African Journal of Empirical Research最新文献

{"title":"Physiotherapists’ Use of Outcome Measure Tools in the Assessment of Neuro-Musculoskeletal Injuries for Short-Term Functional Rehabilitation Domains to Minimize Impairments and Disability following Commercial Motorcycle Road-Related Accident, Eldoret, Kenya","authors":"Catherine Mwikali Muia, Collins Situma Sindani Masinde, Musimbi Chantell Imbwaga","doi":"10.51867/ajernet.5.2.52","DOIUrl":"https://doi.org/10.51867/ajernet.5.2.52","url":null,"abstract":"Bed immobilization remains a core intervention to stabilize neuro-musculoskeletal injuries following commercial motorcycle-related road traffic accidents. Despite timely operative and conservative management, most patients remain handicapped, requiring short- and long-term physical therapy. That calls for physiotherapists to assess and make use of outcome measure tools to determine the level of impairments and disability and make informed decisions when developing management goals. The objective of the study was to determine short-term functional rehabilitation domains, the use of outcome measure tools, and physiotherapy interventions used to minimize impairments and disability following a commercial motorcycle road-related accident in Eldoret, Kenya. Biopsychosocial theory guided the study. A prospective cohort study was adopted. Purposive sampling was used for the selection of 79 participants for 6 months between March 2021 and July 2021 in level 5 hospitals in Eldoret, Kenya. The target population included post-operative patients in both male and female orthopedics wards, physiotherapists, and social workers in the orthopedic department of Moi Teaching and Referral Hospital. The study population was 150 patients. A self-administered, structured questionnaire was used. The data collected was entered and analyzed with SPSS 20. The findings of this study revealed that forty-four percent (44%) of total participants were bedridden for fracture immobilization and spinal cord injuries for more than 3 days before and after orthopedic and neurological surgery. The majority (100%) of the participants had been referred for physiotherapy rehabilitation. All 100 participants were assessed with different outcome measure tools for neuro-musculoskeletal injuries to determine the level of physical function. Forty-three percent (43%) had lost functional abilities of the upper extremity (19 males, 15 females). Fifty-one-point nine percent (51.9%) had lost physical function due to lower extremity fractures (39% (26 males, 15 females) and 24% (15 males, 4 females) with spinal cord injuries. Four participants (5%) reported lost days to school, and 94.9% reported lost days to income-generating activities (27 females, 48 males). The majority (100%) of the participants pre- and post-operatively were assessed with standardized outcome measure tools that remain significant for prompt best evidence-based physiotherapy practices. Pain (100%) and impaired physical functions (100%) were the main rehabilitation domains that posed the biggest challenge to patients’ post-trauma. Multicomponent physiotherapy interventions ranging from stretching, strengthening, breathing exercises, bed positioning, mobility and transfers, balance and coordination, and gait training tailored to patients’ physical function levels, prevention of muscle atrophy and strength, and joint stiffness were core. This study recommended short-term physiotherapy rehabilitation on early bed mobilization and a","PeriodicalId":360060,"journal":{"name":"African Journal of Empirical Research","volume":"60 13","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141269505","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":"Reflecting on Determinant Factors of Violence in Light of the Governments' Access to Resources, Vested Political Interests and Ethno-religious Identities in the Rwandan Genocide After 25 Years","authors":"Abraham Weldu, Kifle Wakayo","doi":"10.51867/ajernet.5.2.54","DOIUrl":"https://doi.org/10.51867/ajernet.5.2.54","url":null,"abstract":"The research sought to know the primary determinant factors of violence in light of the governments' access to resources and vested political interests on the one hand and ethno-religious identities on the other in the context of the Rwandan Genocide.  The Instrumentalism Theory of Ethnicity guided the research. The research used a qualitative research design within the phenomenological approach. A non-probability snowball sampling technique was used.  The data collection method was interviews; hence, the data collection instruments were interview guides. A total of ten participants from the Republic of Rwanda participated in the interviews. Thematic data analysis was used to arrive at the research result. The research findings pointed to the determinant factors of violence linked to colonial powers, governments and ethnoreligious identities. The political interests and the resource issues of the governments are stronger determinants of violence than the ethnoreligious identities. This means that religion, ethnicity, and other cultural grievances remained secondary or instrumental factors that the external and internal governments utilised in the history of Rwanda. In addition, the research found that religion and ethnicity are important agents in exacerbating conflict and building peace and social transformation in the aftermath of conflicts. They bring the warring parties into reconciliation, healing, and enhancing peace. Therefore, the