School of Education

Disability, Ability and Productivity: A Personal Experience in Moi University

Sat, 01 May 2021 00:00:00 GMT

Disability, Ability and Productivity: A Personal Experience in Moi University Yungungu, Alice Kenya’s 2019 census report indicated that 0.9 (2.2%) million people of the country’s population are disabled with at least 36% having visual, hearing, and cognition impairments. However, lack of rehabilitation therapies, limited access to education and socio-economic limitations have often prevented the disabled from receiving equal opportunities to fully participate in the country’s workforce. Environment is a key factor in human development. It is even more so to a physically challenged person. As a Bachelor, Masters and Doctorate student with visual impairment at Moi University, I sought to look at the environmental circumstances in the institution and how they influenced my self-driven character and unquenchable thirst for success. This article is therefore based on experiential explanation. It is based on my own experiences as a student with visual impairment. The paper unveils how disability combined with unfriendly environmental circumstances, motivated me to develop a positive attitude towards life. Possible solutions to these circumstances that were put in place by Moi University making me a strong inspiration in my academic and social success will be discussed. The paper further makes recommendations on how Moi University can create an enabling environment not only for the ordinary, but also with particular interest for the visually impaired students. It is hoped that awareness created through this paper will encourage Moi University and other institutions of higher learning to create a more conducive learning environment for the visually impaired students. This will enable such students to unwrap their hidden potentials knowing that disability is not inability.

Using Participatory Visual Methodology as a Pedagogical Tool to Teach Sexuality Education to Learners with Hearing Impairment in Primary Schools in Kenya

Tue, 01 Sep 2026 00:00:00 GMT

Using Participatory Visual Methodology as a Pedagogical Tool to Teach Sexuality Education to Learners with Hearing Impairment in Primary Schools in Kenya Misigo, Bernard Lushya; Lagat, David Kipkemboi; Mugun, John Boit This paper explores how teachers could use Participatory Visual Methodology (PVM) as a pedagogical strategy in Sexuality Education (SE) for Learners with Hearing Impairments (LWHI) in primary schools. SE for LWHI should be delivered differently from the regular peers without disabilities due to impairments needs and challenges. LWHI experience communication barriers that limit their access to information from parents and the community. They have difficulties in understanding abstract and complex concepts such as those of sexuality. Hence, they may have limited sexual education. Technology also provides readily available sexual information that may entice them to imitate inappropriate sexual behaviour and engage in risky sexual activities. This, coupled with sexuality being a sensitive and complex subject shrouded in varied teacher beliefs, perspectives and attitudes stemming from their cultural backgrounds teachers may find it difficult to convey sexuality content appropriately. Therefore, teachers experience difficulties in sexuality content delivery and learner engagement. Consequently, LWHI are left without adequate sexuality education to handle their sexuality challenges. Hence are exposed to misinformation sexual abuse, coercion and molestation. This necessitates that teachers use suitable, specific strategies to teach them to acquire knowledge and skills to make informed decisions to reduce risky behaviours and safeguard their lives. Guided by Transformative Learning Theory steps during the introduction of the PVM strategy, the study employed a qualitative approach within a critical paradigm and PVM design. Data were generated through photo elicitation, focus group discussions, and narrative-photo voice from 12 purposively selected teachers in two primary schools for LWHI in the North Rift region of Kenya. Teachers used PVM tools—photography and collage—to teach and engage learners in 16 lessons over 8 weeks of learning. Thematic analysis revealed that PVM improved classroom interaction by creating a safe space for discussing sexuality, enhanced learner participation in lessons, complemented Kenya Sign Language used to communicate with LWHI, supported understanding of sexuality concepts, prompted learners to disclose hidden sexuality experiences, and served as a tool to transform sexual misbehaviour. The study recommends Kenya Institute of Curriculum Development (KICD) develop visually engaging sexuality education materials with simple clear explanations in Kenya Sign Language to facilitate understanding of SE by LWHI and to integrate PVM as a pedagogy in teaching sexuality education to LWHI.

Influence of parental monitoring support of academic progress on academic success of Undergraduate Students in Selected Public Universities in Kenya

Sat, 01 Aug 2026 00:00:00 GMT

Influence of parental monitoring support of academic progress on academic success of Undergraduate Students in Selected Public Universities in Kenya Mettoh, Hellen J.; Githinji, Felicity W.; Momanyi, John M.; Langat, Gilberd Parental support is an important factor in educational success of university students. However, parenting styles of university students differ considerably, potentially resulting in varying levels and types of support. This study investigated the influence of parental monitoring of academic progress on the success of undergraduate students in selected public universities in Kenya. The study was anchored on Functionalist theory and Epstein's theory of parental involvement. Convergent parallel mixed methods research design was utilized. The target population was 6,548 fourth-year undergraduates. Sample size was determined through stratified sampling followed by simple random sampling techniques. Krejcie and Morgan formula was used to determine sample size, which consisted of 363 fourth-year undergraduates whose degree programmes last for four years. Purposive sampling was employed to select the universities for participation. Forty-one (41) key informants was selected through purposive and snow balling sampling procedure. Data was collected through students’ questionnaire, document analysis and structured interview guide to key informants. Quantitative data was analysed using descriptive and inferential statistics. Qualitative data was analysed using Colaizzi’s descriptive phenomenological approach. The study findings revealed that parental monitoring of aspects of learning environment, students safety, adherence to university academic rules, and examination success were statistically significant (F(4, 335) = 12.729, p < .001), indicating that these factors collectively predicted academic success. Multple regression model yielded an r = .353 and an R² of .132, meaning that approximately 13.2% of the variance in academic success can be explained by these four predictor variables. Examination performance had the strongest positive influence followed by adherence to university academic rules, learning environment and students’ safety. Qualitative findings reinforced the quantitative findings pattern as parental monitoring support influenced academic success. The study recommends that parents should monitor academic progress consistently. They should regularly request transcripts and discuss performance, but monitoring should be delivered with love rather than anger. Excessive surveillance such as checking portals and visiting university multiple times increases student anxiety and should be avoided.

“Listen to Music in Times of Trouble”: Awillo Mike, Kenyan Live Band Music, and Surviving the COVID-19 Pandemic

Fri, 01 May 2026 00:00:00 GMT

“Listen to Music in Times of Trouble”: Awillo Mike, Kenyan Live Band Music, and Surviving the COVID-19 Pandemic Mboya, Tom Michael This narrative account of the working career of Kenyan popular “live band” musician Awillo Mike in 2020 explores the contribution that musicking makes to social resilience. Ethnographic and literary methods were used to construct a story of one artist’s struggles to survive and sustain his music career during the COVID-19 pandemic—a story that demonstrates how musicking is an everyday entertainment practice that fulfils deep psychological needs, persisting even in the most difficult circumstances by adapting. The account also contends that musicking directly and indirectly supports community resilienc