descriptive statistics - frequencies, percentages, means, and standard deviations- and inferential statistics - Pearson’s correlation and regression analysis- were used. Interview data was analyzed using content analysis and expert judgment. The findings of the study disclosed a strong positive evident relationship between flexible work arrangements and performance (t-statistic=22.385, p-value=0.001< 0.05). The study recommends that public universities and governments embrace flexible work arrangements and develop policies to safeguard public employees and other companies.","PeriodicalId":360060,"journal":{"name":"African Journal of Empirical Research","volume":" 67","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141833296","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Influence of Teacher Characteristics on the Implementation of Inclusive Education in Public Primary Schools in Bumula Sub-County, Kenya","authors":"Alice Aloosi Simiyu, R. W. Kikechi","doi":"10.51867/ajernet.5.3.19","DOIUrl":"https://doi.org/10.51867/ajernet.5.3.19","url":null,"abstract":"Education has been, recognized as basic human right by many world societies. This includes persons having difficulties in education. In spite of this inclusivity of students living with disabilities in schooling is, faced with many challenges. This study therefore looked at the influence of teacher characteristics on the implementation of inclusive education in public primary schools in Bumula Sub-County. Classical liberal theory was, employed in this study since it advocates for equal opportunities to all people in the society. This study targeted total population of 20,125 people with and without disabilities from the 126 public primary schools practicing inclusivity in education. Using Morgan and Krejcie table the study sample size was 379 respondents. A descriptive survey design was embraced utilizing quantitative approaches. Data for this study was, acquired via questionnaires for teachers and learners. Quantitative data from the questionnaires was cleaned, coded and inserted in the computer for analysis utilizing Statistical Package for Social Sciences (SPSS) version 26. The product of the data collected was, analyzed and presentations shown by percentages, frequency distribution tables, bar graphs and charts settling on the objectives and research questions of this study. The Coefficient of Determination (R square) stood at 0.758, which means that about 75.8% of the proportion of total variations in the implementation of inclusive education was explained by teacher characteristics. The coefficient (β = 0.261) for teacher characteristics was found to be statistically significant (t = 3.831, p = 0.002) at a 95% confidence level (α = 0.05), indicating a notable relationship with the implementation of inclusive education in public primary schools. This study advocates for a deeper exploration of school-based dynamics, aligning with classical Liberal Theory principles, to further bolster the adoption of inclusive education practices. The study recommends more pursuit of school-based dynamics as demonstrated in the Classical Liberal Theory to enhance implementation of inclusive education. Investors, management, government, researchers and academicians would greatly benefit from this study as it provides viable insights that could guide decisions to serve their interests on the critical subject of enhanced implementation of inclusive education.","PeriodicalId":360060,"journal":{"name":"African Journal of Empirical Research","volume":" 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141834298","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Effect of Teaching Strategies on Academic Performance of Learners with Special Needs in All Public Primary Schools in Emuhaya Sub-County, Vihiga County, Kenya","authors":"Sellah Atieno Mutsoli, R. W. Kikechi","doi":"10.51867/ajernet.5.3.18","DOIUrl":"https://doi.org/10.51867/ajernet.5.3.18","url":null,"abstract":"Learners having special needs encounter diverse trials in their schooling, which considerably manipulate their approach, and wide-ranging contribution in educational set of courses. The purpose of this research study was to the effect of teaching strategies on academic performance of learners with special needs in all public primary school in Emuhaya Sub-County, Vihiga County, Kenya. This study embraced Albert Bandura’s Social Cognitive Theory, which underscores on the substance of self-assurance as an important constituent within an individual’s character. It as well emphasizes that schooling programs can be planned to offer appropriate knowledge for all learners building on their exceptional wants. The study utilized a descriptive survey design. The target population included 159 head teachers of public primary schools, 798 teachers, and 1,003 learners with special needs, totaling 1,960 individuals. Krejcie and Morgan's table was employed to get a sample size of 322 respondents who were selected using stratified and Simple random sampling techniques. The study utilized interview schedules for head teachers, questionnaires for teachers and learners as well as observation checklists for data collection. Quantitative