African Journal of Empirical Research最新文献

{"title":"The Indigenous Abaluhyia Worldview in Communicating Conservation of Kakamega Forest, Kenya","authors":"L. Were, Janet Kassilly, O. Ahaya","doi":"10.51867/ajernet.5.3.9","DOIUrl":"https://doi.org/10.51867/ajernet.5.3.9","url":null,"abstract":"The indigenous Abaluhyia worldview is an important reserve whose practices, value systems, and knowledge are critical for the effective communication of the conservation of Kakamega Forest. To ascertain the role played by the indigenous Abaluhyia worldview in communicating conservation of Kakamega Forest, this paper sought to examine the indigenous Abaluhyia worldview’s strategies in communicating conservation of Kakamega Forest. Guided by the Worldview in Intercultural Communication Theory, the study employed a descriptive study design and used simple random sampling to select 200 respondents drawn from the 2000 registered members of the Mwileshi Forest Community Association. Data was collected using interviews and focus group discussions and analyzed thematically. The results showed that the indigenous Abaluhyia worldview has channels for communicating conservation of the forest as well as climatic events. These strategies have withstood the test of time since they touch on the very core of the Abaluhyia beliefs. Indigenous Abaluhyia people communicated conservation of the forest through songs, wise sayings, prohibitions, folk tales, and cultural ceremonies. The study concluded that the indigenous Abaluhyia worldview’s strategies for communicating conservation of Kakamega Forest have the potential to enhance effective communication. This study recommended that indigenous Abaluhyia worldviews be incorporated into communicating the conservation of Kakamega Forest since the community would resonate with the communication approaches.","PeriodicalId":360060,"journal":{"name":"African Journal of Empirical Research","volume":" 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141672279","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":"Empowering Learners to Improve English Language Performance through Group Discussion Strategy in Selected Secondary Schools in Rwanda","authors":"Celestin Barungi, Viateur Ndayisaba, Sosthene Ntibanyurwa, Aime Irankunda, Pascasie Nyirahabineza","doi":"10.51867/ajernet.5.3.8","DOIUrl":"https://doi.org/10.51867/ajernet.5.3.8","url":null,"abstract":"This study investigates the impact of the group discussion strategy on English language performance among secondary school students in Rwanda. Recognizing the critical role of English proficiency in academic achievement and future career opportunities, the research addresses the persistent challenges faced by students in mastering the language through traditional teaching methods. The study adopts a descriptive research design using a mixed-methods approach, combining quantitative and qualitative data to assess the effectiveness of group discussions in enhancing students' comprehension, speaking, reading, and writing skills. This study was guided by Vygotsky's Sociocultural Theory. Data were collected through filled questionnaires from students, teachers’ and administrative staff. Results indicate that the group discussion strategy significantly improves students' English language performance by fostering interactive and collaborative learning environments. Students showed increased engagement, motivation, and confidence in using English. The findings suggest that incorporating group discussions into the curriculum can effectively empower learners and enhance English language education in Rwandan secondary schools. The study established that group discussions significantly contribute to improving various language skills among students. The interactive nature of these discussions fosters engagement and participation, leading to heightened confidence and motivation among students.  The study recommends integrating structured group discussions into Rwanda's English curriculum, supported by teacher training. It emphasizes creating supportive environments, leveraging technology, promoting peer support, and implementing continuous assessment and feedback. These measures aim to improve English proficiency, enhancing students' academic success and future prospects in a globalized world.                 ","PeriodicalId":360060,"journal":{"name":"African Journal of Empirical Research","volume":" 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141675987","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":"Parental Provision of Academic Tools and Pupils’ Academic Achievement in Public Secondary Schools in Navakholo Sub-County, Kenya","authors":"Lorraine Khavetsa Ingosi, S. Chepkwony, R. W. Kikechi","doi":"10.51867/ajernet.5.3.7","DOIUrl":"https://doi.org/10.51867/ajernet.5.3.7","url":null,"abstract":"Education is a crucial strategy for achieving Sustainable Development Goals, with academic achievement being a central objective in all educational initiatives. However, the persistent struggle with partial learning and underachievement among secondary school students raises significant concern. Thus, the purpose of the study was to assess the influence of parental provision of academic tools on pupils’ academic achievement in public secondary schools in Navakholo Sub-County, Kenya. The insights from this study are valuable for policymakers, community stakeholders, and academics alike. Grounded in Goal-Setting Theory (Locke, 1960), it employed a cross-sectional research design targeting a total population of 460 individuals, including 27 School Board of Management chairpersons, 27 principals/head teachers, and 408 teachers, resulting in a sample size of 210. The study utilized a stratified random sampling technique to ensure representation across these groups, gathering data through validated questionnaires and interview guides, with instrument reliability confirmed via a pilot study demonstrating a Spearman’s rank correlation coefficient of 0.76. Quantitative data underwent descriptive and inferential statistical analysis, presented in tables, while qualitative data was analyzed for common themes, extracted, organized, and