African Journal of Empirical Research最新文献

{"title":"Effect of Learner-Centered Approach Application on Learning Outcomes in Secondary School at Advanced Level: A Case of Rulindo District, Rwanda (2021-2023)","authors":"Silas Mbonimana, Cyprien Sikubwabo","doi":"10.51867/ajernet.5.2.23","DOIUrl":"https://doi.org/10.51867/ajernet.5.2.23","url":null,"abstract":"This study explores the effect of applying a learner-centered approach on learning outcomes in secondary schools at the advanced level in Rwanda. The aim of this research is to examine whether the implementation of a learner-centered approach leads to improved learning outcomes in Rwanda's secondary schools. This study used mixed-methods research involving quantitative and qualitative methods. The target population consisted of 141 individuals, including 87 teachers and other school leaders, located in 17 sectors of Rulindo District. The researcher employed cluster sampling for school selection. Questionnaires, interview guides, and documentation reviews were used to collect relevant data. Cronbach’s alpha was 0.892, which is above 0.7 in this study. This indicates that the scale has a high degree of internal consistency. The interpretation touched on means, standard deviation, and regression analysis, which are complementary to the results from the interview. The findings revealed that the application of a learner-centered approach has a significant effect on learning outcomes. This is obvious when we look at the beta and p-value for learner-centered approach application dimensions such as active learning, cooperative learning, and inductive teaching learning linked to the objectives of this study. The variables' p and β values are as follows: active learning (β=0.777, p value<0.05); cooperative learning (β=0.208, p value<0.05); and inductive teaching learning (β=0.037, p value˃0.05). To make the learner-centered approach very successful, Rwanda's government, stakeholders, school leaders, and parents should make more efforts to address issues related to the learner-centered approach application from which students come.","PeriodicalId":360060,"journal":{"name":"African Journal of Empirical Research","volume":"17 24","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141020354","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 Project Team Management Practices on Project Performance: A Case of the National Union of Disabilities’ Organizations of Rwanda Project Implemented in Rubavu District, Rwanda by University of Rwanda - College of Agriculture, Animal Sciences and Veterinary Medicine","authors":"Jean Paul Musafiri, Jean de Dieu Dushimimana","doi":"10.51867/ajernet.5.2.18","DOIUrl":"https://doi.org/10.51867/ajernet.5.2.18","url":null,"abstract":"The main objective of this study was to assess the influence of team acquisition, training & development and motivation on project performance, encompassing scope management, cost control, timeliness, quality of deliverables, and stakeholder satisfaction. Effective management of project teams is pivotal in determining project success. This research endeavors to examine the correlation between project team management practices and project performance within the framework of the National Union of Disabilities’ Organizations of Rwanda (NUDOR) project implemented by University of Rwanda - College of Agriculture, Animal Sciences and Veterinary Medicine (UR-CAVM) in Rubavu District from 2020 to 2022. By employing a mixed-methods approach, the research incorporated quantitative data derived from questionnaires and qualitative. The anticipated findings seek to illuminate the efficacy of team acquisition processes, underscore the importance of team training and development in enhancing project performance, and elucidate the role of team motivation in attaining project objectives. Furthermore, the research aims to uncover how these team management practices influence effective project scope management, strategies for cost control, adherence to project timelines, delivery quality, and stakeholder satisfaction. Strong positive correlations are observed between various team management factors and project performance. Specifically, the findings reveal that team acquisition, team training and development, and team motivation exhibit significant coefficients of β1: 0.302 (p: 0.000), β2: 0.123 (p: 0.046), and β3: 0.546 (p: 0.000) respectively. All these coefficients are statistically significant, as indicated by their associated Sig. values below 0.05. NUDOR project team should keep enhancing recruitment and selection process, invest in training and development, foster motivation strategies and conduct regular performance evaluation to ensure that individuals with the right skills, experience, and cultural fit are brought on board and their performance sustained.","PeriodicalId":360060,"journal":{"name":"African Journal of Empirical Research","volume":"15 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141036545","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 Integrating Childbirth Preparation Program on Birth Outcomes among Pregnant Women in Western Kenya","authors":"Mable Wanyonyi, Maximilla Wanzala, M. Kipmerewo, Evans Raballah","doi":"10.51867/ajernet.5.2.20","DOIUrl":"https://doi.org/10.51867/ajernet.5.2.20","url":null,"abstract":"Childbirth education and preparation has been fronted as key element in enhancing maternal and neonatal health and preventing some adverse outcomes. There is paucity of literature in Kenyan setting linking maternal childbirth education and maternal and neonatal outcomes. The study aimed to assess the effect of an educational intervention in childbirth and its influence on maternal and neonatal outcomes among expectant women in western Kenya. A Quasi-experimental design was utilised. The health facilities were selected by simple random sampling. Expectant women were enrolled at antenatal care services and allocated to either the control group or the intervention group. Those in the intervention group went through 2 hourly sessions of childbirth preparation teaching twice in the course of the 32nd–35th weeks of gestation.  