data was analyzed by means of Statistical Package for Social Sciences (SPSS) while qualitative data was analyzed thematically from the interview schedules and observation checklists and was stated in narrative forms. Quantitative data was presented in form of frequency tables, percentages, bar graphs and pie charts. The study established that teaching strategies positively and significantly influenced academic performance of learners with special needs in public primary schools. The study recommended that school teachers should modify their instruction approaches and come up with a policy that learners with disabilities are able to gain access to government scholarships.","PeriodicalId":360060,"journal":{"name":"African Journal of Empirical Research","volume":" 24","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141834034","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Influence of Local Politics on Women Participation in Leadership Positions in Turkana County, Kenya","authors":"Beatrice Asukul Moe, D. Kabera","doi":"10.51867/ajernet.5.3.17","DOIUrl":"https://doi.org/10.51867/ajernet.5.3.17","url":null,"abstract":"Gender inequalities continue to persist, raising concerns among gender advocates about the goodwill and commitment of governments to achieve equality. Women, especially from pastoralist communities, are regarded only as housewives, hence inferior to men. However, some women have emerged and thrived in leadership opportunities, irrespective of this belief. This paper sought to assess the influence of local politics on women's participation in leadership positions in Turkana County. Specifically, the study sought to determine the influence of political factors on women's participation in political leadership in Turkana County. The paper was anchored on The Social Feminist Theory and The Theory of Structural Functionalism, which provided insights on the influence of local politics on women's participation in political leadership. The paper adopted a case study design as a route to investigate the research subject. The target population of the study was 168 women leaders from the county government of Turkana. A sample size of 131 respondents, determined via Krejcie and Morgan's 1970 formula, was used. A questionnaire and interview guide were used as data collection instruments. Data was analyzed quantitatively using Statistical Package for Social Sciences (SPSS) Version 26 and presented in tables and charts, while qualitative data was grouped into common themes. Inferential statistics were used to evaluate the influence of local politics on women's participation in political leadership which had a mean weighted mean of 2.72; indicating a significant influence on women participating in political leadership in Turkana County. The study recommends that more women be encouraged by the county government of Turkana, community actors, and political parties to take part in leadership roles by adopting guidelines that are not discriminatory.","PeriodicalId":360060,"journal":{"name":"African Journal of Empirical Research","volume":"169 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141834558","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Efficacy of Green Reward Management Practices on Workers’ Performance: Evidence from Public Universities in Western Kenya","authors":"Charles Marumbu, R. Egessa, E. J. Simiyu, Willis Otuya","doi":"10.51867/ajernet.5.3.16","DOIUrl":"https://doi.org/10.51867/ajernet.5.3.16","url":null,"abstract":"Few organizations in Kenya have implemented green-oriented practices, including public universities, which continue to experience internal wastage and suboptimal resource utilization amidst reduced government financial support for their operations. The role of green human resource management practices on academic staff performance in public universities remains relatively unexplored in Kenya. This study assessed the effect of green reward management practices on employee performance. Based on a positivist philosophy, and guided by the Ability, Motivation and Opportunity Theory, an explanatory research design was used to undertake the study on a target population of 438 employees holding top and middle level management positions in 11 public universities in the Western region of Kenya. From it, a sample size of 209 respondents was determined using Slovin’s sample determination method. Questionnaires were used to collect data. They were tested for reliability and validity before use. The collected Data was analyzed using descriptive and inferential statistics where correlation and multiple regression analysis was done using SPSS version 25.0. The results indicated that green reward management practices had a significant effect on the employee’s performance since the R-Square of 0.111 implied that 11.1% change in the employee’s performance was attributable to the green reward management practices which were significant on employees’ commitment to achieve set performance targets (t = 5.011, p<0.001). The study recommends that Public Universities should invest more resources towards green reward schemes to motivate staff to be sustainably productive.","PeriodicalId":360060,"journal":{"name":"African