discussed within the study's main objective areas. The research findings revealed a statistically significant correlation between parental provision of academic tools and students' academic achievement in public secondary schools (Pearson Chi-Square=547.428, p<0.05). As a result, the study recommends that education policymakers develop and implement comprehensive guidelines and support systems to mandate and facilitate parental involvement in providing academic tools.","PeriodicalId":360060,"journal":{"name":"African Journal of Empirical Research","volume":" 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141674502","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":"The Challenges and Opportunities facing United Nations Mission and Peace Building Strategies in South Sudan","authors":"Kelly Otieno Opiyo, K. Onkware, C. Iteyo","doi":"10.51867/ajernet.5.3.6","DOIUrl":"https://doi.org/10.51867/ajernet.5.3.6","url":null,"abstract":"This article explores the challenges and opportunities that United Nations Mission in South Sudan (UNMISS) faces during its operations in South Sudan. It identifies critical challenges and defines various opportunities that the mission could utilize to enhance peace-building strategies' effectiveness and positive outcomes. The study borrows from liberal institutionalism and conflict transformation theory. The theories explain the collaborative approach to addressing the root causes of conflict in South Sudan. The study uses both qualitative and quantitative research methodology utilizing descriptive statistics. The Statistical Package for the Social Sciences (SPSS version 28) was used for quantitative data and thematic excerpt evaluation for qualitative data.  It targeted military peacekeepers, including troops, staff officers, Military Observers (MILOBs), and Police, including both UN Police and GOSS local Police, with a target population of 3280. The sample population of 354 participants was determined by using Yamane's (1967) formula. Equally cluster sampling, convenience sampling and purposive sampling were utilized.  Primary data was collected from questionnaires, Focus Group Discussions (FDGs) and interview schedules while secondary data was collected through a review of various publications. The article concludes that the mission could resolve most of the critical challenges by conducting a contextual analysis of the conflict dynamic, investing in finding sufficient resources and funding for operations and evaluating the current efficacy of peace-building efforts. Equally further studies focusing on analyzing relations between mission, regional, and international agencies, establishing the differences, and identifying further multidimensional opportunities should be conducted to enhance the effectiveness and stability of peace-building programs in South Sudan.","PeriodicalId":360060,"journal":{"name":"African Journal of Empirical Research","volume":" 37","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141678006","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":"A Pragmatic Analysis of Conversational Implicatures in English Drama and their Role in Teaching Critical Literacy","authors":"Bonaventure Nkurunziza, J. Ngoboka, H. Habyarimana","doi":"10.51867/ajernet.5.3.4","DOIUrl":"https://doi.org/10.51867/ajernet.5.3.4","url":null,"abstract":"This study aims to explore the role of conversational implicatures in English drama in developing students’ critical literacy. It identified conversational implicatures conveyed by characters of the selected drama texts, provided possible interpretations of the implicatures basing on Grice’s Cooperative Principle maxims, and critically analyzed the role of conversational implicatures in English drama in developing students’ critical literacy. The data were collected from the implicatures conveyed by the characters of two selected drama texts. These are ‘Family Abuse’ by Bernard Mersier and ‘The Edge’ by Paul Symonloe. Grice’s pragmatic theory of Cooperative Principle and its maxims were used to identify and interpret conversational implicatures in the selected drama texts. Forty-two (42) conversational implicatures were identified from these texts. These implicatures were categorized into types basing on the four conversational maxims, and each conversational implicature was taken as data. Using Grice’s interpretive model and the social context of the drama, what the characters implied by their utterances were explained together with the reasons for the implicatures. The Luke and Freebody’s four resources model of critical literacy was then used to study the role of conversational implicatures in English drama in developing students’ critical literacy. The study concluded that conversational implicatures in English drama develop students’ critical literacy by enabling them to study a drama text from a social angle and evaluate the social aspects that may have influenced the meaning of the characters ‘utterances. Therefore, it was suggested that drama texts should be used in language teaching and learning as they ease the teaching of conversational implicatures which can foster the development of students’ critical literacy.","PeriodicalId":360060,"journal":{"name":"African Journal of Empirical Research","volume":"128 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141682000","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":"Relationship between Financial Risk Exposure and Non-Performing Loans of Commercial Banks in Kenya","authors":"Wycliffe Amusunzu Odanga, J. Ndegwa, Grace Okello","doi":"10.51867/ajernet.5.3.5","DOIUrl":"https://doi.org/10.51867/ajernet.5.3.5","url":null,"abstract":"Currently, there is a financial crisis affecting commercial banks in Kenya occasioned by high levels of loan loss provision as a result of Non-Performing Loans. The past decade has seen the collapse of major banks like Chase Bank among others.  This trend on Non-Performing Loans of the institutions requires urgent measures to reverse failure to which the entire sector is likely to collapse, and customers would lose a significant amount of their deposits.  