Investigation and assessment on specific maternal and neonatal outcomes was done within 48 hours following delivery. Chi-square and independent t tests were used to determine the statistical difference. More mothers in the control experienced prolonged labour 12% compared to 2.2% in the intervention (P<0.001). Progression failure was high in the control 8.9% compared to 1.1% in the intervention (P=0.001). The control had more cases of augmentation   11% compared to 2.7% in the intervention (P=0.004).  Higher APGAR scores were recorded in the intervention group at 1 and 5 minutes compared to the control (P<0.001).  Few cases of birth asphyxia were in the intervention 1.6% compared to 5.8% in the control (P<0.001). The intervention program aimed at enhancing childbirth knowledge and improving   self- efficacy offered prior to birth was successful in reducing adverse birth outcomes in mothers and their neonates in the intervention group. A  program aimed at  enhancing women’s’ self- efficacy and improving their knowledge on childbirth  should be  structured and incorporated in the routine antenatal care to reduce some  adverse maternal and neonatal health outcomes associated with fear anxiety and uncertainty related to inadequate childbirth knowledge.","PeriodicalId":360060,"journal":{"name":"African Journal of Empirical Research","volume":"39 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141047449","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":"Assessment of Project Baseline Effect on Performance of Rwanda Education Funded Projects: A Case of Pan African Education Empowerment Project in Rwanda","authors":"Clemence Mukanama, Alfred Mukuru","doi":"10.51867/ajernet.5.2.19","DOIUrl":"https://doi.org/10.51867/ajernet.5.2.19","url":null,"abstract":"A project's baseline is the research conducted at the commencement of the project to identify the current state of the project via data collecting, providing a benchmark against which subsequent modifications may be evaluated. The general objective of the study was the assessment of project baselines on performance of Rwanda education funded projects. A case of Pan African Education Empowerment Project in Rwanda and the specific objectives were to evaluate the influence of stakeholder’s participation as an effective baseline-survey on performance of education funded project of Pan African Education Empowerment Project in Rwanda, to examine the effect of project team competency as an effective baseline-survey on performance of education funded projects of Pan African Education Empowerment Project in Rwanda and to determine the effect of project costs as an effective baseline-survey on performance of education funded project of Pan African Education Empowerment Project in Rwanda. The study guided by the following theories: Stakeholder’s participation theory, project team competency theory, Project Costs Effectiveness theory and Expected Quality Standard theory. Project coordinators, PAEE project officers, District Education Officers in the Nyarugenge District, and project beneficiaries in the Nyarugenge District made up the target population of this descriptive research that used both quantitative and qualitative methods. In all there were 2689 from which a sample size of 348 was picked, the sample size calculated by Yamane formula. Researchers utilized a basic random sample strategy to choose participants from the whole population of interest, and a stratified sampling strategy to divide those participants into manageable subsets. Questionnaires, interviews, and records were used to compile the information needed for the study. Frequency tables, percentages, means, and standard deviations were generated using SPSS version 21 when data processing is complete. The predictors (Project cost effectiveness, Project team competency, and Stakeholders' engagement) and the Performance of education sponsored project of Pan African Education Empowerment Project in Rwanda are well correlated (R value of 0.807). There is a 0.221 coefficient for stakeholders' engagement (t = 3.938, p = 0.000), a 0.398 coefficient for project team competency (t = 8.381, p = 0.000), and a 0.254 coefficient for project cost effectiveness (t = 4.286, p = 0.000). This means that the performance of the Pan African Education Empowerment Project -funded education initiative in Rwanda improves in direct correlation with the level of each of these factors.  These coefficients have important statistical significance and major roles in contributing to the success of the education financed project of Pan African Education Empowerment Project in Rwanda, since their p-values are considerably below the normal significance threshold of 0.05. Pan African Education Empowerment Project in Rwanda is","PeriodicalId":360060,"journal":{"name":"African Journal of Empirical Research","volume":"189 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141049976","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 Social Media Platforms in the Spread of Fake News in Nyeri County, Kenya","authors":"Martin Migwi Munene, Daniel Oloo","doi":"10.51867/ajernet.5.2.21","DOIUrl":"https://doi.org/10.51867/ajernet.5.2.21","url":null,"abstract":"Fake news is widespread in elections, especially during presidential elections. It has the potential to divide public opinion and create a hostile environment in which people feel their voices aren't being heard. The current study aimed to explore the role of social media platforms in the spread of fake news in Nyeri County. The study is anchored in agenda-setting theory. A mixed-methods approach is used. The population comprised adults in Nyeri County, registered journalists, bloggers, and social media experts, as well as politicians in the county. A sample of 195 respondents was calculated using the modified formulas by Fisher. Questionnaires and interviews were used to collect quantitative and qualitative data, respectively. Quantitative analysis consisted of frequencies and percentages using Microsoft Excel. The qualitative data collected was analyzed using content analysis