Journal of Empirical Research","volume":"73 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141835007","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"EGRA Teachers’ Capacity-Building Interventions on Reading Abilities of Early Grade Learners in Public Primary Schools in Kiambu County, Kenya","authors":"Zipporah Wanjiku Thuo, Alexander Ronoh, Edward Tanui","doi":"10.51867/ajernet.5.3.15","DOIUrl":"https://doi.org/10.51867/ajernet.5.3.15","url":null,"abstract":"Early Grade Reading activities is an initiative implemented in Kenya with the aim of improving reading among learners in grades one to three. This programme encompasses various interventions. This study sought to investigate the influence of the Early Grade Reading Activities (EGRA) teachers’ capacity-building interventions on the reading abilities of learners in public primary schools in Kiambu County. The specific objective of the study was to examine the influence of teachers’ capacity-building  interventions on reading abilities of early grade learners in public primary schools in Kiambu County.The study utilized the descriptive survey research design The study was guided by the Vygotsky’s Socio-cultural Cognitive Development Theory.  The target population was 26,156 individuals from the 576 public primary schools in Kiambu county. This population comprised  1,408 grade one to three teachers and 24,748 grade 3 learners in the public primary schools in Kiambu County. A sample of 1066 individuals comprising of 57 lower grade teachers and 1009 grade 3 learners were selected using the cluster sampling technique. Teacher’s Questionnaire were used to collect data from the teachers while an achievement test was used to collect data from learners. Data were analysed using frequencies, percentages, means, and standard deviation while the linear regression method was used to test the relationships between variables. Results showed that teachers’ capacity building (β= 0.474, t= 4.055, p<.001) had a positive and statistically significant influence on learners reading abilities. The study concludes that interventions that seek to build teacher capacity are effective in improving early grade reading abilities. This information could be of great significance in designing future programmes that reflect good practices and implementation. The study recommends that the Ministry of Education should sustain EGRA teachers’ capacity building approaches at the end of the EGRA programme.","PeriodicalId":360060,"journal":{"name":"African Journal of Empirical Research","volume":"112 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141657314","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"ICT Integration in Teaching and Learning Mathematics for Secondary Schools: Case of TTC Gacuba II, Rwanda","authors":"Viateur Irakarama, Alphonse Nteziyaremye, Jean Pierre Rukeribuga Kuradusenge, Vincent Bucyedusenge, Jean Claude Uwimana, Daniel Ndacyayisaba","doi":"10.51867/ajernet.5.3.14","DOIUrl":"https://doi.org/10.51867/ajernet.5.3.14","url":null,"abstract":"ICT tools enhance the motivation and engagement of learners, and they can promote the shift to a learner-centered environment. As Mathematics is a key school subject, it is crucial to understand how ICT can be leveraged to enhance students' learning outcomes. This research aimed to identify the ICT tools and tools that math teachers utilize frequently, to find out the attitude of Mathematics tutors towards the use of ICT, and propose ICT tools to be used for improving Mathematics teaching and learning. The study was guided by both constructivism and Diffusion of Innovations (DOI) theories.  The research is descriptive by nature as both qualitative and quantitative research methods were used in data collection and analysis. The target population of the study was 462 individuals of which 86 participants including 82 students, 3 tutors, and 1 IT manager were selected by both random and purposive sampling techniques. Questionnaires, interview guides, and observation checklists were used as tools to collect the needed data. Major findings are that ICT tools highly engage teachers and learners in different learning activities; ICT provides opportunities for students to interact with mathematical concepts and search for new things. Some new ICT tools, software and applications, were suggested to be used by students, teachers, and secondary schools. Lastly, this study recommends Mathematics teachers to integrate ICT into education to influence Mathematics performance as another alternative that would be used to resort to the traditional method of teaching and learning process while the school must organize continuous professional development activities related to the use of ICT tools for improving the teaching and learning process, as well as promoting the culture of using online classes like Google Classrooms to strengthen the applications that have been acknowledged and to update the acquired skills.","PeriodicalId":360060,"journal":{"name":"African Journal of Empirical Research","volume":"39 20","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141662062","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}