research findings concluded that the lack of natural resources, Rwanda being a land-locked country, and overpopulation of the geographical space exposed the people of Rwanda to virtual poverty. This socio-economic reality exacerbated the government's desperate search for access to meagre resources by external and internal political and ethnic authorities. Hence, the primary cause of the genocide was the desperate search for resources and political manoeuvres to secure them by holding on to power at any cost. The article recommends that all the stakeholders of Rwanda's peace and development must stand shoulder to shoulder to reduce poverty and create good governance.","PeriodicalId":360060,"journal":{"name":"African Journal of Empirical Research","volume":"27 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141269240","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 Contribution of English Reading Materials to Improving Students' English Performance in Lower Secondary Schools in the Shyira Sector of Nyabihu District, Rwanda","authors":"Emmanuel Harerimana, Anthony Kamanzi, Cyprien Tabaro, Evode Nshimiyimana","doi":"10.51867/ajernet.5.2.43","DOIUrl":"https://doi.org/10.51867/ajernet.5.2.43","url":null,"abstract":"This research aimed to examine the relationship between the use of English reading materials and the improvement of students' English language performance in Lower Secondary Schools in the Shyira sector. Based on the Simple View of Reading (SVR) and the Cognitive Load Theory (CLT), the descriptive research design with a mixed approach was employed. Two selected schools were studied: one with a well-equipped library containing English reading materials and the other with a poorly equipped library lacking English reading materials. The study population consisted of 106 individuals, including 92 lower secondary students, 10 teachers, and 4 Deputy Head teacher in charge of studies /teachers, selected randomly from a population of 145. Primary data and secondary data were collected through questionnaires and interview guides. Quantitative data was analyzed descriptively by use of excel and the Statistical Package for Social Scientists (SPSS) while qualitative data was subjected to thematic analysis. The findings reveal the use of various reading materials, such as newspapers, textbooks, handouts, dictionaries, expert opinions, poetry, online readings, and adventure stories in Lower Secondary Schools in the Shyira sector. It was observed that the lack of English reading materials and libraries in lower secondary schools leads to poor English performance among students. The study suggests strategies to improve learners' English skills, including promoting the use of English reading materials, fostering a culture of reading, and motivating students to utilize libraries. Additionally, teachers should serve as English role models and actively encourage reading to enhance students' motivation.","PeriodicalId":360060,"journal":{"name":"African Journal of Empirical Research","volume":"15 13","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141104748","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 Procurement Planning on Public Institutions Performance: A Case of Rwanda Development Board","authors":"Genesta Kayitesi, Jean De Dieu Dushimimana","doi":"10.51867/ajernet.5.2.42","DOIUrl":"https://doi.org/10.51867/ajernet.5.2.42","url":null,"abstract":"The purpose of this study was to assess the effect of procurement planning on public institutions performance. The Rwandan Development Board (RDB) has included state agencies in the creation of procurement strategies, but their efforts have been fruitless so far. An everyday scenario would be an organization's signed contracts with its contractors seeing a rise in the amounts due to the unexpectedly high pricing on global marketplaces. In conducting this research, three objectives were laid out to assess the effects of procurement needs identification and specifications on performance of Rwanda Development Board, to find out the effect of procurement budgeting on performance of Rwanda Development Board and to examine the effect of procurement risk management on the performance of Rwanda Development Board. To accomplish these goals, we first conducted a literature study that centered on the resource-based perspective, stakeholder theory, and relationship management theory; then, we used a census sample approach to choose 156 RDB workers from whom we gathered data. Methods for gathering information included an interview guide, documentation, and a questionnaire. We used quantitative and qualitative data to examine the data.  The results show that, with all procurement planning set to zero, the performance of RDB will be 147.4 percent; there will be a 36.8 percent boost in RDB performance with an increase of one unit in the use of procurement needs identification and specifications; a 63.2% boost in RDB performance with an increase of one percent in the use of procurement budgeting; and a 68.4 percent boost in RDB performance with an increase of one percentage point in the use of procurement risk management planning. From a high level of analysis, it was found that procurement risk management planning, procurement budgeting, and procurement requirements identification and specifications were the three factors that had the most impact on the performance of public institutions at RDB. Procurement requirements identification and specifications, procurement budgeting, and procurement