This study sought to investigate the effect of credit risk and liquidity risk on non-performing loans (NPLs) of commercial banks in Kenya and appraise the moderating effect of firm age on the relationship between financial risk exposure on non-performing loans of commercial banks in Kenya. The study was underpinned by liquidity preference theory. The examination adopted a positivist paradigm guided by explanatory research design. The study targeted 40 commercial banks as the unit of analysis while branch managers, operations and risk managers were the units of observation drawn from the banks adding to 120 respondents and census was used. The study collected both primary data using structured questionnaire on the independent variable and secondary data from publications by Central Bank of Kenya (CBK) and respective banks and the same was analyzed through the statistical package for social sciences (SPSS) version 26 in a descriptive and inferential manner.  The study established that credit risk (p<0.05) and liquidity risk (p<0.05) were all found to have significant effect on NPLs of commercial banks in Kenya and significantly moderated by their sizes. It was concluded that financial risk exposure has significant effect on NPLs of commercial banks in Kenya. It was recommended that finance manages working in commercial banks in Kenya to balance the investment in short term and long-term assets to maintain operational liquidity levels for better management of liquidity risks. Credit managers working for commercial banks in Kenya need to review the existing credit risk management efforts and mechanisms to minimize exposure to NPLs. ","PeriodicalId":360060,"journal":{"name":"African Journal of Empirical Research","volume":" 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141681200","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":"Teaching Poetry: What is Taught and What Should be Taught? Case Study of Secondary Schools Offering Literature in English at the Advanced Level in Rwanda","authors":"Evode Nshimiyimana, Anthony Kamanzi, Ester Mutoni, Gabriel Bazimaziki","doi":"10.51867/ajernet.5.3.2","DOIUrl":"https://doi.org/10.51867/ajernet.5.3.2","url":null,"abstract":"Teaching poetry as a literary genre has been a research topic of interest worldwide. However, the gap is observed in teaching poetry in secondary schools in Rwanda, where students are not given the quantity and quality of knowledge and skills they deserve. This descriptive study investigated poetry teaching practices and examined whether teachers are teaching what they should be teaching to equip students with critical thinking, analysis, and language skills. Adopting the descriptive research design and the mixed method approach, the study is built around three objectives: to explore how poetry is taught to students doing literature in English at the advanced level of secondary schools; to investigate the aspects of poetry that are often taught and those that are not; and to assess the challenges that teachers of literature in English face while teaching poetry. The study is guided by New Criticism Theory, Multimodality Approach, and Reader Response Theory. It used both quantitative and qualitative methods. Questionnaires and interviews were used to collect data from 22 teachers of literature in English selected purposefully from 16 schools that offer literature in English as a main subject at the Advanced Level. The study findings revealed that students are highly at risk as teachers of this subject exhibited poor competence in teaching and analysing poetry. Besides, some teachers don’t give poetry a focus, and others don’t teach it at all. The issue becomes more acute when one considers the general lack of adequate resources. The study recommends the University of Rwanda, the College of Education, REB, and their partners set policies for increasing teachers’ competences in the field of literature in general and teaching poetry in particular. Individual teachers of literature in English should feel confident while handling poetry as a literary genre. If an issue arises, instead of simply leaving out the topic, let them consult their colleagues in the nearby schools for a common understanding.","PeriodicalId":360060,"journal":{"name":"African Journal of Empirical Research","volume":"30 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141685497","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 Refugee Settlements on the Host Community Around Dadaab Refugee Camps in Northern Kenya","authors":"Mohamed Abdi Farah, Ibrahim Nyaboga","doi":"10.51867/ajernet.5.3.1","DOIUrl":"https://doi.org/10.51867/ajernet.5.3.1","url":null,"abstract":"The purpose of the study was to assess the effects of refugee settlements on the host community around Dadaab refugee camps in northern Kenya. The study objectives included establishing the effect of camp social facilities and infrastructure projects on the host community. The study was anchored by two theories: refugee aid and development theory. The study used a descriptive research approach. The unit of observation was comprised of the host community within the Dadaab refugee camps of Dagahaley, Ifo, and Hagadera in northern Kenya. The unit of analysis was community leaders, public administrators, and household heads. The study used the census technique due to the small size of the population to sample all 177 participants to be included in the study. The collection of primary data involved direct engagement with both the host community and refugees to fill out the questionnaire. The data analysis techniques used on the collected data were descriptive and inferential statistics. The Statistical Package for the Social Sciences (SPSS) tool aided in data analysis. The analyzed data were presented in the form of means and standard deviations for ease of interpretation. Results revealed that each predictor variable, which is camp social facilities and infrastructure projects, had a significant impact on the host community; for instance, holding other factors, the host community will improve by 1.108 units. Moreover, a unit increase in the camp social facility will improve the host community by 0.718, while a unit increment in the infrastructural project