http://ir.mu.ac.ke:8080/jspui/handle/123456789/64 2026-04-07T19:06:33Z 2026-04-07T19:06:33Z Chang’ach, John K. Barasa, Mercy Chemutai Rugut, Cornelius Ronoh, Janet Chemwor, Ezekiel http://ir.mu.ac.ke:8080/jspui/handle/123456789/9622 2025-03-03T09:26:44Z 2024-01-01T00:00:00Z

Challenges and opportunities in East African doctoral supervision Chang’ach, John K.; Barasa, Mercy Chemutai; Rugut, Cornelius; Ronoh, Janet; Chemwor, Ezekiel In a changing doctoral supervision environment, challenges and opportunities in doctoral supervision need to be better understood to provide the right support for quality doctoral supervision. This paper offers a contextual literature review of the challenges and opportunities in the East African higher education landscape. It is demonstrated that despite the new approaches that have emerged over time on effective doctoral supervision, universities in East Africa still face low graduate completion rates and poor research output. This emerges from key challenges including poor student-supervisor relationships, differences in research orientation between students and their supervisors, and administrative issues including a shortage of doctoral supervisors, high supervisor workload, and inadequate administrative support. Nonetheless, several opportunities for improving doctoral supervision in East Africa are identified including capacity building, collaborative supervision, and leveraging of technology. It is therefore recommended that Universities take advantage of emerging solutions to challenges in doctoral supervision especially inter- university collaboration and capacity-building.

2024-01-01T00:00:00Z Mwaluko, Frank Zakaria Musamas, Josephine Tarmo, Albert Paulo http://ir.mu.ac.ke:8080/jspui/handle/123456789/9616 2025-03-03T07:09:30Z 2023-01-01T00:00:00Z

Integration of Information and Communication Technology in instruction of Geography Mwaluko, Frank Zakaria; Musamas, Josephine; Tarmo, Albert Paulo Information and Communication Technology (ICT) has become a significant aspect of teaching and learning. Despite its significance, ICT is not fully integrated into the teaching and learning of Geography in Tanzania. The purpose of this study was to investigate ICT integration in teaching and learning of Geography in public secondary schools in Manyoni district, Tanzania. The objectives were: to establish ICT resources available for teaching and learning Geography; to assess Geography teachers’ preparedness to integrate ICT in teaching and learning and to determine the frequency and use of ICT resources in the teaching and learning of Geography. The Technological Acceptance Model (TAM) by Fred Davis guided the study. The target population for this study was all the public secondary schools in Manyoni district which has a total of 16 schools. The study used simple random sampling to select 9 secondary schools and 185 students in addition to purposively selected 30 Geography teachers and 9 headteachers as the study respondents. The study adopted a pragmatic paradigm and used a mixed-methods research approach. A concurrent triangulation mixed design was used where data was collected using questionnaires, document analysis, interviews and observation schedules. The quantitative data were analyzed by descriptive statistics using frequencies, tables and percentages, while qualitative data were analyzed thematically through content analysis. The study revealed that ICT resources for instruction of Geography in secondary schools were insufficient, Geography teachers had limited ICT skills, and many Geography teachers had never used ICT in their teaching. This study concluded that a number of factors have interacted to negatively impact and retard the integration of ICT in the instruction of Geography in secondary schools in Tanzania. The study therefore recommended that a serious effort should be put in by the different stakeholders to increase the provision of ICT tools to all schools and Geography teachers to be encouraged through in-service training to acquire not only skills but also enthusiasm to enable them effectively integrate ICT in their teaching.

2023-01-01T00:00:00Z Jemutai, Sarah Musamas, Josephine Kemboi Nabwire, Violet Kafwa http://ir.mu.ac.ke:8080/jspui/handle/123456789/9571 2025-02-24T09:05:58Z 2023-01-01T00:00:00Z

Teachers’ perceptions of play way strategies of learning in developing digital literacy among pupils in primary school Jemutai, Sarah; Musamas, Josephine Kemboi; Nabwire, Violet Kafwa Early learning and subsequent academic achievement are based on play. Play and early learning have attained and will continue to achieve global awareness. Playing with digital devices can help learners develop digital skills. However, little to no research has been documented on the use of play and the development of digital literacy skills. The purpose of this paper is to explore teachers’ perceptions of Play Way strategies of learning in developing digital literacy among pupils in primary school. The study is underpinned by Constructivism Learning Theory. The study utilized a qualitative research method, and a case study research design, and adopted an interpretivism research paradigm. The target population comprised 30 primary schools. 13,500 pupils and 450 teachers. Data was collected from twelve public primary schools in Chesumei Sub County in Nandi County, 12 head teachers, 12 grade one teachers, 480 learners, and one education officer using purposive sampling methods. Purposive in that existing grade one classes were used, the teachers teaching the grade and schools that received the government-donated laptops and tablets. The research instruments that were used were teacher reflective journals and interview schedules. The data was analyzed thematically. The study findings revealed that: teachers perceived the Play Way method of learning as digital skill acquisition, a child-centred approach, and a method that changed the role of the teacher.The paper concludes that Play Way method of learning can be used to aid in the development of digital literacy skills in the competency - based curriculum. The paper recommends that schools entrench a system of supporting the teachers to use digital devices for learning and acquisition of 21 st century skills. Digital devices have become a valuable resource in the teaching and learning process. The findings of this study are useful in curriculum innovation in Kenya and other parts of the world.

2023-01-01T00:00:00Z Kwambai, Bernadette Jepkoech Serem, David Kessio, David Kipkasi http://ir.mu.ac.ke:8080/jspui/handle/123456789/9566 2025-02-24T08:37:16Z 2017-01-01T00:00:00Z

High student enrolment and its implication on teaching and learning in selected public universities in Kenya Kwambai, Bernadette Jepkoech; Serem, David; Kessio, David Kipkasi This paper is based on a study which highlighted on the impacts of high student enrollment levels to existing instructional resources in selected public universities in Kenya The study analyzed the impact of high students’ enrolment levels on instructional resources in selected Public Universities in Kenya. The objective of the study was to determine the impact of high students’ enrollment on teaching and learning facilities in selected public universities in Kenya. The study was guided by the general system theory. The study employed a mixed research design. A pragmatic philosophical paradigm was adopted in the study. Probability sampling method was adopted which included a simple random and stratified random sampling procedures. The targeted population was 390 from six selected public universities in Kenya. This consisted of 240 lecturers, six deans of schools of education, 48 examination officers and 24 heads of departments in the School of Education. The data collection instruments used were closed and open ended questionnaires, interviews and observation. Data was analyzed by descriptive and inferential statistics. The findings of the study found out that student enrollment and instructional resources correlated negatively. The increasing population had affected the quality of teaching, instructional methods and the administration of examination in the six public universities in Kenya. It identified inadequacy, inaccessibility and scarcity to existing teaching and learning resources. The study further revealed that even though some public universities had adequately implemented educational policies, laboratories, lecture halls, library facilities and the quality of teaching was still compromised. The potential beneficiaries of the discussions in this paper would be the deans of schools, heads of departments, examination officers and lecturers in the schools of education in the provision of better management skills on student enrollment level effects on the existing teaching and learning of resources.

2017-01-01T00:00:00Z