risk management planning all had 0.011, 0.018, and 0.31 levels of significance, respectively, at a 5% level of significance and a 95% level of confidence. With p<0.05, all of the factors were considerably different. Also, the Rwanda Development Board's procurement plans and the performance of public institutions are significantly different (p=.000), according to the ANOVA test. Public sector organizations' efficiency and effectiveness are both improved by procurement planning, according to the research. Procurement planning allows the government agency to save money by consolidating comparable needs under a single contract and by dividing more complicated needs into smaller, more manageable packages. The researcher concluded that RDB could benefit from identifying possible product issues before purchase through procurement needs identification and specifications; as a resul","PeriodicalId":360060,"journal":{"name":"African Journal of Empirical Research","volume":"29 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141106349","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":"Adaptation of English Teachers to the Use of CALL in Technical Secondary Schools in Nyanza District, Rwanda, and Its Implications on Students’ Performance in English","authors":"Jacques Ndahayo, Mugisho Ndabuli, Sauda Uwera, Gaspard Ruhumuriza","doi":"10.51867/ajernet.5.2.41","DOIUrl":"https://doi.org/10.51867/ajernet.5.2.41","url":null,"abstract":"In some Rwandan schools, the use of Computer-Assisted Language Learning (CALL) in English teaching has influenced students' English performance. In technical secondary schools, language teachers have begun utilizing new technologies as pedagogical tools to enhance students' English performance. The current study investigates how teachers adapt to the use of CALL and its implications for students' performance in English subjects in some Rwandan technical secondary schools. Sociocultural theory in language teaching guided this investigation. It used a descriptive research design with a sample of 24 English teachers from Nyanza Technical Secondary Schools. This study utilized a census of all 24 English teachers. Data were collected using questionnaires in the form of a Likert scale. Descriptive analyses indicate that 91% of respondents have a positive attitude towards CALL. The findings show that teachers of English use CALL in teaching English, which affects students’ performance in English. The inferential analysis results show a P value of 0.020, which is lower than the significant correction of 0.05. Therefore, the study findings confirm the teachers’ positive attitude towards CALL. According to the research, the Rwanda TVET Board should train new teachers and continue updating existing English teachers with new CALL technologies.","PeriodicalId":360060,"journal":{"name":"African Journal of Empirical Research","volume":"142 40","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141114620","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 School Discipline Policies on Students Academic Performance in Rwandan Secondary Schools","authors":"Obed Ruzibiza, Jean-Baptiste Ndagijimana","doi":"10.51867/ajernet.5.2.40","DOIUrl":"https://doi.org/10.51867/ajernet.5.2.40","url":null,"abstract":"The study explores the influence of school discipline policies on students’ academic performance in secondary schools in Rwanda. This research was guided by a broad objective: The research aimed to analyze the impact of school discipline policies on the academic performance of students in selected secondary schools while also directing specific objectives: to examine how the administration of school rules and regulations contributes to students’ academic performance; to examine how the students’ restorative practices and management influence students ‘academic performance; and to interpret the correlation between the secondary school discipline policies and students academic performance. This study was guided by McGregor’s theories x and y. The fundamental concepts in McGregor's Theory X and Y encompass rules and regulations, disciplinary actions, primarily punishments, and time management, particularly in the context of school punishment administration. In applying McGregor’s theory to this study, the main variables were school rules and regulations for efficient management and administration of punishments to students who do not abide by school rules and regulations and time management, which refers to the effective utilization of time allocated to individual activities in an education institution. The study was conducted in secondary schools with a population of 599, including students, teachers, the deputy head in charge of discipline, and head teachers. By using the Slovin formula, a sample size of 239 was used in this study, and stratified sampling was used so that each category would be represented. A descriptive design was used where both qualitative and quantitative data were collected. Secondary data were obtained through documentation, library, and internet research. Primary data were collected using a questionnaire, an interview guide, and documentary analysis. Data were presented in tabulation formats and interpreted using the statistical package for social science (SPSS). The major findings of the study revealed that proper administration and management of school rules and regulations positively influence students' academic performance; restorative practices in schools, such as providing punishment, guidance, and