will improve the host community by 0.275 units. The results suggest that there is a need for a comprehensive and integrated approach, which can lead to an improvement in the host community and have a sustainable impact on the host communities. The recommendation of the study was to recognize the substantial impact of the inflow of camp social facilities and the development of infrastructural projects, which are key in the enhancement and expansion of community facilities, to contribute to the overall quality of life for residents.","PeriodicalId":360060,"journal":{"name":"African Journal of Empirical Research","volume":"22 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141685065","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 Training on Knowledge, Attitude, and Practice on the Use of Hermetic Storage Technologies among Smallholder Farmers in Tanzania","authors":"Baraka Mbesa, J. Makindara, Michael Kadigi, Ramadhani Majubwa, Richard Madege","doi":"10.51867/ajernet.5.2.79","DOIUrl":"https://doi.org/10.51867/ajernet.5.2.79","url":null,"abstract":"Knowledge, attitude, and practice (KAP) of farmers in post-harvest management (PHM) are essential for reducing food waste. However, their enhancement also depends on the training programs. Previous studies on the linkage between training programs and farmers’ KAP have been conducted with less emphasis on hermetic storage technology (HST) for PHM. This study aimed to assess the effect of training on KAP and, hence, the adoption of HSTs among smallholder farmers. The underlying theory of change of the study assumes that awareness and access to post-harvest technologies have effects on adoption rates, hence improving food security and income. A quasi-experimental matched-pair cluster randomization design was used to establish a cause-and-effect relationship between an independent and dependent variable. Maize farmer groups totalling 637 farmers were randomly selected and followed the experimental design of the “Evidence-based Scaling of Improved On-Farm Storage among Smallholders in Tanzania” intervention from Kilosa and Kondoa districts of Tanzania, whereas the treatment group farmers received training and free five hermetic storage bags each, while the control group farmers did not. However, this study documented the demographic profiles of farmers in association with KAP on HST using a pre-designed structured questionnaire and used ordinary least squares regression to explore this relationship. We find evidence consistent with a positive and significant relationship between training, KAP, and adoption. The results suggest that the KAP score and adoption were high for farmers who received training as an intervention for PHM using hermetic bags. Overall, the results are consistent with the theory that there is an effect between training and KAP and, thus, the adoption of HST. The study recommends placing emphasis on farmer’s training programs regarding PHM, thus increasing their knowledge, attitude, and practices, and hence their adoption, to enhance food loss control.","PeriodicalId":360060,"journal":{"name":"African Journal of Empirical Research","volume":"117 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141697081","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":"Assessing Approaches to Strengthen Monitoring and Evaluation in Development Projects: Evidence from Donor-Funded Projects in Machakos County, Kenya","authors":"John Kimote, S. Muchai","doi":"10.51867/ajernet.5.2.53","DOIUrl":"https://doi.org/10.51867/ajernet.5.2.53","url":null,"abstract":"Monitoring and Evaluation improves the quality of programme or project management since it provides information on how results namely outcomes, outputs and impact are achieved and assesses the effectiveness, relevance, coherence, efficiency, impact and sustainability of specific development interventions. The objectives of the study were to examine the influence of participatory monitoring and evaluation among development project teams in Machakos County and to assess the influence of M & E as a learning tool on implementation of development projects in Machakos County, Kenya. The study was guided by the Theory of Change which describes how particular interventions or sets of interventions lead to specific changes. The target population of this study was 102 programme staff implementing donor-funded projects. A census was done and therefore the target group formed the sample for the study. Primary data sources used were key informant interviews and a survey questionnaire. Quantitative data was analyzed in SPSS Version 28 and qualitative data was thematically analyzed.  According to the survey results, 58.2% agreed that the involvement of all relevant project stakeholders during the preliminary stages of project design strengthens M&E. The survey results showed that 49.45% of the respondents agreed that project planning reflected the various community needs and supported decision-making processes during project implementation. A majority (58.23%) agreed that feedback from various stakeholders was often incorporated and used to strengthen the delivery of various project activities informant interviews. Majority of the survey respondents (72%) indicated that learning is integral to ensuring M&E is effective and project teams can learn immensely from M & E. A majority (71%) agreed that project teams feared participating in M&E activities due to fear that it could be used against them. The findings show that the involvement of stakeholders in project design and implementation directly influenced successful project M & E. The study recommended involving relevant parties and stakeholders in a project since this influences its implementation and M & E among donor-funded development projects. Project managers need to put in place incentives for project teams to learn not just for reporting to funding agencies but for the benefit of internal learning among project teams.","PeriodicalId":360060,"journal":{"name":"African Journal of Empirical Research","volume":"50 24","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141269711","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}