with the help of NVIVO software. The results of quantitative analysis were presented in the form of tables and figures, while those of qualitative data analysis were presented using narration. The study found that social media was the main source of fake news. Facebook and Twitter had the highest prevalence of fake news, with 87% and 72% of the respondents indicating that they witnessed fake news on the apps, respectively. The study therefore concluded that social media was the biggest source of fake news in Nyeri County. The study recommended that social media companies, especially Facebook and Twitter, should take more responsibility by implementing laws to protect against the spread of fake news. This can include flagging fake news and implementing tough penalties for users spreading propaganda on the internet.","PeriodicalId":360060,"journal":{"name":"African Journal of Empirical Research","volume":"29 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141046727","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 Employee Mentoring on Performance of Universities in Tanzania","authors":"Erick Buberwa, Joyce Nzulwa, M. Kamaara","doi":"10.51867/ajernet.5.1.41","DOIUrl":"https://doi.org/10.51867/ajernet.5.1.41","url":null,"abstract":"This research study assessed the effect of employee mentoring on the performance of universities in Tanzania. The study employed the cross-sectional design and encompassed all 28 fully developed universities in Tanzania, encompassing both mainland and island institutions in Zanzibar. A sample size of 379 was derived via simple random sampling to select necessary respondents from the universities. Primary data was gathered through a survey structured questionnaire, while secondary data was acquired through documentary reviews. The quantitative data collected was analyzed using descriptive statistics. In addition, inferential analysis was performed via correlation analysis, hypothesis testing, and regression analysis. The study's findings show that employee mentoring had a statistically significant positive effect on the performance of universities in Tanzania (R=.875, R2=.766, p<.000). The resultant coefficient of determination R2 of 0.766 signified that 76.6% of universities performance is explained by employee mentoring. The model’s R value of 0.875 and the R2 value of 0.766 signified the appropriateness of the model employed in establishing the link between employee mentoring practices and performance of universities in Tanzania. The linear regression models were used. Hence, a strong departure point in drawing conclusions and comprehensive recommendations.","PeriodicalId":360060,"journal":{"name":"African Journal of Empirical Research","volume":" 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140382237","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":"Community Participation in Community Secondary School Construction Projects in Kibaha District Council, Tanzania","authors":"M. Malipula","doi":"10.51867/ajernet.5.1.42","DOIUrl":"https://doi.org/10.51867/ajernet.5.1.42","url":null,"abstract":"The centrality of participatory practices in recording development objectives is widely acknowledged. However, limited information exists on the factors that motivate community participation in the construction of community secondary schools. This article mends the said gap by exploring the factors that motivate community participation in community secondary school construction in Kibaha, Tanzania. The study utilised a descriptive research design, garnering primary data through 118 household surveys and 2 key informant interviews. The study also collected data through documentary reviews meant to triangulate the data gathered through interviews to deepen discussions and check primary data. Quantitative data analysis was conducted using IBM SPSS Statistics software with simple frequency analyses presented in tables and discussed descriptively. Atlas ti was used to process qualitative data that eventually underwent content analysis and descriptive discussion. The study unveils that community participation in community secondary school construction is positively impacted by accumulated knowledge on participation, community secondary school benefits, transparency on income and expenditure, quality leadership, decentralisation of decision-making at low levels of governance, and local people empowerment. Conversely, the absence of these motivating factors has negative motivational effects on community participation in such projects. Hence, it is imperative to make concerted efforts to reinforce the positive motivational factors.  These efforts should include enhancing community awareness of participation, empowering community members to actively participate, fostering a culture of good governance, particularly in matters of financial transparency, and involving the community in decision-making throughout the implementation of development projects. Furthermore, clear explanations of the benefits accruing to communities from the construction of community secondary schools are essential.","PeriodicalId":360060,"journal":{"name":"African Journal of Empirical Research","volume":" 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140383704","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":"French Background Students’ Perception of English as Medium of Instruction at the University of Rwanda: Case of Gabonese Students in Nyarugenge and Huye Campuses","authors":"Rodrigue Karamage, H. Habyarimana, Anastasie Uwababyeyi, Christine Ingabire","doi":"10.51867/ajernet.5.1.39","DOIUrl":"https://doi.org/10.51867/ajernet.5.1.39","url":null,"abstract":"One of the most significant advantages of English as a medium of instruction lies in its ability to advance internationalization and collaboration. However, students from diverse linguistic backgrounds may struggle to grasp complex academic concepts and effectively participate in classroom discussions due to limited English proficiency. This can exacerbate existing inequalities and hinder academic success for vulnerable student populations. This qualitative