counseling, influence students' academic performances. Finally, the study revealed a significant relationship between school discipline policies and students’ academic performance in secondary schools in Rwanda. Therefore, the study took the following as major recommendations: developing common measures for school discipline policies; enhancing the monitoring and evaluation of the rules and regulations' applicability; and establishing guidance and counseling services in schools.","PeriodicalId":360060,"journal":{"name":"African Journal of Empirical Research","volume":"54 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141118628","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":"Implementation of Competence-Based Curriculum for Kinyarwanda Subject at IPRC Karongi Technical Secondary School, Rwanda","authors":"Alphonse Nteziyaremye, Alphonse Ndizeye, Jean De Dieu Murenzi","doi":"10.51867/ajernet.5.2.37","DOIUrl":"https://doi.org/10.51867/ajernet.5.2.37","url":null,"abstract":"In 2015, the thirteenth resolution of the Rwanda National Dialogues Council concluded that Rwanda should implement strategies for promoting the Kinyarwanda language and the values of Rwandan culture at all levels of education. The National Constitution of 2003, revised in 2015, stipulates Kinyarwanda as both the national and official language, a status this resolution aims to reinforce.  This study was conducted to analyze the best practices and challenges encountered by trainees and trainers during the implementation of Kinyarwanda Competence-Based Curriculum (CBC) at the school under study, and to provide suggestions to mitigate these challenges. Two theories, namely constructivism and curriculum implementation theories, guided the conduct of the study. To address the identified research questions, the researchers employed a descriptive research design, conducting both quantitative and qualitative analyses of the collected data, which included both numerical and non-numerical information. The researchers used a questionnaire to collect data from both trainers and trainees. The study's key findings underscore the need to encourage certain best practices, including motivated learners and qualified and experienced trainers. However, some challenges persist in implementing Kinyarwanda CBC at IPRC Karongi/Technical Secondary Schools (TSS), such as the lack of specific training for Kinyarwanda trainers, the insufficient weekly timetable for Kinyarwanda subjects, and the lack of useful teaching and learning resources. Lastly, as recommendations of this study, trainees, should maximize their efforts in writing and speaking Kinyarwanda, trainers, on the other side, should increase their efforts in practicing CBT/CBA approaches, parents are urged to be role models and encourage their children to use Kinyarwanda language effectively, the school is should provide enough time for Kinyarwanda readings as well motivating trainees who participate in competitions of Kinyarwanda language whereas the decision makers in education are advised to carefully select and employ the qualified trainers, increase the weekly time allocated for teaching Kinyarwanda subject, improve the preparation and implementation of comprehensive assessments.","PeriodicalId":360060,"journal":{"name":"African Journal of Empirical Research","volume":"115 46","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141126599","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":"Information Communication Technology (ICT) Integration in Teaching and Learning in Selected Rural Secondary School in Burera District, Rwanda","authors":"Maurice Mpumuje","doi":"10.51867/ajernet.5.2.38","DOIUrl":"https://doi.org/10.51867/ajernet.5.2.38","url":null,"abstract":"Studies conducted on the use of information and communication technology (ICT) in education posit its importance in all life domains, without exception to education. ICT has been a vehicle for aspiration, innovation, and quality academic achievement. This paper aimed to investigate the use of information and communication technology in the teaching and learning process at Ecole Secondaire Kagogo in Burera District, Rwanda. The study had two objectives: (1) to assess the benefits of using ICT in rural secondary schools, and (2) to examine the challenges preventing effective ICT integration in secondary schools. The study is descriptive, adopting a mixed-methods approach. Guided by the Diffusion of Innovations Theory (DOI), the study involved a population of 114 participants with a purposive sample size of 52 respondents. Data were collected through a questionnaire and interviews with teachers and school leaders. Findings revealed that ICT enables teachers to share assessments with students and deliver the lessons; helps learners engage in peer assessments and independent learning; and that school leaders use ICT to share resources. Reports identified inadequate infrastructure and a lack of professional development as barriers to the effective integration of ICT into schools. It was recommended that the required facilities, resources, and ICT gadgets be supplied for rural secondary schools so they would not still lag behind in the use of ICT in teaching and learning.","PeriodicalId":360060,"journal":{"name":"African Journal of Empirical Research","volume":"10 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140963061","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 Financial Resources Management on Project Performance in Public Institutions: A Case of Kigali City (2018-2022)","authors":"Annuarite Aradukunda, Cyprien Sikubwabo","doi":"10.51867/ajernet.5.2.35","DOIUrl":"https://doi.org/10.51867/ajernet.5.2.35","url":null,"abstract":"In this study, we examine the impact of financial resource management on project performance. Projects in Kigali City were poorly implemented due to misappropriation of public funds and insufficient measurement of project performance, especially in subdivisions and surrounding villages, leading to project failure. In directing this research project, two purposes were set: to assess the impact of financial resource management planning on project performance in Kigali City and to examine the impact of financial resource control on project performance in Kigali City. Both financial literacy and resource dependency theories were used, furthermore in order to achieve these objectives, literature was reviewed on the subject matter including definitions of key concepts, conceptual review, theoretical framework, conceptual framework and research gap analysis, additionally the target population of the study was 312 employees of Kigali City and out of them a sample size of 175 employees were selected by using stratified sampling technique. Questionnaires, interview guides and documents were used as data collection tools. Data was processed through editing, coding and tabulation and the data also was analyzed by using descriptive statistics. Findings indicated that there is a significance relationship between financial resources management and City of Kigali’s project performance; and it was found that holding all the financial resources management to a constant zero, project performance of Kigali City will be 30.6 percent, a unit increase in the use of financial resource planning will lead to a 0.731% improvement in project performance in Kigali City, the use of financial resource management will lead to a 1% improvement in project performance in Kigali City.  The regression analysis revealed significant coefficients indicating the impact of financial resource management on project performance in Kigali City. With a constant of 0.346, when financial resource management is absent, the project performance is estimated to be 30.6%. For every unit increase in financial resource planning, there is a corresponding 0.731% rise in project performance (Beta = 0.731, t = 6.008, p < 0.001), and similarly, a 1% increase in financial resource control leads to enhanced project performance (Beta = 0.500, t = 2.550, p = 0.025). Notably, financial resource planning exerts the strongest influence on project performance, followed by financial resource control. Both variables demonstrated statistical significance, with p-values of 0.000 and 0.025 respectively, at a 95% confidence level. Thus, all factors examined are deemed significant (p < 0.05). Therefore, based on the findings, the researchers recommend that the public entity Kigali City should continuously ensure that it has financial control expertise to ensure organizational performance.","PeriodicalId":360060,"journal":{"name":"African Journal of Empirical Research","volume":"2 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140967739","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":"Role of Stakeholders’ Collaboration in the Implementation of School Feeding Programme: A Case of Twelve Years Basic Education Schools in Nyabihu District, Rwanda (2020-2022)","authors":"Innocent Ndayishimye, Jean de Dieu Dushimimana","doi":"10.51867/ajernet.5.2.36","DOIUrl":"https://doi.org/10.51867/ajernet.5.2.36","url":null,"abstract":"This study was carried out to assess the role of stakeholders’ collaboration in the implementation of school feeding programme of twelve years basic education schools in Nyabihu District, Rwanda. The study utilized a convergent research strategy to collect both quantitative and qualitative data simultaneously. Questionnaires, interviews, documentations and observation were the techniques employed to obtain the primary data and secondary data. The population of the study comprised of 75 stakeholders. Census sampling was used and samples of 75 stakeholders were drawn. For collecting data, researcher organized well-structured questionnaire; data were edited and sorted for the next stage. The data were presented in statistical tables, with frequencies and percentages for classifications of responses by statistical package of social sciences (SPSS) for easier analysis and interpretation. Data from interview sessions was obtained from 4 chairpersons of school general assembly committees. Data from documentation was obtained from school records whereas data from observation were obtained before and during lunch periods. The results indicated that there is positive and significant effect on the role of parents’ engagement on the implementation of school feeding program in twelve years basic education schools (R=.979, p<0.05). To make implementation of school feeding program very successful, parents should make timely payments for their school food donations. To administer the school feeding program, parents should collaborate closely with school administration. Parents must participate in the school meal program rather than believing that it should only be funded by the government.","PeriodicalId":360060,"journal":{"name":"African Journal of Empirical Research","volume":" 984","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141127525","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}