research sought to investigate the perception of Francophone Gabonese students about English as a Medium of Instruction at the University of Rwanda. Focus group interviews were administered to ten and twenty-two Gabonese students from Nyarugenge and Huye campuses respectively. The data collected were categorized and analyzed thematically. The study found that it is difficult for the Gabonese students to learn in English due to their minimum language background and exposure. It was revealed that these students face a big challenge of communicating with national students who only use Kinyarwanda in their academic activities, which induces them to cope with their learning by visiting YouTube tutorials in French. It was recommended that the University of Rwanda set up a teaching and learning environment using English only in the campuses and provide need-based intensive English courses to francophone students.","PeriodicalId":360060,"journal":{"name":"African Journal of Empirical Research","volume":" 18","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140388371","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":"Exploration of Science Teaching Self-Efficacy Sources from Multiple Narratives of Professional Development Experiences","authors":"S. Mohammed, A. Luguterah","doi":"10.51867/ajernet.5.1.27","DOIUrl":"https://doi.org/10.51867/ajernet.5.1.27","url":null,"abstract":"Professional developments are effective interventions for exposing teachers to self-efficacy sources that align with innovative (e.g., inquiry-based) science pedagogies. However, in many situations, teachers are tasked with implementing innovative science practices without consistent and enduring professional development experiences. The study explored science teaching self-efficacy sources in situations where provision of professional developments is inconsistent and circumstantial. In this multi-case study, self-efficacy sources were explored through narratives of science teachers and key educational administrators. Participants’ real-life experiences with professional development (PD) were analysed to identify and understand the sources of self-efficacy they found most significant. It examined the nature, types, and relevance of these sources without imposing external control. The study context emphasized regular, mandatory PD experiences for teachers, but participants were not currently undergoing any PD experiences. The study used a mixed sampling method to select 18 science teachers, 12 head teachers, four circuit supervisors, 3 science coordinators, and four deputy directors and director of education in urban and rural Ghana. The findings indicated that nearly all PD experiences embedded and exposed instructors to various sources of science teaching self-efficacy, with the highest being traditional-oriented cognitive content mastery (63.4%) and cognitive pedagogical mastery (65.9%). The majority of PD experiences were brief, with most lasting no more than five days, and often involved multiple subjects rather than focusing specifically on science. Overall, the study highlights the complexity of self-efficacy sources and the need for tailored, ongoing professional development opportunities for science teachers. The study recommends that those components of professional development experiences be carefully selected and integrated to embed and expose instructors to relevant and sufficient self-efficacy sources that align with innovative pedagogies emphasized in curricula documents.","PeriodicalId":360060,"journal":{"name":"African Journal of Empirical Research","volume":"600 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140417267","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":"Risk Factors for Leptospirosis in Rural Communities of Bungoma County, Kenya: A Cross Sectional Survey","authors":"D. W. Nanyende, Donald S. Namasaka, F. N. Makhanu, Jacob W. Wakhungu","doi":"10.51867/ajernet.5.1.26","DOIUrl":"https://doi.org/10.51867/ajernet.5.1.26","url":null,"abstract":"Leptospirosis is an important re-emerging zoonosis of worldwide public health concern. Leptospirosis is caused by a bacteria of the genus Leptospira. There was an outbreak of leptospirosis in humans in Bungoma County in 2004 with severe consequences. Leptospirosis is enzootic in cattle in Bungoma County. This study was conducted to determine the risk factors for leptospirosis in humans in Bungoma County. The risk factors considered in this study were; rainfall patterns, livestock management practices (grazing and watering system), home slaughter of livestock, consumption of un-inspected meat, rodent infestation in homes, and frequency of contact of livestock keepers with veterinary extension staff. A cross-sectional survey was carried out in Kimilili and Mt Elgon sub-counties of Bungoma County, Kenya. The study was conducted between April and July of 2017. The locations were then sampled, and 400 households selected using a systematic random sampling technique. Questionnaires were administered to heads of the identified households. Descriptive statistics and the chi-square test were used to analyze the data. Secondary data from medical records in Kimilili and Webuye health facilities were taken to show the disease trends in the year 2004. The study reveals the risk factors for leptospirosis in Bungoma County which include the close association of the community and their livestock (87.9%, n=400), rodent infestation in homes (92.3%, n=400), slaughter of animals in non-designated areas (83.8%, n=400), consumption of un-inspected meat (83.0%, n=400) and low contact of the population with veterinary extension staff (63.7%, n=400). The risk factors under consideration in this study were observed in over 80% of the study population. The study recommends that knowledge of leptospirosis and its risk factors be enhanced for effective control and prevention program.","PeriodicalId":360060,"journal":{"name":"African Journal of Empirical Research","volume":"12 18","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140410972","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}